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 (QAA) to carry out reviews of all NHS-funded healthcare programmes in England during the period 2003-06.
QAA 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 QAA 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
- 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.
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
- approved
- failing.
The three elements of quality of learning opportunities are:
- learning and teaching
- student progression
- 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.
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.
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
Clinical psychology programmes at Canterbury Christ Church University in partnership with Kent and Medway Strategic Health Authority and North Central London Strategic Health Authority were reviewed in the academic year 2005-06. Judgements were made about the academic and practitioner standards achieved and the quality of the learning opportunities provided.
The review covered the following programmes:
- Doctorate in Clinical Psychology *
- Statement of Equivalence Programme (assessment conducted by the British Psychological Society)
- Postgraduate Certificate in Primary Care Mental Health.
* This programme is accredited by the British Psychological Society.
Academic and practitioner standards
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Clinical Psychology at Canterbury Christ Church University in partnership with Kent and Medway Strategic Health Authority and North Central London Strategic Health Authority.
Strengths
- The intended learning outcomes for the Doctorate in Clinical Psychology were carefully devised, following extensive involvement of employers, consortia representatives, trainees, supervisor representatives and members of the programme team (paragraph 8).
- The University has met the challenging context for the Postgraduate Certificate in Primary Care Mental Health by energetically building the partnership between managers, supervisors, course participants and the course team (paragraph 9).
- Changes in research governance and the consequent challenge to the delivery of the research component in the Doctorate in Clinical Psychology are being systematically and effectively addressed through internal and external strategies (paragraph 14).
- Candidates report that the University is effective and proactive in providing clear direction, guidance and support on the assessment procedures on the Statement of Equivalence programme (paragraph 23).
Good practice
- The intended learning outcomes for the Statement of Equivalence programme are individually tailored through a three-way agreement between candidates, employing NHS Trusts and the University, and are subject to approval by the British Psychological Society. This provides a comprehensive and shared record of the responsibilities and agreed actions of each of the participants in the training programme (paragraph 11).
- As a result of a satisfaction survey undertaken with employers and candidates on the Statement of Equivalence programme, a pilot project has been established to provide some shared access to the teaching on the doctoral programme (paragraph 19).
Weaknesses
- Although there have been successful negotiations between Primary Care Trusts about the intended learning outcomes, programme curricula and assessment methods, the uncertain situation in relation to the work environment for the Postgraduate Certificate in Primary Care Mental Health has meant that there is uncertainty about the future development of the programme (paragraph 9).
- Although healthcare professionals do contribute to teaching on the Doctorate in Clinical Psychology, the programme lacks an active involvement in interprofessional learning opportunities (paragraph 16).
- There is ambiguity within the Postgraduate Certificate in Primary Care Mental Health programme documents relating to percentage grading and statements of Pass, Refer and Fail, which requires clarification (paragraph 24).
Quality of learning opportunities
Learning and teaching
The quality of learning and teaching is commendable.
Strength
- The commendations received from the British Psychological Society for the high level of learning support to trainees and the research programme on the Doctorate in Clinical Psychology are confirmed by the reviewers (paragraph 35).
Weakness
- Although personal circumstances are taken into account when placements are planned, the rationale for some placement decisions is not always transparent to trainees (paragraph 38).
Student progression
The quality of student progression is commendable.
Strengths
- Practice staff are involved in the selection and interview process for the Doctorate in Clinical Psychology. Trainees also participate in the research presentation review provided by candidates (paragraph 40).
- The support resources at the University are of an excellent standard, providing a mature and welcoming atmosphere from staff. This strength is further enhanced by the availability of the main university facilities at Canterbury, which include student counselling services, pastoral care facilities and advice centres (paragraph 43).
Weakness
- Some participants on the Postgraduate Certificate in Primary Care Mental Health were unaware of the requirement for successful completion of the programme for the continuation of employment, despite it being stressed at interview (paragraph 42).
Learning resources and their effective utilisation
The quality of learning resources and their effective utilisation is commendable.
Strengths
- In the doctoral programme, the strategy for the provision of placements has undergone valuable development through the creation of part-time training coordinators based in the Trusts (paragraph 48).
- Of particular note at Salomons are the very good facilities for trainees and participants to develop their professional skills using the observation and audio-visual suite (paragraph 51).
- Trainees and participants receive a personalised, rapid and knowledgeable service from the library staff at Salomons (paragraph 52).
Maintenance and enhancement of standards and quality
Strength
- In the doctoral and Statement of Equivalence programmes, the Training Committee was identified by supervisors and trainees as the primary forum for resolving issues related to the programmes and is very effective in closing the loop between student and supervisor feedback and action (paragraph 54).
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 clinical psychology programmes at Canterbury Christ Church University (the University), in partnership with Kent and Medway Strategic Health Authority (SHA) and North Central London SHA. The review was completed during the academic year 2005-06.
2 The University was founded in 1962 as a Church of England Teacher Training College, and acquired University College status in 1995. In July 2005 Canterbury Christ Church was formally granted full university status. The student population has grown from a few hundred to its present level of nearly 14,000. The University is now the largest provider of higher education in Kent for the public services. The clinical psychology provision is situated at Salomons, an Associate Faculty of the University (Salomons) located on the edge of Royal Tunbridge Wells.
3 The programmes are provided by the Centre for Applied Social and Psychological Development (CASPD). The Associate Faculty has 108 full-time equivalent (FTE) trainees, 16 FTE academic staff and eight FTE administrative staff.
4 Kent and Medway SHA and North Central London SHA primarily cover the county of Kent, with placements in the adjacent counties of Sussex and Surrey and in South East London. There is a wide variety of placement sites in NHS Trusts and Primary Care Trusts (PCTs). The North Central London SHA is the lead commissioner for clinical psychology and provides placements in South East London.
A Subject provision and overall aims
5 The review covered the following programmes:
- Doctorate in Clinical Psychology (DClinPsychol) *
- Statement of Equivalence Programme (SoE) (assessment conducted by the British Psychological Society)
- Postgraduate Certificate in Primary Care Mental Health (PGCPCMH).
* This programme is accredited by the British Psychological Society (BPS).
6 The overall aims of the clinical psychology provision at Salomons, Canterbury Christ Church University are to:
Doctorate in Clinical Psychology
- enable trainees to successfully complete the Practitioner Doctorate in Clinical Psychology
- produce clinical psychologists who are eligible for chartered status with the BPS
- produce clinical psychologists who will make a significant contribution to the NHS and the wider social care context
Statement of Equivalence Programme
- assist candidates to successfully complete the clinical and academic components required to be awarded a Statement of Equivalence in Clinical Psychology from the BPS
Postgraduate Certificate in Primary Care Mental Health
- train programme participants to understand the health and social care context, develop skills in evidence-based, brief psychological interventions and have the ability to audit and evaluate services.
B Academic and practitioner standards
Intended learning outcomes
7 The intended learning outcomes (ILOs) for the DClinPsychol appropriately reflect the requirements of the BPS. In developing them the course team has moved beyond the BPS competency framework to a capability framework that subsumes the latter and which develops the BPS professional guidelines. Mapping exercises have been undertaken to demonstrate the relationship between the ILOs and the National Institute for Mental Health in England's (NIMHE) Ten Essential Shared Capabilities in Mental Health. There is a clear mapping of learning outcomes onto the Subject benchmark statement for clinical psychology and the appropriate level of The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ), both published by QAA.
8 The ILOs for the DClinPsychol were carefully devised, following extensive involvement of employers, consortia representatives, trainees, supervisor representatives and members of the programme team. A series of stakeholder workshops was held to discuss and agree them, and they are clearly identified in the programme specification.
9 The development of the ILOs for PGCPCMH has taken place in a challenging context. Nationally there is no agreed career structure for the graduate mental health workers and, locally, PCTs differ in their thinking about how to use them most effectively. The University has met the challenging context for the PGCPCMH by energetically building the partnership between managers, supervisors, course participants and the course team. The ILOs are informed by the Department of Health best practice guidance document. Careful negotiation has ensured that the ILOs reflect the demands of the work environment on the participants. Although there have been successful negotiations between PCTs about the ILOs, programme curricula and assessment methods, the uncertain situation in relation to the work environment for the PGCPCMH has meant that there is uncertainty about the future development of the programme.
10 The programme handbooks clearly describe the ILOs and the relationship between them. This is elaborated in the individual learning opportunities forms for each module on the PGCPCMH. Trainees and supervisors on the DClinPsychol are all well informed about the ILOs and find the programme handbook to be a useful source of information.
11 The ILOs for the SoE programme are individually tailored through a three-way agreement between candidates, employing NHS Trusts and the University, and are subject to approval by the BPS. This provides a comprehensive and shared record of the responsibilities and agreed actions of each of the participants in the training programme. There is a clear specification of the type and range of clinical experience to be gained, the resources available to support the programme, a detailed timetable and thorough placement and programme reviews. Trainees and representatives of participating Trusts praised the important role of the University in developing these arrangements.
Curricula
12 The curriculum for the DClinPsychol is designed around three recognised models of clinical psychology which are further developed through five curricular strands. These enable trainees to effectively integrate theory, research and practice. The strands reflect the five key skills endorsed in the Learning and Teaching Strategy of the University. The sequencing of the modules in the programme facilitates developmental progression.
13 The reviewers support the view in the BPS accreditation report that there is close collaboration between NHS and university staff which promotes a strong sense of ownership. The integration of practice and academic teaching is a factor contributing to the high level of currency of the programme. The BPS and the external examiners view the programme as coherent and well organised.
14 A particular strength of the DClinPsychol is the research strand. This is described by the BPS as comprehensive and of high quality. External examiners have drawn attention to the wide range of topics researched and the commendable way in which trainees select their researched areas. Changes in research governance and the consequent challenge to the delivery of the research component in the DClinPsychol are being systematically and effectively addressed through internal and external strategies. Internally, deadlines have been brought forward and trainees are encouraged to engage with the research process at an earlier stage in the course. The process of applying for ethics approval has been streamlined. Externally, the University has been liaising with the local research and development committees to avoid delays.
15 Two major changes in the curriculum have been a move to a competencies model, as required by the BPS, and the related development of longer placements of one-year duration. There was extensive consultation with trainees and supervisors about these changes. The new placement model is being monitored and evaluated, and the reviewers' visits to placements indicated that the change is being generally well received.
16 There are extensive opportunities in practice for trainees to work within multidisciplinary teams, attend interprofessional conferences, and observe other professions during induction and subsequently. These excellent opportunities for interprofessional learning are valued by staff and trainees. Although healthcare professionals do contribute to teaching on the DClinPsychol, the programme lacks an active involvement in interprofessional learning opportunities.
17 In addition to users and carers being involved in the delivery of the curriculum, the University has been successful in a bid to the Higher Education Academy for funding to employ a service-user consultant. This will progress the work on service-user and carer involvement in training on the doctoral programme.
18 The curriculum for the PGCPCMH is organised around three modules which reflect the priorities for training identified by the Department of Health and the NIMHE. As part of the development of the programme, changes to the curriculum were made for the second cohort, to more closely reflect the demands in the practice setting. These changes were a response to feedback from participants and supervisors and evidence the close working partnership that is being developed.
19 As a result of a satisfaction survey undertaken with employers and candidates on the SoE programme, a pilot project has been established to provide some shared access to the teaching on the doctoral programme. This is warmly welcomed by candidates and reflects the way in which the staff respond to the student voice in the design of programmes. Extensive consultation has been going on with the BPS to find a way forward with streamlining the process of designing and assessing training plans on the programme. If successful, this work will lead to the adoption of a competency model consistent with the DClinPsychol and with the University taking responsibility for examining the programme.
Assessment
20 From the student work examined by the reviewers it is clear that the assessment process enables trainees and participants to demonstrate achievement of the programme outcomes. The assessment methods are appropriate for the levels and interventions required. This is supported by the external examiner reports.
21 Practice-based learning is assessed as part of a coherent assessment strategy, with programmes utilising a variety of assessment methods. For both the DClinPsychol and the PGCPCMH, competence development is supported by regular meetings with managers, placement visits, competence sheets, logbooks, individual placement contracts, learning opportunities forms and appraisal forms. These contribute to formative and summative assessments in practice and are underpinned by formal service-level agreements between the provider and practice placements. For the DClinPsychol, all practitioners who assess and examine student work have received appropriate training.
22 Following revalidation, the DClinPsychol has further developed its assessment methods. Trainees are now required to prepare two papers up to publication standards, a literature review and a research paper, and carry out a critical evaluation. There is also a refined research proposal approval process for research proposals and a competency-based development in practice through the use of a new log book. The external examiner highlights the innovative use of individual and group appraisal to ensure that each participant receives detailed written feedback identifying strengths and areas for development. Reflective practice is valued and integrated into both written and practice assessments for the programmes. For the Statement of Equivalence, reflection is supported and developed through mid-placement visits and reviews.
23 The SoE candidates have all assessments carried out by the BPS Board of Examiners in Clinical Psychology. Details of the procedures and regulatory requirements for the SoE programme are made available to candidates. Candidates report that the University is effective and proactive in providing clear direction, guidance and support on the assessment procedures on the SoE programme. Placement supervisors evaluate clinical competence on the SoE programme using BPS procedures and protocols.
24 For all programmes, all work except the independent research project is double and blind-marked, and comprehensive written feedback is provided. Trainees have an oral examination for the independent research project. The majority of trainees and participants report that they understand and gain from the formative element of assessment feedback, although not all were clear about the difference between formative and summative guidance. There was a unanimous view that the programme staff consistently provided clear and concise written guidance and the strength of this support was endorsed by external examiners. There are written criteria for all assessment procedures. There is ambiguity within the PGCPCMH programme documents relating to percentage grading and statements of Pass, Refer and Fail, which requires clarification.
25 All trainees identified as failing to meet criteria are sent a letter by the Board of Examiners requiring them to meet their manager/personal tutor to discuss their results. Further support around academic requirements is offered by the trainee's manager/personal tutor. Participants on the PGCPCMH programme who are required to resubmit work are able to access the relevant module leader for guidance on academic requirements.
Student achievement
26 Completion rates on all programmes are good. For the PGCPCMH programme, which commenced in 2004, 20 participants from 22 entrants have completed, with 19 obtaining local NHS employment. One participant was accepted on a clinical psychology training programme.
27 All the trainees in the 2000 and 2001 cohorts of the DClinPsychol completed their doctorates and all achieved employment in the NHS. The 2002 cohort which completed in September 2005 had 18 trainees gaining their doctorate, with the remaining six due to complete by spring 2006. For those trainees unable to meet timescales, there are mechanisms in place to extend contracts or assessment deadlines to ensure they complete their programme.
28 Candidates on the SoE are awarded completion achievement by the BPS. Since the first intake in 2002, 18 out of 24 candidates have successfully completed the BPS requirements under the auspices of the University.
29 Trainees are prepared effectively for subsequent clinical roles. External examiners report that the level of trainee achievement is at the expected level for the award of the doctorate.
30 Similarly, while the NHS is currently deliberating the roles and responsibilities of primary mental health workers, the level of the participant achievement is at the expected level for the award of a postgraduate certificate. Participants are prepared effectively for the clinical roles required by PCTs.
31 Candidates for the SoE are assessed by the BPS, which has demonstrated satisfaction with the level of achievement of candidates submitted for assessment by the University and NHS partners. The standard achieved meets the requirements set out in the BPS procedures and protocols.
Table 1: Completion and achievement statistics for all award-bearing programmes in clinical psychology
| Programme | Cohort | Doctoral | Doctoral | Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Pass | Fail | 1 | 2i | 2ii | 3 | P | F | ||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| Doctorate in Clinical Psychology |
2000 | 23 | 100 | ||||||||||||||
| 2001 | 24 | 100 | 0 | 0 | |||||||||||||
| 2002* | 18 | 86 | |||||||||||||||
| Postgraduate Certificate in Primary Care Mental Health |
2004 | 20 | 100 | ||||||||||||||
* In 2002 three trainees (14 per cent) on the DClinPsychol were referred.
Table 2: Employment statistics for pre-qualifying programmes
| Programme | Cohort | Further study | NHS Employers within Commissioning Catchment |
NHS Employers elsewhere |
Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | %1 | No. | % | ||
| Doctorate in Clinical Psychology |
2000 | 19 | 83 | 4 | 17 | ||||||
| 2001 | 19 | 79 | 5 | 21 | |||||||
| 2002 | 15 | 83 | 2 | 11 | 1* | 6 | |||||
| Postgraduate Certificate in Primary Care Mental Health |
2004 | 1 | 5 | 18 | 90 | 1 | 5 | ||||
* Extended holiday
Summary of academic and practitioner standards for clinical psychology
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Clinical Psychology at Canterbury Christ Church University in partnership with Kent and Medway Strategic Health Authority and North Central London Strategic Health Authority.
Strengths
- The intended learning outcomes for the Doctorate in Clinical Psychology were carefully devised, following extensive involvement of employers, consortia representatives, trainees, supervisor representatives and members of the programme team (paragraph 8).
- The University has met the challenging context for the Postgraduate Certificate in Primary Care Mental Health by energetically building the partnership between managers, supervisors, course participants and the course team (paragraph 9).
- Changes in research governance and the consequent challenge to the delivery of the research component in the Doctorate in Clinical Psychology are being systematically and effectively addressed through internal and external strategies (paragraph 14).
- Candidates report that the University is effective and proactive in providing clear direction, guidance and support on the assessment procedures on the Statement of Equivalence programme (paragraph 23).
Good practice
- The intended learning outcomes for the Statement of Equivalence programme are individually tailored through a three-way agreement between candidates, employing NHS Trusts and the University, and are subject to approval by the British Psychological Society. This provides a comprehensive and shared record of the responsibilities and agreed actions of each of the participants in the training programme (paragraph 11).
- As a result of a satisfaction survey undertaken with employers and candidates on the Statement of Equivalence programme, a pilot project has been established to provide some shared access to the teaching on the doctoral programme (paragraph 19).
Weaknesses
- Although there have been successful negotiations between Primary Care Trusts about the intended learning outcomes, programme curricula and assessment methods, the uncertain situation in relation to the work environment for the Postgraduate Certificate in Primary Care Mental Health has meant that there is uncertainty about the future development of the programme (paragraph 9).
- Although healthcare professionals do contribute to teaching on the Doctorate in Clinical Psychology, the programme lacks an active involvement in interprofessional learning opportunities (paragraph 16).
- There is ambiguity within the Postgraduate Certificate in Primary Care Mental Health programme documents relating to percentage grading and statements of Pass, Refer and Fail, which requires clarification (paragraph 24).
C Quality of learning opportunities
Learning and teaching
32 The University is a teaching-led institution underpinned by research and scholarly activity. Excellence in education is promoted through its learning and teaching policy. Feedback from trainees and the documents viewed by the reviewers indicate that the standard of programme delivery is high. There is a wide range of teaching methods and an active collaborative partnership between the programme teams, practice supervisors and clinical managers.
33 Staff effectively use their own research and scholarly and professional activities to inform their teaching. The CASPD had 16 staff submitted in the University research reports for 2003-04. All staff are actively engaged in either attending or presenting at training courses and conferences, and the Faculty publishes its own biannual, in-house journal which is edited by trainees. The reviewers support the view that teaching is underpinned by research and scholarly and clinical activity. Programme delivery is enhanced by staff development activities.
34 The reviewers conclude that there is a robust and effective method of peer observation within the Faculty. All teaching staff are included in the process of observation, which involves at least one session being observed each year. The Faculty incorporates peer observation feedback in its appraisal process. The standard of peer observation feedback is consistently high. The Faculty has an established and effective individual development and appraisal policy which is utilised in individuals' routine supervision, as well as their annual appraisal.
35 External scrutiny by external examiners and the BPS demonstrates that teaching and learning strengths in each programme have been identified. The commendations received from the BPS for the high level of learning support to trainees and the research programme on the DClinPsychol are confirmed by the reviewers. These comments are further supported by reports from the trainees and the reviewers concur with their views.
36 For the SoE Programme, the BPS has highlighted the high level of involvement of clinical coordinators in arranging and visiting placements and monitoring the attainments of the ILOs. The reviewers were satisfied that the SoE programme provides a variety of placement contracts with clearly defined outcomes to meet the individual requirements of candidates and the BPS assessment criteria. The University is developing the support mechanisms further by appointing Trust Training Coordinators who will monitor placement learning.
37 There are effective mechanisms in place to ensure that individuals meet learning objectives in placement. Appraisals, placement visits, pre-placement planning, progress monitoring and the learning contract involving the programme director in the PGCPCMH, the line manager and the supervisor, ensure that standards of learning are good. Following feedback from trainees about the sequencing of specific content, the DClinPsychol has adjusted areas of teaching so that content is provided for trainees prior to practice experience rather than during placements. For example, areas such as family interactions are delivered before clinical exposure.
38 There is an effective maintenance of placement data and placements are supported centrally. For the PGCPCMH, the University is developing a database to ensure that supervisors are adequately prepared, have the relevant mental health experience and are regularly updated. Placements are offered across South East London, Kent, East Sussex and Brighton and all applicants are fully informed of the travelling and accommodation issues at interview. Although personal circumstances are taken into account when placements are planned, the rationale for some placement decisions is not always transparent to trainees.
39 There is an effective series of training workshops for supervisors to support trainees, candidates and participants. In the minority of work environments where a supervisor has not undertaken the preparatory programme, the coordinator for the PGCPCMH provides an individual training session.
The quality of learning and teaching is commendable.
Strength
- The commendations received from the British Psychological Society for the high level of learning support to trainees and the research programme on the Doctorate in Clinical Psychology are confirmed by the reviewers (paragraph 35).
Weakness
- Although personal circumstances are taken into account when placements are planned, the rationale for some placement decisions is not always transparent to trainees (paragraph 38).
Student progression
40 Admission processes and procedures are clear, effective and relevant to the programmes. Applications to the DClinPsychol are managed centrally through the National Clinical Psychology Clearing House. Recruitment is strong, with 364 applicants for 32 places in 2005. Practice staff are involved in the selection and interview process for the DClinPsychol. Trainees also participate in the research presentation review provided by candidates. All interviewees are given feedback after the selection process. Trainees report positively on both their inclusion in the selection process and as recipients of feedback.
41 Candidates for the SoE programme are employed in clinical services and require the support of employers to access the programme. Candidates unanimously report that the University is particularly supportive. It provides information to candidates on issues such as BPS application and employment opportunities. Its reputation results in high competition for places and a need to maintain a waiting list system.
42 Selection for the PGCPCMH programme requires participants to be employed by a PCT and to have obtained an Upper Second class honours degree or equivalent. Competition is considerable, with 60 applicants for eight places in one NHS Trust. All participants are employed on NHS training contracts. Some participants on the PGCPCMH were unaware of the requirement for successful completion of the programme for the continuation of employment, despite it being stressed at interview.
43 All trainees are supplied with comprehensive information about their programmes. This includes information on induction, assessment, placements and support services. Trainees, participants and candidates report that access to support is efficient and quick. Personal tutors/managers are readily accessible, and the University's student support mechanisms can be utilised. The support resources at the University are of an excellent standard, providing a mature and welcoming atmosphere from staff. This strength is further enhanced by the availability of the main university facilities at Canterbury, which include student counselling services, pastoral care facilities and advice centres.
44 Induction programmes are effective, with the DClinPsychol trainees given sessions on placement requirements, skills workshops and NHS policies and practices. The SoE candidates are offered a one-day induction to the University and its learning resources. The PGCPCMH participants undertake a two-week induction, with emphasis on introduction to the learning outcomes, objectives of the programme and the resources available at the University. Feedback from trainees, candidates and participants is supportive of the induction programmes.
45 Progression rates are high on all programmes. On the DClinPsychol, only two trainees have left the programme since 1998 due to ill health. On the SoE programme, the comparison with candidates undertaking an independent route demonstrates that candidates supported by the University have lower attrition and higher pass rates.
46 There are clear guidelines and procedures for supervisors and examiners, which are provided through training sessions. For trainees on the DClinPsychol, support for completing assessments is offered throughout the programme by the use of support sessions, critical reviews and professional practice reports, written feedback and trainee manager feedback. Participants on the PGCPCMH have a fortnightly work discussion forum where they can raise programme-focused issues. These can include concerns about assignment completion. Module leaders offer good support for participants who are required to resubmit work, and additional study support can be accessed through the University's student study support services.
Table 3: Recruitment and attrition statistics for pre-qualifying programmes
| Award title: entry cohort | Recruited number | Withdrawal | Transfer in | Transfer out | Discontinuation | ||||
|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | ||
| Doctorate in Clinical Psychology | |||||||||
| 2003 | 25 | 0 | 0 | 6 | 24 | 0 | 0 | 0 | 0 |
| 2004 | 32 | 1 | 3 | 1 | 3 | 0 | 0 | 0 | 0 |
| 2005 | 32 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Statement of Equivalence in Clinical Psychology | |||||||||
| 2003-04 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2004-05 | 10 | 1 | 10 | 0 | 0 | 0 | 0 | 1 | 10 |
| 2005-06 | 5 | 2 | 40 | 0 | 0 | 0 | 0 | 0 | 0 |
| Postgraduate Certificate in Primary Care Mental Health | |||||||||
| 2004 | 22 | 2 | 9 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2005 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
The quality of student progression is commendable.
Strengths
- Practice staff are involved in the selection and interview process for the Doctorate in Clinical Psychology. Trainees also participate in the research presentation review provided by candidates (paragraph 40).
- The support resources at the University are of an excellent standard, providing a mature and welcoming atmosphere from staff. This strength is further enhanced by the availability of the main university facilities at Canterbury, which include student counselling services, pastoral care facilities and advice centres (paragraph 43).
Weakness
- Some participants on the Postgraduate Certificate in Primary Care Mental Health were unaware of the requirement for successful completion of the programme for the continuation of employment, despite it being stressed at interview (paragraph 42).
Learning resources and their effective utilisation
47 The majority of academic staff hold doctorates and practice clinically on a part-time basis. External clinical practitioners contribute to over half of the delivery of the campus-based teaching. This overlap between practice and university teaching ensures that the programme is well embedded in practice and enhances the potential to educate clinicians who are fit for award, practice and purpose.
48 The strategic coordination of placements occurs through the placements working group and is supported by the placements administrator who keeps a database of supervisors. In the doctoral programme, the strategy for the provision of placements has undergone valuable development through the creation of part-time training coordinators based in the Trusts. This supplements the earlier arrangement of university-based clinical tutors. This is already making a significant impact by ensuring that more responsibility for providing placements is being taken by the participating Trusts. It has also led to a higher level of support for supervisors. The impact of this new role will continue to be monitored by the University.
49 A routine annual audit of placements on the doctoral programme was commenced in 2004, which supplements existing feedback mechanisms through the end-of-placement questionnaires. This audit is part of the quality monitoring and enhancement arrangements and is organised around six quality areas. This very detailed and thorough audit is providing very specific feedback to the programme on a range of standards, and current data show that these standards were met in full in 40 out of 48 of the items sampled. In the PGCPCMH, the individual learning opportunities forms and, in the Statement of Equivalence, the three-way agreements are important and effective mechanisms to ensure that participants have access to appropriate environments, resources and supervision.
50 Practitioners and practice managers receive training through supervisory workshops and are provided with a supervisor's handbook. On the PGCPCMH, participants' Trust managers are included in the training, thus building strong links between the University and the practice settings and ensuring close collaboration around programme developments. In addition to the basic supervisor training, a wide range of other training opportunities is available to supervisors on the programmes.
51 The teaching accommodation at Salomons is of a high standard. Of particular note at Salomons are the very good facilities for trainees and participants to develop their professional skills using the observation and audiovisual suite. There are plans to upgrade the teaching accommodation to deal with increased numbers of trainees and improve access. If the funding becomes available, these plans will meet the needs of the student population for the foreseeable future.
52 Trainees and participants commented very favourably on their access to library and information technology resources. Trainees and participants receive a personalised, rapid and knowledgeable service from the library staff at Salomons. The University is developing its on-line learning resources using a virtual learning environment (VLE), and trainees and participants reported that they are increasingly using this to supplement the staff support currently available by telephone and email. While VLE is being used as a learning resource, its use for student support is still developing.
The quality of learning resources and their effective utilisation is commendable.
Strengths
- In the doctoral programme, the strategy for the provision of placements has undergone valuable development through the creation of part-time training coordinators based in the Trusts (paragraph 48).
- Of particular note at Salomons are the very good facilities for trainees and participants to develop their professional skills using the observation and audiovisual suite (paragraph 51).
- Trainees and participants receive a personalised, rapid and knowledgeable service from the library staff at Salomons (paragraph 52).
D Maintenance and enhancement of standards and quality
53 Following discussions in December 2003, specific quality assurance activities were delegated to faculties. This includes the annual review and monitoring of programmes. The University established the Faculty Quality Management Committee (FQMC) which reports through the Academic Standards Committee to the Academic Board. This committee manages the annual Programme Monitoring and Enhancement Reports. These reports describe robust procedures for the evaluation of the programmes, clinical placements and assessment procedures. Trainees, course participants and supervisors confirmed the effectiveness of these procedures.
54 There are effective mechanisms for practice staff, trainees and participants to feed back on the quality and standards of programmes. In the doctoral and SoE programmes, the Training Committee was identified by supervisors and trainees as the primary forum for resolving issues related to the programmes and is very effective in closing the loop between student and supervisor feedback and action. It reports to the FQMC and has wide representation, including commissioners, employers, supervisors, trainees, programme staff and the various Clinical Psychologists Advisory Groups. In the PGCPCMH, equivalent functions are served by the Partnership Board and Management Committee which has a similar reputation for responsiveness.
55 Accreditation procedures conducted by the BPS have been responsibly and comprehensively responded to. External examiners' reports are given serious and appropriate consideration, and action is taken where required to maintain and enhance standards.
56 Placement quality is soundly managed and monitored by programme staff and their practice colleagues, with regular review meetings and appropriate action. Contract monitoring by the SHA is regular and effective in relation to the doctorate, and there is a clear commitment by the SHA to invest in the future of this area. A strong and effective partnership exists between the University and SHA. In relation to the PGCPCMH, the future commissioning situation is more uncertain.
57 Student evaluation is comprehensively and effectively captured. Central to this are the completion by participants and trainees of module feedback forms and, in the doctoral programme, the six-monthly review meetings. Participants and trainees gave examples of changes that had been brought about by their evaluation of programmes.
58 The self-evaluation document (SED) and the accompanying CD-ROM of supporting evidence provided a good basis for the review. The supporting evidence was clearly referenced and accessible. The SED was clearly written and had benefited from the constructive inputs of stakeholders, participants and trainees. It reflected a sufficiently evaluative approach to confirm that the provider has effective systems in place to assure the maintenance and enhancement of standards and quality.
Strength
- In the doctoral and Statement of Equivalence programmes, the Training Committee was identified by supervisors and trainees as the primary forum for resolving issues related to the programmes and is very effective in closing the loop between student and supervisor feedback and action (paragraph 54).
Action plan
March 2006
Canterbury Christ Church University
Kent and Medway Strategic Health Authority
We have discussed and agreed the following action plan:
Title of organisation (Lead SHA/WDC): Kent and Medway Strategic Health Authority
Name: M Griffiths
Position: Chief Executive
Title of organisation (HEI): Canterbury Christ Church University
Name: T Lavender
Position: Pro Vice Chancellor/Dean of Salomons
Title of organisation (HEI): North Central London SHA (Workforce Development Confederation)
Name: J Glyde
Position: Acting Assistant Director Education Commissioning and Quality Assurance
| 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
|
Learning outcomes to be maintained and only revised through consultation with stakeholders | Ongoing | None | Reduction of clarity of direction and partnership working | Clinical Psychology Programme Team, Salomons, Canterbury Christ Church University | BPS Accreditation, University Quality Assurance procedures, including Programme Quality Monitoring & Enhancement Report (PQMER), Faculty Quality Management Committee (FQMC) and Faculty Board, Programme Training Committee |
|
Partnership with key stakeholders is ongoing with a view to building upon the PCMHW programme to offer a masters in Psychological Therapies in partnership with local stakeholders and in line with local workforce training needs. | Ongoing | At a national level the uncertainty continues with regard to the PCMHW role in its current form. | Loss of the opportunity to develop CPD for Cohort 1, 2 PCMHW trained at Salomons. | Primary Care Programme Director, Salomons, Canterbury Christ Church University. | University Validation of the Masters in Psychological Therapies Accreditation by the BABCP of the CBT programme. | |
|
Maintain existing strategies and continue to strengthen Trust links. | Ongoing | None | Reduction in quality of research component of the training programme and possible delays in candidates qualifying. | Clinical Research Director and Clinical Psychology Programme Team, Salomons, Canterbury Christ Church University. | Research Committee, Training Committee, PQMER, BPS accreditation. | |
|
Maintain existing strategies and continue to enhance skills and expertise of SoE Programme staff and sessional tutors. | Ongoing | None | Reduction in quality of academic component of SoE Programme and possible reduction in pass rates. | SoE Programme Director and SoE Programme Team, Salomons, Canterbury Christ Church University. | Training Committee, PQMER. | |
| Good practice | |||||||
|
Maintain existing processes and adapt these in response to changes to BPS systems and NHS Trust reconfigurations. | Ongoing | None | Reduction in clarity regarding learning outcomes and responsibilities. | SoE Programme Director and SoE Programme Team, Salomons, Canterbury Christ Church University. | Training Committee, PQMER. | |
|
Ensure all SoE candidates are aware of processes and encouraged to access teaching. | May 2007 | Potential difficulties for employers, supervisors and candidates regarding taking time out for attending the teaching. Potential problems with integration into Doctorate Programme teaching group. | Some important learning needs for successful UK practice may not be met. | SoE Programme Director and SoE Programme Team, Clinical Psychology Year 1 Director, Salomons, Canterbury Christ Church University. | Training Committee, PQMER. | |
| Weaknesses | |||||||
|
The National Workforce Review Teams recommendations will inform the need for the continuation of this course for 2007/08. The 2006/07 course has been postponed due to the lack of PCT commissions. | April 2007 | Changes in National Priorities | Continued uncertainly around the future role within the workforce | Educational & Training lead at the South East Coast and London SHA in association with the relevant PCT Mental Health leads | The National Workforce Review Team's recommendations | |
|
Continue to work on the pilot project to run 1-2 events in 2007/8 and evaluate their effectiveness and feasibility to expand. | October 2008 | Geographical distances and limited staff time. | Reduction in learning opportunities for trainees and staff. | Clinical Psychology Programme Directors and Year Directors, Salomons, Canterbury Christ Church University. | Trainee feedback, Academic subcommittee, PQMER. | |
|
The amendments required by the QAA Review Panel have been completed and gradings clarified in programme documentation. | March 2006 | None | Ambiguity remaining regarding the percentage grading and statements of pass, refer and fail. | Clinical Psychology Programme Director, Salomons, Canterbury Christ Church University. | Chair's Action on the minor modification taken by the Faculty Quality Officer on behalf of the FQMC. Will be implemented if future cohorts are recruited. | |
Learning and Teaching |
Strength | ||||||
|
Maintain current levels of support to trainees and enable staff to maintain this commitment. | Ongoing | With increased training commissions need to maintain good dialogue between University and SHA to ensure staffing resources adequately meet the demands and Salomons remains a first choice employer. | Reduction in quality of training and possible loss of able staff | Clinical Psychology Programme Directors and Dean of Salomons, Salomons, Canterbury Christ Church University and SHA. | External Examiners reports, PQMER, BPS accreditation, trainee feedback, Training Committee. | |
| Weakness | |||||||
|
Due to confidentiality and individual training needs complete transparency within this process is not possible. However, the clarity of the process can be improved through better communication. This will be reviewed and enhanced within the programme documentation, meetings and induction. | October 2007 | Unanticipated changes within Trust personnel and changes in trainee individual circumstances. | Reduced trainee and placement supervisor satisfaction. | Clinical Psychology Programme Team and Trust Training Co-ordinators, Salomons, Canterbury Christ Church University. | Trainee and supervisor feedback, training committee, PQMER and BPS accreditation. | |
Student progression |
Strengths | ||||||
|
Maintain these procedures or ensure similar involvement occurs if the selection process is revised. | Ongoing | Increasing NHS demands may make recruiting practice staff to be involved more difficult. | Reduction in collaborative working and reduction in richness of selection procedure. | Clinical Psychology Programme Selection Committee, Salomons, Canterbury Christ Church University. | Selection Committee annual report, PQMER, applicant feedback. | |
|
Maintain existing links and continue to develop and access University resources. | Ongoing | None | Reduction in the quality of the training experience, opportunities and support. | Clinical Psychology Programme Team, Salomons, Canterbury Christ Church University. | PQMER, Training Committee, BPS accreditation. | |
| Weakness | |||||||
|
Review recruitment process and employment contracts being used by the various PCTs | April 2007, subject to the need for an intake for 2007/08 | Reconfiguration pf PCTs over the next 12 months | Continued uncertainly around trainees employment status | Educational & Training lead at the South East Coast and London SHA in association with the relevant PCT Mental Health leads | Standardised Trainee Employment Contract for these trainees | |
Learning resources and their effective utilisation |
Strengths | ||||||
|
Maintain and further develop these roles. | Ongoing | Recruitment and long term retention in these posts may be challenging. | Development of effective use of placement resources may be restricted. | Clinical Psychology Programme Directors and Trust Training Co-ordinators, Salomons, Canterbury Christ Church University. | Placement supervisor and trainee feedback, PQMER, Training Committee, BPS accreditation | |
|
Maintain and make increased use of these facilities through increased clinical skills teaching. | October 2007 | Audio-visual suite administered through central University bookings and equipment needs updating. | Reduced access to an excellent learning resource. | Dean, University and Clinical Psychology Programme Directors, Salomons, Canterbury Christ Church University. | Academic Subcommittee, PQMER, Faculty Board. | |
|
Maintain present standards and progress plans for increased library space. | Ongoing | Increased usage and accumulated stock within a now too small physical space will start to detrimentally effect functionality. Capital investment needed to develop site. | Quality of service will deteriorate. | University, Dean, Senior Management Team, Salomons, Canterbury Christ Church University. | PQMER, Faculty Board. | |
Maintenance and enhancement of standards and quality |
Strength | ||||||
|
Maintain committee structure and enhance by ensuring new Trust configurations and clinical specialities are adequately represented. | October 2007 | Increasing NHS demands may make recruiting practice staff to be involved more difficult. | Quality monitoring and enhancement reduced. | Clinical Psychology Programme Directors and Training Committee representatives, Salomons, Canterbury Christ Church University. | Training Committee, PQMER. |
ISBN 1 84482 544 2
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