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, radiography and speech and language therapy programmes at City University in partnership with North East London Strategic Health Authority (SHA), North Central London SHA, North West London SHA and South West London SHA 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) Specialist Practice Public Health **
Midwifery
Pre-registration
- RM/Diploma (Dip)/BSc (Hons) Midwifery Shortened Programme **
- RM/BSc (Hons) Midwifery (three-year programme) **
Post-registration
- BSc (Hons) Midwifery (CPD)
- MSc Midwifery (CPD)
Nursing
Pre-registration
- RN/Dip/BSc (Hons) Nursing (Adult, Children's and Mental Health) **
- RN/Dip/BSc (Hons) Nursing (Adult, Children's and Mental Health) (modified)**
- RN/Postgraduate Diploma (PgDip) in Nursing (Adult, Children's and Mental Health)**
- Return to Practice (Nursing) **
Post-registration
- Diploma in Psychological Intervention for People Experiencing Psychosis (Thorn)
- BSc (Hons) Nursing (CPD) ** Nursing and Midwifery Council (NMC) approved modules within this programme:
- Extended Nurse Prescribing *
- Supplementary Prescribing *
- Preparation for Mentorship
- Overseas Nursing Programmes
- BSc (Hons) Interprofessional Practice
- Graduate Certificate in Specialist Role Development
- MSc Nursing (CPD)
- MSc Interprofessional Practice (CPD)
- MSc/PgDip Academic Practice Programme (Lecturer/Practice Educator Programme) *
Radiography
Pre-registration
- BSc (Hons) Radiography (Diagnostic Imaging) ***
- BSc (Hons) Radiography (Radiotherapy and Oncology) ***
Post-registration
- Postgraduate Certificate (PgCert)/Dip and MSc in Radiography (Diagnostic Imaging, Radiotherapy, Computed Tomography, Medical Magnetic Resonance)
- PgCert/Dip and MSc in Medical Ultrasound
- PgCert/Dip and MSc in Nuclear Medicine Technology
Speech and language therapy
Pre-registration
- BSc Speech and Language Therapy***
- PgDip/MSc Speech and Language Therapy***
- PgDip/MSc Speech and Language Therapy (extended). ***
* These programmes are subject to 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, midwifery, nursing, radiography and speech and language therapy programmes at City University in partnership with North East London SHA, North Central London SHA, North West London SHA and South West London SHA.
Strengths
- Programme development in post-registration nursing has influenced practice and facilitated practitioners in changing their roles (paragraph 45).
- The format of the practice-based assessment document in pre-registration nursing has particular strengths, since all discussions with the student and practitioners are documented and there is a requirement for the mentor to sign to say when they were last updated in their role (paragraph 53).
- The development of the intended learning outcomes in radiography has involved external stakeholders and students through the Curriculum Advisory and Planning meeting and clinical liaison meetings (paragraph 61).
- In the last three years, achievement in all postgraduate programmes in radiography demonstrates 100 per cent completion with an average of 26 per cent of students being awarded Merit or Distinction (paragraph 75).
- The role of clinical tutor in speech and language therapy has been developed in partnership with local Trusts and is a clear strength of the pre-registration programmes (paragraph 83).
- Students learn alongside psychologists in the language processing module on the BSc Speech and Language Therapy and on the PgDip/MSc Speech and Language Therapy, and collaboration with teachers is enhanced through the secondary school outreach project (paragraph 84).
Good practice
- The extensive range of postgraduate programmes in radiography reflects the new technologies driving clinical practice. The programmes meet service needs and provide students with flexible opportunities for study that meet their individual needs (paragraph 67).
- In the PgCert/Dip and the MSc in Radiography, the work-based continuing professional development modules, developed in conjunction with the clinical learning facilitators to support extended practice, are widely praised for accessibility, level and relevance (paragraph 68).
- In speech and language therapy programmes, there is web-based and electronic information for placement clinicians, with careful signposting specific to each student so that clinicians can focus on the specific aims and intended learning outcomes of the placement (paragraph 77).
Weaknesses
- The delay in the turnaround time on assessed work on the BSc (Hons) Specialist Practice Public Health has had an adverse impact on student achievement (paragraph 17).
- The difficulties with the practice-based assessments have been made more difficult by a shortage of midwifery staff registering on the mentorship programme, resulting in some pre-registration midwifery students, other than those in community placements, not having an allocated mentor while on placement (paragraph 30).
- In the BSc (Hons) midwifery three-year programme, the criteria for a Fail in the objective structured clinical assessments are not clear (paragraph 32).
- It is difficult to identify clearly the intended learning outcomes for the branch programmes in the pre-registration nursing student handbooks, although these are clearly stated in the programme specifications (paragraph 38).
- The implementation of the protocols for students to be responsible for the mentor signature and the dating of the document for the practice-based assessment in nursing is an unreliable basis for assessment (paragraph 53).
- It is acknowledged by staff that the timing and expectations of the examinations for the extended nurse prescribing module have created considerable pressures for students (paragraph 54).
- In the three-year, pre-registration nursing programmes, the criteria for a Fail in the objective structured clinical assessment are not clear (paragraph 55).
- Some of the current second and third-year students on the pre-registration radiography programmes have had to wait up to 16 weeks for the return of assessed work, raising concerns about their formative learning while on clinical placement (paragraph 72).
Quality of learning opportunities
Learning and teaching
The quality of learning and teaching is commendable.
Strengths
- There is evidence in nursing, radiography and speech and language therapy of an impressive range of research and scholarly activity which has a direct impact on student learning opportunities (paragraph 94).
- The effective partnership between the University and practice ensures a quality of learning opportunity that is a strength of the provision (paragraph 95).
- The link staff role is a particular strength in enabling learning and teaching opportunities to be productive and effective (paragraph 98).
Good practice
- The introduction of the Placement of the Year award for nursing and midwifery students within the North East London SHA is an example of good practice (paragraph 96).
Weakness
- Alterations to the timetabling of teaching rooms and cancellations have impacted adversely on the quality of learning opportunities (paragraph 99).
Student progression
The quality of student progression is commendable.
Strength
- The use of placement facilitators and clinical tutors to support both students and clinical staff is a strength (paragraph 108).
Weakness
- Midwifery students are well supported in their community placements but report some variation in the effectiveness of the mentor system in hospital-based midwifery placements. On occasions, this means that students experience difficulty in obtaining continuity and consistency of clinical support (paragraph 109).
Learning resources and their effective utilisation
The quality of learning resources and their effective utilisation is commendable.
Good practice
- For radiography and speech and language therapy students, the availability of specialist university resources considerably enhances the learning opportunities across all levels and programmes (paragraphs 121, 122).
Maintenance and enhancement of standards and quality
Strength
- The Practice Education Committee includes a representative from a service users and carers group (paragraph 129).
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, midwifery, nursing, radiography and speech and language therapy programmes at City University (the University) in partnership with North East London Strategic Health Authority (SHA), South West London SHA, North West London SHA and North Central London SHA. The review was completed during the academic year 2005-06.
2 The University was founded by Royal Charter in 1966, and traces its origins back to The Northampton Institute, founded in Clerkenwell in 1894. The University's mission is to provide rigorous research and education for the world of work. Speech and language therapy was incorporated into the University in the late 1980s; radiography, nursing and midwifery were incorporated in 1995. In 2001, the Institute of Health Sciences (IHS) was established to incorporate the School of Nursing and Midwifery (SoNM) and the three departments of Language and Communication Science, Optometry and Visual Science and Radiography. These three departments, along with the Health Management Group, were subsequently formed into a new School of Allied Health Sciences, established at the start of the 2003-04 session. The IHS accounts for approximately one third of the University's overall student numbers which total 12,869 full-time equivalents (FTEs).
3 The SoNM is located at the University's West Smithfield and Whitechapel campuses. It has over 2,500 students on pre-registration, post-registration and postgraduate programmes, and 182 FTE of staff including 12 joint appointments with the National Health Service (NHS). The Department of Language and Communication Sciences is located in a new building on the Northampton Square campus. It has 404 FTE students at undergraduate, postgraduate and research level studying in the Department, and 33.7 FTE academic, research and support staff as well as 4.2 FTE visiting lecturers based in clinical practice. The Department of Radiography is located on the Northampton Square campus. It has 269.5 FTE undergraduate, postgraduate and research students, and 28.8 FTE academic, research and support staff.
4 The health visiting, midwifery and nursing programmes are commissioned by North Central London SHA and North East London SHA; the radiography programmes by South West London SHA; and the speech and language therapy programmes by North West London SHA. Placement opportunities cover a wide geographical area of London and beyond.
A Subject provision and overall aims
5 The review covered the following programmes:
Health visiting
Pre-registration
- BSc (Hons) Specialist Practice Public Health **
Midwifery
Pre-registration
- RM/Diploma/BSc (Hons) Midwifery Shortened Programme **
- RM/BSc (Hons) Midwifery three-year programme **
Post-registration
- BSc (Hons) Midwifery (CPD)
- MSc Midwifery (CPD)
Nursing
Pre-registration
- RN/Diploma/BSc (Hons) Nursing (Adult, Children's and Mental Health) **
- RN/Diploma/BSc (Hons) Nursing (Adult, Children's and Mental Health) (modified)**
- RN/Postgraduate Diploma (PgDip) In Nursing (Adult, Children's and Mental Health)**
- Return to Practice (Nursing) **
Post-registration
- Diploma (Dip) in Psychological Intervention for People Experiencing Psychosis (Thorn)
- BSc (Hons) Nursing (CPD) ** Nursing and Midwifery Council (NMC) approved modules within this programme:
- Extended Nurse Prescribing *
- Supplementary Prescribing *
- Preparation for Mentorship
- Overseas Nursing Programmes
- BSc (Hons) Interprofessional Practice
- Graduate Certificate in Specialist Role Development
- MSc Nursing (CPD)
- MSc Interprofessional Practice (CPD)
- MSc/PgDip Academic Practice Programme (Lecturer/Practice Educator Programme) *
Radiography
Pre-registration
- BSc (Hons) Radiography (Diagnostic Imaging) ***
- BSc (Hons) Radiography (Radiotherapy and Oncology) ***
Post-registration
- PgCert/Dip and MSc in Radiography (Diagnostic Imaging, Radiotherapy, Computed Tomography, Medical Magnetic Resonance)
- PgCert/Dip and MSc in Medical Ultrasound
- PgCert/Dip and MSc in Nuclear Medicine Technology
Speech and language therapy
Pre-registration
- BSc Speech and Language Therapy***
- PgDip/MSc Speech and Language Therapy***
- PgDip/MSc Speech and Language Therapy (extended). ***
* These programmes are subject to 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 The overall aims of the healthcare provision at the University are to provide pre-registration and post-registration, undergraduate and postgraduate education and clinical/professional training which:
- is relevant to, and meets the requirements of, appropriate professional and statutory bodies and national and local healthcare needs
- enables students to contribute to the development of their professions, either through practice or through research
- uses a variety of learning and teaching methods which encourage self-directed, client/patient-focused learning
- provides a supportive environment for students and uses appropriate learning resources
- provides opportunities to foster interprofessional collaboration
- develops students' analytical, critical and problem-solving faculties and their ability to produce original work and to foster their personal development
- develops reflective practitioners and provides opportunities for lifelong learning, continuing professional development and advanced study
- produces graduates who are capable of applying scientific/theoretical knowledge to diagnostic, therapeutic, educative and technical roles
- produces competent professionals whose central focus is to provide high-quality care for all patients/clients.
B Academic and practitioner standards
B1 Health visiting
Intended learning outcomes
7 The intended learning outcomes (ILOs) for health visiting programmes meet the requirements for the NMC and The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ). They have also been mapped against the Subject benchmark statement for health visiting, published by QAA. This review examined the programme that was validated in 1998 and revalidated in 2003, and does not explore the plans for the future programme.
8 The overall educational aims of the programme are very broad but are linked with specific ILOs in the programme specification. This is deemed appropriate by the external examiners and commended for being developed in response to local need and offering the ability to prepare students for meeting the needs of the population of East London. The ILOs are not clearly stated in the student handbook.
9 Students are able confidently to articulate the ILOs and are positive about the opportunity to negotiate the detail of their personal learning objectives when they are learning in practice. The communication of ILOs with placement providers has been effectively achieved principally through a liaison group with Specialist Practice Supervisors (SPS) which was well attended. Link lecturers also form an important role in enabling the SPS to understand and use the learning outcomes.
Curricula
10 Curriculum planning and development is undertaken in partnership with stakeholders, practitioners and students and there is an emphasis on public health. Competencies and safe practice are developed and demonstrated in the programme. The curriculum is written against the subject benchmark statement, and NMC requirements are incorporated into the programme design.
11 The curriculum is designed and approved at the appropriate academic level within the FHEQ and enable the facilitation of academic and professional development through the achievement of the ILOs. Practitioner fitness to practise is an integral component of the programme. Additionally, there is some evidence of interprofessional learning opportunities and research and evidence-based practice within the research and specialist practice modules.
12 Client-centredness and a community focus are evident in both the theory and practice elements of the curriculum. In particular, integration of these two elements is supported through client case-load allocation and student experiences in clinics and other community-based activities, including experience in the clients' homes.
13 Review and evaluation of the curriculum at both programme and module level are undertaken and issues arising are followed through; for example, the changes made during the first cohort of the programme when students and lecturers noted that district nursing students had a limited focus on leadership. The programme team reviewed this and replaced a module with one that focused on leadership. The external examiner supported this change.
Assessment
14 The Code of practice for the assurance of academic quality and standards in higher education (Code of practice), Section 6: Assessment of students, published by QAA, informs the assessment policy statements which are currently being developed to provide a university-wide policy to support the University's assessment regulations. Separate assessment practices currently exist within each department. The University's assessment regulations are appropriately applied within health visiting.
15 There is clear guidance given to students about the expectations of assessed work. The sample of written work viewed confirmed the comments of students that feedback to them is full, informative and constructive from both the marker and moderator, whose marks are consistent.
16 The marking criteria appear to be comprehensive in the unseen question examination that was reviewed. However, with the limited quantity of student work available for the review, it was not possible to confirm that the same comprehensive criteria are uniform throughout the assessments, nor the external examiner's view that assessment criteria are not always explicit.
17 Students have consistently raised concerns over the length of the return time for assessed work and assessment feedback. There is evidence of this being up to 15 weeks and includes the research proposals, although students felt that any concerns with their proposals would have been raised by their tutors. The delay in the turnaround time on assessed work on the BSc (Hons) Specialist Practice Public Health has had an adverse impact on student achievement. It is said to be due to administrative problems and needs to be improved to enable students to achieve their full potential. The School's policy is currently being reviewed and the previous turnaround time of 12 weeks has currently been reduced to eight weeks, with a further reduction to six weeks by September 2006. However, the marking schedules in health visiting still clearly detail turnaround times in excess of eight weeks.
Student achievement
18 The BSc (Hons) Specialist Practice Public Health has only admitted two cohorts in September 2004 and 2005, comprising 14 and 13 students respectively. The latest external examiner's report indicates that the standards set are appropriate for qualifications at this level and meet the Subject benchmark statement, the FHEQ and the programme specifications. The BSc (Hons) Specialist Practice Public Health programme meets the standards of proficiency of the NMC.
19 The external examiner confirms that students are fit for purpose, practice and award, although the reviewers had limited student work available to confirm this. Feedback on assessed work was clear and highlighted areas of strengths and those where improvements could be made.
20 Completion and achievement statistics demonstrate a normal distribution of award classifications, with 18 per cent of students achieving a First class degree. All students completed their programmes (Table 1a). No data are yet available on employment destinations, although the reviewers were informed that all students gained employment.
Table 1a: Completion and achievement statistics for all award-bearing programmes in health visiting
| Programme | Cohort | Diploma Pass |
Diploma Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Specialist Practice Public Health | Sep 2004 | 2 | 18 | 4 | 36 | 3 | 27 | 2 | 18 | 0 | 0 | 0 | 0 | ||||
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 City University in partnership with North East London SHA and North Central London SHA.
Weakness
- The delay in the turnaround time on assessed work on the BSc (Hons) Specialist Practice Public Health has had an adverse impact on student achievement (paragraph 17).
B2 Midwifery
Intended learning outcomes
21 The ILOs are well documented in the midwifery programmes, with a clear connection between the generic ILOs and specific module outcomes. The external examiners' reports confirm that the ILOs are clearly defined.
22 The ILOs for the existing programme fulfil NMC requirements and are accepted as appropriate for both academic and practitioner standards. The new curriculum that has been devised for September 2006 has been developed with inputs from students who have had the opportunity to be involved in developing the new ILOs. Students in placement reported that they were aware of the new curriculum but did not know what it contained. The new programme has been devised with reference to the national guidance on practice issued in the National Service Framework for Child and Maternity Services, and is approved by the NMC.
23 Students and many of the practice-based mentors have a good understanding of the ILOs and this forms a sound basis for learning in the workplace. The reviewers noted that some students had the opportunity to agree individual learning outcomes dependent on their placement and the availability of mentors.
Curricula
24 Curricula are designed and implemented in partnership between the University, service personnel, clients and students and are at the appropriate academic level within the FHEQ. However, some students reported that, although their views regarding curriculum development were sought, there was uncertainty about whether they were included. Nevertheless it is apparent that students' views are sought through various channels, including representation at the quarterly programme management team. Practitioners verify that they are invited to make inputs into curricula, and that client representation is sought through maternity groups. Changes in practice and policy also influence curriculum development, one example being the incorporation into the curricula of the National Service Framework for Child and Maternity Services.
25 Competencies and safe practice are developed and demonstrated in the programme curricula which are written in line with the Subject benchmark statement and NMC Standards. In line with NMC regulations, the midwifery programmes are re-approved every five years. Appropriate processes are in place to review the programmes and identify areas for development. The European Computer Driving Licence is being integrated into the first year of the new pre-registration midwifery programmes.
26 For the post-registration continuing professional development (CPD) modules, a similar process is operated, but modules within the CPD framework are commissioned annually. Thus changes are made to ensure that practice needs are met in relation to professional and policy initiatives.
27 Students experience a variety of models for the delivery of midwifery care, including team midwifery and case-load practice, reflecting those used in the Trusts in which they are placed. On returning to the University from their practice experience, first-year, pre-registration students value the reflective session as it provides the opportunity to discuss learning issues and concerns that have occurred. In the final period of their programme, all students are supported to undertake a small case load and, under supervision, provide continuity of care to two or three women.
28 Interprofessional learning (IPL) opportunities are included within the curriculum and a five-strand strategy is being piloted, one example being the approach to learning about infection control. In practice placements, some students report having experience of IPL activity with speech and language therapy students and medical students, while other students report being aware of this but having no experience. Although IPL is not apparent in all practice areas, the pilot project was in evidence in at least one area visited by the reviewers.
Assessment
29 The Code of practice, published by QAA, informs the assessment policy statements which are currently being developed to provide a university-wide policy context to support the University's assessment regulations. Separate assessment practices currently exist within each department, and the University's assessment regulations are appropriately applied within midwifery.
30 Within both the pre and post-registration programmes, there is a wide variety of appropriate assessment methods used which allow the students to achieve their ILOs. Students receive clear communication about the expected assessment requirements in practice and assessors report that the assessment processes in practice are well communicated. However, the practice-based assessment (PBA) appears to have been problematic. Students, especially in the first year, have not been clear as to what is expected of them in providing evidence for their chosen skills. This has been recognised by the School and the PBA has been replaced by a practice portfolio in the new curriculum. The difficulties with the practice-based assessments have been made more acute by a shortage of midwifery staff registering on the mentorship programme, resulting in some pre-registration midwifery students, other than those in community placements, not having an allocated mentor while on placement.
31 The clear marking criteria provided to students for their academic work are comprehensive and the feedback to students by markers and moderators is both helpful and comprehensive, offering positive comments, constructive criticism and advice for the improvement of future work. Students did not feel that the beneficial opportunity for feedback on draft work was offered consistently by all tutors. Some personal tutors only looked at an early version of an assignment whereas others look at a final draft. Conflicting advice from that of the module leader around writing style can be received.
32 In the BSc (Hons) Midwifery three-year programme, the criteria for a Fail in the objective structured clinical assessments (OSCEs) are not clear. Students are not aware of what constitutes a Fail and, although the staff detail that a Fail is related to unsafe practice or poor communication, there are no set criteria. A moderator is present in the OSCE assessment, circulates around the stations and moderates a sample, but the student work provided showed no evidence of moderation. Students do not feel that the OSCE is a fair assessment and, although they thought that practitioners did participate in the assessment, there is no evidence of this.
Student achievement
33 The NMC annual monitoring report for 2005 confirmed that students are fit for practice. The reviewers confirm that the achievements of students reflect the ILOs for midwifery.
34 Samples of pre-registration student work, including longitudinal journeys, indicate that students have fully achieved the outcomes of the programmes and that overall standards achieved by the students meet and exceed expectations. This is confirmed in the external examiner reports which state that the standards of assessed work are comparable with those of students in other institutions.
35 At postgraduate level, longitudinal studies employ accreditation of prior learning and show evidence of progressive achievement. Clinical staff confirm that students are well prepared for their future roles and lifelong learning, and uptake of CPD modules is high.
36 Student achievement on pre-registration programmes demonstrates a normal distribution, with 18 per cent of students achieving a First class award. All students in the last three cohorts undertaking the RM/Diploma Shortened Programme in Midwifery completed successfully (Table 1b). The number of pre-registration students gaining employment with local Trusts, although commendable, has fallen from 97 per cent in 2001-02 to 73 per cent in 2003-04 (Table 2b).
37 Staff stated that the achievement statistics for the CPD modules do not reflect actual achievement as not all students take formal assessment. However, the reviewers saw evidence of a new computer database which now accurately reflects attendance at, and participation in, CPD modules taken for professional updating rather than for formal qualifications.
Table 1b: Completion and achievement statistics for all award-bearing programmes in midwifery
| Programme | Cohort | Diploma Pass |
Diploma Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| RM/Diploma in Midwifery Shortened Programme | Mar 2003 | 11 | 100 | 0 | 0 | ||||||||||||
| Sep 2003 | 5 | 100 | 0 | 0 | |||||||||||||
| Mar 2004 | 3 | 100 | 0 | 0 | |||||||||||||
| RM/BSc (Hons) in Midwifery Shortened Programme | Mar 2003 | 6 | 20 | 7 | 23 | 10 | 33 | 7 | 23 | 0 | 0 | 0 | 0 | ||||
| Sep 2003 | 3 | 20 | 4 | 27 | 6 | 40 | 2 | 13 | 0 | 0 | 0 | 0 | |||||
| Mar 2004 | 3 | 12 | 7 | 28 | 12 | 48 | 3 | 12 | 0 | 0 | 0 | 0 | |||||
| RM/BSc (Hons) in Midwifery three-year programme | Sep 2000 | 3 | 30 | 3 | 30 | 2 | 20 | 2 | 20 | 0 | 0 | 0 | 0 | ||||
| Sep 2001 | 3 | 16 | 4 | 21 | 8 | 42 | 4 | 21 | 0 | 0 | 0 | 0 | |||||
| Sep 2002 | 5 | 18 | 10 | 37 | 11 | 41 | 1 | 4 | 0 | 0 | 0 | 0 | |||||
| BSc (Hons) Midwifery (CPD) | Sep 2000 | 1 | 100 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| Apr 2001 | 0 | 0 | 0 | 0 | 1 | 100 | 0 | 0 | 0 | 0 | 0 | 0 | |||||
| Sep 2001 | 0 | 0 | 1 | 50 | 0 | 0 | 0 | 0 | 1 | 50 | 0 | 0 | |||||
| MSc Midwifery (CPD) | Sep 1998 | 5 | 100 | 0 | 0 | ||||||||||||
| Sep 1999 | 8 | 100 | 0 | 0 | |||||||||||||
| Sep 2000 | 3 | 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. | % | |
| RM/Diploma/BSc (Hons) in Midwifery | ||||||||||
| 2001-02 | 0 | 0 | 32 | 100 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2002-03 | 0 | 0 | 14 | 88 | 2 | 12 | 0 | 0 | 0 | 0 |
| 2003-04 | 1 | 3 | 22 | 73 | 7 | 23 | 0 | 0 | 0 | 0 |
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 City University in partnership with North East London SHA and North Central London SHA.
Weaknesses
- The difficulties with the practice-based assessments have been made more acute by a shortage of midwifery staff registering on the mentorship programme, resulting in some pre-registration midwifery students, other than those in community placements, not having an allocated mentor while on placement (paragraph 30).
- In the BSc (Hons) Midwifery three-year programme, the criteria for a Fail in the objective structured clinical assessments are not clear (paragraph 32).
B3 Nursing
Intended learning outcomes
38 The ILOs are clearly and concisely stated in the programme documents for the pre-registration nursing programmes. There are broad ILOs which have been confirmed by the NMC as appropriate for both academic and practitioner standards. The application of these overall ILOs to the specific module aims is good and there is a clear link to practice in the student handbook through the description of the practice-based assessment. There is variability in the clarity with which ILOs have been stated in programme handbooks across the range of nursing programmes. It is difficult to identify clearly the ILOs for the branch programmes in the pre-registration student nursing handbooks, although these are clearly stated in the programme specifications. External examiners' reports confirm that the ILOs for specific modules are appropriate and relevant to the specific branches.
39 The ILOs are well communicated to students and placement practitioners. The role of the link lecturer/practice educator facilitator has ensured that placement providers have an understanding of the ILOs for the students they support. This role also represents a link to the University regarding changes or developments to the ILOs that may need to be considered. The use of portfolios and learning contracts to set individual objectives was positively evaluated by students and practitioners in ensuring that practical teaching helps students achieve their learning outcomes.
40 There are a number of valuable initiatives undertaken by the University to develop links with external stakeholders, such as the Practice Education Committee and Stakeholders Day. Staff in mental health nursing have been particularly creative in involving service users in influencing learning through video-recording personal narratives which are used in teaching. These initiatives contribute positively to the development of ILOs that are patient-focused. Students have the opportunity to comment and contribute to the development of ILOs through a student affairs committee, although participation and involvement is recognised as problematic. The programme leaders are exploring alternative ways of engaging students.
Curricula
41 Competencies and safe practice are developed and demonstrated in the programmes. The curricula are current and written against the Subject benchmark statement and NMC Standards, and are at the appropriate level within the FHEQ. In line with NMC regulations, the nursing programmes are re-approved every five years.
42 In curricular development activity, strong partnerships with stakeholders, students and practice colleagues, including practice education facilitators, are evident. Practitioners report both direct and indirect input into the curricula, especially in relation to contemporary practice. Two student representatives per cohort are able attend quarterly meetings of the programme
management team at both pre and post-registration level. Students studying towards higher degrees, in particular, felt that they had a voice in influencing curriculum development.
43 Practitioners and students are provided with written curriculum information and guidance from University staff. The practice education facilitators cascade this to other practitioners and form an important link in maintaining effective communication between practice and the University staff. A hub-and-spoke approach to planned curriculum experiences provides a range of learning opportunities in line with curricular aims.
44 Modules for CPD are commissioned annually. Thus changes to the curricula are made to ensure that practice needs are met in relation to professional and policy initiatives. Working in partnership with service colleagues has enabled several CPD modules to be developed around the National Service Framework and the NHS plan, for example, in the cancer, cardiac and nurse prescribing modules.
45 Programme development in post-registration nursing has influenced practice and facilitated practitioners in changing their roles. For example, the post-registration, work-based learning modules, the leadership modules and the Macmillan programme have enabled students to undertake projects in their practice setting that have led to changes in practice.
46 Curricula are developed with client/patient care being the central focus of students' learning. This is further emphasised through practice-based assessments and some academic assessments. Additionally, a range of strategies is used within the curriculum to further enhance client centredness, such as the use of patient narratives, successfully used within some CPD modules. These are currently being explored for the new pre-registration programmes. Client attachment is used within the pre-registration mental health branch. There is a CPD module focused on user and carer involvement, and the chair of the London Public Patient Involvement Forum has been involved in the development of the new pre-registration programme.
47 IPL opportunities are included within curricula where there is increasing focus on this aspect of curricular development. A five-strand strategy is one initiative currently being piloted, an example being the approach to learning about universal precautions. Adult nursing students report gaining experience with members of the multidisciplinary team, and all students state that informal opportunities are available while gaining practice experience.
48 The currency of programmes throughout their period of approval is ensured through module evaluations, placement evaluations and programme evaluations by students and external colleagues. Annual evaluations are undertaken by the programme management team and amendments are made. An example of such a change is the reduction in the number of assessments, which followed comments from students.
Assessment
49 The Code of practice, published by QAA, informs the assessment policy statements which are currently being developed to provide a university-wide policy context to support the University's assessment regulations. The University's assessment regulations are appropriately applied within nursing.
50 The assessment methods in pre-registration, post-registration and across all branches are varied and enable students to demonstrate achievement of the ILOs. External examiners comment that the internal marking is fair and rigorous. The marking and moderation system is effective in theoretical assignments, and the clear feedback given to the students encourages improvement and is helpful and comprehensive. The moderation of the PBA is not as evident, with moderation consisting of signature of agreement. Within pre-registration practice a mentor and co-mentor system is used, with the mentor making the summative decision which improves the reliability of assessment.
51 The assessment criteria for all assessments, excluding OSCEs, are clearly demonstrated and students, markers and assessors in practice are all aware of what is expected from them. The breakdown of marks against each assessment criterion is evident, which helps ensure equity for students in the marking process, although students expressed the view that there are differing standards in marking.
52 Feedback on draft work is provided but not consistently, and depends on the personal tutor's availability and workload. On the post-registration programmes, feedback was provided but students suggested it was easier due to the smaller numbers.
53 The PBA provides the framework for a continuous assessment of practice and is well received in the practice areas. The format of the PBA document in pre-registration nursing has particular strengths, since all discussions with the student and practitioners are documented and there is a requirement for mentors to sign to say when they were last updated in their role. However, this is not always completed and, in some documents, a time delay of over two years was noted. The School has recognised that the documentation is not always accurate and in September 2005 introduced a system where the student would fail the placement if their PBA was not correctly signed and dated by their mentor. Students met by the reviewers provided an example of a first placement student being failed as their PBA was not dated, although staff said that this would not happen. There were inconsistencies between the approach of personal tutors and uncertainty about referrals and appeals for such occurrences. The implementation of the protocols for students to be responsible for the mentor signature and the dating of the document for the PBA in nursing is an unreliable basis for assessment.
54 The students on the extended nurse prescribing module raised concern over their assessment workload and its timing, resulting in a large number of referrals. It is acknowledged by staff that the timing and expectations of the examinations for the extended nurse prescribing module have created considerable pressures for students. This was raised with the staff and it was reported that students are currently offered support and advice at selection to raise their awareness of the expectations of the programme.
55 In the three-year, pre-registration nursing programmes, the criteria for a Fail in the OSCE are not clear. Students are not aware of what constitutes a Fail and, although the staff detail that a Fail is related to unsafe practice, there are no set criteria. There were inconsistencies seen in the marking and moderation processes for the OSCE assessments. Students do not feel that the OSCE is a fair assessment and, although they thought that practitioners did participate in the process, there is no evidence of this. Work in progress within the School suggests that practitioners will be involved in the future.
Student achievement
56 The NMC annual monitoring report for 2005 confirms that students are fit for practice and for purpose. This is confirmed by clinical staff. External examiners state that standards of student performance are comparable with the standards on similar level programmes in other UK institutions.
57 Student achievement on pre-registration programmes demonstrates a normal distribution, with 16 per cent of students achieving a First class award. All students undertaking the RM/Diploma completed successfully (Table 1c). Over the last three years, the number of pre-registration students gaining employment with local Trusts is high, averaging 80 per cent.
58 Samples of student work from the pre-registration programmes seen by the reviewers demonstrated that standards achieved meet the standards required at all levels. Longitudinal samples of student work studying the BSc Hons in Nursing (Child) demonstrate that feedback has resulted in improved performance at subsequent assessments.
59 The external examiners have commented that the limited English language skills of some students, for whom English is not a first language, on pre-registration programmes can lead to their under-achieving. The School is addressing these concerns by providing extra support to enable students to achieve their full potential.
Table 1c: Completion and achievement statistics for all award-bearing programmes in nursing
| Programme | Cohort | Diploma Pass |
Diploma Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| RN/Diploma in Nursing | Jan 2002 | 103 | 100 | 0 | 0 | ||||||||||||
| Apr 2002 | 126 | 100 | 0 | 0 | |||||||||||||
| Sep 2002 | 108 | 100 | 0 | 0 | |||||||||||||
| RM/BSc (Hons) in Nursing | Sep 2000 | 3 | 16 | 12 | 63 | 2 | 11 | 1 | 5 | 1 | 5 | 0 | 0 | ||||
| Sep 2001 | 4 | 17 | 6 | 26 | 11 | 48 | 2 | 9 | 0 | 0 | 0 | 0 | |||||
| Sep 2002 | 2 | 11 | 6 | 32 | 11 | 58 | 0 | 0 | 0 | 0 | 0 | 0 | |||||
| RM/Diploma in Nursing (modified) | Sep 2001 | 6 | 100 | 0 | 0 | ||||||||||||
| Sep 2002 | 8 | 100 | 0 | 0 | |||||||||||||
| Sep 2004 | 2 | 100 | 0 | 0 | |||||||||||||
| RM/BSc (Hons) in Nursing (modified) | Sep 2003 | 1 | 17 | 0 | 0 | 2 | 33 | 1 | 17 | 2 | 33 | 0 | 0 | ||||
| Sep 2004 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 100 | 0 | 0 | 0 | 0 | |||||
| Sep 2004 | 0 | 0 | 0 | 0 | 2 | 100 | 0 | 0 | 0 | 0 | 0 | 0 | |||||
| RN/Postgraduate Diploma in Nursing | Sep 2001 | 5 | 100 | 0 | 0 | ||||||||||||
| Sep 2002 | 14 | 100 | 0 | 0 | |||||||||||||
| Sep 2003 | 12 | 100 | 0 | 0 | |||||||||||||
| Graduate Certificate in Specialist Role Development | Sep 2004 | 5 | 100 | 0 | 0 | ||||||||||||
| Diploma in Psychological Intervention for People experiencing Psychosis (Thorn) | Sep 2001 | 7 | 100 | 0 | 0 | ||||||||||||
| Sep 2002 | 3 | 100 | 0 | 0 | |||||||||||||
| Sep 2003 | 3 | 100 | 0 | 0 | |||||||||||||
| BSc (Hons) Nursing/Interprofessional Practice | Jan 2003 | 1 | 11 | 2 | 22 | 6 | 67 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| Apr 2003 | 1 | 12 | 3 | 38 | 2 | 25 | 1 | 12 | 1 | 12 | 0 | 0 | |||||
| Sep 2003 | 2 | 17 | 5 | 42 | 2 | 17 | 1 | 8 | 2 | 17 | 0 | 0 | |||||
Table 1c: Completion and achievement statistics for all award-bearing programmes in nursing
| Programme | Cohort | Diploma Pass |
Diploma Fail |
||
|---|---|---|---|---|---|
| No. | % | No. | % | ||
| MSc Nursing/Interprofessional Practice | Sep 2000 | 68 | 100 | 0 | 0 |
| Sep 2001 | 41 | 100 | 0 | 0 | |
| Sep 2002 | 19 | 100 | 0 | 0 | |
| MA Academic Practice * | Sep 2002 | 6 | 100 | 0 | 0 |
| Sep 2003 | 4 | 100 | 0 | 0 | |
| Supplementary Prescribing | Jul 2004 | 21 | 100 | 0 | 0 |
| Jul 2005 | 23 | 100 | 0 | 0 | |
| Extended Nurse Prescribing * | Sep 2003 | 18 | 95 | 1 | 5 |
| Sep 2004 | 18 | 100 | 0 | 0 | |
| Sep 2005 | 7 | 100 | 0 | 0 | |
* some students have yet to complete the programme
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. | % | |
| RN/Diploma and RN/BSc (Hons) in Nursing | ||||||||||
| Sep 1998-Mar 1999 | 8 | 2 | 358 | 96 | 0 | 0 | 2 | 0.5 | 4 | 1 |
| Sep 1999-Mar 2000 | 6 | 3 | 117 | 61 | 24 | 13 | 1 | 1 | 44 | 22 |
| Sep 2000-Mar 2001 | 6 | 3 | 193 | 83 | 8 | 3 | 7 | 3 | 18 | 8 |
| RN/Postgraduate Diploma in Nursing | ||||||||||
| Sep 2001 | 1 | 33 | 2 | 67 | 0 | 0 | 0 | 0 | 0 | 0 |
| BSc (Hons) Interprofessional Practice | ||||||||||
| 2001-02 | No data available | |||||||||
| 2002-03 | 0 | 0 | 14 | 54 | 4 | 15 | 1 | 4 | 7 | 27 |
| 2003-04 | 11 | 31 | 0 | 0 | 0 | 0 | 0 | 0 | 24 | 69 |
| MSc Interprofessional Practice | ||||||||||
| 2001-02 | No data available | |||||||||
| 2002-03 | No data available | |||||||||
| 2003-04 | No data available | |||||||||
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 City University in partnership with North East London SHA and North Central London SHA.
Strengths
- Programme development in post-registration nursing has influenced practice and facilitated practitioners in changing their roles (paragraph 45).
- The format of the practice-based assessment document in pre-registration nursing has particular strengths, since all discussions with the student and practitioners are documented and there is a requirement for mentors to sign to say when they were last updated in their role (paragraph 53).
Weaknesses
- It is difficult to identify clearly the intended learning outcomes for the branch programmes in the pre-registration nursing student handbooks, although these are clearly stated in the programme specifications (paragraph 38).
- The implementation of the protocols for students to be responsible for the mentor signature and the dating of the document for the practice-based assessment in nursing is an unreliable basis for assessment (paragraph 53).
- It is acknowledged by staff that the timing and expectations of the examinations for the extended nurse prescribing module have created considerable pressures for students (paragraph 54).
- In the three-year, pre-registration nursing programmes, the criteria for a Fail in the objective structured clinical assessment are not clear (paragraph 55).
B4 Radiography
Intended learning outcomes
60 The ILOs match the programme aims appropriately and there are well-documented specific ILOs in the programme specifications. The web-based student handbooks are an innovative way to present students with clear information about the programmes. However, there are no ILOs noted on the web handbook and this is a missed opportunity to ensure that the students are fully informed of expectations.
61 The external examiners identify the ILOs as clearly articulated and closely related to the professional development of practitioners. They have been devised to meet the HPC and College of Radiographers' requirements and fully satisfy these standards. The development of the ILOs in radiography has involved external stakeholders and students through the Curriculum Advisory and Planning meeting and clinical liaison meetings. These meetings are well attended, although they do not include clients.
62 Practitioners in placement commented favourably about the opportunity to influence the development of ILOs through liaison with link lecturers and the Curriculum Advisory Meeting. The clearly-defined system of practice support through link lecturers positively enables practitioners in placements to be familiar with the ILOs for students in their clinical placements. Staff and students on placements felt strongly that they were fully aware of specific ILOs for each student at each stage.
Curricula
63 Curricular design, planning and the review of programmes is a jointly-managed process that enables the University to work in partnership with clinical colleagues, the SHA, students and professional bodies. This process is managed through advisory committees, which are well attended, and productive. However, there has been limited involvement of service users and carers in the development of the curricula. The University has recently begun to address this through the development of the Users and Carers Strategy Working Group.
64 The BSc (Hons) Radiography (Diagnostic Imaging) and the BSc (Hons) Radiography (Radiotherapy and Oncology) were approved in 2005, and the postgraduate programmes in 2002-03. The programmes meet the HPC and the College of Radiographers' requirements.
65 The currency of programmes throughout the period of approval is achieved by a series of annual programme evaluations that consider feedback from external examiners, students and placement staff, and any amendments to the curricula are approved by the Board of Studies. Curricular design demonstrates clear progression between levels and has an emphasis on the integration of theory and practice. Staff are involved in research and scholarly activity which focuses on professional knowledge and learning and teaching methods, to ensure that the curriculum reflects current practice.
66 For undergraduate programmes, there are elements of IPL education incorporated into the recently revalidated pre-registration programmes. The Department is aware that these developments need to continue and there are impressive plans to ensure that all students have some IPL in each year of the new programmes. First-year students reported that they had valued the IPL experience undertaken at the beginning of the academic year.
67 The extensive range of postgraduate programmes in radiography reflects the new technologies driving clinical practice. The programmes meet service needs and provide students with flexible opportunities for study that meet their individual needs. For example, in response to recommendations made at the postgraduate programme re-approval, additional modules have been developed to extend the options available to students.
68 In the PgCert/Dip and the MSc in Radiography, the work-based CPD modules, developed in conjunction with the clinical learning facilitators to support extended practice, are widely praised for accessibility, level and relevance. The work-based learning modules have increased the opportunity for working with the clinical learning facilitators and enabled students to undertake projects in the placement setting that relate to their professional skills development.
Assessment
69 The Code of practice, published by QAA, informs the assessment policy statements which are currently being developed to provide a university-wide policy context to support the University's assessment regulations. The University's assessment regulations are appropriately applied within radiography.
70 There is a variety of assessment methods used across the programmes, and all staff and students agreed strongly that the new revised methods introduced with the 2005 curriculum were a significant improvement. The assessment criteria are clearly communicated and are applied fairly by the markers, although some examples show a lack of consistency.
71 There is evidence of detailed compliance with the marking scheme and the feedback to students is clear and concise. Double-marking is evident and the internal markers are shown as being in agreement with the mark awarded.
72 Some of the current second and third-year students on the pre-registration radiography programmes have had to wait up to 16 weeks for the return of assessed work, raising concerns about their formative learning while on clinical placement. This has been raised in meetings between staff and students. Students in year one of the new pre-registration programme have raised no concerns about the timing of the feedback of assessed work, as the programme is now modular and the return of work occurs more swiftly.
Student achievement
73 External examiner reports and validation reports indicate that the intended aims and outcomes for the programmes meet the standards of the HPC, Subject benchmark statement and the College of Radiographers' curriculum framework. Professional and academic standards are comparable with those in other institutions.
74 Samples of student assessments at all levels were reviewed and demonstrated achievement of learning outcomes. Feedback on scripts provided useful information on student achievement and identified areas for improvement.
75 In the last three years, achievement in all postgraduate programmes in radiography demonstrates 100 per cent completion, with an average of 26 per cent of students being awarded Merit or Distinction (Table 1d). Statistics demonstrate that students progress successfully to and within careers as radiographers. In 2004, 91 per cent of graduates were employed locally.
Table 1d: Completion and achievement statistics for all award-bearing programmes in radiography
| Programme | Cohort | Diploma Pass |
Diploma Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Radiography (Diagnostic) | Sep 2000 | 6 | 17 | 16 | 46 | 12 | 34 | 1 | 3 | 0 | 0 | 0 | 0 | ||||
| Sep 2001 | 3 | 8 | 12 | 34 | 17 | 49 | 3 | 8 | 0 | 0 | 0 | 0 | |||||
| Sep 2002 | 3 | 10 | 14 | 50 | 9 | 32 | 2 | 7 | 0 | 0 | 0 | 0 | |||||
| BSc (Hons) Radiography (Therapeutic) | Sep 2000 | 0 | 0 | 4 | 40 | 6 | 60 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| Sep 2001 | 1 | 6 | 2 | 13 | 11 | 69 | 2 | 13 | 0 | 0 | 0 | 0 | |||||
| Sep 2002 | 3 | 23 | 3 | 23 | 6 | 46 | 1 | 7 | 0 | 0 | 0 | 0 | |||||
| Postgraduate Certificate/Diploma and MSc in Radiography (Diagnostic Imaging) | Sep 2000 | 4 | 100 | 0 | 0 | ||||||||||||
| Sep 2001 | 2 | 100 | 0 | 0 | |||||||||||||
| Sep 2002 | 4 | 100 | 0 | 0 | |||||||||||||
| Postgraduate Certificate/Diploma and MSc in Radiography (Radiotherapy) | Sep 2000 | 4 | 100 | 0 | 0 | ||||||||||||
| Sep 2001 | 1 | 100 | 0 | 0 | |||||||||||||
| Sep 2002 | 0 | 100 | 0 | 0 | |||||||||||||
| Postgraduate Certificate/Diploma and MSc in Radiography (Computed Tomography) | Sep 2000 | 2 | 100 | 0 | 0 | ||||||||||||
| Sep 2001 | 1 | 100 | 0 | 0 | |||||||||||||
| Sep 2002 | 4 | 100 | 0 | 0 | |||||||||||||
| Postgraduate Certificate/Diploma and MSc in Radiography (Medical Magnetic Resonance) | Sep 2000 | 3 | 100 | 0 | 0 | ||||||||||||
| Sep 2001 | 4 | 100 | 0 | 0 | |||||||||||||
| Sep 2002 | 1 | 100 | 0 | 0 | |||||||||||||
| Postgraduate Certificate/Diploma and MSc in Medical/Obstetric and Gynaecological Ultrasound | Sep 2000 | 8 | 100 | 0 | 0 | ||||||||||||
| Sep 2001 | 16 | 100 | 0 | 0 | |||||||||||||
| Sep 2002 | 11 | 100 | 0 | 0 | |||||||||||||
| Postgraduate Certificate/Diploma and MSc in Nuclear Medicine Technology | Sep 2000 | 8 | 100 | 0 | 0 | ||||||||||||
| Sep 2001 | 13 | 100 | 0 | 0 | |||||||||||||
| Sep 2002 | 12 | 100 | 0 | 0 | |||||||||||||
The radiography/radiotherapy programmes are fully modular, and as such students do not necessarily complete with their starting cohort
Table 2d: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes in radiography
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Radiography | ||||||||||
| Sep 1999 | 1 | 3 | 32 | 97 | 0 | 0 | 0 | 0 | 0 | 0 |
| Sep 2000 | 0 | 0 | 27 | 68 | 11 | 28 | 0 | 0 | 2 | 4 |
| Sep 2001 | 0 | 0 | 42 | 91 | 0 | 0 | 1 | 2 | 3 | 7 |
| Postgraduate Certificate/Diploma and MSc in Radiography | ||||||||||
| Sep 2000 | 0 | 0 | 4 | 36 | 7 | 64 | 0 | 0 | 0 | 0 |
| Sep 2001 | 0 | 0 | 24 | 89 | 0 | 0 | 0 | 0 | 3 | 11 |
Summary of academic and practitioner standards for radiography
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Radiography at City University in partnership with South West London SHA.
Strengths
- The development of the intended learning outcomes in radiography has involved external stakeholders and students through the Curriculum Advisory and Planning meeting and clinical liaison meetings (paragraph 61).
- In the last three years, achievement in all postgraduate programmes in radiography demonstrates 100 per cent completion, with an average of 26 per cent of students being awarded Merit or Distinction (paragraph 75).
Good practice
- The extensive range of postgraduate programmes in radiography reflects the new technologies driving clinical practice. The programmes meet service needs and provide students with flexible opportunities for study that meet their individual needs (paragraph 67).
- In the PgCert/Dip and the MSc in Radiography, the work-based CPD modules, developed in conjunction with the clinical learning facilitators to support extended practice, are widely praised for accessibility, level and relevance (paragraph 68).
Weakness
- Some of the current second and third-year students on the pre-registration radiography programmes have had to wait up to 16 weeks for the return of assessed work, raising concerns about their formative learning while on clinical placement (paragraph 72).
B5 Speech and language therapy
Intended learning outcomes
76 The broad educational aims are clearly outlined in the programme specifications and are supported by detailed ILOs which are clear an