Major review of healthcare programmes
The Department of Health, in partnership with the Nursing and Midwifery Council, the Health Professions Council and the Strategic Health Authorities have contracted with the Quality Assurance Agency for Higher Education (the Agency) to carry out reviews of all NHS-funded healthcare programmes in England during the period 2003-06.
The Agency helps to provide public assurance that the quality and standards of higher education are being safeguarded and enhanced by conducting academic reviews of higher education provision.
Major review
Major review is a peer review process. It starts when higher education institutions in partnership with their commissioning Strategic Health Authorities evaluate their provision in a self-evaluation document. This document is submitted to the Agency for use by a team of academic and practitioner reviewers who gather evidence to enable them to report their judgements on the academic and practitioner standards and the quality of learning opportunities. Review activities include meeting academic and clinical staff and students, scrutinising students' assessed work, visiting practice learning environments, reading relevant documents, and examining learning resources.
Full details of the process of major review can be found in the Handbook for major review of healthcare programmes, 2003.
Judgements
The range of judgements that reviewers may utilise when they have completed a major review are summarised below.
Academic and practitioner standards
Reviewers make one of the following judgements on standards:
- confidence, which may be expressed as
- limited confidence; or
- no confidence.
To reach this judgement, reviewers look at:
- learning outcomes;
- the curriculum;
- student assessment; and
- student achievement
Confidence in academic and practitioner standards: a judgement that is made if reviewers are satisfied with current standards and with the prospect of those standards being maintained into the future. A judgement of limited confidence is made if standards are being achieved but the reviewers have doubts about the ability of the HEI and partner placement providers to maintain them into the future; or
No confidence in academic and practitioner standards: a judgement that is made if arrangements are inadequate to enable standards to be achieved or demonstrated. If a failure to achieve standards has occurred in specific programme/s and/or mode/s and/or level/s only, and there is confidence in standards at other levels, the failing programme/s mode/s level/s will be identified separately.
Quality of learning opportunities
Reviewers make one of the following judgements for each of three elements of learning opportunities:
- commendable; or
- approved; or
- failing.
The three elements of quality of learning opportunities are:
- learning and teaching;
- student progression; and
- learning resources and their effective utilisation.
Maintenance and enhancement of standards and quality
Reviewers also report the degree of confidence they have in the providers' ability to maintain and enhance quality and standards in the healthcare programmes under review.
Commendable - the provision contributes substantially to the achievement of the intended outcomes, with most elements demonstrating good practice; or
Approved - the provision enables the intended outcomes to be achieved, but improvement is needed to overcome weaknesses. The summary report will normally include a statement containing the phrase 'approved, but...', which will set out the areas where improvement is needed; or
Failing - the provision makes a less than adequate contribution to the achievement of the intended outcomes; significant improvement is required urgently if the provision is to become at least adequate.
Summary of the main review outcomes
Subject provision and overall aims
Nursing, midwifery, physiotherapy and radiography (diagnostic) programmes at the University of Bradford (the University) and West Yorkshire NHS Workforce Development Confederation (WYWDC or WDC) were reviewed in the academic year 2003-04. Judgements were made about the academic and practitioner standards achieved and the quality of the learning opportunities provided.
The review covered the following programmes:
Division of Radiography
Pre-registration programmes:
- BSc (Hons) Diagnostic Radiography.
Post-registration programmes:
- MSc in Medical Imaging, incorporating a variety of PgCerts.
Division of Midwifery and Women's Health
Pre-registration programmes:
- BSc (Hons) Midwifery Studies/Registered Midwife (long course);
- BSc (Hons) Midwifery Studies/Registered Midwife 78 week (short course).
Post-registration programmes:
- BSc (Hons) Midwifery Practice and Women's Health (part-time, reviewed 2003);
- MSc Advanced Midwifery Practice; (reviewed 2003) replaced by:
- MSc Midwifery (commenced 2003), incorporating a variety of PgCerts.
Division of Nursing
Pre-registration programmes:
- Advanced Diploma in Higher Education (Nursing) - Adult, Child, Mental Health and Learning Disabilities (running since September 2001)*;
- Advanced Diploma in Higher Education in Nursing - Adult, Child, Mental Health and Learning Disabilities (last cohort, 18, completed in March 2004).
* These programmes were subject to the annualmonitoring process of the Nursing and Midwifery Council (NMC) through this Major Review.
Post-registration programmes:
- BSc (Hons) Nursing Practice (Adult Nursing), (Mental Health), (Child), (Learning Disabilities) and (Primary Health Care) (recordable Specialist Practitioner status NMC).
- Prescribing for Health Care Professionals (V300) (from 2003);
- MSc Advanced Nursing Practice (reviewed 2003) and replaced by:
- MSc Nursing (commenced 2003), incorporating a variety of PgCerts.
For the purpose of the review, the evaluation of the Division of Nursing incorporated the Division of Health Care Studies and the Division of Dementia Studies.
Division of Health Care Studies
Pre-registration programmes:
- Advanced Diploma in Professional Practice in Health Care (Nursing).
(Previously Enrolled Nurse Conversion programme.)
Post-registration programmes:
- Return to Practice for Health Care Professionals;
- BSc (Hons)/DipHE Professional Practice in Health Care, incorporating an older person pathway with the named award:
- BSc (Hons)/DipHE Professional Practice in Health Care (Care of the Older Person);
- MSc Health Care Practice, incorporating a variety of PgCerts/PgDip;
- MSc Health and Social Services Management, incorporating two PgDips.
Division of Dementia Studies
Post-registration programmes:
- BSc (Hons) Dementia Studies;
- MSc Dementia Care (commenced in semester two, 2004).
Division of Rehabilitation Studies
Pre-registration programme:
- BSc (Hons) in Physiotherapy.
Post-registration programmes:
- MSc in Rehabilitation Studies, incorporating a variety of PgCerts.
Academic and practitioner standards
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in nursing, midwifery, physiotherapy and radiography (diagnostic) programmes at the University of Bradford in partnership with the West Yorkshire NHS Workforce Development Confederation.
Strengths include:
- learning outcomes are communicated clearly to nursing students at the beginning of the programme and are available through Blackboard (paragraph 9);
- development of appropriate learning outcomes in practice areas to support student achievement in nursing (paragraph 9);
- a strong partnership arrangement has been established between academic staff, the WYWDC, and practitioners in relation to the curricula of pre-registration programmes in nursing (paragraph 16);
- mentors operate a strategic approach to allow nursing students to develop clinical skills during practice placements (paragraph 18);
- in nursing, interprofessional learning (IPL) in practice is well established in some placement areas (paragraph 19);
- a wide range of continuing professional development (CPD) programmes is available in nursing to meet local workforce development needs (paragraph 20);
- the handbook for mentors in nursing gives very full and clear guidance on marking practice-based assessments that the mentors find easy to use (paragraph 22);
- feedback to nursing students is positive, encouraging, consistent and informative (paragraph 26);
- statistics demonstrate successful progression to, and in, careers in nursing (paragraph 33);
- strong collaborative links are established between the University, WDC and NHS Trusts in midwifery (paragraph 36);
- placement profiles have been introduced within areas of midwifery care that clearly demonstrate the learning outcomes available to the students (paragraph 36);
- midwifery students and mentors who clearly understand the learning outcomes through programme documentation and the effectiveness of the tripartite meeting between student, mentor and midwifery link lecturer (paragraph 39);
- opportunities for IPL in midwifery are fully exploited during clinical placements (paragraph 43);
- user and carer involvement is used effectively to support curriculum management in midwifery (paragraph 43);
- problem-based learning is well established across the midwifery curricula and is used to develop independent learning skills (paragraph 44);
- clear, comprehensive and supportive feedback on-campus, and practice-based assessments in midwifery (paragraph 49);
- student work in midwifery demonstrates clear achievement of the learning outcomes, with a clear application to practice and progressive achievement shown at postgraduate level (paragraph 56);
- clinical staff in physiotherapy support the development of specific learning outcomes to reflect clinical experiences (paragraph 64);
- a well-developed clinical educator's handbook for physiotherapy (paragraph 66);
- congruent and progressive development of intellectual and practice skills in physiotherapy (paragraph 67);
- partnerships in developing CPD programmes in physiotherapy (paragraph 70);
- a clear commitment to joint ownership of students' practice-based assessments in physiotherapy is evidenced by the tripartite arrangement (paragraph 73);
- physiotherapy students are well prepared for careers as competent healthcare professionals and equipped for self-critical, lifelong learning (paragraph 78);
- collaborative working with WYWDC and other universities on clinical placements in physiotherapy has positively influenced student achievement through training programmes (paragraph 81);
- appropriate learning outcomes are developed with the key stakeholders in radiography (paragraph 83);
- students and clinicians in radiography are knowledgeable regarding programme and module learning outcomes, which are communicated clearly through academic staff, student handbooks and the clinical portfolios (paragraph 84);
- active participation by clinical staff in curriculum development in radiography, (paragraphs 85; 86);
- innovative postgraduate provision in radiography which allows the development of enhanced clinical skills for specific areas of practice (paragraph 90);
- clear and transparent guidance given to radiography students, markers and external examiners (paragraph 94);
- high quality of student work in radiography which meets standards and shows achievement of learning outcomes (paragraphs 99; 101).
Good practice includes:
- clear facilitation by a practice development nurse of the achievement of student learning outcomes while on clinical placement (paragraph 12);
- the appointment of 14 practice development nurses provide a student-dedicated resource to facilitate achievement of learning outcomes (paragraph 30);
- a tripartite arrangement in relation to clinical assessment involves link lecturers and mentors in student assessment, works very effectively (paragraph 41);
- the project aimed at achieving a workforce profile in midwifery reflects the local population (paragraph 59);
- the placement forum for the development of practice-based learning in physiotherapy (paragraph 66);
- the strategic approach across West Yorkshire for the management of placement capacity in radiography (paragraph 88).
Weaknesses include:
- clinical staff in nursing need more information regarding recent changes in the curriculum (paragraph 10);
- IPL in theoretical learning in nursing requires further development (paragraph 19);
- poor attendance and non-submission of coursework is a growing feature of CPD provision in nursing (paragraph 32);
- user and carer involvement in programme delivery is not established in radiography (paragraph 87).
Quality of learning opportunities
Learning and teaching
The quality of learning and teaching is commendable.
Strengths include:
- the use of information technology (IT) to support teaching and learning is rapidly developing and the School has a coherent strategy for its development (paragraph 106);
- the research and scholarship activities of staff help to inform the learning and teaching (paragraph 108).
- placement areas across all programmes provide good learning opportunities. There are numerous resources available to students and they are well supported by both clinical and university staff in these environments (paragraph 109);
Good practice includes:
- the development and use of the virtual learning environment as a learning and teaching tool across all programmes (paragraph 106);
- the development of a multiprofessional clinical practice profile system in nursing and midwifery (paragraph 109);
- the initiatives taken to ensure that health and safety are given appropriate and effective consideration (paragraph 113).
Weaknesses include:
- user and carer involvement in learning and teaching is not widespread across all programmes and there is no clear strategy for its development (paragraph 107);
- IPL is yet to be systematically incorporated across all disciplines and the strategy for its development needs to make the student learning experience more explicit (paragraph 110).
Student progression
The quality of student progression is commendable.
Strengths include:
- the many and varied examples of widening access to programmes of studies, which have included celebrating diversity and incorporating cultural diversity (paragraph 114);
- the majority of undergraduate and postgraduate students in all professions report good support from university staff on-campus and in clinical practice (paragraphs 118; 119);
- the ability to step on and off programmes, where students can formally intercalate or transfer to a variety of programmes, provides numerous examples of flexibility within the provision (paragraph 122);
- in general, student progression in all disciplines is high, with most undergraduate and postgraduate students satisfactorily completing their studies (paragraph 123);
- all undergraduate students have been able to find employment following qualification (paragraph 125).
Weaknesses include:
- the attrition rate in one cohort in the 18-month midwifery programme was higher than the national average and in the Learning Disabilities Branch of nursing attrition is sometimes of some concern (paragraph 123).
Learning resources and their effective utilisation
The quality of learning resources and their effective utilisation is commendable.
Strengths include:
- WYWDC commitment to the strategic development of practice learning environments (paragraph 127);
- strategic development of staff and students in the use of the virtual learning environment, with excellent support from the library and Interactive Learning Centre (paragraph 128);
- high-quality placement learning opportunities which reflect the diversity of current practice (paragraph 130);
- admirable campus-based and practice-based access to IT (paragraph 134).
Good practice includes:
- the appointment of a regional practice placement coordinator in physiotherapy to promote effective utilisation of placement capacity (paragraph 127).
Weaknesses include:
- lack of requirement for placement supervisors in physiotherapy placements to regularly update their supervisory skills (paragraph 129);
- limited respiratory physiotherapy placement capacity (paragraph 132).
Maintenance and enhancement of standards and quality
Strengths include:
- well-documented and robust quality assurance process for the approval, monitoring and review of taught provision (paragraph 135);
- provision for, and action on, feedback from students (paragraph 136);
- partnership links between the University, WDC and placement providers (paragraph 137).
Introduction
1. This report presents the findings of a review of the academic and practitioner standards achieved, and the quality of the learning opportunities provided, in nursing, midwifery, physiotherapy and radiography (diagnostic) programmes at the University of Bradford (the University), in partnership with the West Yorkshire NHS Workforce Development Confederation (WYWDC or WDC). The review was completed during the academic year 2003-04.
2. The University was established in 1966 by Royal Charter, having developed from the Bradford Institute of Technology (founded in 1957), which succeeded Bradford Technical College (1882). The main campus is situated to the west of the city centre with a site nearby in Trinity Road housing a Health Centre and the School of Health Studies.
3. The University had 9,882 students registered during 2003-04. These included 6,553 students studying full-time at undergraduate level, and 1,185 at postgraduate level. Additionally, 1,198 students were studying part-time at undergraduate level and 946 at postgraduate level.
A Subject provision and overall aims
4. The School of Health Studies was established following the integration of the former Bradford and Airedale College of Health into the University of Bradford in April 1996. Bradford Dementia Group became an integral part of the School in 1998. All of the School's Divisions are based within the Unity Building in Trinity Road, which was purpose-built to accommodate the College of Health in 1995. The School is one of eight Academic Schools in the University of Bradford. It has six Academic Divisions and an Administrative Division. The Academic Divisions are: Dementia Studies; Radiography; Health Care Studies; Midwifery and Women's Health; Nursing; Rehabilitation Studies.
5. The School is one of the largest schools in the University in terms of student numbers having, at the time of the review, approximately 1,625 pre and post-registration undergraduate and 367 part-time postgraduate students. There are 160 staff working in the School. Most of the School's programmes are delivered under a contract with the WYWDC on behalf of National Health Service (NHS) Trusts in West Yorkshire.
6. Nursing, midwifery, physiotherapy and radiography (diagnostic) are offered in the following programmes:
Division of Radiography
Pre-registration programmes:
- BSc (Hons) Diagnostic Radiography.
Post-registration programmes:
- MSc in Medical Imaging, incorporating a variety of PgCerts.
Division of Midwifery and Women's Health
Pre-registration programmes:
- BSc (Hons) Midwifery Studies/Registered Midwife (long course);
- BSc (Hons) Midwifery Studies/Registered Midwife 78 week (short course).
Post-registration programmes:
- BSc (Hons) Midwifery Practice and Women's Health (part-time, reviewed 2003);
- MSc Advanced Midwifery Practice; (reviewed 2003) replaced by:
- MSc Midwifery (commenced 2003), incorporating a variety of PgCerts.
Division of Nursing
Pre-registration programmes:
- Advanced Diploma in Higher Education (Nursing) - Adult, Child, Mental Health and Learning Disabilities (running since September 2001)*;
- Advanced Diploma in Higher Education in Nursing - Adult, Child, Mental Health and Learning Disabilities (last cohort, 18, completed in March 2004).
* These programmes were subject to the annualmonitoring process of the Nursing and Midwifery Council (NMC) through this Major Review.
Post-registration programmes:
- BSc (Hons) Nursing Practice (Adult Nursing), (Mental Health), (Child), (Learning Disabilities) and (Primary Health Care) (recordable Specialist Practitioner status NMC).
- Prescribing for Health Care Professionals (V300) (from 2003);
- MSc Advanced Nursing Practice (reviewed 2003) and replaced by:
- MSc Nursing (commenced 2003), incorporating a variety of PgCerts.
For the purpose of the review, the evaluation of the Division of Nursing incorporated the Division of Health Care Studies and the Division of Dementia Studies.
Division of Health Care Studies
Pre-registration programmes:
- Advanced Diploma in Professional Practice in Health Care (Nursing).
(Previously Enrolled Nurse Conversion programme.)
Post-registration programmes:
- Return to Practice for Health Care Professionals;
- BSc (Hons)/DipHE Professional Practice in Health Care, incorporating an older person pathway with the named award:
- BSc (Hons)/DipHE Professional Practice in Health Care (Care of the Older Person);
- MSc Health Care Practice, incorporating a variety of PgCerts/PgDip;
- MSc Health and Social Services Management, incorporating two PgDips.
Division of Dementia Studies
Post-registration programmes:
- BSc (Hons) Dementia Studies;
- MSc Dementia Care (commenced in semester two, 2004).
Division of Rehabilitation Studies
Pre-registration programme:
- BSc (Hons) in Physiotherapy.
Post-registration programmes:
- MSc in Rehabilitation Studies, incorporating a variety of PgCerts.
7. Encapsulated by the University's commitment to 'Making Knowledge Work' and 'Confronting inequality, celebrating diversity', the School of Health Studies, working in collaboration with its key stakeholders, aims to:
- make knowledge work through vocational provision, which prepares healthcare professionals through the concepts of fitness for practice, purpose and award;
- produce competent, critical, reflective and accountable healthcare professionals equipped to work in a multicultural context;
- provide a learning environment that embraces diversity, facilitates widening participation and flexibility, and minimises attrition;
- ensure that clinical competence in relevant programmes utilises current best evidence;
- contribute to the creation of a research-conscious workforce;
- enable students to meet their full potential through the acquisition of skills and knowledge in a coherent and developmental manner throughout their programme of study;
- ensure that learning environments, both academic and clinical, are effective and meet student needs;
- develop opportunities for interprofessional learning;
- enable students to acquire key skills associated with independent and lifelong learning;
- provide flexible, responsive continuing professional development (CPD) for healthcare professionals in order to meet the challenges arising from technological innovation and changing patterns of health care;
- foster a culture of cooperation and collaboration between staff and students;
- promote and support staff development opportunities which are aligned to personal and organisational aims;
- promote public and patient involvement in curriculum design, delivery and evaluation.
B Academic and practitioner standards
B1 Nursing
Intended learning outcomes
8. Intended learning outcomes (ILOs) in the pre-registration Advanced Diploma in Nursing programme have been developed in line with NMC and Department of Health guidelines, the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) and draft subject benchmark statements. Post-registration nursing programmes are constantly updated to meet Department of Health National Service Frameworks.
9. Learning outcomes are given to students in handbooks by academic staff at the commencement of the programme and prior to clinical placement. Learning outcomes are also available to students through Blackboard. Both mentors and link lecturers assist students in interpreting competencies and outcomes. A number of nursing practice areas have further contextualised learning outcomes to assist students' interpretations of them, within specific practice settings. This has proved to be beneficial to both students and mentors.
10. Mentors and clinical managers stated they have regular meetings with university staff to review the achievement of learning outcomes. Mentors and students also confirmed that they are well supported by the academic link lecturers who visit the placement areas regularly. Mentors commented that the depth of students' knowledge and their clinical and theoretical skills have improved, with clear evidence that the students link theory to practice. A few clinical staff met by the reviewers commented that they needed more information regarding changes in the pre-registration nursing curriculum.
11. In mental health nursing, the programme learning outcomes are clearly mapped against the National Health Service Framework for Mental Health. Clinical staff stated that they have a number of opportunities to influence learning outcomes through meetings with the University and the link lecturer. There is a variety of individual learning opportunities that can be arranged for students during their clinical experience.
12. Within the Renal Unit at Bradford, the practice development nurse, in collaboration with the Unit's staff and university colleagues, has developed a student handbook for adult nursing students commencing clinical experience, identifying the learning outcomes to be achieved during the placement. This was positively evaluated by students and link lecturers.
13. Placement areas have identified specific unit outcomes to guide students in their learning. Clinical competencies have been developed in conjunction with academic, clinical and managerial staff. Students have the opportunity to negotiate clinical visits to other speciality areas. Students are encouraged to follow the patient journey to develop insight into the total patient experience. There is evidence of partnership working to meet the needs of the students.
14. Within the postgraduate provision in nursing there is evidence that the learning outcomes for the modules of the programme are clearly articulated and that students are given good guidance on how to engage with them in their assignments.
Curricula
15. The School of Health Studies offers practice-centred, pre-registration programmes in nursing, which reflect the requirements of the 'Fitness for Practice' curriculum. These programmes allow students to develop competent practice for registration, and prepare students for first-post employment. The academic content of programmes takes account of the requirements of the FHEQ.
16. There are effective systems that allow for joint development of curricula by placement providers and academic staff. The programmes delivered meet the requirements of the NMC, where appropriate. The curricula in all programmes allow students to develop both intellectual and practice-based learning systematically as they progress through the programme.
17. The School and placement providers have well-defined arrangements to support practice-based learning. There are well-developed arrangements in relation to clinical link lecturers who are allocated to all areas where students undertake clinical placements. Students are well prepared to undertake placement learning as a result of effective pre-placement briefing.
18. Mentors have a good understanding of the learning outcomes in relation to specific placement experiences. Mentors operate an effective strategy for student support and formulate clear proposals that allow students to develop clinical practice skills.
19. Some developments have been made in relation to interprofessional learning (IPL) and examples of good practice were demonstrated in relation to IPL in placement settings. The strategy for IPL during theoretical components of the programmes is at an early stage of implementation and requires further development.
20. The programmes available in CPD offer a variety of flexible provision, which reflects current developments in healthcare delivery. The CPD programmes are mapped against local workforce needs as a result of proactive work between the School of Health Studies and the WDC.
21. Clinical staff contribute significantly to curriculum delivery and are used to enhance the currency of programmes. There is extensive engagement with clinical practice by academic staff, which allows staff to maintain their professional skills.
Assessment
22. There is a coherent strategy for assessing practice-based learning outcomes. The handbook for mentors gives a very clear, full guide to the marking of practice portfolios and assignments. The guide uses tables and flowcharts to provide comprehensive marking criteria. The handbook provides clear guidance that allows assessors to distinguish between marking categories at all levels.
23. Practitioners are clearly informed of the assessment strategy and are involved in its development. They find that tables and flowcharts are easy to use and useful when assessing students in practice. Communication of assessment strategies is clear and kept up to date through the use of student handbooks and by updating services available on Blackboard.
24. The reviewers confirm the view expressed by external examiners, who have commented that all assessments are appropriate and suitable, and that they compare well with other higher education institutions (HEIs). In general, marking schemes are clear and fairly applied, and the wide variety of assessments tests the depth and breadth of the nursing curriculum.
25. However, there have been a number of statements by external examiners regarding inconsistent marking by practitioners and supervisors, and some students have questioned the consistency of practice assessment marking. This issue is being addressed and work is under way to provide a solution.
26. There is clear and detailed feedback evident on students' work. Feedback is positive, encouraging, constructive and informative. Positive feedback is also evident from practitioners throughout clinical placements.
Student achievement
27. A sample of student assessments was reviewed across all levels. These showed that the tasks set were all relevant to the appropriate achievement of overall learning outcomes. Typed feedback and script comments were considered useful in identifying specific areas for students to learn from and were effective in raising achievement. The standards achieved by learners meet at least the minimum requirements for the award, as measured against relevant professional subject benchmarks. External examiners state that assessed students' work is of a level comparable to that in other universities.
28. External comments to improve standards and develop the programmes in line with acceptable levels of student achievement have been acted upon by the Division. In mental health, higher marks than other branches were noted and reference made to parity between markers; concern was reported on marking by non-academic staff and on the generous interpretation of the grading scheme by mentors. However, the introduction across the School of undergraduate marking criteria, second consideration and marking workshops for all staff, including mentors, has provided an effective response to such concerns. This has helped to ensure that appropriate standards of achievement are set, assessed and attained in these programmes.
29. Practice that meets with regulatory requirements was noted in the evidence showing that external examiners from all four pathways had visited clinical areas in order to verify and validate standards of achievement in practice.
30. The reviewers, in their visits to practice placements, found that the students' learning experiences and their achievement of practice skills had been greatly enhanced with the appointment of 14 practice development nurses. Because these practice development nurses are a dedicated student resource and are supernumerary, they impact directly and positively upon student achievement.
31. Students confirmed that the nursing programmes prepare them for practice. They also expressed particular satisfaction with the use of information technology (IT) in the teaching and dedicated administration resource. Employers stated that nursing programmes effectively prepare students who are fit for purpose and practice.
32. There are excellent examples of high-standard, research-based programmes available for study at undergraduate and postgraduate level within the Division of Dementia Studies. Evidence reviewed confirms that students who have undertaken nursing programmes with the Division of Nursing at the University are competent and self-critical lifelong learners. This is evidenced by nurses being regularly involved in teaching in the University and qualified nurses returning to undertake continuing professional development (CPD) programmes. However, as reported in the self-evaluation document (SED), poor attendance and non-submission of coursework is a growing feature of CPD provision.
33. Statistics demonstrate successful progression to, and within, careers in nursing. Post-registration and postgraduate students expressed satisfaction in the provision of funded CPD programmes, which successfully promote the achievement of lifelong learning and updating in practice. This funding is extended to staff in the private sector to provide placements for students from the West Yorkshire region.
34. Examples of student nurse journeys, showing intercalation, demonstrated a flexible, student-centred approach. This has reduced the attrition rates, thus promoting student achievement.
Table 1: Completion and achievement statistics for all award-bearing programme in nursing
| Programme | Cohort | Diploma programmes | Diploma programmes | Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Pass | Fail | 1 | 2i | 2ii | 3 | P | F | ||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| Advanced Diploma in Higher Education Nursing/DipHE in Health Studies | March 2000 | 88 | 100 | 0 | 0 | ||||||||||||
| Advanced Diploma in Higher Education Nursing/DipHE in Health Studies | September2000 | 106 | 100 | 0 | 0 | ||||||||||||
| Advanced Diploma in Higher Education Nursing/DipHE in Health Studies | March 2001 | 86 | 100 | 0 | 0 | ||||||||||||
Table 2: Employment Statistics for all pre-registration programmes in nursing
| Programmes | Further study | Local employers | Employers elsewhere | Unemployed | Other unknown | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| Advanced Diploma in Higher Education In Nursing March 2000 | 48 | 55.2 | 3 | 3.4 | 36 | 41.4 | ||||
| Advanced Diploma in Higher Education in Nursing September 2000 | 5 | 4.9 | 73 | 70.9 | 12 | 11.7 | 13 | 12.6 | ||
| Advanced Diploma in Higher Education in Nursing March 2001 | 1 | 1.2 | 54 | 63.5 | 16 | 18.8 | 4 | 4.7 | 10 | 11.8 |
Summary of academic and practitioner standards for nursing
With respect to academic and practitioner standards in nursing, the reviewers conclude that:
Strengths include:
- learning outcomes that are clearly communicated to nursing students at the commencement of the programme and are available through Blackboard (paragraph 9);
- development of appropriate learning outcomes in practice areas to support student achievement in nursing (paragraph 9);
- a strong partnership arrangement has been established between academic staff, the WYWDC and practitioners in relation to the curricula of pre-registration programmes in nursing (paragraph 16);
- mentors who operate a strategic approach to allow nursing students to develop clinical skills during practice placements (paragraph 18);
- interprofessional learning (IPL) in practice which is well established in some placement areas (paragraph 19);
- a wide range of CPD programmes is available in nursing to meet local workforce development needs (paragraph 20);
- the handbook for mentors in nursing gives very full and clear guidance on marking practice-based assessments that the mentors find easy to use (paragraph 22);
- feedback to nursing students is positive, encouraging, consistent and informative (paragraph 26);
- statistics demonstrate successful progression to, and in, careers in nursing (paragraph 33).
Good practice includes:
- clear facilitation by a practice development nurse of the achievement of student learning outcomes while on clinical placement (paragraph 12);
- the appointment of 14 practice development nurses provide a student-dedicated resource to facilitate achievement of learning outcomes (paragraph 30).
Weaknesses include:
- clinical staff in nursing need more information regarding recent changes in the curriculum (paragraph 10);
- IPL in theoretical learning in nursing requires further development (paragraph 19);
- poor attendance and non-submission of coursework is a growing feature of CPD provision in nursing (paragraph 32).
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in nursing at the University of Bradford in partnership with the West Yorkshire NHS Workforce Development Confederation.
B2 Midwifery
Intended learning outcomes
35. The pre-registration curriculum has been mapped against the Subject benchmark statement for midwifery and the NMC competencies, and these external reference points properly inform the programme learning outcomes. The pre-registration students have the opportunity in theoretical work, and appropriate experience in clinical practice, to meet the learning outcomes and competence to enable professional registration with the NMC and academic award with the University.
36. There is evidence of effective collaborative working between the University, midwifery academic staff, the WYWDC and the NHS Trusts to improve learning outcomes and placement capacity. Placement profiles have been implemented in some of the midwifery areas that demonstrate the learning opportunities and outcomes available to the students.
37. Both students and mentors are aware of developments and improvements to the pre-registration curriculum. They have also been involved in the development of performance indicators and learning outcomes within the curriculum through their membership of the Course Management Team.
38. The programme aims state that the health and social care agenda is kept under review by the Course Management Team. The postgraduate midwifery students stated that the development of the role of the midwife in public health is explicit within the programme.
39. Placement areas have copies of programme documentation and student handbooks, which facilitate access to the learning outcomes by the mentors prior to, and during, the students' clinical placement experience. Students felt that they were given comprehensive pre-course information and received good induction into clinical practice placements. Students and mentors agreed the learning outcomes for the placement at the commencement of the experience. During clinical placements, the student, mentor and academic link lecturer discuss the achievement of learning outcomes and clinical competencies through regular tripartite meetings, which are positively evaluated by clinical staff, students, supervisors of midwives and external examiners. The academic link lecturer is visible in the placement areas to provide support to students and mentors on a regular basis.
40. Placement providers are fully aware of the pre-registration programme outcomes and curriculum design. Strong links are demonstrated between learning in the clinical and theoretical components of the programmes. Students stated that, in general, theory prepared them for the placement experiences. In post-registration postgraduate programmes, for example, MSc Advanced Midwifery Practice and MPhil/PhD, students commented that learning outcomes are available both in theoretical and clinical environments to support their learning, practice development and research projects.
Curricula
41. The School of Health Studies offers well-designed midwifery programmes, which reflect the professional requirements of the NMC. There is evidence of a mature partnership between academic staff and service providers. The integration of theoretical and practice-based learning is clearly understood by students, academic staff and mentors. A tripartite arrangement in relation to clinical assessment involves link lecturers and mentors in student assessment. This practice works very effectively and is to be commended.
42. Well-developed programme guides are used by students and mentors. These are clear and informative. Mentors have a clear insight into the progressive nature of practice learning, and are able to assess the needs of individual students. Student placements are well structured to meet student-specific learning needs. Student support and mentorship are given a high priority by clinical staff in order to meet the practice learning outcomes of individual students.
43. IPL is well established as part of practice-based learning. Much effort is made to exploit opportunistic learning for clinical placements in relation to interprofessional aspects of midwifery. The involvement of user and carers in curriculum development and delivery is well established.
44. Problem-based learning is used to develop students' analytical skills. This is well developed across the midwifery curricula and encourages the development of independent learning. The development of competence and safe practice for students is given a high priority by academic and clinical staff. Students are effectively prepared for first-post employment. There is evidence of extensive and effective liaison between academics and practitioners; this strong partnership is to be commended. The curricula allow the progression and development of intellectual, academic and practice skills across all levels of the programmes.
45. A range of flexible CPD programmes has been developed to meet the needs of contemporary midwifery services. There is evidence of relevant scholarship and practice engagement which enables the curricula to retain their currency.
Assessment
46. There is a clear strategy for assessing practice-based learning outcomes in the Midwifery and Women's Health provision. This is achieved through the use of a Clinical Learning Portfolio.
47. Assessors of clinical practice have access to a comprehensive Assessor Preparation Handbook, which gives clear guidance to assessors on the skills that should be demonstrated by level 1, 2 or 3 students in order to achieve marks within specified 10 per cent bands.
48. There is a clear commitment to the fair and robust assessment of students by practitioners. Staff at various clinical sites state that there is joint ownership of the assessment criteria between campus and practice. Staff also network to self-audit their marking of assessments to ensure consistency of grading. Practitioners were also able to clearly articulate their interpretation of specific gradings for practice-based assessments.
49. There is clear and comprehensive feedback given to students on their campus assessments. The feedback is positive and supportive. The assessments are at an appropriate level and are current, leading to appropriate development of skills.
50. External examiners' reports clearly state that there is a good range of assessment methods used and that assessments are consistently marked, are of an appropriate level, and are consistent with other HEIs.
51. Inter-assessor reliability in practice placements has been monitored and the arrangements have been found to be satisfactory. A cross-section of the marks from the latest cohorts of students shows a wide range of marks in all clinical sites, with clear comparability between sites.
52. Additional opportunities are available to students to complete assessments of all key competencies through a system of targeted simulated assessments, where placement provision has not provided appropriate opportunities.
53. There is clear communication of assessments to students, which is kept up to date through the use of student handbooks and by the effective updating services available on Blackboard.
Student achievement
54. The standards achieved by learners meet the minimum requirements for the award, as measured against the relevant subject benchmark statement and the FHEQ; this is corroborated by the external examiners. Students and mentors were aware of the learning outcomes to be achieved in each clinical placement and a variety of assessments was positively reviewed.
55. Strengths in a selection of external module reports generally confirm that the work undertaken by midwifery students meets the required learning outcomes at a good standard of attainment.
56. The reviewers found that student work demonstrated the level to be appropriate and the feedback detailed, with clear achievement of the learning outcomes. An MSc student's portfolio was audited and showed clear application to practice and progressive achievement to MSc level.
57. Testimony from the students, clinical and academic staff and employers confirms that newly qualified midwives are fit to practise at the point of registration. Lifelong learning starts in year one of the pre-registration (long) midwifery programmes. A module with this name has content that is largely study skills to meet the needs of the mature students. Students highlighted the link to career prospects of lifelong learning. The Division of Midwifery and Women's Health offers midwives who are undertaking further study the opportunity to meet with a lecturer annually to formulate an individual study plan.
58. Statistics demonstrate successful progression to, and in, careers in midwifery. Post-registration students identified satisfaction with the provision of funded CPD programmes. Most midwives qualifying at the University choose to seek employment in the Trust where their clinical placement was undertaken.
59. The WYWDC demonstrates a commitment to promoting student achievement at the strategic level. Good practice has been developed in a project aimed at achieving a workforce profile that reflects the local population, which is receiving national acclaim. This project meets the 'confronting inequality: celebrating diversity' ethos of the University.
Table 1: Completion and achievement statistics for all award-bearing pre-registration programmes in Midwifery
| Programme | Cohort | Degree Classification | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | |||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | |||
| BSc Midwifery Studies/Registered Midwife (78wk) | September2000 | 1 | 6.7 | 12 | 80 | 2 | 13.3 | |||||||
| BSc Midwifery Studies/Registered Midwife (78wk) | September2001 | 2 | 18.2 | 8 | 72.7 | 1 | 9.1 | |||||||
| BSc Midwifery Studies/Registered Midwife (78wk) | September2002 | 3 | 100 | |||||||||||
| BSc Midwifery Studies/Registered Midwife (3 year) | September2000 | 3 | 42.9 | 2 | 28.6 | 2 | 28.6 | |||||||
Table 2: Employment statistics for all pre-registration programmes in midwifery
| Programmes | Further study | Local employers | Employers elsewhere | Unemployed | Other unknown | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Midwifery Studies/Registered Midwife (78 wk) | 10 | 66.7 | 1 | 6.7 | 4 | 26.7 | ||||
| BSc (Hons) Midwifery Studies/Registered Midwife (78 wk) | 8 | 72.7 | 3 | 27.3 | ||||||
| BSc (Hons) Midwifery Studies/Registered Midwife (78 wk) | 2 | 66.7 | 1 | 33.3 | ||||||
| BSc (Hons) Midwifery Studies/Registered Midwife (3yr) | 2 | 28.6 | 1 | 14.3 | 4 | 57.1 | ||||
Summary of academic and practitioner standards for midwifery
With respect to academic and practitioner standards in midwifery, the reviewers conclude that:
Strengths include:
- strong collaborative links are established between the University, WDC and NHS Trusts in midwifery (paragraph 36);
- placement profiles have been introduced within areas of midwifery care which clearly demonstrate the learning outcomes available to the students (paragraph 36);
- midwifery students and mentors who clearly understand the learning outcomes through programme documentation and the effectiveness of the tripartite meeting between student, mentor and midwifery link lecturer (paragraph 39);
- opportunities for IPL in midwifery are fully exploited during clinical placements (paragraph 43);
- user and carer involvement is used effectively to support curriculum management in midwifery (paragraph 43);
- problem-based learning is well established across the midwifery curricula and is used to develop independent learning skills (paragraph 44);
- clear, comprehensive and supportive feedback on-campus, and practice-based assessments in midwifery (paragraph 49);
- student work in midwifery demonstrates clear achievement of the learning outcomes, with a clear application to practice and progressive achievement shown at postgraduate level (paragraph 56).
Good practice includes:
- a tripartite arrangement in relation to clinical assessment involves link lecturers and mentors in student assessment, works very effectively (paragraph 41).
- the project aimed at achieving a workforce profile in midwifery that reflects the local population (paragraph 59).
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in midwifery at the University of Bradford in partnership with the West Yorkshire NHS Workforce Development Confederation.
B3 Physiotherapy
Intended learning outcomes
60. There is general alignment of the programme learning outcomes in the BSc (Hons) Physiotherapy to the Subject benchmark statement for physiotherapy. Formal mapping of the benchmarks will be addressed when the programme undergoes continuation review in 2004-05.
61. The pre-registration programme outcomes are clearly set out in the programme specification. A clinical educator's handbook is provided in which the learning outcomes are identified.
62. The pre-registration students asserted that the ILOs are clearly stated within the programme handbooks and clinicians support the further development of the outcomes in relation to specific clinical placements. Placement providers develop learning outcomes in partnership with the University. Individual students can personalise learning outcomes to meet their individual needs.
63. Some students commented that they did not experience all clinical specialities. For example, students about to complete their programme had not had a neurological or respiratory placement which made the achievement of learning outcomes for these specialities in clinical practice difficult.
64. Clinical staff are kept informed about ILOs and any changes by the university academic staff. Clinical staff feel able to take part in a review of the relevance of ILOs and how practice might better influence these in the pre-registration curriculum. Practitioners reported having more input to the pre-registration programme than previously, due to the excellent link lecturer support provided by academic staff, in which regular visits are made to the placements to support clinical staff and students.
Curricula
65. The School of Health Studies provides programmes in physiotherapy that allow students to develop competent, safe practice and prepare them effectively for first-post employment. These programmes take appropriate account of the FHEQ. There is evidence of well-developed partnerships between academics and service providers, which result in significant involvement of practitioners in course management and curriculum planning.
66. A clinical educator's handbook provides clear guidance for staff supporting students during practice-based learning. Practice learning is well supported by academics, who provide regular visits to placements to support integration between theoretical and practice-based learning outcomes. A placement forum encourages structured discussion in relation to the development of practice-based learning, and this is to be commended.
67. The curriculum promotes the progressive development of academic and practice skills at each stage of the programme. Practice learning provides the opportunity to consolidate the learning that takes place in theoretical sessions.
68. The School has developed a strategy for interprofessional education; however, this requires further development in terms of detailed actions. The IPL is at an early stage in physiotherapy and needs development.
69. Academic staff maintain strong links with clinical practice and active involvement from clinical colleagues helps the programmes deliver the appropriate content. The curriculum is underpinned by appropriate scholarship by academic staff.
70. The School offers flexible and innovative part-time postgraduate CPD provision in physiotherapy, which has been developed in partnership with local service providers and the WYWDC.
Assessment
71. Assessment of practice-based learning outcomes is clearly described in the clinical educator's handbook, which contains full descriptions of grading criteria across the range of available marks.
72. Practice-based assessors receive appropriate training as well as the clinical educator's handbook. New supervisors are also mentored by senior staff at the start of their supervisory role.
73. Practice-based staff reported that clear guidance was provided to them to support students who were failing in the practice setting. There is an effective tripartite arrangement in place for clinical assessments involving the link lecturer and the clinical staff in student assessment. This provides good support for the student and the assessor. Practice-based staff have been involved from the start in the development of a practice-based assessment tool that will be used by HEIs in the region.
74. External examiners state that the assessments are appropriate to the programme and that the academic staff apply assessment criteria in a fair and consistent manner, producing a wide range of marks that discriminate well. There is a systematic provision of clear feedback to students on their campus-based assessments.
75. There is a wide range of assessment methods used, which produces some innovative and reflective work from the students. Clinical assessment is perceived as rigorous and fair by the students, with equity between different practice placements. Students find Blackboard an effective communication tool for keeping them informed and up to date regarding assessments and feedback.
Student achievement
76. The external examiner for the BSc (Hons) Physiotherapy upheld that, in the last three years, the Division has, through its coherent assessment criteria, ensured that students achieve the standards laid down by the regulatory requirements of the programme.
77. There is general alignment of the learning outcomes in the BSc (Hons) Physiotherapy to the FHEQ standards. Formal mapping will be addressed when the programme undergoes its continuation review in 2004-05. There is good evidence to uphold the statement in the SED that learners meet at least the minimum expectations for both the undergraduate and postgraduate awards.
78. Students are well prepared for careers as competent healthcare professionals and are equipped for self-critical, lifelong learning. They receive considerable guidance for first appointments and are successful in obtaining suitable posts locally.
79. In the physiotherapy student education journey, it is recorded that in their preparation to become competent healthcare professionals they undertake development of key skills, do presentations, and undertake critiques, group discussions and key lectures. Such key skills equip students for self-critical, lifelong learning and their achievement was evident both in the work seen and in the response of students to the reviewers' questions. Clinical placements have facilitated opportunities to develop reflective skills. Clinical placements in a wide range of practice settings further enable the students to respond to the needs of a varied client group.
80. Statistics demonstrate successful progression to, and within, careers as physiotherapists. The low attrition rates are a credit to the Division and are attributed to the success of appropriate admission processes. However, it was reported that first-post destination and subsequent career progression may be adversely influenced by limited clinical experience during the programme. The School's response to this has been the introduction of extra training courses for mentor preparation, run in-house at local hospitals to facilitate learning in practice and increase placement availability.
81. There is good evidence of partnership working between the WYWDC and the University through the Physiotherapy Regional Clinical Placements Working Group. This group was set up to address strategic, operational developments; one such development is regional training and updates. These are delivered collaboratively with Leeds Metropolitan University, and the Universities of Huddersfield and York. This project has received WYWDC funding for a regional placement coordinator.
82. The promotion of practice and raising student achievement has been positively influenced by clinical managers being involved in the planning, strategic development and teaching in HEIs. Managers were also involved in writing the SED.
Summary of academic and practitioner standards in physiotherapy
With respect to academic and practitioner standards in physiotherapy, the reviewers conclude that:
Strengths include:
- clinical staff in physiotherapy support the development of specific learning outcomes to reflect clinical experiences (paragraph 64);
- a well-developed clinical educator's handbook for physiotherapy (paragraph 66);
- congruent and progressive development of intellectual and practice skills in physiotherapy (paragraph 67);
- partnerships in developing CPD programmes in physiotherapy (paragraph 70);
- a clear commitment to joint ownership of students' practice-based assessments in physiotherapy is evidenced by the tripartite arrangement (paragraph 73);
- physiotherapy students are well prepared for careers as competent healthcare professionals and equipped for self-critical, lifelong learning (paragraph 78);
- collaborative working with WYWDC and other universities on clinical placements in physiotherapy has positively influenced student achievement through training programmes (paragraph 81).
Good practice includes:
- the placement forum for the development of practice-based learning in physiotherapy (paragraph 66).
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in physiotherapy at the University of Bradford in partnership with the West Yorkshire NHS Workforce Development Confederation.
B4 Radiography (Diagnostic)
Intended learning outcomes
83. The ILOs in radiography programmes are planned and delivered in an effective partnership with the key stakeholders. Undergraduate learning outcomes harmonise with the emerging health professionals' framework, the Subject benchmark statement for radiography and Health Professions Council (HPC) Standards. At the present time, the HPC Standards are implicit within the curriculum but will be made explicit with programme continuation review in 2005.
84. Module and programme aims and outcomes are clearly identified within student handbooks. Undergraduate student handbooks are available in all the specialist rooms and radiography departments, and assessors have a good knowledge of the outcomes. Students express satisfaction with the clarity with which aims and outcomes are communicated to them before the commencement of the placement through academic staff and programme documentation.
85. Clinicians confirmed that the learning outcomes are appropriate to the area of practice and are contained within the student handbook and clinical portfolio. Staff stated that the students were knowledgeable regarding the learning outcomes to be achieved in the placement. Clinicians stated that they had not been involved in the initial development of learning outcomes, although they are involved, in conjunction with academic staff, in the updating of learning outcomes to reflect changes and developments in practice.
Table 1: Completion and achievement statistics for all award-bearing pre-registration programmes in physiotherapy
| Programme | Cohort | Degree Classification | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Physiotherapy | September 1998 | 3 | 7.1 | 28 | 66.7 | 11 | 26.2 | ||||||
| BSc (Hons) Physiotherapy | September 1999 | 3 | 7.5 | 33 | 82.5 | 4 | 10 | ||||||
| BSc (Hons) Physiotherapy | September 2000 | 4 | 8.3 | 24 | 50 | 17 | 35.4 | 2 | 4.2 | 1 | 2.1 | ||
Table 2: Employment statistics for all pre-registration programmes in physiotherapy
| Programmes | Further study | Local employers | Employers elsewhere | Unemployed | Other unknown | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Physiotherapy 1998 | 7 | 16.7 | 26 | 61.9 | 4 | 9.5 | ||||
| BSc (Hons) Physiotherapy 1999 | 12 | 30 | 24 | 60 | 4 | 10 | ||||
| BSc (Hons) Physiotherapy 2000 | 18 | 37.5 | 23 | 47.9 | 7 | 14.6 | ||||
Curricula
86. Programmes in diagnostic radiography are clearly structured and developed in response to the needs of local service providers. Clinical staff are committed to education and there are frequent meetings between the academic team and practice colleagues. These ensure effective management of programmes. Mentors are well prepared for the assessment of practice-based learning. There is a strong connection between theory-based learning and practice-placement experience for students, which addresses the programme learning outcomes.
87. Interprofessional learning is at a very early stage in its development. There is limited involvement of users and carers in relation to the diagnostic radiography curricula, and there is a need to ensure that this issue is addressed in line with current healthcare policy. Students met by the reviewers reported limited involvement in the development of radiography programmes, although they are represented on the Course Management Team.
88. A strategic approach across West Yorkshire is employed in relation to the management of placement capacity; this works extremely effectively and should be commended as good practice.
89. There is evidence that the curricula are informed by the research and continuing professional development of academic staff. Many staff maintain their own clinical competence by retaining some practice input. Strong links are maintained between academic staff and practice placement areas and frequent visits to placements take place. Students are well prepared for first-post employment and are able to address in all programmes the complex demands made within contemporary radiography departments.
90. There is evidence that staff are working closely with service providers to ensure that current developments in diagnostic radiography are addressed in all programmes. There are well-established postgraduate programmes that allow students to develop enhanced professional skills. These programmes are relevant to the NHS's modernisation agenda and allow employers to meet their workforce development needs.
Assessment
91. Practice-based learning outcomes are assessed effectively and consistently through the use of a clinical learning portfolio. The portfolio allows the student to identify clear progress in his/her clinical work from level 1 to level 3.
92. There are clear criteria documented for practice-based marking, allowing assessors to distinguish different categories of achievement. These are published in a handbook for assessors.
93. There is a good range of varied assessments that encourage students to show their abilities well. External examiners report that the assessments are at an appropriate level across the range of provision offered by the Division of Radiography and that marking criteria are easy to interpret and appropriate.
94. The clarity and transparency of the assessment process, as evidenced by the guidance available to students, markers and external examiners, have been specifically praised by one external examiner. Practitioners report that the University is very responsive to suggestions from clinical assessors regarding the assessment of students' clinical practice.
95. All clinical assessors have a training day before assessing students. Previously this has been carried out on-campus, but this is increasingly being offered at clinical sites to facilitate training.
96. Integrity and consistency of the marking of practice-based assessments are evident. Students placed within the Mid Yorkshire NHS Trust sometimes have their training on more than one site. Students stated that there is equality of rigour and fairness between sites.
97. As clinical departments upgrade and update their equipment, the practitioners communicate the impact of these updated technologies to the University and some alterations to assessments have been forthcoming.
98. Blackboard and the course handbook communicate the assessment strategy clearly to staff and students. Assessment information is effectively kept up to date through the use of Blackboard.
Student achievement
99. External examiners for the BSc Diagnostic Radiography express satisfaction with the standards of student achievement and are impressed with the organisation, management and delivery of the curriculum, which promote high standards of work and attainment. Students reported positive experience of multiprofessional working.
100. The standards achieved by learners meet the minimum expectations for the award. This is measured through the use of clear criteria for academic marking, which facilitate a distinction between categories of achievement.
101. Assessed students' work provides evidence of achievement of the ILOs, which meet the regulatory requirements for diagnostic radiography. Students testified that they had good and timely assessment feedback from submitted coursework. External examiners found that the standards achieved by radiography students meet the minimum requirements for the award, measured against relevant subject benchmark statements.
102. Testimonies from third-year students confirmed that they feel well prepared for their future professional role. Student work is of a high standard. Employer satisfaction with the graduates of radiography is evident in the high first-employment rate and career development pathways presented in the 2002-03 annual monitoring report.
103. There is good evidence of reflection on clinical practice within student work, which will prepare students to be self-critical, lifelong learners. The postgraduate qualifications offered by the Division of Radiography serve to develop enhanced clinical skills and have contributed to promotion for many students in their employment.
104. Statistics indicate successful progression to careers in radiography. Attrition rates within undergraduate programmes have shown a downward trend since reaching, atypically, a high of 27 per cent in September 2000. A subsequent change in the recruitment and selection strategy was introduced by the Division with good effect.
105.Partnership working between the Division of Radiography and WYWDC in relation to promoting student achievement and preventing attrition is evident. The change in recruitment strategy reported in the SED and the 2002-03 AMR was undertaken independently of the WYWDC.
Summary of academic and practitioner standards in radiography (diagnostic)
With respect to academic and practitioner standards in radiography (diagnostic), the reviewers conclude that:
Strengths include:
- appropriate learning outcomes are developed with the key stakeholders in radiography (paragraph 83);
- students and clinicians in radiography are knowledgeable regarding programme and module learning outcomes, which are clearly communicated through academic staff, student handbooks and the clinical portfolios (paragraph 84);
- active participation by clinical staff in curriculum development in radiography (paragraphs 85; 86);
- innovative postgraduate provision in radiography which allows the development of enhanced clinical skills for specific areas of practice (paragraph 90);
- clear and transparent guidance given to radiography students, markers and external examiners (paragraph 94);
- the high quality of student work in radiography, which meets standards and shows achievement of learning outcomes (paragraphs 99; 101).
Good practice includes:
- the strategic approach across West Yorkshire for the management of placement capacity in radiography (paragraph 88).
Weaknesses include:
- user and carer involvement in programme delivery is not established in radiography (paragraph 87).
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in radiography (diagnostic) at the University of Bradford in partnership with the West Yorkshire NHS Workforce Development Confederation.
C Quality of learning opportunities
Learning and teaching
106.The testimonies from students, mentors and external reports demonstrate that the learning opportunities are effective in enabling students to meet the aims and outcomes of the programmes. Some courses employ distance and open-learning resources and students report that these are updated and supplemented regularly. There is a good variety of learning and teaching methods, including didactic approaches, simulation, practice-based projects in physiotherapy and problem-based learning in midwifery. The School has also utilised a virtual learning environment (VLE) and developed a strategy for its implementation. There are some noteworthy examples of the effective use of the VLE and the School's efforts to ensure a minimum standard for the use of the VLE is creditable. Meetings with students confirm that it is an effective and useful resource. The quality of learning and teaching opportunities afforded to students and staff is very good.
Table 1: Completion and achievement statistics for all award bearing pre-registration programmes in radiography (diagnostic)
| Programme | Cohort | Degree Classification | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | |||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | |||
| BSc (Hons) Diagnostic Radiography | September 1998 | 1 | 5.3 | 4 | 21.1 | 11 | 57.9 | 2 | 10.5 | 1 | 5.3 | |||
| BSc (Hons) Diagnostic Radiography | September 1999 | 2 | 10 | 7 | 35 | 5 | 25 | 5 | 25 | 1 | 5 | |||
| BSc (Hons) Diagnostic Radiography | September 2000 | 2 | 10 | 5 | 25 | 10 | 50 | 3 | 15 | |||||
Table 2: Employment statistics for all pre-registration programmes in radiography (diagnostic)
| Programmes | Further study | Local employers | Employers elsewhere | Unemployed | Other unknown | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Diagnostic Radiography September 1998 | 12 | 63.2 | 5 | 26.4 | 2 | 10.5 | ||||
| BSc (Hons) Diagnostic Radiography September 1999 | 12 | 60 | 8 | 40 | ||||||
| BSc (Hons) Diagnostic Radiography September 2000 | 11 | 55 | 8 | 40 | 1 | 5 | ||||
107. The School acknowledges the importance of patient and public involvement in learning and teaching, and recognises the need to be more responsive to policy. There are some excellent examples of such involvement: pre-registration learning disabilities and mental health nursing, where the client is at the centre of the learning experience, and dementia studies and midwifery, where user and carer involvement is afforded a primary role in learning and teaching. However, user and carer involvement has yet to be embedded within all curricula.
108. The School emphasises the integration of research into learning and teaching, and into the implementation of best evidence in practice settings. Courses are provided to enable research capacity building within the Trusts and to promote evidence-based practice. Staff profiles, module boxes and publication boards provide good examples that there is a commitment to scholarship, and that this permeates the learning and teaching.
109. The School and WDC recognise the need to develop strategies to broaden the placement portfolio. Professional body reports, practice profiles and discussions with students, practitioners and link lecturers show that students are well supported on placements. The learning opportunities and resources available in placements, such as internet access, is impressive. The role that other clinical staff, for example practice-development nurses, play in developing a supportive learning environment is also to be applauded. There are systems for ensuring that learning outcomes can be met, for managing assessments and for helping students who are experiencing difficulties. Discussions with practitioners revealed that the quality of the learning environment is maintained by regular visits of link lecturers, a clear commitment to partnership working and regular dialogue between WDC, Trust and University staff. The use of an audit tool and an extremely good multiprofessional clinical practice profile system is well developed in nursing and midwifery, and these divisions also have effective mentorship systems.
110. There is a clear commitment to IPL that is demonstrable in post-registration programmes. There is recognition that more needs to be done in relation to pre-registration programmes and there are plans for developing IPL across all pre-registration curricula. The School acknowledges the early stage of development.
111. Students are engaged in learning and teaching opportunities and are active participants. There are adequate systems in place for obtaining feedback from students and these are included in annual University and WDC reports. Wherethere have been difficulties with evaluation questionnaires, such as in Dementia Studies, where all the students are distance learners, the Division has made attempts to obtain feedback in other ways.
112. There are a number of opportunities for staff development, including academic courses and workshops, and it is admirable that two members of staff have received awards for distinguished teaching; eight staff are completing PhDs and 12 have recently obtained their doctorates. There are some good examples of how peer review has been used to help support teachers and lecturers and improve the quality of teaching and learning. However, the process of peer review could be formalised more widely across the School. It is laudable that clinical staff are regularly involved in teaching in the University.
113. Health and safety aspects are given due consideration. There are procedures for ensuring that students are prepared before their placements and that they receive instruction in basic skills prior to placements. Examples of very good practice are the extra sessions given by the School in handling and moving for students who may have missed the original teaching session, and the risk assessment and support procedures that are evident in learning disability, drug and alcohol and community mental health teams.
Strengths include:
- the use of information technology (IT) to support teaching and learning, is rapidly developing and the School has a coherent strategy for its development (paragraph 106);
- the research and scholarship activities of staff, which help to inform the learning and teaching (paragraph 108).
- placement areas across all programmes provide good learning opportunities. There are numerous resources available to students and they are well supported by both clinical and University staff in these environments (paragraph 109);
Good practice includes:
- the development and use of the virtual learning environment as a learning and teaching tool across all programmes (paragraph 106);
- the development of a multiprofessional clinical practice profile system in nursing and midwifery (paragraph 109);
- the initiatives taken to ensure that health and safety are given appropriate and effective consideration (paragraph 113).
Weaknesses include:
- user and carer involvement in learning and teaching is not widespread across all programmes and there is no clear strategy for its development (paragraph 107);
- IPL is yet to be systematically incorporated across all disciplines and the strategy for its development needs to make the student learning experience more explicit (paragraph 110).
The quality of learning and teaching is commendable.
Student progression
114. There are a number of initiatives by the University to widen participation and to encourage potential students into considering starting a preregistration programme, which leads to a career within one of the health professions. Schemes such as 'Compact', with its guarantee of an interview, and 'Junior University' to inspire interest in young people and those from underrepresented groups are all integral to the promotion of health studies. The proportion of mature students within the student population has increased from 49 per cent in 2002 to 60 per cent in 2004.
115. The School shows commitment to the ethos of 'confronting inequality, celebrating diversity', which underpins work at all levels within the University. The proportion of students from ethnic minority groups has increased from 5 to 20 per cent since the College of Health was integrated into the University in 1996. This closely reflects the ethnic profile of the local population which is 22 per cent.
116. It is evident that the varying professions have differing approaches to recruitment, although all disciplines work hard to attract students into undergraduate and postgraduate education. The professions aim to provide prospective students with a realistic understanding of the courses that they are applying to study prior to their commencement, in order to reduce the attrition rate on all courses to a minimum. This approach is supported practically, as all professions interview students either individually or in groups. Parents of all prospective undergraduate students are invited to open days and parents of students applying for the three-year midwifery course are also invited to the interview.
117. The School works hard to ensure that undergraduate students accepting places on health studies courses are committed to the professions they are entering, and good advice and information are available from both internal and external specialists. Postgraduates are also given comprehensive information on the range of courses available and their accessibility to students. Central student recruitment and support unit for the School of Health Studies provides efficient corporate interface between the School, NHS stakeholders and prospective students.
118. Students receive generally effective academic and pastoral support both within the School and on clinical placement. This includes personal tutors, academic supervisors, link lecturers and clinical assessors or mentors. Additional student support is provided according to need. The University's strategy is to make suitable adjustments to the students' learning and teaching requirements, to support students with particular needs throughout their courses.
119. Evidence shows that students feel they are well supported by University staff while they are on-campus, and that access to staff is easily available if students require help. Individual students suggested to the reviewers that the University staff went out of their way to assist students to cope with personal problems while on courses.
120. There is also good evidence from the clinical visits and student meetings to show that undergraduate and postgraduate students are well supported by University staff while on placement. The overall feedback from students interviewed on placement was that they found their clinical educators extremely helpful and supportive. Pre-placement profiles have been introduced by some professions' clinical educators. Students have found them helpful in understanding the proposed learning outcomes for these placements.
121. The University's requirements for qualified staff to undertake the support and clinical supervision of students varies by profession. The HEIs within the region offering physiotherapy programmes share responsibility for delivering mentor preparation programmes, which occur four times a year. In radiography, there is a one-day course at the University followed by more locally-organised, follow-up sessions. The latter have been scheduled around the needs of the clinical educators who found they were unable regularly to take time away from practice to attend university-based sessions. Other initiatives to support students on placement include an example where the University recently invested in a teaching post based at Bradford Teaching Hospital NHS Foundation Trust and at Airedale NHS Trust to support an increase in the student radiography population.
122. There are many schemes available for students at both undergraduate and postgraduate levels to step on and off programmes in order to encourage students to complete their studies. In undergraduate nursing, two intakes a year mean that it is easier for students to transfer to another cohort if they need to take time out from study. Physiotherapy, radiography and midwifery (long) students can all take time out from a programme, although they would need to join the next year's programme to continue. Bespoke arrangements for final-year students have also been put in place where possible. The range of programmes in some specialities, such as nursing, enables students to transfer within programmes if necessary, in order to finish their studies with a recognised qualification at a number of academic levels. In midwifery, students can choose to apply for a place on a 78-week or three-year programme. The Improving Working Lives initiative has resulted in flexible, part-time post-registration programmes. Several programmes, including Dementia Studies, offer open and distance learning.
123. Attrition is monitored through quarterly reports to the WYWDC. Average completion rates for pre-registration courses completed in 2001 to 2003 range from 58 to 91 per cent but, overall, the completion rates in all the professions are high (see table 3), with only a few and occasional problem areas such as the Learning Disabilities Branch in nursing, in radiography and in one cohort of the 18-month midwifery programme. A number of initiatives have reduced the attrition rates. For example, in radiography, where the problems are now resolved, the students are invited to an 'open day' at Unity Building once they have been accepted on the undergraduate course and before starting the course.
124. In nursing, increasing numbers of predominantly pre-registration students are able to extend their programme (by the process of intercalation). This is rightly seen as a positive measure in assisting students towards programme completion, as well as reducing attrition rates. Exit interviews in all disciplines help staff to understand students' reasons for leaving. Many reasons are to do with changes in personal circumstances and financial pressures. A strategy has been implemented with the local Care Trust and WYWDC to improve recruitment and retention in the Learning Disabilities Branch in nursing.
125. All professions report that undergraduate students have no problems finding appropriate employment in their chosen careers on successful completion of their courses.
Student progression
Table 3: Recruitment and attrition statistics for pre-registration and recordable qualifications in nursing
| Award title | Recruited number | Withdrawal | Transfer in | Transfer out | Discontinuation | ||||
|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | ||
| Advanced Diploma in Higher Education in Nursing March 2000 | 108 | 22 | 17.9 | 15 | 12.2 | 13 | 10.6 | 0 | 0 |
| Advanced Diploma in Higher Education in Nursing September 2000 | 126 | 24 | 16.7 | 18 | 12.5 | 16 | 11.1 | 0 | 0 |
| Advanced Diploma in Higher Education in Nursing March 2001 | 100 | 15 | 13.2 | 14 | 12.3 | 10 | 8.8 | 2 | 1.8 |
Student progression
Table 3: Recruitment and attrition statistics for pre-registration and recordable qualifications in midwifery
| Award title | Recruited number | Withdrawal | Transfer in | Transfer out | Discontinuation | ||||
|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Midwifery Studies/Registered Midwife (78wk) 2000 | 17 | 2 | 11.8 | 0 | 0 | 0 | 0 | 0 | 0 |
| BSc (Hons) Midwifery Studies/Registered Midwife (78wk) 2001 | 15 | 4 | 26.7 | 0 | 0 | 0 | 0 | 0 | 0 |
| BSc (Hons) Midwifery Studies/Registered Midwife (78wk) 2002 | 7 | 3 | 42.9 | 0 | 0 | 0 | 0 | 0 | 0 |
| BSc (Hons) Midwifery Studies/Registered Midwife (3yr) 2000 | 11 | 1 | 9.1 | 0 | 0 | 3 | 27.3 | 0 | 0 |
Student progression
Table 3: Recruitment and attrition statistics for pre-registration and recordable qualifications in physiotherapy
| Award title | Recruited number | Withdrawal | Transfer in | Transfer out | Discontinuation | ||||
|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Physiotherapy 1998 | 45 | 3 | 6.5 | 1 | 2.2 | 1 | 2.2 | 0 | 0 |
| BSc (Hons) Physiotherapy 1999 | 41 | 2 | 4.8 | 1 | 2.4 | 0 | 0 | 0 | 0 |
| BSc (Hons) Physiotherapy 2000 | 50 | 2 | 3.9 | 1 | 2 | 1 | 2 | 0 | |
Student progression
Table 3: Recruitment and attrition statistics for pre-registration and recordable qualifications in radiography (diagnostic)
| Award title | Recruited number | Withdrawal | Transfer in | Transfer out | Discontinuation | ||||
|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Diagnostic Radiography 1998 | 24 | 6 | 23.1 | 2 | 7.7 | 1 | 3.8 | 0 | 0 |
| BSc (Hons) Diagnostic Radiography 1999 | 26 | 5 | 18.5 | 1 | 3.7 | 1 | 3.7 | 0 | 0 |
| BSc (Hons) Diagnostic Radiography 2000 | 26 | 8 | 26.7 | 4 | 13.3 | 2 | 6.7 | 0 | 0 |
Strengths include:
- the many and varied examples of widening access to programmes of studies, which have included celebrating diversity and incorporating cultural diversity (paragraph 114);
- the majority of undergraduate and postgraduate students in all professions report good support from University staff on-campus and in clinical practice (paragraphs 118; 119);
- the ability to step on and off programmes, where students can formally intercalate or transfer to a variety of programmes, provides numerous examples of flexibility within the provision (paragraph 122);
- in general, student progression in all disciplines is high, with most undergraduate and postgraduate students satisfactorily completing their studies (paragraph 123);
- all undergraduate students have been able to find employment following qualification (paragraph 125).
Weaknesses include:
- the attrition rate in one cohort in the 18-month midwifery programme was higher than the national average, and in the Learning Disabilities Branch of nursing, attrition is sometimes of some concern (paragraph 123).
The quality of student progression is commendable.
Learning resources and their effective utilisation
126. The Unity Building offers a high-quality modern environment, which provides very appropriate resources to support the curricula across the provision. The building provides appropriate discipline-specific, dedicated teaching space, including a manual handling laboratory that is positively evaluated by students. Central booking systems for rooms on campus work effectively.
127. Arrangements for the deployment of practice-based learning are effective but vary across the provision. There is a cohesive WYWDC practice placement strategy to develop placement-based learning across the locality and disciplines. The practice placement strategy aims to facilitate the effective future use of placement resources across West Yorkshire and this is viewed positively by staff. The WYWDC has supported the appointment of a practice placement coordinator in physiotherapy, who contributes significantly to the organisation of physiotherapy placements across the four HEIs in West Yorkshire. This new initiative, which is viewed positively by academics and service staff, has improved the effective utilisation and capacity of physiotherapy placements.
128. There is a strong, proactive commitment to increasing use of the VLE. Each discipline in the School could cite examples of using the VLE to support and enhance the delivery and assessment across the curriculum. The use of the VLE is increasing, and a school strategy effectively promotes its use and aims to ensure that all academic staff and students are appropriately skilled in its use. There is excellent support from the library and the Interactive Learning Centre. Students successfully access the VLE and email on placement.
129. Academic staff across all disciplines have appropriate skills to deliver the curricula. Staffing includes the effective utilisation of lecturer/practitioner posts in nursing, radiography and physiotherapy. Innovations in practice-based staff, for example, practice-development nurses, practice facilitators and modern matrons, contribute significantly to the delivery of effective learning in practice settings. There are effective and systematic approaches to staff development in practice and on-campus. The University holds Investor in People status and this demonstrates commitment to staff development. The School provides many opportunities to enable practice staff to develop skills to support practice-based learning. Mentor/clinical supervisor training is provided regularly in a variety of settings, including the workplace. The degree to which mentors and clinical supervisors update and maintain their mentorship and assessment skills varies across the provision. Mentors in nursing and midwifery must update their training annually, whereas in physiotherapy and radiography there is no such requirement of clinical supervisors. Appropriately qualified administrative staff provide effective support.
130. Practice staff organise placements that are structured to enable achievement of learning outcomes with full support from academic staff. The WYWDC shows a clear commitment to working with HEIs and practice to maintain and enhance practice-based learning. High-quality, innovative practice placements reflecting the diversity of current practice are utilised across all provision. Low numbers of practice staff on these placements, for example intermediate care and oncology, can be problematic. Responsive link lecturer support for practice placements is, however, generally effective.
131. The definition of an approved placement varies across the provision in accordance with variations in professional body requirements. Audit and professional/statutory body approval applies to nursing, midwifery and radiography. The School did not provide evidence of what constitutes an approved placement in physiotherapy. The monitoring of the quality of practice placements varies across the provision.
132. Placement capacity is limited in some areas, for example physiotherapy respiratory placements, although this is recognised to be a national problem. The University and WYWDC have supported initiatives in practice to attempt to address this issue. The appointment of a regional placement coordinator for physiotherapy placements contributes to improving placement capacity.
133. Resources to support practice-based learning is identified as very good. Specific resource areas to support learning are widely available in practice settings. In the majority of practice locations students can easily access IT facilities. The provision is better in the acute setting than in some primary care areas. Students integrate fully into the practice environment, including participation in ongoing staff-development activity.
134. Information resources in the Unity Building and across the University are of a high standard and support the curriculum. Students and academic staff report no difficulties with access. Pertinent electronic resources are available, and are accessible off-campus. There is good library access in many NHS Trusts. There are clear and effective links with subject librarians. The appointment of a full-time learning technology adviser, and the formulation of a draft development strategy for the Interactive Learning Centre are effectively supporting its use.
Strengths include:
- WYWDC commitment to the strategic development of practice learning environments (paragraph 127);
- strategic development of staff and students in the use of the virtual learning environment, with excellent support from the library and Interactive Learning Centre (paragraph 128);
- high-quality placement learning opportunities, which reflect the diversity of current practice (paragraph 130);
- admirable campus-based and practice-based access to IT (paragraph 134).
Good practice includes:
- the appointment of a regional practice placement coordinator in physiotherapy to promote effective utilisation of placement capacity (paragraph 127).
Weaknesses include:
- lack of requirement for placement supervisors in physiotherapy placements to regularly update their supervisory skills (paragraph 129);
- limited respiratory physiotherapy placement capacity (paragraph 132).
D Maintenance and enhancement of standards and quality
135. The University has a well-documented and robust quality assurance process for the approval, monitoring and review of taught provision in place, as noted in the 2003 Quality Management Institutional Audit. The Course Approval and Review Team includes external experts and feedback from the annual monitoring process promotes and enables the closure of action plan loops.
136. The process of annual monitoring and review includes feedback from external examiners and encourages feedback from students. Feedback from students is achieved through a variety of mechanisms, including anonymous evaluation questionnaires, staff-student liaison committees, Course Management Teams and curriculum development teams. The reviewers found evidence of changes brought about as a result of feedback from these mechanisms, for example, changes to placement arrangements in radiography and the shortened midwifery programme. There is, however, only limited evidence that service providers also contribute to this feedback, although there is a formal arrangement through the WYWDC for these reports to be reviewed by placement providers. The outcomes of the reports are discussed at the final quarterly meeting between the University and the WYWDC.
137. There is evidence of strong partnership links between the University and the WYWDC in the setting up of a regional placement coordinator for physiotherapy, with the aim of maximising the use of placements across the region. Partnership is also evident, particularly in radiography, through clinical liaison meetings that work at a variety of levels and are considered to be very useful by all involved.
138. The University provides workshops for external examiners to help increase their familiarity with the regulations, ordinances and processes associated with assessment. Programme teams provide additional input relating to aspects of provision specific to their discipline, and external examiners' reports express satisfaction with their preparatory training. External examiners' reports support the view that programmes and their enhancement are of good quality. The School is receptive to comments made by their external examiners, and programme leaders consider and respond positively to issues raised. A response to comments, including actions taken, is communicated back to the external examiners. There was consistent praise from external examiners for the support and quality of feedback given to students.
139. There is clear evidence that a quality audit of placements takes place in the nursing and midwifery provision; however, this is not as evident in the allied health provision. The whole issue of placement quality audit is presently being addressed by the WYWDC through a Placement Quality Working Group that was established in December 2003. The WYWDC has recently developed a practice placement strategy that is seen as central to ensuring an equitable experience for students, through placement profiling, across all programmes and placement areas. In addition, the preparation of placement student supervisors/assessors and assessment tools are seen as variable across programmes, with physiotherapy having no requirement for updating staff skills in this important area of quality. Again, the WYWDC is beginning to address this through the Placement Quality Working Group, which is developing a number of 'tools' that will inform placement quantity and quality. For example, in physiotherapy, practice-based staff have been involved in the development of a practice-based assessment tool that will be used by HEIs in the region.
140. The quality assurance procedures in place, but more so the measures being worked on through the WYWDC, give the reviewers confidence in the ability of the University to maintain and enhance standards in these professional areas. The SED was a well-written and concise document that was well referenced, with a generally self-critical and evaluative approach.
Strengths include:
- well-documented and robust quality assurance process for the approval, monitoring and review of taught provision (paragraph 135);
- provision for, and action on, feedback from students (paragraph 136);
Action plan
May - June 2004
University of Bradford
West Yorkshire NHS Workforce Development Confederation
We have discussed and agreed the following action plan:
Title of organisation: West Yorkshire NHS Workforce Development Confederation
Name: Graham Saunders Position: Chief Executive
Title of organisation: University of Bradford
Name: Professor Chris Taylor Position: Vice Chancellor and Principal
| Component | Strengths/Weaknesses | Actions to be taken | Target completion date/s | Constraints preventing delivering the action required | Impact of not delivering the action required | Lead responsibility (organisation/s and person/s)Name and title of organisation | Evidence of quality enhancement |
|---|---|---|---|---|---|---|---|
| Academic and practitioner standards | Strengths include:
|
Continue to evaluate strategy used to communicate with students. |
Ongoing via annual monitoring reporting arrangements Oct.2005. |
None |
Missed opportunities for the enhancement of the communication strategy. |
Module leaders Course coordinator |
Module and stage evaluation questionnaires Course Management Team minutes Staff student Liaison Committee minutes |
|
Continue to collaborate with stakeholders to agree appropriate learning outcomes. | Ongoing via annual monitoring reporting arrangements Oct.2005. | None | Missed opportunities for the enhancement of learning outcomes which support student achievement. | HEI and Placement Partners involving link lecturers and local clinicians. | Module and stage evaluation questionnaires Course Management Team minutes Staff student Liaison Committee minutes | |
|