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
Health Visiting, Midwifery, Nursing, Occupational Therapy, Operating Department Practice and Radiography programmes at Canterbury Christ Church University in partnership with Kent and Medway Strategic Health Authority and North East 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:
Health visiting
Pre-registration
- BSc (Hons)/Postgraduate Diploma (PgDip) Community Specialist Practice in: Public Health Nursing (Health Visiting)**
Post-registration
- Extended and Supplementary Prescribing for Nurses**
- MSc Interprofessional Health and Social Care
Midwifery
Pre-registration
- BSc (Hons) Midwifery (78 weeks)**
- BSc (Hons) Shared Learning Programme Midwifery**
- BSc (Hons) Interprofessional Learning: Midwifery**
Post-registration
- The Portfolio of Post-Registration Studies midwifery comprising the Diploma of Higher Education (DipHE) in Professional Practice** and the BSc (Hons) in Professional Practice in Midwifery
- MSc Interprofessional Health and Social Care
Nursing
Pre-registration
- DipHE (Nursing Studies) Adult*, Child* and Mental Health Nursing* **
- BSc (Hons)/PgDip Community Specialist Practice in Community Mental Health Nursing/Nursing in the Home (District Nursing)/General Practice Nursing and School Nursing**
- DipHE Interprofessional Learning: Adult Nursing*, Child Nursing* and Mental Health Nursing* **
- BSc (Hons) Shared Learning Programme: Adult Nursing*, Child Nursing* **
- BSc (Hons) Interprofessional Learning: Adult Nursing*, Child Nursing* and Mental Health Nursing* **
Post-registration
- The Portfolio of Post-Registration Studies nursing comprising the DipHE in Professional Practice and the BSc (Hons) in Professional Practice in: Adult Nursing/Child Nursing/Community Health Practice/Mental Health Nursing/Acute Care Nursing/Rehabilitation/Clinical Practice Development/Advanced Clinical Nursing Practice and Theatre Practice
- Return to Practice (Nursing)**
- Extended and Supplementary Prescribing for Nurses**
- MSc Interprofessional Health and Social Care
Occupational therapy
Pre-registration
- BSc (Hons) Shared Learning Programme Occupational Therapy***
- BSc (Hons) Interprofessional Learning: Occupational Therapy***
Post-registration
- MSc Interprofessional Health and Social Care
Operating department practice
Pre-registration
- DipHE Operating Department Practice***
- DipHE Interprofessional Learning: Operating Department Practice***
Radiography
Pre-registration
- BSc (Hons) Shared Learning Programme: Medical Imaging***
- BSc (Hons) Interprofessional Learning: Medical Imaging (Diagnostic Radiography)***
Post-registration
- MSc Clinical Reporting
- MSc Medical Imaging
- MSc Interprofessional Health and Social Care.
* These programmes underwent Nursing and Midwifery Council (NMC) annual monitoring as part of the major review of healthcare programmes.
** These programmes are approved by the NMC.
*** These programmes are approved by the Health Professions Council.
Academic and practitioner standards
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Health Visiting, Nursing, Midwifery, Occupational Therapy, Operating Department Practice and Radiography at Canterbury Christ Church University in partnership with Kent and Medway Strategic Health Authority and North East London Strategic Health Authority.
Strengths
- The health visiting/public health nursing provision is flexible, allowing students to undertake either the BSc (Hons) or the Postgraduate Diploma programme in either full or part-time modes, according to student and service need (paragraph 10).
- The Assessment of Practice Tool was developed from previous practice assessment tools with input from practitioners, and is regarded as an effective way of negotiating continuous assessment of practice across all pre-registration/qualification programmes (paragraphs 18; 37; 55; 72; 89; 109).
- A panel of practice teachers in health visiting moderates practice assessment documents, with the group now chaired by a clinician. This is a significant development and demonstrates innovation in practice assessment (paragraph 19).
- Stakeholder involvement in the development of the curriculum in midwifery is clearly evident with the use of maternity liaison and consultation groups and a Practice Development Team influencing the design (paragraph 28).
- The moderation of assessments is well demonstrated, particularly in the BSc (Hons) IPL programme. The practice conforms to the Faculty's assessment procedures and is endorsed by external examiners who express satisfaction with the standard of double-marking and the equity and impartiality of assessment in pre-registration/qualification programmes (paragraphs 35; 53; 69; 87; 106).
- Evidence of the efforts to get stakeholder and patient/client involvement is demonstrated in the forum instigated by the Faculty Service User Involvement Group in 2003, called 'Creating Partnerships Development Forum'. A one-day launch event was organised at the University, and this has been followed by two further conferences (paragraphs 50; 64; 100).
- A daily diary is used in practice by students and mentors in radiography which clearly defines what is achieved each day. The diary aids communication and acts as a point of reference when reviewing the student's practice portfolio (paragraph 112).
Good practice
- There is a strong commitment to interprofessional development across all the provision. The BSc (Hons) IPL programmes provide a relevant and forward-looking environment designed to give all students an understanding of other professional perspectives (paragraphs 27; 45; 63; 81; 98).
- The MSc in Clinical Reporting is seen as a sector-leading programme and it further supports the developing service requirement for reporting radiographers at consultant and advanced practitioner levels (paragraph 103).
Weaknesses
- During the first year of operation of the Interprofessional Learning programme, some midwifery students felt that discipline-specific needs are not being adequately addressed and that other elements being covered seem to lack relevance (paragraph 33).
- Students expressed concerns that the pre-registration curriculum in nursing is crowded and that some assignments have to be undertaken during busy practice placements. This is recognised by the Faculty as an issue to be addressed (paragraph 48).
- The Assessment Office consistently reports disparity in the time of the return of work to students due to markers exceeding agreed deadlines in pre-registration/qualification nursing, occupational therapy and radiography programmes (paragraphs 54; 70;107).
- In the Extended and Supplementary Prescribing for Nurses programme, there is evidence from the marked assessments that level 3 and M-level are reached by the students. Although the learning outcomes are prescribed by the NMC to ensure competence, the learning outcomes could be set to exceed minimum NMC requirements to ensure alignment with the framework for Higher Education in England, Wales and Northern Ireland (paragraph 43).
Quality of learning opportunities
Learning and teaching
The quality of learning and teaching is commendable.
Strengths
- The enthusiasm with which the Interprofessional Learning programme is being delivered to large numbers of students, evaluated and enhanced by feedback from staff and students, is clearly an impressive strength of the provision (paragraph 117).
- The implementation of the European Computer Driving Licence is a positive contribution to the healthcare programmes and is supportive of the NHS requirements for the development of computer-based skills within the workforce (paragraph 120).
Student progression
The quality of student progression is commendable.
Strengths
- The preparation and supervision of academic staff, particularly those new to the University, to fulfil specific assessment responsibilities is recognised as a good developmental initiative (paragraph 129).
- Although annual updating of practice educators is not a requirement of the College of Occupational Therapists, the provider has promoted good practice by encouraging placement staff in occupational therapy to attend (paragraph 132).
Learning resources and their effective utilisation
The quality of learning resources and their effective utilisation is commendable.
Strengths
- There has been significant investment in the clinical skills and science laboratories on the three campuses which offer a wide range of opportunities for skills development and the effective facilitation of learning (paragraph 136).
- The virtual learning environment is a very good resource and the reviewers observed creative use to support students' learning, such as use within the assessment process and reporting on student-led developments (paragraph 137).
Weaknesses
- Computer facilities are available to learners on campus and in most practice-based environments. However, the reviewers confirm the feedback from students that, on the Canterbury Campus, demand exceeds the availability of computer workstations at certain peak periods (paragraph 139).
- The majority of the practice educators and mentors are appropriately qualified. However, there is a lack of a robust mechanism for the formal monitoring and evaluation of the currency of mentors and practice educators (paragraph 144).
Maintenance and enhancement of standards and quality
Strengths
- The collaboration of all partners in the maintenance and enhancement of standards and quality and standards was evident. The contract review meetings, Faculty Placement Group meetings and monthly meetings with practice placement facilitators provide forums for issues to be addressed and action plans to be compiled, implemented and monitored (paragraph 145).
- Annual programme quality monitoring reports are compiled and discussed at programme management committees. Practice educators, service providers and student representatives actively engage in these meetings and action plans ensure that programmes meet both internal and external expectations, including feedback from external examiners (paragraph 148).
- There is open and constructive dialogue between students, faculty and practice staff. A proactive approach is taken to managing emerging issues affecting students, facilitating timely actions and responses as problems arise (paragraph 149).
Weakness
- The infrastructure of placement audit, mentor preparation, updates and student evaluation of practice is generally well embedded across the provision. However, the reviewers found that feedback on the results of student evaluation of clinical placement areas to staff was variable (paragraph 146).
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 health visiting, nursing, midwifery, occupational therapy, operating department practice and radiography programmes at Canterbury Christ Church University (the University) in partnership with Kent and Medway Strategic Health Authority (SHA) and North East 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 centre of higher education in Kent for the public services. Most of the healthcare provision is situated on three different sites: Broadstairs, Canterbury and Chatham. The Canterbury Campus is the main location for the University, housing the main building of the University library, student services and social space. The Broadstairs and Chatham Campuses offer similar, modern and purpose-built facilities.
3 The programmes are provided by the Faculty of Health and Social Care which comprises six departments (Adult Nursing Studies, Allied Health Professions, Health and Social Welfare Studies, Midwifery and Child Health Studies, Mental Health and Learning Disabilities and the Centre for Health and Social Care Research (CHSCR)). These are complemented by three cross-faculty functions (Academic Planning and Quality, Interprofessional Education, Research and Development). The Faculty has 1,965 full-time equivalent (FTE) students, 152 FTE academic staff and 45 FTE administrative staff.
4 Kent and Medway SHA and North East London SHA primarily cover the county of Kent, with placements in the surrounding counties of Sussex and Surrey and in South East London. There is a wide variety of placement sites in Trusts, nursing homes and hospices. The North East London SHA provides placements in occupational therapy only.
A Subject provision and overall aims
5 The review covered the following programmes:
Health visiting
Pre-registration
- BSc (Hons)/Postgraduate Diploma (PgDip) Community Specialist Practice in: Public Health Nursing (Health Visiting)**
Post-registration
- Extended and Supplementary Prescribing for Nurses**
- MSc Interprofessional Health and Social Care
Midwifery
Pre-registration
- BSc (Hons) Midwifery (78 weeks)**
- BSc (Hons) Shared Learning Programme Midwifery**
- BSc (Hons) Interprofessional Learning (IPL): Midwifery**
Post-registration
- The Portfolio of Post-Registration Studies midwifery comprising the Diploma of Higher Education (DipHE) in Professional Practice** and the BSc (Hons) in Professional Practice in Midwifery
- MSc Interprofessional Health and Social Care
Nursing
Pre-registration
- DipHE (Nursing Studies) Adult*, Child* and Mental Health Nursing* **
- BSc (Hons)/Postgraduate Diploma Community Specialist Practice in Community Mental Health Nursing/ Nursing in the Home (District Nursing)/ General Practice Nursing and School Nursing**
- DipHE Interprofessional Learning: Adult Nursing*, Child Nursing* and Mental Health Nursing* **
- BSc (Hons) Shared Learning Programme: Adult Nursing*, Child Nursing* **
- BSc (Hons) Interprofessional Learning: Adult Nursing*, Child Nursing* and Mental Health Nursing* **
Post-registration
- The Portfolio of Post-Registration Studies nursing comprising the DipHE in Professional Practice and the BSc (Hons) in Professional Practice in: Adult Nursing/Child Nursing/Community Health Practice/Mental Health Nursing/Acute Care Nursing/ Rehabilitation/Clinical Practice Development/Advanced Clinical Nursing Practice and Theatre Practice
- Return to Practice (Nursing)**
- Extended and Supplementary Prescribing for Nurses**
- MSc Interprofessional Health and Social Care
Occupational therapy
Pre-registration
- BSc (Hons) Shared Learning Programme Occupational Therapy***
- BSc (Hons) Interprofessional Learning: Occupational Therapy***
Post-registration
- MSc Interprofessional Health and Social Care
Operating department practice
Pre-registration
- DipHE Operating Department Practice***
- DipHE Interprofessional Learning: Operating Department Practice***
Radiography
Pre-registration
- BSc (Hons) Shared Learning Programme: Medical Imaging***
- BSc (Hons) Interprofessional Learning: Medical Imaging (Diagnostic Radiography)***
Post-registration
- MSc Clinical Reporting
- MSc Medical Imaging
- MSc Interprofessional Health and Social Care.
* These programmes underwent Nursing and Midwifery Council (NMC) annual monitoring as part of the major review of healthcare programmes.
** These programmes are approved by the NMC.
*** These programmes are approved by the Health Professions Council (HPC).
6 During 2003-04, the Faculty extended its shared learning curriculum and validated interprofessional programmes embracing several professional areas. The DipHE and the BSc (Hons) IPL programmes had their first intakes in September 2004 and are offered at pre-registration levels in all professional areas except health visiting.
7 The overall aims of the healthcare provision at the University are to provide programmes that:
- provide high-quality, health and social care education and research that serves the local and wider community, contributes to the knowledge base and the delivery of high-quality healthcare for each of the professions specifically and also to the interprofessional arena and reinforces the strategic direction of the University
- working in partnership with external stakeholders promote and sustain interprofessional learning by offering an appropriate range of multi-mode, multi-site programmes that anticipate and are responsive to employer and student needs, and are credible in a competitive market
- strengthen the knowledge base that underpins health and social care, policy, education and delivery through research and scholarship that:
i reinforces and complements the teaching base
ii develops students and staff
iii promotes critical and creative thinking
iv encourages interprofessional learning and working
v accommodate the needs of a diverse student body achieved through active work on widening participation while also maintaining academic and practice standards.
B Academic and practitioner standards
B1 Health visiting
Intended learning outcomes
8 There is clear evidence that the intended learning outcomes (ILOs) for the programmes in health visiting have been developed in relation to The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ) and the Subject benchmark statement for health visiting, both published by QAA. The opinions of internal and external stakeholders, including the Workforce Development Directorate (WDD) of the SHA have been sought through a scoping exercise with Primary Care Trust (PCT) managers and practitioners to ensure that ILOs are linked to current practice. NMC guidance for the third part of the register has informed the ILOs. There is good differentiation between level 3 and master's level in the programmes. Where undergraduate and postgraduate students are taught together, the two groups are aware of the required differences in levels and expectations.
9 The variety of ways in which the ILOs are communicated ensures that students know what is expected of them both in the University and on placement. ILOs are also effectively communicated through handbooks and the virtual learning environment (VLE). The use of the VLE makes them highly accessible both on and off site to students and practice educators. Link tutors from the University ensure that practice educators and mentors are supported to facilitate learning opportunities in line with the ILOs. Clinicians are made aware of the ILOs through the practice portfolio and they feel that ILOs are appropriately assessed by the portfolio.
Curricula
10 The health visiting/public health nursing provision is flexible, allowing students to undertake either the BSc (Hons) or the PgDip programme in either full or part-time modes, according to student and service need. Individual modules can be taken as stand-alone components for those working in a community placement as part of their continuing professional education. An Accreditation of Prior Experiential Learning (APEL) system is in place which further adds to the flexibility.
11 There is evidence of a partnership approach to the development of the health visiting curriculum which has included the University, local Trusts, external examiners and the NMC. This planning has taken account of developments in health visiting practice and the public health role. The inclusion of the UNICEF baby-friendly standards provides an example of currency. There is evidence of the involvement of patients and clients in some teaching sessions and workshops.
12 Curriculum progression is appropriate, with external examiners reporting that the curriculum is well structured and exposes students to different aspects of health and social care in a coherent and measured way, so that knowledge and skills are developed as the students move through the programme. The pre-registration programmes include 50 per cent practice and 50 per cent theory. The programme uses an interactive curricular model to help identify and develop individualised learning contracts. Student opinion supports the view that the curriculum is effective and enables the learning outcomes to be met, thus helping them to make the transition to becoming autonomous practitioners.
13 Some health visiting students on the outgoing degree programme stated that the programme had not prepared them to prescribe confidently and competently. This was brought to the attention of the programme team at the time and resulted in remedial action in the form of a programme quality monitoring report action point. The revalidated programme for the BSc/PgDip Community Specialist Practice programme, now in its second year, has a substantially redesigned prescribing element which has increased the theoretical and practical preparation and includes an improved assessment regime. There is evidence that the prescribing issue has been substantially improved with students stating that the input is well organised with good support in practice from well-prepared mentors.
14 Students and practice teachers confirm that the curriculum is contemporary and that the partnership between the University and stakeholders is responsive to current issues. The Faculty has recognised that there are insufficient study and training opportunities for service staff. Following a lead from the SHA, a prescribing forum for health visitors and district nurse practitioners was organised in December 2005.
15 Transferable skills are a feature of the programme and include communication and information technology (IT) skills. Critical analysis, problem-solving techniques and working within multiprofessional teams are also included to ensure that the curriculum is responsive and in keeping with some of the core aims of the subject provision.
Assessment
16 Assessment of the health visiting curricula is in accord with the precepts in the Code of practice for the assurance of academic quality and standards in higher education (Code of practice), Section 6: Assessment of students and Section 9: Placement learning, published by QAA, and meets NMC requirements. Practice teachers view the assessment process as testing and were supported in their role through good communication with the University. The assessment process links clearly to the ILOs of the programmes and assessment requirements are identified to practitioners and students within programme and module handbooks. The assessment strategy, endorsed by the external examiners, develops a reflective approach to the integration of theoretical principles into practice within a diverse range of assignments. The timing of feedback within this programme conforms to the University standard, although a six-week turnaround time for assessed work is demanding.
17 The balance in assessment between theory and practice appropriately reflects the NMC requirements. The assessment methods are consistent with the level and type of knowledge being assessed, understanding and the bearing of theory to nursing practice. The marking is criterion-referenced and consistent as a result. The markers' comments are detailed and constructive so that students have sufficient information upon which to improve their academic writing and performance in future assessments. A variety of methods is used, including portfolios, presentations and reports, although some students view the problem-based learning elements to be of limited value. Effective moderation was identified within the programmes and practice teachers have a two-year term as a moderator of students' work. The assignment load is considered to be heavy by students and is currently being reviewed by the programme team.
18 Practice assessments are designed to demonstrate professional achievement and contribute to awards. The Assessment of Practice Tool (APT) was developed from previous practice assessment tools with input from practitioners, and is regarded as an effective way of negotiating continuous assessment of practice across all pre-registration/qualification programmes. The development of the APT is evidence of the effective partnerships between placement providers and the University. Students stated that assessment was mapped against the ILOs with clear guidelines and feedback from assessments. Within the APT, students undertake a self-assessment and evaluate the extent to which practice ILOs have been met.
19 Practice staff stated their confidence in the competence of students to meet the requirements of contemporary practice. A panel of practice teachers in health visiting moderates practice assessment documents, with the group now chaired by a clinician. This is a significant development and demonstrates innovation in practice assessment.
Student achievement
20 The reviewers' scrutiny of assessed work at level 3 and level M demonstrates achievement of the ILOs. Achievement in practice and competence to meet the NMC proficiency standards are also effectively demonstrated by analysis of the reflective portfolio. The standards achieved meet the minimum required, indicating fitness for the award, and a difference in the level of analytical thinking was evident from the student work at the two academic levels. The reports of the external examiners confirm that the standards achieved are equivalent to those in other universities and students confirm that the academic expectations are appropriate for the different levels.
21 Fitness for public health practice is reported by practice staff, with many opportunities described that support this achievement in placement. This is also demonstrated in student work. Managers feel that students are fit for purpose on qualification. Prescribing updates and professional development opportunities have been provided by the SHA, following recognition of need after qualification. The Nursing and Midwifery Portfolio of Post-registration Studies offered at the University provides a valuable vehicle for further professional development for health visitors.
22 Table 1a demonstrates that 100 per cent of students completed and achieved the award, with 50 per cent gaining a First or Upper Second classification. Table 2a shows that, over the last three cohorts, all but one student gained employment, the majority with their sponsoring PCT.
23 The opportunity to provide placement learning experiences that promote achievement is demonstrated specifically within the commissioning strategy of the SHA. To further this aim, the Faculty Placements Group has been reconfigured to enhance partnerships with stakeholders in promoting achievement in practice placements.
Table 1a: Completion and achievement statistics for all award-bearing programmes in health visiting
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Community Specialist practice in Public Health Nursing (Health Visiting) | 2001-02 | 2 | 9 | 9 | 41 | 10 | 46 | 1 | 5 | ||||||||
| 2002-03 | 1 | 7 | 5 | 36 | 7 | 50 | 1 | 7 | |||||||||
| 2003-04 | 2 | 11 | 8 | 44 | 5 | 28 | 3 | 17 | |||||||||
Table 2a: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes in health visiting
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Community Specialist practice in Public Health Nursing (Health Visiting) | ||||||||||
| 2001-02 | 1 | 5 | 21 | 95 | ||||||
| 2002-03 | 15 | 100 | ||||||||
| 2003-04 | 18 | 100 | ||||||||
Data for other health visiting programmes could not be disaggregated by the University and are reported in the relevant tables elsewhere.
Summary of academic and practitioner standards for health visiting
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Health Visiting at Canterbury Christ Church University in partnership with Kent and Medway SHA.
Strengths
- The health visiting/public health nursing provision is flexible, allowing students to undertake either the BSc (Hons) or the PgDip programme in either full or part-time modes, according to student and service need (paragraph 10).
- The Assessment of Practice Tool was developed from previous practice assessment tools with input from practitioners, and is regarded as an effective way of negotiating continuous assessment of practice across all pre-registration/qualification programmes (paragraph 18).
- A panel of practice teachers in health visiting moderates practice assessment documents, with the group now chaired by a clinician. This is a significant development and demonstrates innovation in practice assessment (paragraph 19).
B2 Midwifery
Intended learning outcomes
24 The NMC and relevant practice experience requirements of the European Union Midwifery Directives are met within the ILOs. Both the pre-registration BSc (Hons) Midwifery programmes (three-year and 78-week) were subject to annual monitoring by the NMC in 2005 and found to meet their regulatory requirements.
25 Generic ILOs are well communicated in the BSc (Hons) IPL programme specification, with transferable and key skills being clearly specified. ILOs are also effectively communicated through handbooks and the VLE. The use of the VLE makes them highly accessible both on and off site to students and practice educators. Students know what is expected in the programme as a whole, in each module and in individual sessions.
26 The midwifery ILOs contained in the pathway and module handbooks reflect the Subject benchmark statement and are in accordance with the FHEQ. Practitioners are aware of ILOs and are supported in their educational role by link tutors from the University. External examiners confirm that ILOs are met by students both academically and in practice, and this leads to confidence in the competence of the students as practitioners.
Curricula
27 The pre-registration midwifery programmes include a 78-week BSc (Hons) programme for registered general nurses and a three-year, full-time programme leading to a BSc (Hons) award in midwifery. The latter programme was part of the successful Shared Learning Programme that is now in its last year of delivery. The replacement BSc (Hons) IPL was validated in 2004. There is a strong commitment to interprofessional development across all the provision. The BSc (Hons) IPL programmes provide a relevant and forward-looking environment designed to give all students an understanding of other professional perspectives.
28 Stakeholder involvement in the development of the curriculum in midwifery is clearly evident with the use of maternity liaison and consultation groups and a Practice Development Team influencing the design. SureStart, the NHS initiative to deliver the best start in life for every child, is also represented by a member on the programme committee.
29 The curriculum enables the ILOs to be achieved and NMC standards and competencies are incorporated. Safe and competent practice is embedded in the curriculum. The Midwifery APT cross-references and maps appropriate elements of the Health and Safety at Work Act, NMC Code of Professional Conduct and Subject benchmark statement. The external examiner has commented that the IPL development meets the requirements of contemporary practice and the curriculum offers the requisite knowledge and skills for practice in midwifery.
30 Evidence of responsive feedback is illustrated in the revision of the pathophysiology module at level 2 on the shared learning programme, to include a greater midwifery-specific element. This was in the light of an NMC annual monitoring report questioning the relevance and application of some of the generic material in the curriculum.
31 The curriculum encourages reflection, with theory and practice being appropriately integrated, as evidenced by the students' reflective pieces of work. The professional credibility of the teaching team and the currency of the curriculum are supported by the whole midwifery team being registered midwives, who all spend a proportion of their time in practice. Two of them are also Supervisors of Midwives.
32 The European Computer Driving Licence (ECDL) Start programme is offered as a recommended first-year option on the BSc (Hons) IPL programme. It is designed to ensure that all healthcare professionals are competent in IT. In the first year of operation, some midwifery students felt that the curriculum was too crowded to allow this. During the current academic session, the ECDL is being fully integrated into the curriculum to reduce these concerns.
33 During the first year of operation of the IPL programme, some midwifery students felt that discipline-specific needs were not being adequately addressed and that other elements being covered seemed to lack relevance. For example, students commented that fundamental midwifery content had been rushed or omitted and that IPL material was poorly applied to midwifery. However, there is also evidence that the students begin to appreciate the relevance and benefits of the IPL elements as the programme progresses.
Assessment
34 Across the midwifery provision, assessment tasks are appropriate to the curriculum content and level of work and the ILOs. The assessment for students' work within the programme conforms to the assessment requirements of the University. The external examiners noted that the theoretical assessments progressively develop the students' knowledge, and the students' performance in their written work shows a high standard of knowledge. Students achieve at least the minimum standards expected for the award. This was confirmed within the work reviewed.
35 There is a standardised feedback sheet for written work. Students found the assessment feedback constructive and informative, and the assessment criteria were helpful in identifying the different categories of performance for students. The moderation of assessments is well demonstrated, particularly in the BSc (Hons) IPL. The practice conforms to the Faculty's assessment procedures and is endorsed by external examiners who express satisfaction with the standard of double-marking and the equity and impartiality of assessment in pre-registration/qualification programmes.
36 In pre-registration midwifery, practice assessments contribute towards the development and achievement of the NMC standards of proficiency and reflect the expectations of the Subject benchmark statement for midwifery. The pre-registration midwifery curriculum is also mapped against the Code of practice, Section 6: Assesment of students and Section 9: Placement Learning.
37 Practice staff stated their confidence in the competence of students relevant to contemporary practice. Practice assessments are designed to demonstrate professional achievement and contribute to awards. The APT was developed from previous practice assessment tools with input from practitioners, and is regarded as an effective way of negotiating continuous assessment of practice across all pre-registration/qualification programmes. The development of the APT is evidence of the effective partnerships between placement providers and the University. Students stated that assessment was mapped against the ILOs with clear guidelines and feedback from assessments. Within the APT, students undertake a self-assessment and evaluate the extent to which practice ILOs have been met.
Student achievement
38 A variety of student work was reviewed and demonstrated that the relevant ILOs were well achieved. The reports of the external examiners confirm that the standards achieved are equivalent to those in other universities and they were impressed with the quality of reflection demonstrated in the portfolios.
39 The portfolio of post-registration studies in midwifery enables practitioners to develop their skills and to enhance their roles and increase their self-confidence. They are valuable for professional development. Work reviewed from these programmes demonstrates a lifelong learning ethos. There are low numbers of students obtaining the awards, but this is because students only access individual modules when enrolling on the programme.
40 Most newly-qualified midwives that are recruited by local maternity units qualify from the University. Tables 1b and 2b indicate good achievement and 100 per cent of students gaining employment in the midwifery profession. The reviewers heard clear evidence from practice managers that the midwives qualifying from these programmes are considered fit for practice, fit for purpose and are suitable for employment.
41 The opportunity to provide placement learning experiences that promote achievement is demonstrated specifically within the commissioning strategy of the SHA. To further this aim, the Faculty Placements Group has been reconfigured to enhance partnerships with stakeholders in promoting achievement in practice placements. The Nursing and Midwifery Practice Placement Facilitators and academic accounts managers group have been convened with representatives from Trusts and the University to meet to discuss operational issues regarding placement and the levels of achievement.
Table 1b: Completion and achievement statistics for all award-bearing programmes in midwifery
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Midwifery (78 weeks) | AM2002 | 9 | 69 | 4 | 31 | ||||||||||||
| OM2002 | 1 | 8 | 4 | 33 | 5 | 42 | 2 | 17 | |||||||||
| AM2003 | 5 | 46 | 5 | 46 | 1 | 9 | |||||||||||
| OM2003 | 1 | 5 | 6 | 32 | 8 | 42 | 4 | 21 | |||||||||
| BSc (Hons) Midwifery Shared Learning | SO0 | 1 | 4 | 12 | 50 | 9 | 38 | 2 | 8 | ||||||||
| SO1 | 1 | 3 | 13 | 45 | 13 | 45 | 2 | 7 | |||||||||
| MSc Interprofessional Health & Social Care (All professions) | 2001-02 | 29 | 100 | 0 | 0 | ||||||||||||
| 2001-02 | 15 | 100 | 0 | 0 | |||||||||||||
| 2003-04 | 7 | 100 | 0 | 0 | |||||||||||||
Table 2b: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes in midwifery
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSC Hons Midwifery (78 weeks) | ||||||||||
| 2001-02 | 13 | 100 | ||||||||
| 2002-03 | 20 | 91 | 2 | 9 | ||||||
| BSc (Hons) Midwifery Shared Learning | ||||||||||
| 2002-03 | 20 | 100 | ||||||||
| 2003-04 | 29 | 100 | ||||||||
Summary of academic and practitioner standards for midwifery
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Midwifery at Canterbury Christ Church University in partnership with Kent and Medway SHA.
Strengths
- Stakeholder involvement in the development of the curriculum in midwifery is clearly evident with the use of maternity liaison and consultation groups and a Practice Development Team influencing the design (paragraph 28).
- The moderation of assessments is well demonstrated, particularly in the BSc (Hons) IPL programme (paragraph 35).
- The Assessment of Practice Tool was developed from previous practice assessment tools with input from practitioners, and is regarded as an effective way of negotiating continuous assessment of practice across all pre-registration/qualification programmes (paragraph 37).
Good practice
- There is a strong commitment to interprofessional development across all the provision. The BSc (Hons) IPL provide a relevant and forward-looking environment designed to give all students an understanding of other professional perspectives (paragraph 27).
Weakness
- During the first year of operation of the Interprofessional Learning programme, some midwifery students felt that discipline-specific needs were not being adequately addressed and that other elements being covered seemed to lack relevance (paragraph 33).
B3 Nursing
Intended learning outcomes
42 The most recent annual monitoring report from the NMC indicates that pre-registration programmes meet statutory requirements. There are appropriately differentiated ILOs for the diploma and the degree programmes, and the identity of each field within nursing is clearly distinguished by the delivery of profession-specific modules. Child Nursing and Mental Health Nursing have used relevant National Service Frameworks to inform the ILOs. The ILOs for placements are clearly understood by mentors. Mentors are made aware of the APT documentation through the work of link tutors.
43 The programmes are generally set at levels which accord with the FHEQ. In the Extended and Supplementary Prescribing for Nurses programme, there is evidence from the marked assessments that level 3 and M-level are reached by the students. Although the ILOs are prescribed by the NMC to ensure competence, the ILOs could be set to exceed minimum NMC requirements to ensure alignment with the FHEQ. The challenge of the MSc Interprofessional Health and Social Care has been met by clinicians with the support of university staff and the levels attained have been confirmed by external examiners as achieving the required FHEQ standards.
44 There is a strong commitment to IPL and development of transferable skills reflected in the ILOs. Students gain knowledge of ILOs through hard copies of a range of documentation and through the use of the VLE. The use of the VLE makes them highly accessible both on and off site to students and practice educators. Students know what is expected in the programme as a whole, in each module and in individual sessions.
Curricula
45 The range of provision accords with the stated aims to promote and sustain IPL by offering an appropriate range of multimode, multisite programmes that anticipate and are responsive to employer and student needs. The nursing provision is broad with DipHE and BSc (Hons) pre-registration programmes in Adult, Child and Mental Health Nursing. As the shared learning programme is coming to an end, a new suite of programmes within the IPL framework is available. Many of these are offered in full or part-time modes, on the three different campuses of the University. There is a strong commitment to interprofessional development across all the provision. The DipHE/BSc (Hons) IPL programmes provide a relevant and forward-looking environment designed to give all students an understanding of other professional perspectives.
46 Post-qualification programmes include diplomas, degrees and PgDips in various areas of specialist and community practice and an MSc Interprofessional Health and Social Care. There is a newly-validated, work-based IPL, continuing professional development (CPD) programme to support health and social care workers in their CPD. An APEL procedure is in place which further adds to the flexibility of the provision.
47 Within the pre-registration nursing curricula there is appropriate emphasis on clinical skills and knowledge to ensure that students are well prepared for clinical practice. The emphasis on the development of safe and competent practitioners is evident from examination of the curricular documents, the assessment regime which utilises Skills Acquisition Matrices, APTs and from the external examiners' reports.
48 The curricula ensure the development of theory and practice to facilitate increasing challenge and appropriate progression. The sequencing of placements is designed to ease students into practice and the more challenging placements, for instance in forensic psychiatry, occur later in the students' programmes. Students expressed concerns that the pre-registration curriculum in nursing is crowded and that some assignments have to be undertaken during busy practice placements. This is recognised by the Faculty as an issue to be addressed.
49 The contemporary nature of the curriculum is confirmed from practice placement visits and external examiners' comments. Curricula have been designed collaboratively with appropriate input from stakeholders such as the WDD and practice staff, with the result that practitioners are knowledgeable about the pre-registration curriculum. This collaboration included having users as critical readers of the curriculum documentation. In the IPL programme, a staff forum is considering ways to capture the user's voice through the use of user narratives.
50 Evidence of the efforts to get stakeholder and patient/client involvement is demonstrated in the forum instigated by the Faculty Service User Involvement Group in 2003, called 'Creating Partnerships Development Forum'. A one-day launch event was organised at the University, and this has been followed by two further conferences.
Assessment
51 The assessment methods used in the nursing programmes are varied and appropriate to both the level of study and the professional areas. The external examiners for the DipHE in Nursing Studies identify that the quality of marking is consistent across the programme, with markers using a standard grading/marking criterion. The review of students' work identified that the assessment process is appropriate to the ILOs of the programme and in line with professional requirements.
52 Within the Return to Practice programme, external examiners commend the level of support provided by teaching teams for both theoretical and practice-based assignments. In the Extended and Supplementary Prescribing for Nurses programme, a range of differing assessment techniques is employed that is both consistent and fair to students with feedback that is clear, appropriate and constructive.
53 The moderation of assessments is well demonstrated, particularly in the DipHE/BSc (Hons) IPL. The practice conforms to the Faculty's assessment procedures and is endorsed by external examiners who express satisfaction with the standard of double-marking and the equity and impartiality of assessment in pre-registration/qualification programmes.
54 The programme team adheres to the University and Faculty regulations pertaining to assessment procedures. Guidance is given to students on the management of their assessed work by module leaders and the Assessment Office. The Assessment Office consistently reports disparity in the time of the return of work to students due to markers exceeding agreed deadlines in pre-registration/qualification nursing, occupational therapy and radiography programmes. This leads to raised anxieties for students and some disparity between student groups. The reviewers noted the improvements in the administration of assignments as reported by external examiners, and the DipHE/BSc (Hons) IPL programme is now using the VLE to convey assessment information to students.
55 Practice staff stated their confidence in the competence of students relevant to contemporary practice. Practice assessments are designed to demonstrate professional achievement and contribute to awards. The APT was developed from previous practice assessment tools with input from practitioners, and is regarded as an effective way of negotiating continuous assessment of practice across all pre-registration/qualification programmes. The development of the APT is evidence of the effective partnerships between placement providers and the University. Students stated that assessment was mapped against the learning outcomes with clear guidelines and feedback from assessments. Within the APT, students undertake a self-assessment and evaluate the extent to which practice ILOs have been met.
Student achievement
56 The review of students' work for pre-registration nursing programmes showed that the ILOs are being achieved, reflect NMC requirements and the Subject benchmark statement, and meet the expectations for the award. The range of marks awarded reflects the standards achieved and a difference in levels is noted. Fitness for practice is demonstrated in the reflective assessed work. The reports of the external examiners confirm that the standards achieved are equivalent to those in other universities.
57 Work reviewed for the Extended and Supplementary Nurse Prescribing programme demonstrates students' personal development as well as their achievement of competence. Students on this programme report that, as a result of the course, their nursing practice is enhanced in areas unrelated to prescribing, for example, in patient assessment and care planning.
58 The transition to practice is aided by holding meetings in the University to consider employment options and the process of adaptation to a qualified practitioner role. Local Trusts employ significant numbers of the students once qualified, which demonstrates fitness for purpose.
59 Table 1c demonstrates that the Pass rate for most of the nursing programmes has been 100 per cent, with the exception of the Return to Practice programme, where 5 per cent of the nurses on this programme Fail. In one cohort of the Extended and Supplementary Prescribing for Nurses programme (S04), over 14 per cent failed, although the other cohorts achieved 100 per cent success. Table 2c indicates that over 90 per cent of qualifying nurses gain or retain employment, and the remainder are employed in related professions.
60 The opportunity to provide placement learning experiences that promote achievement is demonstrated specifically within the commissioning strategy of the SHA. To further this aim, the Faculty Placements Group has been reconfigured to enhance partnerships with stakeholders in promoting achievement in practice placements. Evidence of partnership working is particularly apparent in mental health nursing, with the link lecturer and service providers working closely together to support student achievement.
Table 1c: Completion and achievement statistics for all award-bearing programmes in nursing
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| DipHE Nursing Studies | S00 | 112 | 100 | ||||||||||||||
| M01 | 73 | 100 | |||||||||||||||
| S01 | 140 | 100 | |||||||||||||||
| BSc (Hons) Shared Learning Adult |
SO0 | 1 | 7 | 7 | 47 | 5 | 33 | 2 | 13 | ||||||||
| SO1 | 1 | 8 | 7 | 54 | 4 | 31 | 1 | 8 | |||||||||
| SO2 | 1 | 5 | 4 | 20 | 12 | 60 | 3 | 15 | |||||||||
| Child | SO1 | 0 | 0 | 2 | 40 | 3 | 60 | 0 | 0 | ||||||||
| SO2 | 0 | 0 | 3 | 60 | 2 | 40 | 0 | 0 | |||||||||
| BSc (Hons) Community Health Nursing | 2001-02 | 4 | 31 | 6 | 46 | 3 | 23 | ||||||||||
| 2002-03 | 2 | 7 | 10 | 37 | 9 | 33 | 6 | 23 | |||||||||
| 2003-04 | 1 | 5 | 11 | 55 | 8 | 40 | 0 | 0 | |||||||||
| MSc Interprofessional Health & Social Care (All professions) | 2001-02 | 29 | 100 | ||||||||||||||
| 2002-03 | 15 | 100 | |||||||||||||||
| 2003-04 | 6 | 100 | |||||||||||||||
| Extended and Supplementary Prescribing for Nurses | SO2 | 12 | 100 | ||||||||||||||
| JO3 | 10 | 100 | |||||||||||||||
| MO3 | 14 | 100 | |||||||||||||||
| JO3 | 9 | 100 | |||||||||||||||
| SO3 | 9 | 100 | |||||||||||||||
| NO3 | 5 | 100 | |||||||||||||||
| FO4 | 20 | 100 | |||||||||||||||
| SO4 | 20 | 86 | 3 | 14 | |||||||||||||
| FO5 | 20 | 100 | |||||||||||||||
| Portfolio of Post-registration Studies Diploma | 2002-03 | 115 | 100 | ||||||||||||||
| 2003-04 | 29 | 100 | |||||||||||||||
| Portfolio of Post-registration Studies Degree | 2002-03 | 1 | 2 | 21 | 48 | 18 | 40 | 4 | 9 | ||||||||
| 2003-04 | 3 | 5 | 21 | 35 | 31 | 52 | 5 | 8 | |||||||||
| Return to Practice (Nursing) | 2002-03 | 54 | 95 | 3 | 5 | ||||||||||||
| 2003-04 | 73 | 95 | 4 | 5 | |||||||||||||
| 2004-05 | 41 | 98 | 1 | 2 | |||||||||||||
Table 2c: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes in nursing
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| DipHE Nursing Studies | ||||||||||
| 2002 | 116 | 99 | 1 | 1 | ||||||
| 2003 | 92 | 100 | ||||||||
| 2004 | 2 | 3 | 72 | 97 | ||||||
| BSc (Hons) Shared Learning Adult |
||||||||||
| SO0 | 1 | 7 | 8 | 53 | 1 | 7 | 5 | 33 | ||
| SO1 | 12 | 57 | 1 | 5 | 8 | 38 | ||||
| Child | ||||||||||
| SO1 | 4 | 80 | 1 | 20 | ||||||
| BSc (Hons) Community Health Nursing | ||||||||||
| 2001-02 | 13 | 100 | ||||||||
| 2002-03 | 17 | 100 | ||||||||
| 2003-04 | 20 | 100 | ||||||||
| Extended & Supplementary Prescribing for Nurses | ||||||||||
| 2002-03 | 45 | 100 | ||||||||
| 2003-04 | 34 | 100 | ||||||||
| 2004-05 | 39 | 98 | 1 | 2 | ||||||
Summary of academic and practitioner standards for nursing
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Nursing at Canterbury Christ Church University in partnership with Kent and Medway SHA.
Strengths
- Evidence of the efforts to get stakeholder and patient/client involvement is demonstrated in the forum instigated by the Faculty Service User Involvement Group in 2003, called 'Creating Partnerships Development Forum'. A one-day launch event was organised at the University, and this has been followed by two further conferences (paragraph 50).
- The moderation of assessments is well demonstrated, particularly in the Diploma of Higher Education/BSc (Hons) Interprofessional Learning programme (paragraph 53).
- The Assessment of Practice Tool was developed from previous practice assessment tools with input from practitioners, and is regarded as an effective way of negotiating continuous assessment of practice across all pre-registration/qualification programmes (paragraph 55).
Good practice
- There is a strong commitment to interprofessional development across all the provision. The Diploma of Higher Education/BSc (Hons) Interprofessional Learning programmes provide a relevant and forward-looking environment designed to give all students an understanding of other professional perspectives (paragraph 45).
Weaknesses
- In the Extended and Supplementary Prescribing for Nurses programme, there is evidence from the marked assessments that level 3 and M-level are reached by the students. Although the learning outcomes are prescribed by the NMC to ensure competence, the learning outcomes could be set to exceed minimum NMC requirements to ensure alignment with the FHEQ (paragraph 43).
- Students expressed concerns that the pre-registration curriculum in nursing is crowded and that some assignments have to be undertaken during busy practice placements. This is recognised by the Faculty as an issue to be addressed (paragraph 48).
- The Assessment Office consistently reports disparity in the time of the return of work to students due to markers exceeding agreed deadlines in pre-registration/qualification nursing, occupational therapy and radiography programmes (paragraph 54).
B4 Occupational therapy
Intended learning outcomes
61 The ILOs in the occupational therapy (OT) programmes are mapped against HPC Standards of Proficiency, the Subject benchmark statement for occupational therapy, the College of Occupational Therapists (COT) Minimal Standards and the World Federation of Occupational Therapy standards. The programme award levels are in keeping with the FHEQ. There is a strong commitment to interprofessional learning and the development of transferable skills which is reflected in the ILOs.
62 Dissemination of information regarding ILOs is comprehensive. Students are made aware of them through programme and pathway documents, module handbooks and by using the VLE. The use of the VLE makes them highly accessible both on and off site to students and practice educators. Students know what is expected in the programme as a whole, in each module and in individual sessions. Placements are kept informed by information going out to them before students arrive, regular update days, electronically through the CLINIC website, and through strong links with the University placement team.
Curricula
63 The BSc (Hons) Occupational Therapy is offered alternately each September and February at Canterbury and Chatham. The outgoing, shared learning programme is being replaced with the recently-validated OT pathway within the BSc (Hons) IPL programme. Building on the earlier BSc (Hons) Shared Learning programme, the BSc (Hons) IPL programme validation provided an excellent opportunity to redevelop the curriculum to reflect the changes in service delivery. The curriculum focuses on occupation as it relates to health and well being from an early stage. The integration of physical and mental health elements in the curriculum throughout is commendable. There is a strong commitment to interprofessional development across all the provision. The BSc (Hons) IPL programmes provide a relevant and forward-looking environment designed to give all students an understanding of other professional perspectives.
64 The curriculum development team consulted widely during 2003 and held a curriculum development day to ensure that there was good stakeholder involvement in curriculum design. Confirming the robustness of this process, the OT team was highly commended for the quality of the new curriculum design in the COT revalidation report. There is a client-centred approach which is evidenced by the core IPL module entitled Person Centred Care and Interprofessional Practice. Evidence of the efforts to get stakeholder and patient/client involvement is demonstrated in the forum instigated by the Faculty Service User Involvement Group in 2003, called 'Creating Partnerships Development Forum'. A one-day launch event was organised at the University, and this has been followed by two further conferences.
65 Statutory and regulatory requirements are met with subject benchmarks being mapped onto the curriculum. There is good documentation available to practice placement educators and students, and educators seem very satisfied with the University's approach to delivering the programme. Students are very positive about the opportunity and support to pursue the ECDL. The curriculum is kept up to date and relevant, and there is good evidence of curricular progression. The University has been authorised by the COT to use the Accreditation of Practice Placement Educators (APPLE) scheme and this is evidence of the quality standards applied to practice placement education.
66 The capacity for the students to transfer IPL into practice is variable and depends upon the placement. However, many placement sites offer a diverse and rich learning experience for students with excellent interprofessional team profiles and OT services stretching across PCTs.
67 The OT programme enjoys a wide range of practical placements, including many that are outside of the hospital arena. The OT programme team manages to effectively embrace the service side with practice educator update days, the publication of professional update Newsletters, and effective link lecturer arrangements. Such mechanisms help to keep the curriculum up to date and relevant.
Assessment
68 The external examiners endorse the professional nature of the assessment processes and procedures in OT within the BSc (Hons) IPL programme. Student work is noted to be of a good standard, with some scripts of an excellent quality. Assessment methods match the level and reflect the ILOs. Diversity of assessment is identified and increasing use is made of the VLE to convey assessment requirements and information to students.
69 The moderation of assessments is well demonstrated, particularly in the BSc (Hons) IPL programme. The practice conforms to the Faculty's assessment procedures and is endorsed by external examiners who express satisfaction with the standard of double-marking and the equity and impartiality of assessment in pre-registration/qualification programmes.
70 The programme team adheres to university and faculty regulations pertaining to assessment procedures. Guidance is given to students on the management of their assessed work by module leaders and the Assessment Office. The Assessment Office consistently reports disparity in the time of the return of work to students due to markers exceeding agreed deadlines in pre-registration/qualification nursing, occupational therapy and radiography programmes. This leads to raised anxieties for students and some disparity between student groups. The reviewers noted the improvements in the administration of assignments as reported by external examiners, and the BSc (Hons) IPL programme is now using the VLE to convey assessment information to students.
71 During placement, a range of assessments is used, both formative and summative. Assessment is perceived as equitable and effective supervision is provided, with regular review of the students' learning contracts. Placement assessment information is explicitly provided in mentor handbooks and students state that they are well prepared for placement.
72 Practice staff stated their confidence in the competence of students relevant to contemporary practice. Practice assessments are designed to demonstrate professional achievement and contribute to awards. The APT was developed from previous practice assessment tools with input from practitioners, and is regarded as an effective way of negotiating continuous assessment of practice across all pre-registration/qualification programmes. The development of the APT is evidence of the effective partnerships between placement providers and the University. Students stated that assessment was mapped against the ILOs, with clear guidelines and feedback from assessments. Within the APT, students undertake a self-assessment and evaluate the extent to which practice ILOs have been met.
Student achievement
73 The review of students' work showed that the tasks set were appropriate to the achievement of the ILOs. Fitness for award is demonstrated effectively in practice. The reports of the external examiners confirm that the standards achieved are equivalent to those in other universities.
74 Qualifying students from these programmes are considered fit for practice as safe and competent practitioners. In the final placement, the focus of the assessment on HPC standards provides an explicit point of reference for the assessment of students' fitness for the award. Competence is therefore evident at the point of registration. Students are helped in the transition to qualified practitioners, and local Trusts employ significant numbers of the students from the University once qualified.
75 Table 1d shows that the Pass rate for those who have completed the programme is over 95 per cent. Data for the BSc (Hons) IPL programme are not yet available. OT students are able to interrupt their studies, sometimes taking the maximum of six years to complete. This reflects the flexible nature of the programme which contributes to achievement.
76 Table 2d shows that good degree classifications are achieved, with over 60 per cent on average obtaining First or Upper Second class awards. An average of 80 per cent of students obtained employment with local employers, with the remainder gaining employment in other professions. This is not an unusual pattern, given the diverse range of career opportunities available to qualified occupational therapists.
77 The opportunity to provide placement learning experiences that promote achievement is demonstrated specifically within the commissioning strategy of the SHA. To further this aim, the Faculty Placements Group has been reconfigured to enhance partnerships with stakeholders in promoting achievement in practice placements.
Table 1d: Completion and achievement statistics for all award-bearing programmes in occupational therapy
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Occupational Therapy Shared Learning | SO0 | 7 | 10 | 44 | 62 | 16 | 23 | 1 | 1 | 3 | 4 | ||||||
| SO1 | 7 | 10 | 37 | 51 | 25 | 35 | 3 | 4 | |||||||||
| MSc Interprofessional Health and Social Care (All professions) | 2001-02 | 29 | 100 | ||||||||||||||
| 2002-03 | 15 | 100 | |||||||||||||||
| 2003-04 | 6 | 100 | |||||||||||||||
Table 2d: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes in occupational therapy
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Occupational Therapy Shared Learning | ||||||||||
| 2002-03 | 58 | 85 | 2 | 3 | 8 | 12 | ||||
| 2003-04 | 54 | 79 | 1 | 1 | 14 | 20 | ||||
Summary of academic and practitioner standards for occupational therapy
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Occupational Therapy at Canterbury Christ Church University in partnership with Kent and Medway SHA and North East London SHA.
Strengths
- Evidence of the efforts to get stakeholder and patient/client involvement is demonstrated in the forum instigated by the Faculty Service User Involvement Group in 2003, called 'Creating Partnerships Development Forum'. A one-day launch event was organised at the University, and this has been followed by two further conferences (paragraph 64).
- The moderation of assessments is well demonstrated, particularly in the BSc (Hons) IPL (paragraph 69).
- The Assessment of Practice Tool was developed from previous practice assessment tools with input from practitioners, and is regarded as an effective way of negotiating continuous assessment of practice across all pre-registration/qualification programmes (paragraph 72).
Good practice
- There is a strong commitment to interprofessional development across all the provision. The BSc (Hons) Interprofessional Learning programmes provide a relevant and forward-looking environment designed to give all students an understanding of other professional perspectives (paragraph 63).
Weakness
- The Assessment Office consistently reports disparity in the time of the return of work to students due to markers exceeding agreed deadlines in pre-registration/qualification nursing, occupational therapy and radiography programmes (paragraph 70).
B5 Operating department practice
Intended learning outcomes
78 The ILOs in the operating department practice (ODP) programmes have been developed to meet the Association of Operating Department Practitioners' (AODP) professional standards and the HPC Standards of Proficiency. There is a strong commitment to IPL and the development of transferable skills reflected in the ILOs. They are at an appropriate level for a DipHE and in alignment the FHEQ.
79 Students are able to access information on learning outcomes in a number of ways, both in hard copy and electronically through the VLE. The use of the VLE makes them highly accessible both on and off site to students and practice educators. Students know what is expected in the programme as a whole, in each module and in individual sessions.
80 Practitioners are fully aware of the placement learning outcomes and use learning contracts to map student progress. The external examiner has confirmed that the ILOs are tested by appropriate assignments which address the knowledge and clinical competencies necessary to practise.
Curricula
81 The University offered a certificate/NVQ qualification in ODP from 1997. In 2002, it was developed into the DipHE Shared Learning programme. This has now further evolved into a distinct pathway within the DipHE IPL programme. This has allowed the curriculum to be redesigned within an interprofessional context and to take account of the Subject benchmark statement for ODP. There is a strong commitment to interprofessional development across all the provision. The DipHE/BSc (Hons) IPL programmes provide a relevant and forward-looking environment designed to give all students an understanding of other professional perspectives.
82 There is good evidence that practice staff were involved with curricular development having direct influence on the content of individual modules. Practice staff are aware of programme requirements, which appear in the Skills Assessment Matrices and in the APT. As with other pathways in the IPL provision, student learning contracts and APT are used, allowing the articulation of personal learning outcomes. The curriculum is kept up to date and relevant to service needs. Students confirm that there is variety of provision within the clinical area and that theatre placements are well managed.
83 There is evidence from the external examiner's comments that the curriculum supports the ILOs. The balance between academic and practice learning is clearly evident within the module outlines, and has been favourably commented on by both students and service providers through the evaluation process. Appropriate profession-specific knowledge is delivered and tested. This is confirmed by the external examiner who notes that students are capable of making clear reference to the AODP Code of Conduct and can explore and contextualise appropriate aspects of it with some insight.
84 Some students view the common core IPL modules as more relevant to nursing. In response, the ODP team has enhanced the support that students receive on profession-specific elements of the programme through the use of tutorials to ensure that the interprofessional material is made relevant to them. Students in later stages of the programme suggest that the interprofessional relevance becomes more apparent as the programme progresses and the profession-specific content increases. The curriculum includes a module, Foundations of Educational Studies, which aims to ensure that students have the necessary transferable skills in IT, study and research skills.
Assessment
85 The process and procedures of assessment for the programme comply with faculty and university regulations for assessment, and assessment techniques are appropriate for the ILOs of the programme. The return of students' work complies with the University's expectations and the Assessment Office reports no problems in managing the assessment for this programme.
86 The external examiner identifies that the teaching, learning and assessment strategy encourages achievement in both academically and practically able students. Students value the clinical skills rehearsal sessions as part of their formative assessments which take place within a 'safe' clinical environment. The range of assessments complies with regulatory requirements to ensure a thorough testing of both theoretical and practice-based material and so assures fitness for practice for operating department practitioners.
87 The moderation of assessments is well demonstrated, particularly in the DipHE/BSc (Hons) IPL programme. The practice conforms to the Faculty's assessment procedures and is endorsed by external examiners who express satisfaction with the standard of double-marking and the equity and impartiality of assessment in programmes.
88 The Code of practice, Section 9: Placement learning is mapped across the curricula. Competence and safety are the key elements of assessment, with the student learning contracts supporting the assessment process