Certificate in Professional Studies (Burns Care)/Post Graduate Certificate (Burns Care) ·...

Faculty of Health, Psychology and Social Care

Certificate in Professional Studies (Burns Care)/Post Graduate Certificate (Burns

Care)

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education.

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Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 17th October 2014

2 Effective date of Approved/Reviewed Programme Specification: January 2015

3 This Version effective from: September 2017

4 Version number: 2015 / version 4

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

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_________________________________________________________________________________________________________________________________ CASQE Page 1 of 21 Programme Specification

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

Certificate in Professional Studies (Burns Care)/Post Graduate Certificate (Burns Care)

2 Brief Summary

The Programme is designed at Level 6 and Level 7 allowing students to undertake a core ‘Principles and Practice of Burns Care’ unit (40 credits) and either ‘Burns Rehabilitation’ (20 Credits) or ‘Burns in Critical Care’ (20 Credits). Students may also access the units on a stand-alone basis or attend any combination. The Principles and Practice of Burns Care unit will cover the cycle from admission to discharge. The Burns in Critical Care unit will cover areas specific to the burns patient in the Critical Care environment. This unit is not offered elsewhere in the UK. The Burns Rehabilitation unit will cover post discharge management and measures to achieve optimum health and well-being. All units will cover the care of children/young people and adults.

3 Awarding institution

Manchester Metropolitan University

4 Home Faculty

Faculty of Health, Psychology and Social Care

5 Home Department/ School/ Institute

Department of Nursing

6 UCAS/GTTR code(s)

Not applicable

7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Honours (Level 6) Masters (Level 7)

http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2718#.Wb5-EtVSws4

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8 Alignment with University Curriculum Framework University Curriculum Frameworks

Flexible Curriculum Framework

9 Engagement with the University-wide Provision eg Uniwide Language, EdLab

Uniwide is not available for Externally Validated programmes

10 Compliance with University Assessment Regulations University Assessment Regulations

Undergraduate Taught Postgraduate

11 Approved Variations/Exemptions from University Assessment Regulations University Assessment Regulations

There will be no maximum period of registration for a student on the CPS (Burns Care), subject to the judgement of the relevant Assessment Board about whether the units have been completed within a period of time that is consistent with ensuring the currency of the curriculum. There shall, however, be no guarantee about the length of time for which the programme or its constituent units will be available. Undergraduate

A unit shall be passed only when a student achieves 40% in each element of academic / theory assessment and a Pass in the practice assessment associated with the unit. Taught Postgraduate:

A unit shall be passed only when a student achieves 50% in each element of academic / theory assessment and a Pass in the practice assessment associated with the unit.

12

Relationship with Faculty Foundation Year

Not applicable

Awards

13 Final award title(s)

Certificate in Professional Studies (Burns Care) Post Graduate Certificate (Burns Care)

14 Combined Honours Not applicable

15 Interim exit awards and Subject title(s)

Not applicable

Arrangements with Partners Partner Name Type of Collaborative Partnership

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

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16 Approved Collaborative partner(s) University Hospital of South Manchester NHS Foundation Trust (UHSM) Central Manchester University Hospitals NHS Foundation Trust (CMFT)

External validation

17 Articulation and Progression Arrangements with Partners

Partner Name Details of Arrangements

Not applicable

Not applicable

Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award of any route within the programme specification

Not applicable.

19 Date, outcome and period of approval of last PSRB approval/accreditation

Not applicable.

Approval Status

20 Date and period of approval of most recent Manchester Met review/ approval

(i) Date of Latest review/approval 17/10/2014 Review with the addition of PgCert Burns Care Level 7. Approved subject to five conditions.

(ii) Length & Dates of Period of approval given In (i) above:

Years: 5 years From: 1 January 2015 To: 31 August 2020

(iii) Major Modifications to Programme

Specification since last review/approval N/A

21 Next Scheduled Review Date: 2019/20

22 Programme Specification effective date:

September 2017

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SECTION B - OUTCOMES

23 Manchester Met Graduate Outcomes On successful completion of their course of study Manchester Met graduates will be able to:

GO1. Apply skills of critical analysis to real world situations within a defined range of contexts; GO2. Demonstrate a high degree of professionalism characterised by initiative, creativity, motivation

and self-management. GO3. Express ideas effectively and communicate information appropriately and accurately using a

range of media including ICT. GO4. Develop working relationships using teamwork and leadership skills, recognising and respecting

different perspectives. GO5. Manage their professional development reflecting on progress and taking appropriate action; GO6. Find, evaluate, synthesise and use information from a variety of sources. GO7. Articulate an awareness of the social and community contexts within their disciplinary field.

24 Programme Rationale

The speciality of burns care is undergoing continual change and development driven by a multidisciplinary approach, which has resulted in improvements in patient survival rates. Research based knowledge is key to the whole multi-disciplinary team not only to give high quality holistic care, but also act quickly when a burns patient is admitted to pre-empt any possible complications. In 2001, The National Burn Care Review set out standards, which should be met by providers of specialist burns services. These included the provision of specialist education. In 2013 the ‘National Burn Care Standards’ further indicate the requirement for all multi-disciplinary staff working within this specialist field of practice to undertake appropriate development and training. These standards have been agreed with commissioners (NHS England) at a national level in order to ensure that best practice in burns care is executed consistently throughout the country and to ensure the best outcomes for patients is achieved. The National Burn Care Standards cover 12 key topics that encompass 147 standards all of which have measures that identify compliance (NBCR 2001, NBCS 2013). One of the key topics centres on the education of the multi-professional team. The standard for nursing staff is that ‘75% of the Registered

Nurses must be able to demonstrate competence in the appropriate range of critical care and burn care skills for the environment in which they work. There should be evidence that ‘care is shared between the burns and critical care nursing’. The standard for therapists expects that there are sufficient therapists experienced in intensive care and rehabilitation, as set out by the Therapy Standards working group. These requirements regarding education are currently not being met regionally or nationally hence the need to continuously develop this programme. The staff and academic teams of the Manchester Burns Centres at UHSM (Wythenshawe Hospital) and CMFT (Royal Manchester Children’s Hospital) have worldwide recognition for their expertise in adult and paediatric burns care. This Programme will enable us to engage a wider range of multi-disciplinary professionals and thus help us meet the requirements of the NHS England Burn Care Standards (2013). National Burn Care Review (2001) Standards and Strategy for Burn Care – A review of Burn Care in the British Isles. National Network for Burn Care (2013) National Burn Care Standards, NHS England, Specialised Commissioning Services

25 QAA Benchmark Statement(s)

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As this programme is continuing professional development, the pre-registration QAA Benchmark Statements are not applicable to professionally registered members of staff.

26 Programme Specific Outcomes

(a) Final Award Learning Outcomes

Certificate in Professional Studies (Burns Care) - Level 6 On successful completion of the Certificate in Professional Studies Burns Care (Level 6) students will be able to:

PLO1. Critically analyse key aspects of burn care, including knowledge and skills which are at the forefront of their area/field of practice.

PLO2. Devise and sustain arguments using ideas and techniques linked to clinical to discuss particular

aspects of current research, or equivalent scholarship within the area/field of practice. PLO3. Review and apply their knowledge through reflection in relation to their own area/field of

practice and/or their personal practice development. PLO4. Manage their own learning, utilising appropriate available resources. Postgraduate Certificate (Burns Care) - Level 7 On successful completion of the Postgraduate Certificate in Burns Care (Level 7) students will be able to: PLO1. Synthesise the underpinning theory, scholarship and evidence underpinning current

perspectives and developments in paediatric and adult burns care to justify appropriate current practice in their profession and professional area

PLO2. Critically apply appropriate research methodology to their own professional area within the

context of both practical and theoretical aspects of paediatric and adult burns care delivery PLO3. Articulate originality in the application of existing and developed knowledge, together with a

practical approach of how established techniques of research and enquiry are used to create and interpret knowledge across the spectrum of burn care situations

PLO4. Critically evaluate their own and others clinical practice and develop critiques of aspects of

practice, where appropriate, proposing new hypotheses to improve their own knowledge, care delivery and address service development needs

27 Interim Award Learning Outcomes Not applicable

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SECTION C – STRUCTURE

28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session. Undergraduate Part Time Certificate in Professional Studies (Burns Care) Level 6

Core Units

Code Occurrence Status Unit Title No of credits

27800001

1 None Principles and Practice of Burns Care

40

Option Units Choose1 from options listed

27800003 9 None Burns Rehabilitation 20

27800002 9 None Burns In Critical Care 20

On successful completion of the following Level 6 credits: 60 credits: final exit award – Certificate in Professional Studies (Burns Care)

Postgraduate Part Time Postgraduate Certificate (Burns Care) Level 7

Core Units

Code Occurrence Status Unit Title No of credits

27850001 1 None Principles and Practice of Burns Care

40

Option Units Choose 1 from options listed

27850003 9 None Burns Rehabilitation 20

27850002 9 None Burns in Critical Care 20

On successful completion of the following Level 7 credits:

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60 credits: final exit award – Post Graduate Certificate (Burns Care)

SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects See Guidance document for details

All students who undertake the programme are in employment within the NHS. The programme team gather longitudinal feedback from employers / managers and students at 6 months and 12 months following completion of the programme. This offers some indication of the overall effectiveness in regard to quality patient care delivery and standards within the services that the student came from. It also highlights the use and retention of developed clinical skills and knowledge within the individual.

30 Curriculum Design

The curriculum is designed to equip students with the underpinning knowledge and skills required to work within the field of burns care. A key function of the course is to support the training of staff to ensure they are fit for purpose and competent to deliver quality care to the burns patient, who may be acutely ill. Ensuring patient safety and high quality patient care are core drivers and this is accomplished by underpinning practice with evidence based theory. The programme aims to develop the student as a critical thinker, stimulating an analytical approach to clinical practice and encourages students to drive forward their own and others clinical practice. The focus on evidence-based research throughout the programme will ensure practitioners deliver care based on the current best practice. Students will have diverse backgrounds, coming together from around the Northern Burn Care Network and beyond, and sharing of knowledge and experiences are seen as important to stimulate debate and practice development. Student evaluations are considered and amendments made to unit curriculum in light of this feedback. In addition, students and managers are members of the Programme Committee where design, review and impact of curriculum are discussed. The curriculum will cover both paediatric and adult aspects of burn injury care and will be designed to support progression through and across units. FLEXIBILITY This programme allows students to develop professional attitudes and aptitude towards caring for people of all age ranges who have experienced burn injuries. The modular format of the programme enables individuals to ‘step on’ and ‘step off’, completing the mandatory core unit alone or in conjunction with either one or both of the other elective units (although it is unlikely that individuals will want to undertake both the Burns Rehabilitation and Burns in Critical Care elective units). In order to gain the award, both the mandatory and an elective unit must normally be taken within 3 years following commencement. This will ensure the contemporary nature of the programme. Flexibility is paramount in the provision of each unit. In order to optimise student attendance and take into account flexible working practices and childcare requirements, a blended learning approach will be utilised

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throughout the duration of the programme and will be discussed with each cohort upon commencement of each unit. All candidates must attend the first day in order to continue with their studies. DIVERSITY The Programme Team is committed to ensuring that teaching and learning strategies are developed and implemented with equality of access. The curriculum will be accessible, relevant, appropriate and responsive to a variety of student needs based upon expected learning outcomes matched to a range of teaching and learning activities. INCLUSIVITY The programme will ensure inclusivity is maintained by treating all students as individuals, and ensuring that their interests, experiences, abilities, insights, needs, cultural and ethnic backgrounds and learning styles are considered throughout the programme in line with recommendations from The University’s Strategy for Learning, Teaching and Assessment. EMPLOYABILITY Progression throughout each unit will result in enhanced professional standing for the student and their practice setting. Students will develop new clinical skills and knowledge that will translate into improved patient care. QUALITY ENHANCEMENT The structured format of the programme will support students in their work with burn-injured individuals developing reflective, confident and competent practitioners. A learner centred approach will be utilised throughout as indicated by The University’s Strategic Framework for Learning, Teaching and Assessment. RESEARCH, SCHOLARSHIP AND REFLECTIVE PRACTICE The programme will furnish students with the underpinning knowledge and skills to participate effectively in the delivery of current best practice and knowledge in burn injury care. In order to achieve such a broad goal, the curriculum contents reflect the innovative thinking required within such a specialised field of healthcare provision. Such innovative thinking will be relayed through:

Therapeutic interventions.

Clinical Skills Laboratories.

Evidence Based Practice.

Legal and ethical Issues.

Local, Regional and National aspects of care.

Political and Professional initiatives surrounding Burn Injury Care. Option Units Option units listed in the curriculum structures (section C28 above) are all approved for delivery, but may not all run in any one academic session.

31 Learning and Teaching

The approach to teaching within this programme is facilitative, encouraging students to develop both professionally and academically throughout the programme. The underlying teaching philosophy is to provide a range of learning and teaching methods to ensure an optimal learning experience for students. This aims to meet the needs of a student body with diverse previous experiences, thus enhancing the learning experiences of all. However, it is recognised that this presents a challenge in terms of effective delivery of academic material and student learning. In order to meet this challenge a wide variety of learning and teaching approaches are used to optimise the learning experiences for all.

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The experience of students as practitioners is fully incorporated throughout the programme, requiring them to relate and explore the theoretical elements of the programme with the practical application in their current area of practice. All students undertaking the programme are currently working within the area of burn care. This is seen as imperative if the strong links between theory and practice are to be maintained within the programme. This link is ensured by having a strong practice based component within the programme, where clinical competence can be developed in the management of burn injuries. All students are required to submit evidence of previous academic study (within 3 years) or undertake a 1000 word academic submission. The student is guided to submit a piece of work that will subsequently inform their future assessments and this is completed prior to being accepted onto the programme. Feedback is given on this submission in order to provide support to the student.

Learning occurs through a variety of teaching methods, which include keynote lectures, group work, case studies, discussion sessions, online e-learning, practical skills sessions, and learning through practice. The student is expected to undertake self-directed study, utilising available resources. The teaching methods used will reflect the specific learning outcomes within each unit and aim to maximise student learning. The use of case studies and discussion sessions will encourage students to relate theory presented in lectures to their own clinical experiences. To facilitate discussion and development between level 6 and level 7 learners there will be group tutorials which can either be undertaken face to face as part of the teaching or online. This will allow for discussion and development of different levels of learning.

Members of the Programme Team are actively involved in clinical research and national policy development. This ensures that students are provided with contemporaneous, evidence-based education. Equally, the Programme Team attend and present at a range of multi-professional national and international conferences, the content of which directly feeds back into the programme curriculum. As adult learners there is expectation that ethical behaviour and academic integrity is integral to practising professionals and the Programme Team ensure that all students are supported in regard to these expectations via the use of electronic submissions and guidelines.

32 Assessment

On commencement of each unit, the students will receive a Handbook detailing the intended learning outcomes, unit content, assessment dates (including marking criteria) and suggested/indicative reading. The assessments for each unit are designed to demonstrate that all the academic and practice-learning outcomes have been achieved. A range of academic assessment methods will support the development of a range of key skills, academic and practice knowledge and skills:

Case Reports.

Poster Presentation.

Clinical Skills Framework.

Reflective Practice Portfolio.

Seminar Presentation.

Proposal for Change.

Literature Reviews. ACADEMIC COMPONENT The use of `case studies` allow the students to reflect on their practice, exploring the evidence underpinning this, therefore assisting with their work-based learning. The core unit assesses student’s knowledge using a

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presentation, while the second optional unit utilises a written assignment. This assessment format will allow practitioners to share their knowledge and experience with their peers, enhancing group learning. Additionally, academic level 6 and 7 students will present together, allowing students at different levels to learn from each other.

PROVIDING STUDENT FEEDBACK AND EVALUATION ON ASSESSMENT Each student will be allocated a personal tutor. Pastoral support and progression monitoring will be the responsibility of the personal tutor. The provision of feedback and evaluation is crucial in motivating and focusing students. The clinical competencies require regular assessments and the opportunity to document constructive feedback and action plan for further progression. All marking criteria have sections for markers to give detailed constructive and developmental feedback. In addition, written developmental feedback is provided to students on all written assignments. Students are encouraged to approach their academic tutors to discuss their feedback and to develop personal action plans. Rubrics based on the University Standard Descriptors at both levels 6 and 7 have been developed which guide feedback and ensure consistency and parity between markers. Focusing the assessments on the application of theory to practice further enhances the links between theory and practice. The student will draw upon experiences within their own practice in determining the specific subject matter within each assignment.

33 Inclusive Practice

The Programme Team is committed to ensuring that teaching and learning strategies are developed and implemented with equality of access. The curriculum will be accessible, relevant, appropriate and responsive to a variety of student needs. The programme will ensure inclusivity is maintained by treating all students as individuals, and ensuring that their interests, experiences, abilities, insights, needs, cultural and ethnic backgrounds and learning styles are considered throughout the programme. Inclusive teaching and learning is very important to the Programme Team. Professionals from a wide background of experience and knowledge will be supported throughout the programme and we will ensure

that we comply with the University’s Equality and Diversity Policy at all times. Students will be encouraged to disclose any special educational needs during the application process, course induction and thereafter. The Programme Team are fully committed to assisting these students, and as educational providers will make all reasonable adjustments to support their learning. Upon disclosure, a meeting will be arranged with their allocated tutor to discuss their individual identified needs. Access to Manchester Met support will be utilised as available.

34 Technology Enhanced Learning

As part of the blended learning approach, the Programme Team provide E-Learning modules using the Adobe Captivate platform. These modules are outputted as PDF documents, which ensure easy access via a freely available Adobe PDF Reader. These modules are available via the Virtual Learning Environment/LMS platform. The modules concentrate predominantly on factual learning, e.g. anatomy and physiology, which is then applied during classroom discussions.

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The student induction demonstrates how to access E-learning as part of the wider Library and IT induction. Students are able to access the LMS at home, work or through the Library facilities provided at CMFT, UHSM and Manchester Met.

35 Placement and/or Work-based Learning Activities

Students will be recruited from a wide range of clinical settings throughout the UK. With this in mind, an educational audit of the students’ clinical area must be supplied prior to their commencement on the programme. Students will be supported in practice by Clinical Supervisors and Educational Mentors.

Clinical Supervisors will have extensive knowledge and skills within their particular field of practice that will be demonstrated within the educational audit, including a minimum of 3 years in burn care.

Clinical Supervisors will have completed a mentorship course and built extensively upon this in terms of experience and possibly further study.

Future planning involves the utilisation of students who successfully complete this programme to act as Clinical Supervisors for potential students.

Educational Mentors will have attained a minimum of a degree or equivalent level of education and provide additional academic support to the students.

Students and Clinical Supervisors/Educational Mentors will be encouraged to provide feedback on progress and communicate any concerns to the Programme Leader as soon as they occur.

36 Engagement with Employers

To facilitate ownership and engagement with other providers of burn care in the Northern Burn Care Operational Delivery Network and beyond, employers will be asked to provide representation on the Programme Committee. This will encourage input into the quality management and development of the programme. On-going communication between the programme team and employers of students undertaking the programme will occur throughout their programme of study. Students and their manager will also be asked to complete longitudinal feedback on the students’ progress back in clinical care at a period of 6 months post unit completion.

37 Personal Development Planning

Personal Development Planning is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. The use of Personal Development Planning will enable students to become more effective, independent and confident self-directed learners through an understanding of how they are learning and how to relate their learning to a wider context. In addition, it will improve their general skills for study and career management, articulating their personal goals, evaluating their progress towards achievement and encouraging a positive attitude to learning throughout life. Students are expected to take responsibility for their personal development.

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Personal Development Planning throughout the programme will be facilitated by a Reflective Practice Portfolio. In order to assist their academic development students will be encouraged to use reflection to become more effective and independent in their learning and practice. Formative and summative assessments provide indicators of theoretical knowledge acquisition, key skills, transferable skills, through which, individuals can be assisted to meet their current and future learning needs. In this way, Personal Development Planning is embedded throughout the programme both within practice and with an academic context. Students will have academic, professional and pastoral support and development planning from their Personal Tutor as well as their Educational Mentor and Clinical Supervisor. Students who complete the award will enhance their employability and meet workforce needs.

SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

All applicants must:

Be from a professional health care background holding relevant professional qualifications, e.g. Registered Nurses on part 1 of the Nursing and Midwifery Councils’ register.

Be practicing in the field of Burn Injury Care as a Registered Nurse, Physiotherapist, Occupational Therapist, Speech and Language Therapist, Dietician or other Allied Health Professional for a minimum of 12 months.

Have a minimum of DipHE in a health related subject (Level 5) for Level 6 study.

Have been successful at Level 6 study in a health related subject (Level 6) for Level 7 study.

For students who have not undertaken a period of academic study in the past 3 years they will be expected to submit a 1,000 word reflective assignment that will be used to assist the team in assessing suitability for the programme and be linked to the unit assessment. Students who have completed recent academic study can submit a piece of previous work.

The admission of a student to the programme will be based upon the reasonable expectation that the student will be able to fulfil the objectives of the programme and achieve the standards set in order to be awarded either: ‘Certificate in Professional Studies (Burns Care)’. ‘Post Graduate Certificate (Burns Care)’ Admission with Recognition of Prior Learning (RPL) will be considered in accordance with the University’s Policy.

39 Programme Specific Management Arrangements

As a collaborative partner, the Programme Team will hold Programme Committee Meetings to which both the Manchester Met Link Tutor and Head of Department will be invited. Minutes of these meetings will be

sent to Manchester Met to ensure transparency. This is in addition to Manchester Met’s Standard Programme Management Arrangements. NB: see guidance on University’s Management of Programme Delivery.

http://www.mmu.ac.uk/academic/casqe/regulations/docs/APL_policy.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

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40 Staff Responsibilities

COLLABORATIVE PARTNERSHIPS Partner Responsibilities Programme Leader

The Programme Leader will be responsible for all aspects of the programme delivery and monitoring of quality. Manchester Met will provide internal moderation.

The Programme Leader will arrange external examination of academic assessments. The results of all student assessments will be presented to the Assessment Board.

Responsibility for quality monitoring and enhancement within the programme.

Responsibility for the submission of a Continuous Improvement Plan.

Responsibility for facilitating evaluation of the entire programme and providing feedback to External Examiners and Manchester Met .

Responsibility for the appropriate use of and development of learning resources within the programme.

Responsibility for the organisation and management of all timetables and room bookings process for the entire programme.

Responsibility for liaison with the Programme Committee, student body, External Examiners, central and faculty level university committees in the planning and development of new/revised units.

Responsibility for engaging with stakeholders in the NBCODN.

Personal Tutor

All students are allocated a personal tutor whose role is to provide academic and pastoral support

Manchester Met Responsibilities Manchester Met Link Tutor

Member of and attendance at the Assessment Board, which meets as stipulated in the Programme Specification.

Member of and attendance at the Programme Committee that meets at least twice in the academic year and also at partner Sub Committee meetings as appropriate.

Partner institution visits at least once during the academic year. Meetings with partner students and partner staff (including the partner librarian) should be undertaken to ensure all parties are appropriately familiar with Manchester Met protocol and to receive feedback on any issues of concern or good practice.

Attendance at faculty level university committees meetings when appropriate.

Attendance and input into Link Tutor Forum meetings where possible.

Attendance at relevant PARM events when necessary.

Contributing to compiling the Continuous Improvement Plan for the Continuous Monitoring and Improvement process.

Reporting to the Manchester Met Head of Department on any matters of concern relating to the academic standard or the academic quality of the programme.

Provision of current documentation (for example: copies of External Examiner reports and responses to them, Continuous Monitoring and Improvement Process information, the Programme Specification, information on Manchester Met policies and procedures) to the Partner Link Tutor for circulation to teaching staff teaching delivering or supporting elements of the collaborative programme.

Respond to any issues concerned with External Student Enrolment Forms in order to ensure their timely delivery from Partner Programme Leader to Manchester Met Programme Administrator.

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Overseeing compliance with the Collaborative Agreement, its schedules and the Programme Specification.

Giving support and academic guidance in respect of the interpretation and implementation of Manchester Met ’s procedures, practices and guidelines as specified in the Programme Specification and the Assessment Regulations.

Liaising with relevant staff to confirm that the administration of assessment, moderation and external examination arrangements is being upheld and logged in line with Manchester Met policy and procedures.

Ensuring, in co-ordination with the Manchester Met Quality Officer, that programme management data (relating to the elements of the programme delivered under collaborative arrangements) such as admissions, retention, attendance, withdrawal, progression and completion, student satisfaction surveys etc., is submitted in a timely manner to Manchester Met by the partner.

This is in addition to Manchester Met ’s Standard Staff Responsibilities. NB: the University’s Management of programme Delivery is available from the CASQE website

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the Student Handbook. Students will additionally receive a Programme Specific Handbook pertaining to specific issues relating to the programme. The Collaborative Partner Student Handbook is available from the CASQE website. PROGRAMME SPECIFIC SUPPORT Students will receive academic, pastoral and practice support. Academic support appertaining to the programme, unit and assessment guidance will be provided together with pastoral support in issues of a personal / professional nature. Support may be provided by both named academic staff and placement partners, together with Manchester Metropolitan University’s Academic Secretary’s Office.

All parties involved in supporting this student population are committed to promoting equity, equality and the promotion of anti-discriminatory legislation and policy.

The Programme Team believe that effective student support is fundamental in promoting a quality learning experience for the student and as such are committed to providing timely and appropriate guidance.

Students will have a Clinical Supervisor and an Educational Mentor within their own clinical area and in addition, each student will have a personal tutor that will be the primary source of support throughout the programme. Access to the personal tutor may be face to face, by telephone, letter or email. The student will negotiate with the personal tutor the process of on-going contact.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance. PROGRAMME SPECIFIC EVALUATION The Programme Team values student feedback as a mechanism of promoting quality assurance, so as part of the quality assurance framework, all students will be asked to provide feedback on the programme at the end of each unit of academic study. Students will also provide an end of programme evaluation and will be

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

http://www.mmu.ac.uk/academic/casqe/collaborative/docs/1718_CP_Student_Handbook.pdf

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encouraged to provide feedback to the programme team on their experience of the placement. This feeds directly into the quality assurance and programme development processes. Representatives will be sought for each intake of students to act as ‘the voice’ of the student population. These students will attend and contribute to Programme Committees on behalf of their cohort. The Programme Leader will ensure that student representatives are fully aware of their role and responsibilities and will be available to support students in the fulfilment of their duties. The Manchester Met Students’ Union offers training for student representatives to help them to undertake their role better.

The role of the student representative is:

To represent their fellow students.

To bring key issues concerning the management of the programme (including learning, teaching, assessment and learning support) to the attention of the Programme Team.

To participate in the Continuous Monitoring and Improvement Process as members of the Programme Committee.

To provide advice to the Programme Team on issues relating to the quality of the student learning experience.

To provide advice to the Programme Team on the operation of processes for the polling of student opinion on the learning experience, its analysis, response and publication.

To be consulted about proposals for programme development.

To be members of the student/staff liaison committee, if such a group has been established by the Programme Committee.

NB University guidance on Evaluation of Student Opinion is available from the CASQE website.

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

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____________________________________________________________________________________________________________________________________________________________________________ CASQE Page 16 of 21 Programme Specification

SECTION F – MAPPING MAP RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S)

Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skills

As this programme is continuing professional development, the pre-registration QAA Benchmark Statements are not applicable to professionally registered members of staff.

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MAP II ASSESSMENT /OUTCOMES MAP

Level 6 Principles and Practice of Burns Care Burns Rehabilitation Burns In Critical Care

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C

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(4,5

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Ref

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Clin

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GO 1 √ √ √ √ √ √ √

GO 2 √ √ √ √ √ √ √ √ √

GO 3 √ √ √ √ √ √ √

GO 4 √ √ √ √ √ √

GO 5 √ √ √

GO 6 √ √ √ √

GO 7 √ √ √ √ √ √

PLO 1 √ √ √ √ √ √ √ √ √ √

PLO 2 √ √ √ √ √ √ √ √ √ √

PLO 3 √ √ √ √ √ √ √ √ √ √

PLO 4 √ √ √ √ √ √ √

PARM1.3


Level 7 Principles and Practice of Burns Care Burns Rehabilitation Burns In Critical Care

Pre

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GO 1 √ √ √ √ √ √ √

GO 2 √ √ √ √ √ √ √ √ √

GO 3 √ √ √ √ √ √ √

GO 4 √ √ √ √ √ √

GO 5 √ √ √

GO 6 √ √ √ √

GO 7 √ √ √ √ √ √

PLO 1 √ √ √ √ √ √ √ √ √ √

PLO 2 √ √ √ √ √ √ √

PLO 3 √ √ √ √ √ √ √ √ √ √

PLO 4 √ √ √ √ √ √ √ √ √ √

PARM1.3


SECTION G Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)

Certificate in Professional Studies (Burns Care)/Post Graduate Certificate (Burns Care) ·...

Documents

Transcript of Certificate in Professional Studies (Burns Care)/Post Graduate Certificate (Burns Care) ·...