MSc Professional Practice Student Handbook 2017/2018 · 2017-11-07 · MSc Professional Practice 2...
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MSc Professional Practice Student Handbook 2017/2018 Learning, Education and Development (LEaD) Cabinet Office Revisions:
Transcript of MSc Professional Practice Student Handbook 2017/2018 · 2017-11-07 · MSc Professional Practice 2...
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MSc Professional Practice Student Handbook 2017/2018
Learning, Education and Development (LEaD)
Cabinet Office
Revisions:
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Contents Page 1.0 Introduction 3 1.1 Welcome from the Programme Leader Welcome from Manchester Metropolitan University Link Lecturer
3
1.2 Programme Information 4 1.3 Health and safety
4
2.0 Programme Management, Organisation and Communication 5 2.1 Programme philosophy 5 2.2 Programme team details 5 2.3 Programme Committee and Quality Review Sub group Student engagement
10
3.0 Curriculum Information 11 3.1 Programme specification 11 3.2 Programme name and code 11 3.3 Programme aims 11 3.4 Programme structure and content
12
4.0 Assessment Information 14 4.1 Assessment strategy 14 4.2 Unit specific assessments 14 4.3 Summative and formative assessment 15 4.4 Marking policy 15 4.5 Assessment quality procedures 15 4.6 Guidelines for writing and submission of assignments 16 4.7 Ethical protocol for summative assessments 16 4.8 External Examiner
17
5.0 Student Support and Guidance 17 5.1 Annual Progress Review 17 5.2 Tutorial and pastoral support 18 5.3 The Study Advice Service 18 5.4 Accreditation of Prior Learning (APL) claims
18
6.0 Student Representation and Feedback 18 Appendices A – Calendar unit delivery 2017-2021 20 B – University Standard Descriptors Level 7 21 C - Referencing academic assignments 23 D - Guidelines for students accessing tutorial support 24 E - Studying whilst on maternity leave 25 F - Quick reference - writing conventions 26 G - Student engagement 28 H - Turnitin 29
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1.0 Introduction 1.1 Welcome from the Programme Leader Welcome to the MSc Professional Practice. As Programme Leader I hope you will find the time and effort relating to achieving this higher education award both challenging and rewarding. The teaching team are proud to be able to offer this programme to you as a means of developing your professional practice for the benefit of the population of the Isle of Man, or wherever your career may take you.
As you settle into a rhythm of study be prepared to challenge your own thoughts and values and recognise that the disruption this may cause you is expected when undertaking new learning. Be kind to family and friends who may offer you support in many different ways as you juggle the extra demands higher education places on top of employment and other responsibilities. Remember the lecturers are keen to offer you support.
This Student Handbook is an introduction to the many aspects of participating in higher education that may not be immediately apparent to you, but will nevertheless create the policies and procedures that govern the quality of your learning experience. All those involved in the delivery of the programme look forward to the mutuality of learning with you. I wish you well as you engage with the learning process remembering that your feedback and evaluation will assist the programme to remain responsive to contemporary health and social care needs.
This handbook should be read in conjunction with Manchester Metropolitan University (Manchester Met) Student Handbook which can be found at Academic Collaborations | CASQE Contacts: Mark Haith, Programme Leader: 642928 or email [email protected] Lyz Howard, Deputy Programme Leader: 651426 or email [email protected] Welcome from the Manchester Metropolitan University (Manchester Met) Link Lecturer We are delighted that you are joining Manchester Met as a student studying on the Isle of
Man at Keyll Darree. You will shortly be receiving details of your student number and
information about your first unit of study from our colleagues on the Isle of Man, but by way
of introduction, we have produced a short podcast. The podcast provides a brief overview
of some key information and details of Manchester Met’s learning resources. You can access
this podcast at:
https://mmutube.mmu.ac.uk/media/Manchester+Metropolitan+University+students+on+the
+Isle+of+Man+2017+/1_3qrdjuw9
I hope you enjoy your studies. Clare Street Manchester Met Link Lecturer
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1.2 Programme Information This builds on the Informal Information Interview (III) to strengthen your affiliation with Manchester Met. This information will introduce you to the nature and design of the programme and policies and processes relating to:
Registering as a Manchester Met student to receive a student number to allow you access to online Manchester Met student resources, i.e. Moodle, study skills and Manchester Met library MSc Professional Practice (11491A_1718) Students register with Manchester Met when they commence their first unit of study and annually thereafter if they wish to continue undertaking other units. Programme Registration Fees are charged when the student applies for the core unit ‘Valuing people and celebrating diversity in professional practice’. The Manchester Met Student Number will entitle you to access various Manchester Met faculty resources online.
Registering with Keyll Darree multi-professional library and receiving an Athens password, www.librarykeylldarree.gov.im
The Keyll Darree library offer several sessions as part of your induction, these include:
Introduction to Keyll Darree Library (including catalogue searching, and use of our website)
Introduction to NICE Evidence Basic and advanced literature searching skills using a variety of sites and databases; Introduction to RefWorks referencing software.
You can keep up to date with the library, and find out more about further session on:
https://twitter.com/keylldarree or www.facebook.com/KeyllDarreeLibrary
1.3 Health and safety
As many of the students on this programme are likely to be government employees much of your Health and Safety pertaining to your employability remains applicable to your presence in the learning facilities. Your conduct should always be in keeping with your professional status. Specific issues you should be aware of are:
the location of the fire escapes, raising the alarm and evacuation procedure; signing the classroom attendance list provides an evacuation check list for the
lecturer;
do not use the lift if you are evacuating the building; all government buildings are designated non-smoking which includes Vype and
e-cigarettes. Smoking has a designated area under the canopy off to the side of the hospital entrance;
respecting the designated mobile phone areas to reduce noise for others; students can access the kitchen area and vending machines are provided. Further
options for food and refreshments are situated in Noble’s Hospital a few metres away from Keyll Darree;
risk assessments are carried out in keeping with the policy on studying while on maternity leave;
consider your health and wellbeing relating to the use of visual display units; remember to use your employer’s access to health and wellbeing resources if you
have any concerns: o http://www.gov.im/hr/healthsafetywelfare/healthandsafety.xml
please let any member of the Learning Team know of any hazard that may be a potential threat to health and well-being.
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2.0 Programme Management, Organisation and Communication
2.1 Programme philosophy The programme is centred on Continuous Professional Development (CPD) through lifelong learning in support of professional practice and person development planning. Health and social care provision is an ever changing landscape influenced by political, research, technological and organisational developments. The programme will allow professionals to continually review their practices in relation to demographic need, policy creation and where appropriate, implement change. In recognition of the different life, social and employment circumstances that influence each individual student’s readiness to learn, the programme will have a degree of flexibility. This flexible design offers an element of choice to the timing of commitment to study. It is expected that students will complete each level of study within a 4 year period in order to ensure the programme of study remains contemporary. Although the programme is designed as a ‘taught’ Master’s degree, a significant amount of time will be dedicated to private study to promote the independent learning expected at academic level 7. This blend of taught and independent study reflects Manchester Met’s Learning and Teaching Strategy to provide flexible opportunities to learn. Throughout the programme, there is a robust student support system. Support and advice regarding studying using blended learning methods will be arranged by Unit Leaders. The development of information technology will be a feature of a number of units in this curriculum. Two student representatives from each unit are members of the Quality Review sub group and the Programme Committee to maintain a responsive curriculum. A partnership between the multi-agency health and social care professionals on Island and the programme team ensures the contemporaneous nature of the knowledge and skills within the programme in regard to employability and the Department of Health and Social Care objectives. The close working relationships between all the stakeholders in the programme will ensure the programme remains applicable to the health and social care provision of the population on the Isle of Man. The programme is inclusive in nature and its teaching methods. Inclusivity is also fostered through support for disabilities, and recruitment processes which respect equality and diversity. 2.2 Programme team details The lecturers in the Health and Social Care Teaching Team are all experienced academics with a wide range of interests. The table below gives details of the range of staff involved in ensuring the efficient delivery of the programme.
Role Name Contact Email address Office hours
Programme Leader and Unit Leader
Mark Haith 642928 [email protected] 9.30am-5.30pm
Deputy Programme and Unit Leader
Lyz Howard 651426 [email protected] 8.00am-4.00pm
Unit Leader, Student Liaison Officer
Catherine Black 642929 [email protected] 8.00am-4.00pm
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Committee of Accredited Learning Chair
Unit Leader Ber Devlin 642927 [email protected] 9.00am-5.00pm
Unit Leader Donna Hart 642926 [email protected] 9.00am-5.00pm
Unit Leader Raymond Ndengeya
687551 [email protected] 9.00am-5.00pm
Unit Leader Vicky Taylor 642932 [email protected] 9.00am-5.00pm
Programme Administrator
Pauline Golding 642976 [email protected] 8.30am-4.30pm
Library and Information Services Manager Library Staff
Mandy Marsay Stacey Astill Rachel Butler Jessica Webb Vikki Orwin
642974 642993
[email protected] Monday- Thursday 8.30am-5.00pm Friday 8.30am-4.00pm 24 hour access with use of your proximity card after 5.00pm and weekends
Study Advice Service
[email protected] 9.00am-5.00pm
Table 1 gives details of specific areas of expertise within the team which may be useful
when you are considering a negotiated unit or a dissertation supervisor.
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Table 1
Name Publications Specialist interests
Lyz Howard
Deputy Programme Leader/Unit Leader
MEd eLearning, PgCertTHE, BSc (Hons) Health Studies, RN (Adult)
Moore, L. (2008). Knowles, Knowing and Kaleidoscopes of Self
Reflection. NET Conference Presentation.
Bailey-McHale, J., Moore, L. (2010) Peers Support and Observation in A. McIntosh, J. Gidman and E. Mason-Whitehead (Eds) Key
Concepts in Healthcare Education. London: Sage. Bennett, S., Lynch, P., Lee, S., Howard, L. (2010). COOLAID –
Collaborative Observation in the On-Line Environment for
Enhancement Across Institutional Divides. Higher Education Academy, EvidenceNet HE Resource.
Bennett, S., Lynch, P., Lee, S., Howard, L. (2011). Embedding Teaching Quality Enhancement: Peer Support and Collaborative
Observation On-Line (COOL). European Distance and E-Learning
Network (EDEN) Conference, Dublin. Howard, L. (2012). Enhancing the eLearning experience for pre-
registration nurses undertaking an applied sciences module. NET International Networking for Healthcare Education Conference
Presentation. Howard, L. (2016). Casting the ‘net’ in autonetnography:
professional development in networked learning teaching praxis.
Presentation, Poster and Paper. European Conference in eLearning, Prague 26-28 October 2016.
Howard, L. (2016). An exploration of Autonetnography as an emerging eResearch methodology to Examine Scholarship in
Technology Enhanced Learning. Electronic Journal of eLearning. 14 (5): 322-335. Howard, L. (Forthcoming). Casting the ‘net’ in autonetnography.
Book Chapter. Theory and Method in Higher Education Research. Emerald Group Publishing Limited.
Research Methods; e-Research
Older Persons Care;
Networked Learning Technology Enabled Learning (TEL);
eLearning; Anatomy and Physiology
Women’s Health; Sexual Health;
Public Health Adult Nursing Practice
Critical Care; ICU/Coronary Care; A&E Nursing; Paramedic Sciences
Study Skills; adult le
arning
Catherine Black
Unit Leader Dip Health Services Management, MA Ed, BA
(Hons), RN
Black, C; Shimmin, A. Haith, M. (2015) “Values based recruitment:
the good, the bad and the ugly” Abstract in print, NET conference.
Black, C. (2010) “Symptom control – common symptoms” In Baldwin, M., and Woodhouse. J. (eds) Key Concepts in Palliative
Care, Sage
Research methods
Cancer End of life care
Pain management Governance
Management and leadership
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Name Publications Specialist interests
Black, C. (2010) “Symptom control – difficult symptoms” In Baldwin, M., and Woodhouse. J. (eds) Key Concepts in Palliative Care, Sage
Black, C. (2010) “Symptom control - emergencies” In Baldwin, M.,
and Woodhouse. J. (eds) Key Concepts in Palliative Care, Sage
Black, C. (2010) “Research in palliative care” In Baldwin, M., and
Woodhouse. J. (eds) Key Concepts in Palliative Care, Sage
Black, C., and Bailey-McHale, J. (2010) “Mental illness and palliative care” In Baldwin, M., and Woodhouse. J. (eds) Key Concepts in
Palliative Care, Sage
Black, C. (2007) “Non pharmacological approaches to pain
management in the older person” In Schofield, P; Aveyard B; Black, C. (2007) Management of Pain in Older People Workbook (Skills for
Caring), M&K Update Ltd.
Black, C. (2007) “Cancer pain management in the older person” In
Schofield, P; Aveyard B; Black, C. (2007) Management of Pain in Older People Workbook (Skills for Caring), M&K Update Ltd.
Black, C. (2005) “Concept analysis of coping” In Cutcliffe, J;
McKenna, H (Eds) The Essential Concepts of Nursing, Elsevier,
London.
Black, C. (2005) “Cancer Pain Management in the Older Person” In Schofield, P; Dunham, M; Black, C; Aveyard, B. (2005) The
Management of Pain in Older People, University of Sheffield, Sheffield.
Black, C. (1999) Cancer Care - a foundation course for health professionals. Pathophysiology, University of Sheffield, Sheffield.
Black, C. (1999) Cancer Care - a foundation course for health
Quality
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Name Publications Specialist interests
professionals. Chemotherapy, University of Sheffield, Sheffield.
Black, C., Aveyard, B., Smith, P., Schofield, P. (2007) “Pain
assessment in terminal cancer” Journal of Community Nursing, Vol. 21, Issue 5, pp. 19-21.
Black, C., Hanson, E., Cutcliffe, J., Goward, P. (2001) “Palliative care
nurses and mental health nurses: sharing common ground.”
International Journal of Palliative Nursing, Vol. 7; No. 1; pp. 17 - 23.
Coleman, R. E., Purohit, O. P., Black, C., Vinholes, J. F. F., Schlosser, K., Huss, H., Quinn, K. J., Kanis, J. (1999) “Double-blind,
randomised, placebo-controlled dose-finding study of oral
ibandronate in patients with metastatic bone disease” Annals of Oncology, 10, pp. 311 - 316.
Cutcliffe, J. R., Black, C., Hanson, E., Goward, P. (2001) “The
commonality and synchronicity of mental health nurses and palliative care nurses: closer than you think? Part One”. Journal of Psychiatric and Mental Health Nursing, Vol. 8; No. 1; pp. 53 - 59.
Cutcliffe, J. R., Black, C., Hanson, E., Goward, P. (2001) “The
commonality and synchronicity of mental health nurses and palliative care nurses: closer than you think? Part Two”. Journal of Psychiatric and Mental Health Nursing, Vol. 8; No. 1; pp. 61 - 66.
Owen, J. and Black, C. (1996) “Supportive and Shared Care” In
Hancock, B. (Ed) (1996) “Cancer Nursing in the Community”, Oxford, Radcliffe Medical Press.
Schofield, P., Smith, P., Aveyard, B., Black, C. (2007)
“Complimentary therapies for pain management in palliative care”
Journal of Community Nursing, Vol. 21, Issue 8, pp. 10-14.
Schofield, P., Dunham, M., Black, C. (2005) “Older people – managing their pain in the community setting” Journal of
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Name Publications Specialist interests
Community Nursing, Vol. 19, No. 9, pp 24 – 29.
Schofield, P., Black, C. (2005) “Pain management in palliative care:
a case study” Journal of Community Nursing, March, Vol. 19, Issue 3, pp. 12-17.
Schofield, P., Dunham, M., Clarke, A., Faulkner, M; Ryan, T.,
Howarth, A. (2005) An Annotated Bibliography for the Management
of Pain in the Older Adult, University of Sheffield, Sheffield. Contributing reviewer.
Bernadette Devlin Unit Leader
MA, PgCertTHE, BSc (Hons), DipHE, RN (Adult)
Devlin, B. (2012) “Keeping it Personal” Nursing Standard, Vol 26; No 33; p64
Law & Ethics Management of Pain
Mentorship Management
Professionalism Study Skills
Research Ethics
Mark Haith Programme Leader/Unit Leader
MA Health & Social Care Research, PGCertHE,
NMC Teaching qualification, Diploma in Counselling, RMN, BA (Hons) History
Haith, M. (2010) A mental health workers’ experiences of a patient’s suicide – John. In: Peters, J. and Linn-Gust, M. (eds.) A Winding Road – A handbook for those supporting the suicide bereaved Chellehead Works; UK.
Haith, M. and Whittingham, K. (2012) Action Learning Sets: an efficient and empowering means of supervising nursing staff.
Nursing Times, 108 (18/19), 12-14.
Haith, M. and Whittingham, K. (2012) The impact of being part of
an action learning set for new lecturers: a reflective analysis. Action Learning: Research and Practice, 9, (2), 111–123.
Webster, B., Goodhand, K., Haith, M. and Unwin, R. (2012) The
development and implementation of service users in the provision of
verbal feedback to student nurses in a clinical simulation environment. Nurse Education Today, 32 (2), 133-138.
Psychological Therapies Action Learning
Supervision
Coaching
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Name Publications Specialist interests
Donna Hart
Unit Leader PGCertH&SCEd, MSc Health Promotion,
Specialist Practitioner District Nursing, RN
Bailey-McHale, J. and Hart, D. (2013) Mastering Mentorship. A
practical guide for mentors of nursing, health and social care students. London: Sage.
Mentorship
Community Nursing Non Medical Prescribing
Qualitative Research Process
Raymond Dzingai Ndengeya
Unit Leader
MSc in Cognitive Behavioural Psychotherapy, MSc in Public Health, PG Cert TLHE, RMN
Harvey, S. Ndengeya, R. and Kelly, C (2014)Using Story telling to
investigate Youth suicide in New Zealand, DTAA Journal, Moving on.
Vol 12, (1-2), 1-9
Psychotherapeutics,
Epidomology
Health inequalities Development of knowledge
(Ontology and epistemology). Research Methods
Evidence based practice.
Existential Philosophy Effects of Culture in health outcomes.
Effects of culture in health interpretations. Clinical supervision.
Case formulations in mental health.
Vicky Taylor Unit Leader MSc Professional Practice, PG Cert Teaching in Higher Education, BA (Hons) Specialist Community Public Health Nursing, DipHE Nursing – Adult, RN
Taylor, V. case study : The school nursing team as an effective learning environment in Bailey-McHale, J. and Hart, D. (2013) Mastering Mentorship. A practical guide for mentors of nursing, health and social care students. London: Sage. 122-125.
Public Health Community Nursing Global Citizenship Human Rights Sustainability Health Inequalities Values Reflective Practice Evidence Based Practice Qualitative Research
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2.3 Programme Committee and Quality Review Sub group The Programme Committee meets three times a year to make decisions about the delivery and development of the programme in meeting its aims and supporting students. The membership of the programme committee is detailed at http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf In addition, the Programme Committee also includes a Patient and Public representative and Service User representative. A Quality Review sub group evaluates each unit’s delivery programme to suggest where the Programme Committee may wish to consider changes. The Quality Review sub group members are:
The Programme Leader/s (Chair); Unit Leaders; Lecturers associated to units; Librarian; Practice representatives from the DHSC; Programme Administrator; Patient and Public representative; Service User representative; Student representatives for each unit.
The Quality Review sub group responsibilities are to: i. make recommendations to the Programme Committee based on each unit’s
evaluation report; ii. inform the Programme Committee about changes that may require Minor
Modification; iii. ensure the unit operates in accordance with the programme scheme; iv. record all decisions to unit evaluation reports for the purpose of the Continuous
Monitoring and Improvement process; v. ensure students are informed of how their evaluations and voice shape decisions.
Student engagement You may be nominated by your group to become one of the two student representatives for each unit. The student representative role does draw on your time but is beneficial to you to undertake this responsibility at some point in the programme. The role enables you to appreciate and contribute to the quality procedures pertaining to delivery and assessment of the programme. External Examiners’ reports are made available to the Student Representatives to inform any response. You will receive a letter for undertaking this role to include in your professional portfolio. The role of the student representative can be found in Appendix G. Student engagement and reassessment Manchester Met defines full engagement under point B14 of the Postgraduate Assessment Regulations 2017/2018 Engagement with Employers Employers agree the strategic demand and direction of the programme through the Learning Strategy Group. This group comprises of senior representatives of the various professions within the DHSC enabling the selection of option units to be linked to workforce plans. Representatives of the employers are invited to the Programme Committee and Quality Review sub group to contribute to design and development of delivery of each unit. Employers also demonstrate commitment to the programme through their contribution as guest speakers on many of the units.
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There is an expectation from the DHSC that you will inform the relevant Practice Representatives (Susan Dunajewski: [email protected] Nicola Howard: [email protected] Kevin Hurst: [email protected] Deb Tatum: [email protected] Michelle Breed: [email protected]) of your areas of interest of study and programme related issues. 3.0 Curriculum Information
3.1 Programme specification The programme specification can be found at Programme Specification 270D 3.2 Programme name and code The programme title is MSc Professional Practice and the code of the programme is 270D. 3.3 Programme aims To ensure the programme fulfils its philosophical intent Manchester Met’s educational aims and outcomes are provided along with the specific aims of this programme: 3.3.1 Manchester Met Educational Aims
to develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students;
to provide a supportive and inclusive learning environment which will enable success for all learners;
to encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes;
to establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives;
to provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.
3.3.2 Manchester Met Educational Outcomes On successful completion of their course of study Manchester Met graduates will be able to:
apply skills of critical analysis to real world situations within a defined range of contexts;
demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management;
express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;
develop working relationships recognising and respecting different multi-professional perspectives;
manage their professional development reflecting on progress and taking appropriate action;
find, evaluate, synthesise and use information from a variety of sources; articulate an awareness of the social and community contexts within their disciplinary field.
3.3.3 The MSc Professional Practice Programme Educational Aims
to develop knowledgeable, skilled and reflective health and social care practitioners who are able to adopt imaginative and creative values and evidence based approaches to their professional practice;
to promote engagement in lifelong learning in support of practices which enhance the wellbeing of individuals, communities and populations.
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3.4 Programme structure and content For MSc Programme entry criteria, please click on this link. You MUST meet the entry criteria prior to commencing either the “Valuing People and Celebrating Diversity in Professional Practice” OR “Research Methodologies and Methods” core unit. For the award of MSc Professional Practice you must achieve the Final Award Learning Outcomes achieving 180 level 7 credits as indicated in the following diagram.
For the Award of MSc Professional Practice
(i) Final Award Learning Outcomes
On completion of the MSc Professional Practice the student will be able to:
1. critically review issues and initiatives at the forefront of their area of professional practice;
2. demonstrate a comprehensive understanding of the application of research techniques appropriate to professional practice or advanced scholarship within professional practice;
3. create and interpret new knowledge in their field of professional practice; 4. deal with complex issues in professional practice in a systematic and creative
way making sound judgements that can be disseminated to others; 5. solve problems with autonomy and self-direction, identifying, organising and
synthesising relevant resources. Core Units
Code Status
Unit Title No of credits
270D0001 Non-condonable Valuing People and Celebrating Diversity in Professional Practice
20
270D0002 Non-condonable Research Methodologies and Methods 20
270D0003 Non-condonable Dissertation 60
Option Units Choose 80 credits from options listed 270D0004 condonable Comparative Health and Social Care
Systems 20
270D0005 condonable Leading Organisational Transformation 20
270D0006 condonable Inter-professional Working, Learning and Mentorship
20
270D0007 condonable Law and Ethics in Health and Social Care 20
270D0008/A 270D0008/B 270D0008/C
condonable Enhancing Practice through Negotiated learning. (Students may undertake this unit with a different focus on three occasions)
20
270D0009/A 270D0009/B 270D0009/C
condonable Negotiated Professional/Clinical Skills for Enhancing Practice
20
270D0010 condonable Assessment and Management of Minor Illness
30
270D0011 condonable Assessment and Management of Minor Injury
30
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On successful completion of the 180 Level 7 credits including the three core units, and four 20 credit (or two 30 credit and one 20 credit) option units the successful student is awarded the MSc Professional Practice. If you choose to exit the programme early having completed 60 level 7 credits as detailed below you will be eligible for the Post Graduate Certificate.
Post Graduate Certificate
On completion of the Post Graduate Certificate in Professional Practice the student will be able to:
1. critically review issues and initiatives at the forefront of their area of professional practice;
2. demonstrate a practical understanding of how established research techniques are used to create and interpret knowledge in their field of professional practice;
3. evaluate current research in their field of professional practice. Core Units
Code Status
Unit Title No of credits
270D0001 Non-condonable Valuing People and Celebrating Diversity in Professional Practice
20
Option Units Choose 2 from options listed 270D0004 condonable Comparative Health and Social Care
Systems 20
270D0005 condonable Leading Organisational Transformation 20
270D0006 condonable Inter-professional Working, Learning and Mentorship
20
270D0007 condonable Law and Ethics in Health and Social Care 20
270D0008/A 270D0008/B 270D0008/C
condonable Enhancing Practice through Negotiated learning. (Students may undertake this unit with a different focus on three occasions)
20
270D0009/A 270D0009/B 270D0009/C
condonable Negotiated Professional/Clinical Skills for Enhancing Practice
20
270D0010 condonable Assessment and Management of Minor Illness
30
270D0011 condonable Assessment and Management of Minor Injury
30
Or you can exit early having achieved 120 level 7 credits as detailed below with Post Graduate Diploma.
Post Graduate Diploma On completion of the Post Graduate Diploma in Professional Practice the student will be able to:
1. critically review issues and initiatives at the forefront of their area of professional practice;
2. demonstrate a practical understanding of how established research techniques are used to create and interpret knowledge in their field of professional practice;
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3. evaluate current research in their field of professional practice; 4. critique research methodologies in relation to professional context.
Core Units
Code Status
Unit Title No of credits
270D0001 Non-condonable Valuing People and Celebrating Diversity in Professional Practice
20
270D0002 Non- condonable Research Methodologies and Methods 20
Option Units Choose 80 credits from options listed 270D0004 condonable Comparative Health and Social Care
Systems 20
270D0005 condonable Leading Organisational Transformation 20
270D0006 condonable Inter-professional Working, Learning and Mentorship
20
270D0007 condonable Law and Ethics in Health and Social Care 20
270D0008/A 270D0008/B 270D0008/C
condonable Enhancing Practice through Negotiated learning. (Students may undertake this unit with a different focus on three occasions)
20
270D0009/A 270D0009/B 270D0009/C
condonable Negotiated Professional/Clinical Skills for Enhancing Practice
20
270D0010 condonable Assessment and Management of Minor Illness
30
270D0011 condonable Assessment and Management of Minor Injury
30
20 credit units will be delivered over a fourteen week period. 30 credit units will be delivered over a twenty-one week period. The anticipated schedule for delivery can be seen in Appendix A. Unit Specifications The unit specifications can be found at Unit Specifications 4.0 Assessment Information
4.1 Assessment strategy The assessment strategy follows Manchester Met’s assessment regulations which can be found at Assessment Regulations (Postgraduate) 4.2 Unit specific assessments In keeping with the view that assessment is a major part of the learning process, assignments will be introduced at the commencement of the unit and detailed in the unit handbook. Although assessments will be varied in style, consistency will be maintained between units in relation to the anticipated student effort. The exception to this will be the 60 credit core dissertation unit which is forty-two weeks in duration. Assessment modes will be specifically designed to offer diversity and challenge to the student. The assessment of a unit will enable each student to apply the learning outcomes to their field of practice. The assessment methods will ensure all programme learning outcomes are met regardless of the specific option units selected.
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The range of coursework includes:
Unit Core/Option Assessment type Credits
Valuing People and Celebrating Diversity in Professional Practice
Core / Non Condonable
Patchwork Text 20
Research Methodologies and Methods Core / Non condonable
Critical Reflective Assignment
20
Dissertation Core / Non Condonable
Research Dissertation 60
Comparative Health and Social Care Systems
Option Hot Seat & Critical Reflective Assignment
20
Leading Organisational Transformation Option Negotiated essay 20
Inter-professional Working, Learning and Mentorship
Option Critical Reflective Assignment
20
Law and Ethics in Health and Social Care Option Critical Reflective Assignment
20
Enhancing practice through negotiated learning (can be undertaken 3 times)
Option Negotiated Assignment 20
Negotiated Professional/Clinical Skills for Enhancing Practice
Option Negotiated Skills 20
Assessment and Management of Minor Illness
Option Practice Competencies OSCE Written Assignment
30
Assessment and Management of Minor Injury
Option Practice Competencies OSCE Written Assignment
30
4.3 Summative and formative assessments Formative assessments when utilised within a unit, are designed to focus on the student’s ability to demonstrate aspects of unit outcomes, where achievement can be evidenced in a number of ways. Student presentations sequenced into the unit delivery can centre on the issues they raise through engagement with their summative assessment. Planning such formative assessments enables feedback to be provided to maximise the student’s potential for learning. The tutorial system will also provide a formative approach to confirm understanding of learning and guide individual support. Summative assessments are integral to each unit within the programme. They provide evidence of achievement of the unit outcomes and the associated academic credits. 4.4 Marking policy All units are marked in accordance with Manchester Met’s University Standard Descriptors (Appendix B). Internal moderation processes adhere to Manchester Met regulations for moderation of summative assessments and can be accessed at Institutional Codes of Practice The guidelines for condonement/compensation can be found at: Assessment Regulations (Postgraduate). For the award of PGDip and Master’s, a student will be allowed compensated passes in a maximum of 30 credits for the taught elements. 4.5 Assessment quality procedures Typed feedback is available on Moodle from the first marker and, when part of the sample for moderation, the second marker/moderator too. All assessments will be reviewed and agreed through appropriate Manchester Met faculty mechanisms. In accordance with the University’s expected timescales feedback will be available on Moodle four weeks (the post date) from the date of submission. Please note that it is your responsibility to download and print/save your assignment and feedback after the post date, as you may not have access to this
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information once you are no-longer registered with Manchester Met. Adhering to Manchester Met timescales for assessment feedback maximises the opportunities for students to develop their potential for future submissions. All students will be informed that the marks remain unconfirmed until ratification at the annual Progression and Awards Board in July. Information on the membership and terms of reference of the Progression and Awards Board can be found at: Assessment Boards All students who require resubmission of an assessment will be invited to seek tutorial assistance. Records will be maintained by all Unit Leaders regarding the frequency and content of each tutorial whether the mode is face to face or via email. The External Examiner will see work from all markers. External Examiner comments will be responded to as required and feature as an agenda item on the internal Quality Review sub group and Programme Committee. These processes will ensure the dissemination of feedback, thus maintaining or improving quality across all units of the programme. 4.6 Guidelines for writing and submission of assignments Word limits are set to indicate the breadth and depth of the academic work. The word count will include any abstract, in text tables, references and quotations. The reference list and any figures or appendices do not form any part of the word count. Students must include a word count on the last page of the assignment. If the word count is omitted from the assignment, it will not be accepted for marking. It is permissible to exceed the stated word limit by 10% without penalty. Where the work submitted is either stated or found to exceed the stated word count in excess of 10%, marking will cease at that point. A mark will be awarded for the work submitted up to the permitted word count. Process for submitting assignments You must submit your work on or before the deadline date via Turnitin on Manchester Met Moodle under your unit of the programme. Please do not leave it until the last minute to submit your assignment, in case you encounter any difficulties. You are strongly advised to submit your work by 9.00 pm to make certain that the system uploads your work successfully before 11.59 pm. Your work will automatically be recorded as a fail if it is not processed by 11.59 pm. Once submitted an automatic email will be sent to your Manchester Met email account to acknowledge receipt of your submission to Turnitin. Those who are required to submit papers both manually and electronically MUST submit by 4.00 pm on the hand-in date. Formatting assessed work Advice and guidance for the submission of course work can be sought from the Programme Leader, Deputy Programme Leader or Unit Leader. Submission date for an assessment is distributed on the first day of the unit. The assessment’s form and format requires you to: 1. Word process all assignments. 2. Have at least a 2.5 cm (1 inch) margin on the left. 3. Use sans-serif typeface, for example, Tahoma, Arial, Calibri and font size 11. 4. Double line spacing. 5. Each page requires to be numbered with a page number and your Manchester Met Student
Number which will be given to you by the Programme Administrator. This increases your anonymity with the first and second markers/moderators.
6. Adhere to Writing Conventions (Appendix F). 7. Use Manchester Met Harvard referencing style http://libguides.mmu.ac.uk/refguide If
you are using RefWorks please select Harvard Emerald as your referencing style (please
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check with library team if you are unsure how to save Harvard Emerald as an output style).
4.7 Ethical protocol for summative assessments In all assessments, students are required to maintain confidentiality and anonymity for patients/clients, employees and employers. Where patient/client information is used in case studies where possible the patient/client should grant their permission and the practice manager must confirm that this has been obtained. Students must confirm this in their assignment. A pseudonym must be used and this must be made clear through reference to a code of professional conduct (where appropriate). Where organisational material is utilised in assessment, students should obtain written permission for the use of this material as part of an assessment by the practice manager and stated in the assignment. If a student is judged to have significantly breached confidentiality, a mark of ‘0’ (zero) will be awarded and their employer informed of this breach of confidentiality. In regards to a late submission the mark of ‘0’ (zero) will be awarded. No plagiarism is permitted. “All students are expected to complete the plagiarism element of the ‘Skills Online’ Moodle Site” (Click here to access). If plagiarism is detected a mark of ‘0’ (zero) will be awarded and an investigation will take place. See Procedure for Handling Academic Misconduct
In the interest of sharing good practice developed through academic study a list of assignment titles and research projects with the student’s name and contact details will be posted on the LEaD webpage Isle of Man Government - Areas of interest explored within Health & Social Care 4.8 External Examiner Name: Mr Paul Illingworth Position: Head of School Allied Health Sciences at De Montfort University Name: Dr Angus Forsyth Position: Senior Lecturer in Mental Health Nursing at Northumbria University Note for students The details provided relating to External Examiner appointed to this unit/programme is for information only. You must not contact the External Examiner directly, and particularly with respect to your individual performance in assessments. If you wish to make a complaint or an appeal regarding your assessment you should follow the University’s procedures for Academic Appeals, guidance on which is available via the following link: http://www.mmu.ac.uk/sas/studentservices/appeals/index.php Student representatives on programme committees will have the opportunity to consider comments made by External Examiners in their annual reports as part of the University’s Continuous Monitoring and Improvement process. 5.0 Student Support and Guidance
Although you are undertaking this multi-professional programme through Keyll Darree it is important to recognise your affiliation to Manchester Metropolitan University. The student support is detailed in the diagram on page 19 and includes the Programme Leader, Student Liaison Officer and Unit Leader roles. Specific Guidelines for Students Accessing
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Tutorial Support can be found in Appendix D. Student support takes place from initial contact regarding the programme, and is available through several sources until the completion of the option unit or named award. 5.1 Annual Progress Review Each student will be invited to an Annual Progress Review (APR), to review progression to ensure alignment with their personal and professional development and changing organisational objectives. Adjustments can be made to the original route through the programme as the student’s situation alters. The introduction of the Knowledge Skills Framework across the Department of Health and Social Care, Personal Development Plans and professional requirements to evidence continual professional development, reinforce the need for teaching methods and personal development planning that fosters reflective practices and builds confidence in managing the student’s own personal and professional development. The APR meeting will be arranged with you via the Programme Administrator to meet with the Programme Leader or Deputy Programme Leader. 5.2 Tutorial and pastoral support To ensure you are supported through your academic work and in particular when submitting unit assessment a tutorial support system is operated. You are strongly encouraged to engage with the Unit Leader when submitting assessed work. This will ensure you make the best use of your time and effort. Tutorial support is provided on an individual basis and you are advised to book an appointment with the Unit Leader for any tutorials. Pastoral support can be accessed through the Unit Leader and/or Student Liaison Officer who may be able to listen and respond within the guidance of the regulations or review options or indicate where further support may be found. 5.3 The Study Advice Service A range of student support for various disabilities can be accessed through local and Manchester Met’s resources to support an individual’s study. Student support services can be accessed directly via Manchester Met Moodle MMU Moodle or through the Programme/Unit Leader. It is important that you engage with the Unit Leader for specific academic support when pertaining to individual units. When more general support is required regarding study skills support you should contact the Study Advice Service via the dedicated email address for a confidential first point contact for all students; the email address is [email protected] You will be guided in respect of your particular learning needs and can be signposted to appropriate support. Where agreed, information may be shared with relevant Unit Leaders. The multi-professional Library at Keyll Darree offers excellent facilities and resources and should be viewed as a vital component of your studies. There are specific sessions regularly presented on topics such as Google Scholar search, Literature search, Refworks and RSS feeds. You can find further information on www.librarykeylldarree.gov.im All units have a handbook. The unit handbook contains the unit proforma which can inform your decision when committing to a specific unit. Further correspondence with the Unit Leader will be recommended to clarify the intended learning. Core units cannot be condoned. 5.4 Recognition of Prior Learning (RPL) Claims Claims for RPL will be identified during the III and/or APR and claims should then be discussed with an allocated Advisor for Accredited Learning, Mark Haith and Lyz Howard (contact details on page 6) who will advise on possible options. Regulations pertaining to Manchester Met’s RPL opportunities can be found on the following link: Policy for the Recognition of Prior Learning
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6.0 Student Representation and Feedback
The student voice is considered essential to the evolution of the programme; therefore several mechanisms are built into the programme design. Students will be encouraged to bring any aspects of concern regarding the programme or unit delivery to the Unit Leader or Programme Leader as soon as possible. Making concerns known to others promptly increases the opportunity of the benefits being experienced by those who have raised the concern, rather than only future cohorts. How the students’ voice is sought and captured through the engagement with the programme will be explained with an invitation to seek cohort support to become one of the unit’s student representatives for the Programme Committee, or Quality Review sub group. Links within the student handbook provide contact details for programme staff and other relevant policies and regulations, such as library and complaints procedure. Each unit of the programme will be evaluated by its student participants through their completion of an anonymous unit evaluation form. The Unit Leader will also discuss the evaluation of the unit and utilise methods such as nominal group evaluation to poll opinion on each item. A report on the unit will be compiled by the Unit Leader and presented at the Quality Review sub group, whose membership will include two student representatives from each unit. Following completion of the programme and results of the final assessment an End of Programme Evaluation form will be sent to each student. The End of Programme Evaluation will allow the student to offer their perspective on the linkages between the core and option units and their experience of the programme. A summary of the End of Programme Evaluation will be produced by the Programme Leader and discussed at the Quality Review sub group.
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Overview of student support and satisfaction
Student
Informal Information Interview Programme Leader or Overview of programme (III) Deputy Programme Leader Thematic nature of assessments (inform Teaching Team of demand)
Check entry criteria
Decide to sign on Standalone unit Register with Keyll Darree and Manchester Met
Programme of study Register with Keyll Darree and Manchester Met
Administration Application Forms – online eform
Dia
logue w
ith P
eers
and U
nit L
eader
re ‘sa
tisf
act
ion’ of
educa
tional experience
For
all
units
Attend unit/s Unit Leader Tutorials - Log
Link to Personal Development Plan
Unit/Programme Leader and/or
Pastoral - Resources: Manchester Met regulations
Student Liaison Officer Employers: Occupational health Staff welfare
Study leave policy
Library/Librarians 24 hour access to the library
IT – word processing (when registered with Manchester Met will have access to Manchester Met
electronic resources)
Administration Log attendance Manchester Met ID numbers
Exceptional factors forms
Student Handbook Web Link to regulations
Programme Specific Regulations
Student support services Manchester Metropolitan University [email protected]
Standalone Finish unit Unit Leader Feedback from assessment. Tutorials
Student Unit Evaluations Progress Review Programme Leader or Deputy
Programme Leader
Offer opportunity to discuss progression in light of 4 year duration of programme
Personal Development Plan at student’s request or annually
End of Programme Evaluation
MSc Professional Practice Calendar Unit Delivery Appendix A
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Core Units Unit Leader
270D0001 VP - Valuing people and celebrating diversity in professional practice Vicky Taylor
270D0002 RMM - Research Methodologies and Methods Raymond Ndengeya
270D0003 Dis - Dissertation Mark Haith
Option Units
270D0006 IWLM - Inter-professional working, learning and mentorship Lyz Howard
270D0008/A
270D0008/B
270D0008/C
Neg - Enhancing practice through negotiated learning
This unit can be undertaken throughout the year, start dates for which is negotiated with the Unit Leader. Students may undertake this unit with a different focus on three occasions.
Donna Hart
270D0009/A
270D0009/B 270D0009/C
Negotiated Professional/Clinical Skills for Enhancing Practice
This unit can be undertaken throughout the year, start dates for which is negotiated with the Unit Leader. Students may undertake this unit with a different focus on three occasions.
Donna Hart
270D0010 AMM Illness 7 - Assessment and Management of Minor Illness Lyz Howard
270D0011 AMM Injury 7 - Assessment and Management of Minor Injury Lyz Howard
Online application forms can be found here:
https://www.gov.im/categories/education-training-and-careers/the-lodge-training-course-application-forms/msc-course-application-form/
The above units are validated by Manchester Metropolitan University. Modules validated with the University of Chester can also be undertaken and transferred into the MSc Professional Practice programme by applying for Accreditation of Prior Learning (APL). These are the NM7036 Learning and Assessment in Professional Education
(Module Leader is Donna Hart) and the V300 Non Medical Prescribing Programme (Programme Leader is Lyz Howard).
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
2017 Dis
IWLM
Dis
IWLM
Dis RMM
IWLM AMM Inj
Dis RMM
AMM Inj
2018 Dis
RMM VP
AMM Inj Neg
Dis
VP
AMM Inj Neg
VP
AMM Inj Neg
AMM Inj
Dis
RMM Neg
Dis
RMM Neg
Dis
RMM Neg
AMM Ill
Dis
AMM Ill
Dis
AMM Ill
Dis
RMM Neg
AMM Ill
Dis
RMM Neg
AMM Ill
Dis
RMM Neg
AMM Ill
2019 Dis
VP AMM Inj
Dis
VP AMM Inj
VP AMM Inj
AMM Inj
Dis
AMM Inj
Dis
AMM Inj
Dis
AMM Ill
Dis
AMM Ill
Dis
AMM Ill
Dis
AMM Ill
Dis
AMM Ill
Dis
AMM Ill
MSc Professional Practice University Standard Descriptors: Level 7 Appendix B
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University Standard Descriptors: Level 7
1 2 3 4 5 6 7
Grade range
Apply skills of critical analysis to real world situations within a defined range of contexts
Demonstrate a high degree of professionalism* eg initiative, creativity, motivation, professional practice and self management.
Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT
Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives
Manage their professional development reflecting on progress and taking appropriate action
Find, evaluate, synthesise and use information from a variety of sources
Articulate an awareness of the social and community contexts within their disciplinary field
86%-100% Novel and complex problems are evaluated thoroughly with reference to theory and practice, generating original solutions, expressed with clarity
There is evidence of the ability to work autonomously and creatively with reference to professional standards and values, reflecting critically on their own practice.
The outcomes of their work are presented creatively and persuasively to multiple audiences using a wide range of appropriately selected strategies and media
Clear and effective leadership skills are exercised in a team to manage complex multi-faceted projects. There is evidence of exemplary critical reflection on their own performance and that of others within the team
A creative and credible vision of themselves and their professional futures is meticulously presented.
A complex and innovative project is designed, planned and carried out meticulously to gather and synthesise useful information from a wide range of appropriate primary and secondary sources to produce original outcomes of publishable standards
The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making recommendations of relevance to theoretical development and/or practical application
70%-85% Novel and complex problems are evaluated with reference to theory and practice, generating original solutions
There is evidence of the ability to work autonomously and imaginatively with reference to professional standards and values, reflecting critically on their own practice.
The outcomes of their work are presented convincingly and fluently to a defined audience using an interesting range of appropriately selected strategies and media
Clear and effective leadership skills are exercised as needed in a team to scope and complete complex multi-faceted projects. There is evidence of critical reflection on their own performance and that of others within the team
A novel and feasible vision of themselves and their professional futures is presented
A complex project is designed, planned and carried out thoroughly to gather useful information from a wide range of appropriate primary and secondary sources and synthesise the results to produce workable outcomes
The social and community contexts of the discipline are critically evaluated in developing action plans, articulating conclusions and making recommendations of relevance to theoretical development and/or practical application
60%-69% Novel and complex problems are solved confidently with reference to theory and practice
There is evidence of the ability to work autonomously with reference to professional standards and values, reflecting critically on their own practice.
The outcomes of their work are presented confidently and coherently to a defined audience using a range of appropriately selected strategies and media
Works in a team as either leader or member as needed to scope and complete complex multi-faceted projects. Evidence of careful reflection on their own performance and that of others within the team.
Demonstrate a fully worked vision of themselves and their professional futures
A project is carefully planned and carried out to gather useful information from appropriate primary and secondary sources and synthesise the results
The social and community contexts of the discipline are analysed carefully in drawing conclusions and making recommendations
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50%-59% Novel and complex problems are solved with reference to theory and practice
There is evidence of the ability to work with reference to professional standards and values, reflecting critically on their own practice.
The outcomes of their work are presented clearly and appropriately to a defined audience using a range of strategies and media
There is evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and of some reflection on their own performance and that of others within the team
Demonstrate a vision of themselves and their professional futures
A project is planned and carried out to gather information from appropriate primary and secondary sources and synthesise the results
The social and community contexts of the discipline are considered critically in drawing conclusions and making recommendations
45%-49% Attempts to solve novel and complex problems are partial, with limited reference to theory and practice
There is evidence of a limited attempt to work as an autonomous professional who reflects on their own practice
Communication of the outcomes of their work is unclear and confused and does not consistently use appropriate strategies or media
There is limited evidence of contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little reflection critically on their own performance and that of others within the team
A limited vision of themselves and their professional futures is presented.
Partial attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources
There is partial or limited identification of the social and community contexts of the discipline in drawing conclusions and making recommendations
20%-44% Attempts to solve novel and complex problems are inadequate, with little reference to theory and practice
There is limited evidence of any attempt to work as an autonomous professional who reflects on their own practice
Communication of work is unclear and inappropriate to a defined audience and does not consistently use appropriate strategies or media
Inadequate or little contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team
There is insufficient development of a vision of themselves and their professional futures
Limited attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources
There is limited or incorrect identification of the social and community contexts of the discipline in drawing conclusions and making recommendations
0%-19% There is little or no evidence of any attempt to solve novel and complex problems with little or no reference to theory and practice
There is little or no evidence of working as an autonomous professional who reflects on their own practice
Communication of work is unclear and inappropriate to a defined audience and does not use appropriate strategies or media
Inadequate or no contribution to a team as either leader or member as needed to scope and complete complex multi-faceted projects and little or no reflection critically on their own performance and that of others within the team
No clear vision of themselves and their professional futures is presented
Little or no attempt to plan and/or carry out projects which gather information from appropriate primary and secondary sources
There is little or no identification of the social and community contexts of the discipline in drawing conclusions and making recommendations
MSc Professional Practice Appendix C
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REFERENCING ACADEMIC ASSIGNMENTS It is crucial that students undertaking academic courses are able to correctly reference supporting material used in their assignments. It is not just simply a matter of courtesy to the authors; it is part of the academic rigour that is required of them by the validating university. To not do so could result in the assignment failing to reach a pass grade. You have been warned! You are expected to reference all material used. It may seem that some information is so well established that it does not require supporting with a reference, for example some aspects of physiology. But unless it is a universally accepted truth then it must be supported in your essay. Honest and professional citation of references provides the framework for sound written assignments. It enables:
you to acknowledge the sources you have used to inform your arguments. other people to identify and trace sources you have used for your ideas.
identification of the nature and range of the sources consulted. others to locate and read the original material for themselves.
You must make sure that your work could not be classified as unduly derivative, that is, based too closely on the work of other authors, even though you have acknowledged them as the source. Plagiarism, the act of taking ideas or passages from another person’s work and presenting them as your own, would result in the student failing the assessment. Additionally, such a student may be recommended for expulsion for academic reasons in accordance with the Manchester Metropolitan University’s regulations. Several methods of referencing exist in accord with the Manchester Metropolitan University, we insist on the Harvard System when submitting work for academic accreditation. See guidelines for Referencing: http://libguides.mmu.ac.uk/refguide If you are using RefWorks please select Harvard Emerald as your referencing style.
MSc Professional Practice Appendix D
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Guidelines for students accessing tutorial support These guidelines have been formulated to ensure that students are able to use tutorial support systems effectively. It is important that students develop an independent and confident approach to their studies in order to prepare them for the demands of lifelong learning. The guidelines are open to negotiation and are presented as a means of facilitating academic development.
Students are encouraged to access tutorial support from the designated Unit Leader.
Students will normally phone to book tutorials in advance unless provision has been made during study days.
Tutorials will be held at the DHSC Education and Training Centre, Keyll Darree or via email unless practice is to be observed.
Unit Leaders cannot read a full draft of the student’s assignment. Therefore, students must come to the tutorial with a specific focus on which discussion can take place.
To avoid over dependency on tutorial support, students should monitor their uptake of tutorials. Generally, no more than 2 - 3 tutorials should be required for any given unit.
If the student requests additional tutorial support a formal contract will be negotiated with the Unit Leader.
Monitoring of tutorial support is kept on a ‘Tutorial Record’ which can be viewed by the student on request.
The Unit Leader will keep a record of each tutorial and a summary of the key points discussed. Each student can have a copy following the tutorial, or request to see their tutorial notes.
Any tutorial support required for resubmission/s will be limited to two hours and will only be available after notification of a resubmission date.
MSc Professional Practice Appendix E
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Studying whilst on maternity leave As a student on the MSc Professional Practice programme/standalone units registered with Manchester Metropolitan University I wish to voluntarily continue my studies whilst on maternity leave. I accept that as it is my decision to continue my studies whist on maternity leave I waive the right to appeal on any grounds relating to any consequence stemming from reduced access to Professional Practice. I will contact the Programme Leader to undertake a risk assessment of the study areas.
Name:
Signature:
Date:
I support the above arrangements.
Manager’s Name:
Signature:
Date:
Learning Education and Development (LEaD)
Education & Training Centre, Keyll Darree, Strang,
Douglas, Isle of Man, IM4 4RH
Telephone (01624) 642976
MSc Professional Practice Appendix F
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Quick Reference - writing conventions In academic writing, there is an expectation that you use particular writing conventions. Each Higher Education Institute will have its own preferences relating to writing conventions, and it is essential that you know what these preferences are, as you plan your academic writing. You should use these conventions as a guide to develop ‘good’ habits in your writing style. Writing conventions include using a systematic approach to present your academic work, for example, writing an abstract, introduction, main body, conclusion and specific referencing styles. The use of punctuation, spelling, grammar and sentence structure are important writing conventions that should be considered along with any specific assignment details or student handbook content pertaining to the academic institution you are registered with. These writing conventions will also inform any report writing you are required to undertake in relation to your practice. If you are writing for publication, ensure you are familiar with ‘instructions for authors’ given by the journal you intend to publish with. Whilst this list is not exhaustive, it details the main conventions that you should be aware of when submitting academic work. Abstracts The abstract sums up your aims, purpose of the study and approach taken. This includes your findings and conclusions. Although the abstract is placed before the contents page it can be easier to write it once you have completed your paper. Sketching an abstract early, however, can confirm that you are meeting the required learning outcomes or presenting an effective argument. No references should appear in the abstract. Check the word limit set for an abstract and whether it is included in the overall word count. Spend a little time seeing how other authors have created their abstract in journal articles that you read. Not all assignments require an abstract – check with the Unit Leader. Introduction This outlines the focus of the study and its main concerns. It introduces the content within the sections that lay ahead. The introduction will explain the academic problem or argument as you see it, and tell the reader how you intend to explore it, for example, what the assignment is about, why the subject is important, and how the subject is going to be addressed. The purpose of the introduction is to arouse the interest of the reader. It should be a clear statement around which the remainder of the assignment can be built. This informs the reader of what to expect, and what to look out for as they read on. Main body As the introduction gives an overview as to the ‘journey’ to be taken and throughout your academic work it is important to ‘signpost’ (identify) each section as it is approached. The main body of the assignment will contain the points you want to make, and include supporting arguments and evidence. The main body of your assignment should be organised into paragraphs. These paragraphs should be used to build your argument in a series of logical steps. The main body can contain as many paragraphs as necessary to support the position put forward in your introduction. Each paragraph contains a topic sentence, supporting sentences and concluding sentences. A topic sentence states the main concept of a paragraph. While it is often the opening sentence, it can occur in different positions within the paragraph. Support sentences follow the topic sentences and discuss the controlling idea or concept using facts, arguments, analysis, examples and any other supporting information. The concluding sentences summarise the connections between
MSc Professional Practice Appendix F
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the information discussed in the body of the paragraph and the paragraph’s controlling idea or concept. It could also link forward to the main idea of the next paragraph, thus signposting clearly where you intend to pursue your argument. How you structure the main body of your academic work will depend on the nature of the assignment, for example, a literature review, research report or a change proposal. Try not to begin or end paragraphs with referenced sentences. Use your words at the beginning of the paragraph to introduce the section then summarise with your thoughts. This will assist your academic writing style to avoid dependence on the literature to guide your stance in the writing. The results create a more reflective writing style. The transformation can, sometimes, be extraordinary. Conclusion The conclusion presents an overview of the topic by reminding the reader of the main points. It restates your position on the topic and does not contain any new material. Remember that conclusions appear in the abstract, introduction and the discussion. References Referencing is a system used in assignments to indicate the source of evidence, ideas, theories, facts or any other information. Referencing gives you credibility and reliability as a writer. When used correctly referencing validates your arguments, demonstrates that you have considered relevant literature, protects you from plagiarism and follows academic writing practice. Always comply with the citation guidelines pertaining to the faculty within the Higher Education Institution associated with your programme of learning. Citation guidelines are usually referenced within the student handbook. Punctuation and Grammar These again reflect conventions and can be reiterated in specific student resources. Check the study skills resources relating to your Institution or access resources directed at teaching these points to school children. Check correct use of apostrophes, as incorrect use of apostrophes can change the tense and meaning of a sentence. Ask someone to proof-read the assignment as this will assist in identifying errors in grammatical flow, inferences made by certain words, spelling and grammar – choose your proof reader carefully, if you want them to check for punctuation and grammar, they will need to understand these things themselves! Ensure abbreviations are used only once they have been fully introduced on their first occurrence in the assignment.
MSc Professional Practice Appendix G
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Student engagement
Expectations as a student
Higher education is not a passive process therefore we expect and promote active involvement by
students in all aspects of their learning for educational enhancement and quality assurance. The
purpose of gaining your views as a student is to improve the student educational experience for
both current and future student groups.
Aspects of the educational journey into which students can offer insight include: application and admission induction and transition into higher education programme and curriculum design, delivery and organisation
curriculum content teaching delivery learning opportunities learning resources student support and guidance assessment
The lecturing team and programme administrator will work with the students to develop solutions that address issues arising from the feedback. Subsequently students are informed of the actions that have taken place to encourage further engagement.
Whilst we expect that every student engage with feedback you may be nominated by your unit
group to become one of the two student representatives required to represent each unit. The
student representative role does draw on your time but is hopefully beneficial to you to undertake
this responsibility in the programme. You will receive a letter for undertaking this role to include in
your professional portfolio. If you become a student representative you will be given more
detailed information on your role at commencement of your unit. You will not be expected to
deal with issues that are specific to an individual.
The role of the student representative is to:
Make yourself known to other students
Talk to students about their experience on the course
Share positive outcomes with your fellow students
Share feedback with staff
Work together with staff to bring about change
Provide information to be taken to programme meetings
MSc Professional Practice Appendix H
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Turnitin Checklist
Please use this checklist as a guide to ensure you have followed the specific submission
requirements for Manchester Met prior to your submission on Turnitin. There is no
requirement for a front cover. It might help to print the checklist out and tick off each
point when achieved.
To do – all submissions must be word processed Done
Use Sans-serif typeface, for example, Tahoma, Arial, Calibri size 11
Double line spacing (except for reference list and appendices which can be single line spaced)
At least 2.5cm (1 inch) margin on the left of your page
Left hand justification
Manchester Met student number on each page
Page number on each page
Insert word count immediately after conclusion (if you do not include a word count, your paper will NOT BE MARKED)
Harvard Referencing (Harvard Emerald if using RefWorks)
Submit one document only, to include any index, abstract, assignment text, references and appendices (unless directed otherwise)
Save and submit your document as follows: Your Manchester Met student number_Unit Title_Final
Save and submit in Microsoft Word or PDF Format
It is your responsibility to download and print a copy of your marked assignment with feedback attached – WE DO NOT KEEP COPIES
Please contact your Unit Leader/Programme Administrator if you have any questions
MSc Professional Practice Appendix H
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HOW TO SUBMIT ONLINE VIA MOODLE….follow these step-by-step instructions
1. When you have completed your assignment, make sure it is saved as a word
document (either .doc or .docx), using your student number, unit code on the file
header (this is to protect your anonymity)
2. Once saved, go onto the unit Moodle site and find the Turnitin link – Final Assignment
Submission link
3. Click on this link do NOT submit a draft assignment through this link!!! See point
12 below for information about attaining a similarity score
4. This will take you to the Turnitin submission summary page
5. Click on the tab that says ‘My Submissions’
6. Click on Submit Paper and the following screen will appear:
7. Type the submission title in the Submission Title box (your Manchester Met student
number_unit title)
8. Upload your file by using the file picker icon or the drag-and-drop facility.
9. Tick the box circled in blue to confirm that you are submitting your own original work
10. Click Add submission
11. Your assignment will now appear on the ‘My Submissions’ page. At this point your work has been successfully submitted. You will receive an email to your Manchester Met email address from ‘TurnitinUK’. The email will provide a receipt of what you have submitted and at what time the work was submitted.
MSc Professional Practice Appendix H
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Submitting a Draft - Attaining an Originality Score
12. With regards to attaining a similarity score, please use the Generate your originality report here link. It will take up to 30 minutes for this to appear.
13. You should look at this as will indicate if your work requires further attention to avoid the possibility of plagiarism. Don’t simply look at the % score, please look at the work itself to identify the
type of similarity which is emerging. A 10% similarity score, which is all on one
page for example, may not OK, whereas a 20% similarity score scattered
throughout the paper may be fine.
14. Once your similarity score appears you can click on the score to access your full originality report – click on the ‘Student Originality report’ link on the unit Moodle site. http://moodle.mmu.ac.uk/mod/book/view.php?id=476712
15. If you need to revise your work in light of the originality report, then you can resubmit your work after 24 hours of receiving your first originality report – up to the deadline date only.
16. If your originality report indicates there is no problem with the work, then you need to do nothing more…..your work has safely been submitted!
Please note the marker will:
Check the submission date and time
Check the similarity report
Check the word count
