Pgc Health and Social Care Education (April 2014)
Programme Specification
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.- Awarding Institution / Body
- Teaching Institution and Location of Delivery
Preston campus
- University Department/Centre
- External Accreditation
- Title of Final Award
- Modes of Attendance offered
- UCAS Code
- Relevant Subject Benchmarking Group(s)
- Other external influences
NHS Knowledge and Skills Framework
The UKProfessional Standards Frameworkfor teaching andsupporting learning in higher education
- Date of production/revision of this form
Revised April 2014 (Minor Change)
- Aims of the Programme
The aim of the programme is to prepare health and social care professionals working within higher education and practice settings to meet the UK Professional Standards Framework for Learning and Teaching in HE and Nursing and Midwifery Council professional standards for teachers and the standards frameworks for education of other health and social care bodies as they become available. The programme will enable students to demonstrate an understanding of the student learning experience through engagement with
- all areas of activity identified in the relevant standards,
- core knowledge and professional values identified in the relevant standards;
- the ability to incorporate research, scholarship and/or professional practice into those activities
- Learning Outcomes, Teaching, Learning and Assessment Methods
A.Knowledge and Understanding
At the end of the programme of study the student will be able to:
A1 critically review the context and values underpinning contemporary education practices across the health and social care sector
A2 analyse and debate the issues informing current and future developments in the professional regulation of healthcare education
A3 review current approaches to curriculum design and development
A4 review and evaluate theories and models that offer explanations and insights in the nature and processes of learning
A5 critically review and evaluate teaching and learning methods and technologies in order to select and use appropriate techniques in educational practice
A6 critically review and evaluate principles and practice of assessment in order to select and use appropriate techniques in assessment of students on healthcare programmes
A7 critically engage with the principles and practice of pedagogic research including strategies for evaluating learning
A8 critically engage with the principles and practice of quality assurance and enhancement in order to minimise risk to the students learning experience and provide robust programmes that meet changing requirements of external stakeholders and employers.
Teaching and Learning Methods
Work based learningactivities utilising opportunities within the School and across the University e.g. attendance at Pedagogic Research Forum, observation of validation events and course boards; Workshops; key lectures; Peer discussions, both face to face and on-line via Elearn.
Support from a School-based mentor to apply knowledge and understanding within its local context
Assessment methods
- Evaluation of learning activity
- Peer review
- Critical reflective discussion
- Curriculum design critique
- Reflective assignment
- Annotated professional standards
B.Subject-specific skills
At the end of the programme of study the student will be able to:
B1 facilitate learning for a range of students, within a particular area of practice and where appropriate, encourage self-management of learning opportunities and provide support to maximise individual potential.
B2 assess learning, in order to make judgements related to relevant professional standards of proficiency
B3 determine strategies for evaluating learning in practice and academic settings
B4 create an environment for learning, in collaboration with their peers, where practice is valued and developed, that provides appropriate professional and inter-professional learning opportunities and support for learning to maximise achievement for individuals
B5 support learning within a context of practice that reflects healthcare and educational policies, managing change to ensure that particular professional needs are met within a learning environment that also supports practice development.
B6 apply evidence-based practice to their own work and contribute to the further development of such an evidence-base for their practice.
B7 demonstrate effective relationship building skills sufficient to support learning, as part of a wider inter-professional team, for a range of students and colleagues in both practice and academic learning environments
Teaching and Learning Methods
Work based learning incorporating for example: involvement with parity marking activities, teaching and assessing learning of varied groups of students, participation in student-staff liaison committees, review of module evaluation questionnaires, engagement with inter-professional learning activities, preparation of teaching material and other resources that demonstrate evidence-based practice, engagement with colleagues in practice settings and a range of areas where students’ learning is supported e.g. Skills Labs
Other work based learning activities utilising opportunities available at School, University and health and social care settings e.g. meeting key personnel from health and social care settings to explore their role, for example Placement Learning Support Unit staff.
Also Peer review of teaching, Key lectures and workshops.
Completion, across the course, of 360 documented hours of teaching related activity.
Use of e-portfolio to support reflective practice, and on-line discussion via Elearn.
Seminar discussions/action learning set activity as required to develop practice focussed learning activity
Assessment methods
- Completion of documented Teaching hours together with annotated professional standards
- Evaluation of development, leadership and implementation of a practice-focussed learning activity
- Peer review of teaching
C.Thinking Skills
At the end of the programme of study the student will be able to:
C1critically reflect on and evaluate their own development as a teacher in both practice and academic settings
C2 extract, evaluate and synthesise information from primary and secondary sources relevant to the role of a teacher of professional programmes
C3 critically appraise issues relating to the development of practitioners in health and social care
C4 synthesise knowledge/information in order to lead and support educational developments in practice and academic settings
Teaching and Learning MethodsSupport for reflective practice through development and use of a portfolio (e-portfolio as available) Lectures/workshop and work-based practice on information location and retrieval to support evidence-based practice and teaching.
Seminar work and group discussion, both face to face and on-line via Elearn.
Discussion of progress with module tutors and mentor.
Assessment methods
- Evaluation of learning activity
- Curriculum design critique
- Critical reflective discussion
- Essay/assessed critical reflection
D.Other skills relevant to employability and personal development
At the end of the programme of study the student will be able to
D1 manage and lead change effectively
D2 facilitate innovative and creative learning opportunities
D3 use effectively a range of advanced communication skills
D4 demonstrate personal and functional organisation of their own and others work
D5 demonstrate efficient and effective administration of programmes and learning opportunities
D6 demonstrate leadership skills for education within practice and academic settings
Teaching and Learning Methods
Key lectures and workshop activities
Action learning sets to support development and leadership of practice-focussed learning activity
Peer review of teaching
Engagement with (e-) portfolio
Assessment methods
- Annotated professional standards
- Completion of assessed and recorded teaching hours
- Development, leadership and implementation of a practice-focussed learning activity
- Critical discussion
13.Programme Structures* / 14.Awards and Credits*
Level / Module Code / Module Title / Credit rating
Level 7
Level 7
Level 7 / MW4102
EH4101
EH4100 / Preparation of teachers: health and social care professions
Teaching, learning and assessment
Teaching toolkit / 20
20
20 / Postgraduate Certificate
Requires 60 credits at Level 6 or above with a minimum of 40 credits at Level 7
15.Personal Development Planning
According to QAA (2004), Personal Development Planning (PDP) is:
- A structured process that is integral to higher level learning
- Concerned with learning in an holistic sense (academic and non-academic)
- Something done with guidance and support
- A process that involves reflection, creation of personal records, planning and monitoring progress towards achievement of personal objectives
- Intended to improve the capacity of the individual to communicate their learning to others who are interested in it (academic staff/ employers)
Students will be supported in this process by a range of School activities e.g. new staff will be undertaking an induction programme; existing staff will be through IPR and appraisal developing their personal career pathways. The use of an e-portfolio will be introduced to the students for use throughout the course.
Underpinning each student’s PDP is the development and enhancement of reflective practice, enabling each student to deconstruct their own and others practice; the enhancement of academic leadership through the development of expertise in their specialist field of practice and the attainment of a nationally recognised standard of practice in healthcare education
Reference
Quality Assurance Agency for Higher Education (2004) Recommendations for policy on PDP.
16.Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
Health Care Professionals who intend to take on the role of teacher must fulfil the following criteria:
- Be registered in the same part or sub-part of any professional register as the students they support, i.e. HPC or NMC (nurses and midwives).
- Have completed at least 3 years post-registration experience, gained additional professional knowledge and skills, and have experience in an area where students are gaining practice experience relevant to their registration.
- Have extended their professional knowledge, relevant to their field of practice, to at least first degree level
- Be working as a lecturer in a higher education setting or demonstrate relevant and appropriate role responsibilities in practice working with students undertaking recordable/registerable programmes of study
- Have the support of their line manager in order to achieve 360 hours of logged teaching activity
17.Key sources of information about the programme
- Fact sheet
- NMC web site
18.Curriculum Skills Map: core and compulsory modules
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Level / Module Code / Module Title / Core (C), Compulsory (COMP) or Option (O) / Programme Learning Outcomes
Knowledge and understanding
A1 / A2 / A3 / A4 / A5 / A6 / A7 / A8
LEVEL 7 / MW4102 / Preparation of teachers: health and social care professions / Core / √ / √ / √ / √ / √
EH4101 / Teaching, learning and assessment / Compulsory / √ / √ / √ / √ / √ / √
LEVEL 7 / EH4100 / Teaching toolkit / Compulsory / √ / √ / √ / √
Level / Module Code / Module Title / Core (C), Compulsory (COMP) or Option (O) / Programme Learning Outcomes
Subject-specific Skills
B1 / B2 / B3 / B4 / B5 / B6 / B7
LEVEL 7 / MW4102 / Preparation of teachers: health and social care professions / Core / √ / √ / √ / √ / √ / √ / √
EH4101 / Teaching, learning and assessment / Compulsory / √ / √ / √ / √ / √ / √
LEVEL 7 / EH4100 / Teaching toolkit / Compulsory / √ / √ / √ / √
Level / Module Code / Module Title / Core (C), Compulsory (COMP) or Option (O) / Programme Learning Outcomes
Thinking Skills
C1 / C2 / C3 / C4
LEVEL 7 / MW4102 / Preparation of teachers: health and social care professions / Core / √ / √ / √ / √
EH4101 / Teaching, learning and assessment / Compulsory / √ / √ / √
LEVEL 7 / EH4100 / Teaching toolkit / Compulsory / √ / √ / √
Level / Module Code / Module Title / Core (C), Compulsory (COMP) or Option (O) / Programme Learning Outcomes
Other skills relevant to employability and personal development
D1 / D2 / D3 / D4 / D5 / D6
LEVEL 7 / MW4102 / Preparation of teachers: health and social care professions / Core / √ / √ / √ / √ / √ / √
EH4101 / Teaching, learning and assessment / Compulsory / √ / √ / √
LEVEL 7 / EH4100 / Teaching toolkit / Compulsory / √ / √ / √ / √
Note:Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks