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
Programmes in Health Visiting, Midwifery, Nursing, Occupational Therapy, Physiotherapy and Radiography at St Martin's College in partnership with Cumbria and Lancashire Strategic Health Authority and Cheshire and Merseyside Strategic Health Authority were reviewed in the academic year 2004-05. 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
- BSc (Hons) Specialist Practitioner Community Nursing: Health Visiting**.
Midwifery
- BSc (Hons) Midwifery**
- BSc (Hons) Midwifery Practice Development**.
Interprofessional
- Diploma in Professional studies (DPS): Sexual Health.
Nursing
Pre-registration
- BSc (Hons) Nursing/Registered Nurse (Adult)**
- BSc (Hons) Nursing/Registered Nurse (Mental Health)**
- Diploma in Higher Education (DipHE) Registered Nurse (Adult Nursing)**
- DipHE Registered Nurse (Mental Health Nursing)**
- DipHE Registered Nurse (Learning Disabilities Nursing)**
- DipHE Registered Nurse (Children's Nursing)**
- Enrolled Nurse Conversion (Level (L) 1)**
Post-registration
- BSc (Hons) Specialist Practitioner Community Nursing: District Nursing**
- BSc (Hons) Specialist Practitioner Community Nursing: School Nursing**
- BSc (Hons) Specialist Practitioner Community Nursing: Occupational Health Nursing**
- BSc (Hons) Specialist Practitioner Community Nursing: Practice Nursing**
- BSc (Hons) Specialist Practitioner Community Nursing: Mental Health Nursing**
- BSc (Hons) Specialist Practitioner Community Nursing: Learning Disabilities Nursing**
- BSc (Hons) Specialist Practitioner Community Nursing: Children's Nursing**
- BSc (Hons) Nursing Studies with Specialist Practitioner Qualification (Adult)** / *
- BSc (Hons) Nurse Practitioner (Hospital, Paediatric, Primary Care, Accident and Emergency)**
- DPS Nursing and named routes
- Practice Development Awards (L2) named routes**
- Extended and Supplementary Nurse Prescribing (L3)**
- Nurse Practitioner Award**
Interprofessional
- MSc/Postgraduate Diploma (PgDip)/Postgraduate Certificate (PgCert) Clinical Leadership in Health Care
- BSc (Hons) Cognitive Behavioural Therapy
- BSc (Hons) Emergency Practitioner**
- BSc (Hons) Forensic Issues
- DPS: Learning Disabilities
- DPS: Mental Health
- CertHE in Health and Social Care (H and SC)
- CertHE - (H and SC) - Caring for Patients in Health Care Settings
- Return to Practice (L2)**/***
- Preparing Mentors of Professional Learning and Development (L3)
- Delivery of Intervention Techniques - CITRUS (L2)
- Study Skills (L1)
- PgCert in Learning and Teaching in Higher Education (not NHS funded) ** /*.
Occupational Therapy
- BSc (Hons) Occupational Therapy***
- Graduate Diploma in Occupational Therapy***
Interprofessional
- MSc/PgDip/PgCert Rehabilitation Studies
- PgDip Public Health and Health Promotion.
Physiotherapy
- BSc (Hons) Physiotherapy***.
Radiography
- BSc (Hons) Diagnostic Radiography***
- MSc/PgDip/PgCert Medical Ultrasound***
- MSc/PgDip/PgCert Magnetic Resonance Imaging***
- PgDip/PgCert Medical Image Interpretation
- MSc/PgDip Medical Imaging
- PgCert Computed Tomography***.
* These programmes underwent Nursing and Midwifery Council (NMC) annual monitoring as part of the major review of healthcare programmes.
** These programmes are NMC approved.
***These programmes are Health Professions Council (HPC) approved.
Academic and practitioner standards
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Health Visiting, Midwifery, Nursing, Occupational Therapy, Physiotherapy and Radiography at St Martin's College in partnership with Cumbria and Lancashire Strategic Health Authority and Cheshire and Merseyside Strategic Health Authority.
Strengths
- A strong partnership approach to the health visiting curriculum design process is clearly evident (paragraph 9).
- In health visiting practice placements there is a strong emphasis on interprofessional working and learning (paragraph 12).
- The portfolio is an effective way of integrating theory and practice in health visiting (paragraph 14).
- The midwifery curriculum is well informed by users and lay members, who actively participate in curriculum development forums (paragraph 22).
- Development of all nursing curricula has been informed by the research and scholarly activity of the teaching team and the specialist expertise of clinical practitioners (paragraph 33).
- Partnership between occupational therapy academic staff and service providers is a successful two-way relationship (paragraph 48).
- Curriculum design allows for students to reflect on their learning and to build and develop their capacity for reflection as they progress through occupational therapy programmes (paragraph 50).
- Occupational therapy students demonstrate a commitment to a lifelong learning strategy by going on to undertake research, publication and PhD study (paragraph 57).
- Students confirm that they engage in the development of personal learning outcomes linked to physiotherapy placements, which enhances professional development (paragraph 59).
- The development of the physiotherapy curriculum, as a result of collaborative working between CLSHA, clinical providers and academic staff, is noteworthy (paragraph 60).
- A positive feature of the physiotherapy curriculum is the clear vertical progression through the three years of the programme (paragraph 61).
- The module Physiotherapy Practice 1, which requires students to complete a reflective log during their practice placement, is noted as particularly effective in enabling students to demonstrate their development of skills and practice (paragraph 63).
- Staff research is reflected in the curricula at both undergraduate and postgraduate levels within the Division of Medical Imaging Science (paragraph 71).
Good practice
- The developing practice through work-based learning modules in the post-registration programmes offers an excellent opportunity to develop midwifery services while meeting individual learning needs (paragraph 23).
Weaknesses
- Documentary evidence to support the achievement of the 50 per cent practice hours requirement of their programme was not evident for some students undertaking the BSc (Hons) Nursing Studies with Specialist Practitioner Qualification (Adult) on a part-time basis (paragraph 36).
- There is currently no involvement of users in physiotherapy programme development (paragraph 58).
- There is limited involvement of users and carers in the radiography curricula (paragraph 69).
- However, students have reported delays in turn-around time for assignments in a small number of modules of an extra two weeks beyond the College's standard of 30 working days (paragraph 73).
Quality of learning opportunities
Learning and teaching
The quality of learning and teaching is commendable.
Strengths
- A range of teaching approaches is used, from traditional methods such as lectures and tutorials to innovative self-directed initiatives such as problem-based and enquiry-based learning in the postgraduate occupational therapy programme (paragraph 79).
- Midwifery students have access to learning opportunities alongside other professionals, such as doctors, and also to continuing professional development computer training packages (paragraph 80).
- The role of the link tutor is highly valued by practice staff and students on health visiting, midwifery and nursing programmes (paragraph 82).
- The tripartite arrangement for review during practice, in nursing, health visiting and midwifery programmes leading to professional registration, is highly regarded by students and practitioners (paragraph 82).
Weakness
- It is not clear how the interprofessional learning spine will be implemented and woven into the student learning experience (paragraph 80).
Student progression
The quality of student progression is commendable.
Strengths
- A range of pastoral and related support services is readily available to students, even though the provision operates across a wide geographical area (paragraph 86).
- Students and practice staff report excellent support from the College (paragraph 87).
Learning resources and their effective utilisation
The quality of learning resources and their effective utilisation is commendable.
Strength
- Specialist teaching accommodation on the Carlisle and Lancaster campuses is of a high standard (paragraph 91).
Weakness
- In two Trusts, book collections available to students were seen to contain outdated books (paragraph 95).
Maintenance and enhancement of standards and quality
Strength
- An effective working partnership with both strategic health authorities is evident across the provision (paragraph 103).
Weakness
- Formal meetings for students on part-time and supported distance-learning courses are problematic, as cohorts are more dispersed (paragraph 101).
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, Occupational Therapy, Physiotherapy and Radiography programmes at St Martin's College (the College) in partnership with Cumbria and Lancashire Strategic Health Authority (CLSHA) and Cheshire and Merseyside Strategic Health Authority (CMSHA). The review was completed during the academic year 2004-05.
2 St Martin's College was founded by the Church of England in Lancaster in 1963. It is based at three main campuses and three teaching sites and is divided into three faculties. It has approximately 11,000 registered students. The College has expanded its health-related work since the Lancaster and Morecambe College School of Radiography transferred in 1991, and the merger of the Lakeland College of Nursing and Midwifery with St Martin's in 1995. The healthcare provision is located at the Carlisle and Lancaster campuses within the Faculty of Health and Social Care, which includes the School of Nursing and Midwifery and three divisions: Medical Imaging Sciences; Rehabilitation and Public Health; Social Work and Applied Behavioural Studies. There are 117 full-time equivalent (FTE) academic staff in the Faculty and 2,400 FTE students. The College works in partnership with CLSHA and CMSHA to provide healthcare education that meets regional and national needs.
3 CLSHA covers a wide geographical area. It was formed in April 2002 to oversee all the Trusts in East Lancashire, Chorley, Preston, Morecambe Bay, West Lancashire, the Fylde Coast and North Cumbria, serving 1.9 million people. Within CLSHA there are 13 Primary Care Trusts, five Acute Hospital Trusts, two Ambulance Trusts and three Mental Health/Learning Disability Trusts. Cumbria and Lancashire Workforce Development Confederation was integrated as the Workforce and Human Resources Directorate of CLSHA from 1 April 2004, and has continued to work closely with service and education colleagues to develop and implement Practice Placement Facilitator roles across Cumbria and Lancashire. This work is aimed at supporting the delivery of an appropriate, high-quality practice experience for students.
A Subject provision and overall aims
4 Disciplines are currently offered in the following programmes:
Health Visiting
- BSc (Hons) Specialist Practitioner Community Nursing: Health Visiting**.
Midwifery
- BSc (Hons) Midwifery**
- BSc (Hons) Midwifery Practice Development**
Interprofessional
- Diploma in Professional Studies (DPS): Sexual Health.
Nursing
Pre-registration
- BSc (Hons) Nursing/Registered Nurse (Adult)**
- BSc (Hons) Nursing/Registered Nurse (Mental Health)**
- Diploma in Higher Education (DipHE) Registered Nurse (Adult Nursing)**
- DipHE Registered Nurse (Mental Health Nursing)**
- DipHE Registered Nurse (Learning Disabilities Nursing)**
- DipHE Registered Nurse (Children's Nursing)**
- Enrolled Nurse Conversion (L1)**
Post-registration
- BSc (Hons) Specialist Practitioner Community Nursing: District Nursing**
- BSc (Hons) Specialist Practitioner Community Nursing: School Nursing**
- BSc (Hons) Specialist Practitioner Community Nursing: Occupational Health Nursing**
- BSc (Hons) Specialist Practitioner Community Nursing: Practice Nursing**
- BSc (Hons) Specialist Practitioner Community Nursing: Mental Health Nursing**
- BSc (Hons) Specialist Practitioner Community Nursing: Learning Disabilities Nursing**
- BSc (Hons) Specialist Practitioner Community Nursing: Children's Nursing**
- BSc (Hons) Nursing Studies with Specialist Practitioner Qualification (Adult)**/*
- BSc (Hons) Nurse Practitioner (Hospital, Paediatric, Primary Care, Accident and Emergency)**
- DPS Nursing and named routes
- Practice Development Awards (L2) named routes**
- Extended and Supplementary Nurse Prescribing (L3)**
- Nurse Practitioner Award**
Interprofessional
- MSc/Postgraduate Diploma (PgDip)/ Postgraduate Certificate (PgCert) Clinical Leadership in Health Care
- BSc (Hons) Cognitive Behavioural Therapy
- BSc (Hons) Emergency Practitioner **
- BSc (Hons) Forensic Issues
- DPS: Learning Disabilities
- DPS: Mental Health
- Certificate of Higher Education (CertHE) in Health and Social Care (H and SC)
- CertHE - (H and SC) - Caring for Patients in Health Care Settings
- Return to Practice (L2)** /***
- Preparing Mentors of Professional Learning and Development (L3)
- Delivery of Intervention Techniques - CITRUS (L2)
- Study Skills (L1)
- PgCert in Learning and Teaching in Higher Education (not NHS funded) ** /*.
Occupational Therapy
- BSc (Hons) Occupational Therapy***
- Graduate Diploma in Occupational Therapy***.
Interprofessonal
- MSc/PgDip/PgCert Rehabilitation Studies
- PgDip Public Health and Health Promotion.
Physiotherapy
- BSc (Hons) Physiotherapy***.
Radiography
- BSc (Hons) Diagnostic Radiography***
- MSc/PgDip/PgCert Medical Ultrasound***
- MSc/PgDip/PgCert Magnetic Resonance Imaging***
- PgDip/PgCert Medical Image Interpretation
- MSc/PgDip Medical Imaging
- PgCert Computed Tomography***.
* These programmes underwent Nursing and Midwifery Council (NMC) annual monitoring as part of the major review of healthcare programmes.
** These programmes are NMC approved.
***These programmes are Health Professions Council (HPC) approved.
5 The interprofessional programmes or courses above have been aligned to subject benchmarked areas primarily according to the students' professional background, the subject area of the course students are seeking to access, or the programme leader's academic division.
6 The Faculty of Health and Social Care's vision is 'to excel in education and research for health and social care'. In line with this vision, the overall aims of the provision are to:
- work in partnership with employers/placement providers and other stakeholders to produce individuals who are fit for practice, purpose and award
- provide curricula that are current, aligned to the requirements of stakeholders and informed by scholarship and targeted research
- value the contribution that individuals from diverse communities and educational backgrounds and with different abilities can make to health and social care, and provide an environment in which they can flourish and achieve their full potential
- provide flexible routes into and through programmes of study that acknowledge the value of prior learning and the diverse nature of the student body
- develop in students positive attitudes towards interprofessional working and learning by fostering the skills and knowledge to function as effective members of interprofessional teams that place clients at the centre of care
- equip students with the skills to appraise different sources of information and to reflect in order to implement evidence-based practice
- develop skills of lifelong learning in order to produce practitioners who are committed to continuous professional development (CPD) and the delivery of high standards of care.
B Academic and practitioner standards
B1 Health visiting
Intended learning outcomes
7 The intended learning outcomes (ILOs) for the health visiting programme are appropriate to meet expectations in relation to knowledge, understanding and skills for entry onto the third part of the NMC professional register and to produce health visitors who are fit for both practice and purpose, within a variety of care settings. ILOs reflect the requirements of the NMC standards and proficiencies, Subject benchmark statement for health visiting published by the Quality Assurance Agency for Higher Education (QAA), the emerging Health Professions Framework (HPF), and The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ), published by QAA.
8 The ILOs for the programme are communicated to academic staff, clinical staff, external examiners and students through the programme specification, programme handbook, module handbooks and practice-based assessment documentation. Students and practice staff confirm the effectiveness of these modes of communication. Practice staff are involved in the development of ILOs through a joint working initiative with academic staff at curriculum development forums and termly mentor meetings.
Curricula
9 A strong partnership approach to the health visiting curriculum design process is clearly evident. The CMSHA completed a major consultation exercise with regional higher education institutions and National Health Service (NHS) Trusts prior to the contract for specialist community nurses being renegotiated. The needs of students, practitioners and clients are central to curriculum development, and mentors, practitioners and service managers have all been involved in the design and development of the curriculum.
10 The curriculum is current and reflects up-to-date practice and policy and demonstrates effective integration of theory and practice. There is clear evidence in the programme handbook that the relevant National Service Frameworks, Liberating the Talents (Department of Health (DH) 2003) and evidence-based care have informed the curriculum. External examiners report that the curriculum aims are appropriate to the outcomes. The curriculum map clearly identifies how the curriculum meets the ILOs, linking the principles of health visiting mirrored in the QAA Subject benchmark statement and NMC proficiencies.
11 The specification for the current programme, validated in 2004, is set at the NMC minimum requirement of 32 weeks in length. This change from the previous programme has caused concern for mentors, service managers and students who believe that, although on qualification students will be fit for practice, they will require greater amounts of preceptorship than previously. Funded capability building is available for all students consisting of up to 60 additional academic credits and associated service replacement costs taken prior to or after the course. An evaluation of capability building shows that it has widened access, with the ability to take a community experience module prior to starting, and is seen as of significant benefit. The contract is in its first year, and access to funded capability building has not been utilised by as many students as the CMSHA would have liked, leading to inequity of access for some, depending upon the seconding trust. In view of this, the CMSHA in collaboration with the University has funded a 12-month Community Liaison Post to work with Trusts in order to help them profile their workforce, identify 'home grown' candidates for the programme, and plan longer term for their development utilising the funding available.
12 In health visiting practice placements there is a strong emphasis on interprofessional working and learning. Shared teaching is a core feature of the curriculum and interprofessional teaching and learning are apparent in some of the optional modules.
Assessment
13 A range of assessments is utilised within the health visiting programmes that enable the students to demonstrate achievement of the ILOs in both theory and practice. Students are provided with clear assessment criteria, which comply with the College's Learning, Teaching and Assessment Strategy (LTAS) and 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. The College provides coherent criteria to guide staff about the requirements for passing assessments. Scrutiny of samples of students' work and evidence from the external examiner's reports confirms that the generic marking criteria are consistently applied.
14 The assessment strategy is communicated to students at induction, in module handbooks and during briefings on assessment. Students are also given guidance regarding assessment in practice settings where ILOs achieved are reflected in the Portfolio of Evidence. The reviewers confirm the external examiner's view that the portfolio is an effective way of integrating theory and practice in health visiting.
15 Practitioners are clearly informed of the assessment strategy and are involved in its development. A tripartite system of assessment in practice exists that is valued highly by students and practitioners. This involves the student, link tutor and mentor meeting together to discuss progress and achievement. The system works well in supporting practice staff in their assessment of students, and mentors report a swift response from tutors for any assistance or advice required. Mentors confirmed their professional responsibilities in assessment and they provide feedback to students which is comprehensive, constructive and informative. Mentors are identified by Trusts and have all completed mentorship training. Updates are offered at the College three times during the year and all mentors met by the reviewers had attended at least one update session. Feedback from practice placements is used to provide action plans for future clinical experience.
Student achievement
16 The standard of students' assessed work demonstrates the achievement of ILOs across a range of assessment tasks. The reviewers agree with the view of the external examiner that the standard of assessed work produced by students meets expectations for the relevant award and is comparable with that of students in other, similar, institutions. Students' assignments demonstrate evidence of progressive achievement, appropriate to academic level, and there is clear evidence of developing knowledge, skills and application to practice.
17 The completion rates for the BSc programme are satisfactory, with 85 per cent of students commencing the course in 2003 completing the programme. Degree classifications for this award, shown in Table 1a, are in line with national norms. The majority of students achieve a Second class degree.
18 Service managers confirm that graduates are well prepared for their subsequent professional roles and for lifelong learning. Students and practitioners feel that the programme develops graduates to be fit for practice and purpose, at point of registration, and to undertake the role of a health visitor, and most students do, indeed, progress into employment as health visitors.
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 St Martin's College in partnership with Cumbria and Lancashire Strategic Health Authority and Cheshire and Merseyside Strategic Health Authority.
Strengths
- A strong partnership approach to the health visiting curriculum design process is clearly evident (paragraph 9).
- In health visiting practice placements there is a strong emphasis on interprofessional working and learning (paragraph 12).
- The portfolio is an effective way of integrating theory and practice in health visiting (paragraph 14).
Table 1a: Completion and achievement statistics for all award-bearing programmes for health visiting
| Programme (award bearing) | 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) Specialist Practitioner Community Nursing: Health Visiting | 2001 | 1 | 4 | 10 | 46 | 10 | 46 | 1 | 4 | ||||||||
| 2002 | 1 | 4 | 9 | 36 | 13 | 52 | 2 | 8 | |||||||||
| 2003 | 1 | 4 | 12 | 53 | 9 | 39 | 1 | 4 | |||||||||
B2 Midwifery
Intended learning outcomes
19 The ILOs for the BSc (Hons) Midwifery pre-registration shortened programme appropriately prepare students to assume competence, skills and confidence to meet expectations for entry onto part 2 of the NMC professional register and to become midwives who are fit to practise safely. Learning outcomes for pre and post-registration midwifery programmes articulate well with all external reference points pertinent to midwifery education. These include NMC proficiencies, European Union (EU) Directive 80/155/EEC for Midwifery, the FHEQ and the Subject benchmark statement for midwifery.
20 ILOs, are effectively communicated to academic staff, students and external examiners. However, practice staff report that, at first sight, learning outcomes appear vague in their presentation and difficult for new mentors to comprehend, but this is overcome by supportive link lecturer tripartite placement visits where ILOs are discussed with students and clinicians.
21 The reviewers are satisfied that staff engage in the development of ILOs through curriculum planning meetings and annual update meetings. User involvement in the development of ILOs is identified at Trust level labour ward forums and curriculum working groups.
Curricula
22 The BSc (Hons) Midwifery student guide is well written and clearly relates the curriculum to ILOs. The curriculum has been developed using principles in Making a Difference (DH 1999) and Fitness for Practice (United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC 1999)). There is a strong partnership approach to curriculum development with mentors, practitioners and service managers attending curriculum planning forums. Faculty staff attend user meetings with the local NHS Trust to gain users' views. The midwifery curriculum is well informed by users and lay members, who actively participate in curriculum development forums. The needs of patients are central to curriculum development.
23 The post-registration curriculum is flexible and allows students' personal development needs and service needs to be addressed with opportunities for lifelong learning. However, students are not always aware of the availability of faculty-wide modules which they can integrate into the programme. College staff intend to address this by using the virtual learning environment (VLE), Blackboard, to disseminate information. The developing practice through work-based learning modules in the post-registration programmes offers an excellent opportunity to develop midwifery services while meeting individual learning needs.
24 Integration of theory and practice is effective. Statutory midwifery supervision is integrated into the pre-registration programme. There is evidence of staff research activity being assimilated into the curriculum. Opportunities to participate in midwifery-led care are available and, although limited to small numbers of students at present, exposure to midwife-led settings is being actively extended.
Assessment
25 Assessments for the midwifery programmes are designed to measure students' achievement of ILOs and they reflect the NMC Rules and Standards and the Code of practice, Section 6: Assessment of students. Clear assessment criteria are provided which comply with the College's LTAS. External examiners' reports and the reviewers' scrutiny of a range of students' work confirm that assessment processes are rigorous and fair.
26 Students are well informed about their programme and the assessment strategy. This is communicated to students at induction, in module handbooks and during assessment briefings. Students value being given a full assessment schedule at the outset of their programme. Guidance regarding the standards of proficiency that need to be achieved in practice settings is supplied in the form of a competence framework. The method of recording the achievement of EU requirements for midwifery training is not in a standardised format but this is currently being reviewed by the midwifery team.
27 A range of assessments, including seminar presentation, examination and written work, enables students to demonstrate achievement of the ILOs in both theory and practice. Twenty-five per cent of the final mark is derived from practice. The reviewers confirm the views of external examiners that useful feedback is provided for students. The College is responding to concerns expressed by external examiners about the lack of anonymity for students by piloting anonymous marking.
28 Practitioners are invited to curriculum development groups and are clearly informed of the assessment strategy. Support for practice-based learning is provided for midwives through link tutors. The mentor, student and link tutor meet three times to review progress during each placement. The tripartite system of formative and summative assessment is valued highly by students and midwives.
Student achievement
29 Students' assessed work demonstrates the acquisition of relevant knowledge and confirms that the ILOs and regulatory requirements have been met. Standards meet the minimum expectation for award as measured by the Subject benchmark statement and the FHEQ. External examiners' reports for the pre and post-registration midwifery programmes refer to the standard of student work being comparable and consistent with other institutions offering similar programmes of midwifery education.
30 All students who complete their studies qualify as competent midwives with First or Second class degrees, and they are fit for purpose, practice and award. Table 1b shows that completion rates for midwifery are excellent, at 100 per cent in 2000 and 2002. Although statistics denote successful progression into relevant careers (Table 2b), midwives stated that there is a lack of job opportunities because of a low turnover in midwifery posts in the locality.
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 St Martin's College in partnership with Cumbria and Lancashire Strategic Health Authority and Cheshire and Merseyside Strategic Health Authority.
Strength
- The midwifery curriculum is well informed by users and lay members, who actively participate in curriculum development forums (paragraph 22).
Good practice
- The developing practice through work-based learning modules in the post-registration programmes offers an excellent opportunity to develop midwifery services while meeting individual learning needs (paragraph 23).
Table 1b: Completion and achievement statistics for all award-bearing programmes for midwifery
| Programme (award bearing) | 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 | 2000 | 7 | 70 | 3 | 30 | ||||||||||||
| 2001 | 1 | 13 | 4 | 50 | 3 | 37 | |||||||||||
| 2002 | 1 | 10 | 5 | 50 | 4 | 40 | |||||||||||
|
Return to Practice Midwifery |
2001 | ||||||||||||||||
| 2002 | 4 | 100 | |||||||||||||||
| 2003 | 1 | 100 | |||||||||||||||
Table 2b: Employment statistics for all pre-registration programmes and exception reporting only for post-registration/post-qualification programmes
|
Programme |
Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Midwifery | 6 | 74 | 1 | 13 | 1 |
13 |
||||
B3 Nursing
Intended learning outcomes
31 The ILOs for the pre-registration nursing programmes are appropriate to meet expectations in relation to knowledge, understanding and skills for entry onto the NMC professional register and to develop nurses who are fit for practice, purpose and award. ILOs for nursing programmes that lead to a registered or recorded qualification are matched to the NMC standards and proficiencies. They also reflect the emerging HPF, the Subject benchmark statement for nursing and the FHEQ.
32 The ILOs for these programmes are effectively communicated to academic staff, clinical staff, external examiners and students in programme specifications, programme handbooks, module handbooks and practice-based assessment documentation. Students also construct their own additional ILOs in relation to their programmes and their achievement of key skills, which are monitored by their personal academic tutor (PAT). Key stakeholders, including students, practice staff and user-carer groups, are involved in the development of ILOs in order to secure local and national relevance.
Curricula
33 Nursing curricula are developed through quality-assured internal and external processes, including critical evaluation and review of existing courses. The curriculum is flexible and responsive to new policy initiatives and developments in professional practice, for example the Nurse Practitioner programmes and the level 3 Extended and Supplementary Nurse Prescribing. The DipHE Registered Nurse programme has been designed to meet the principles of Making a Difference (DH 1999) and Fitness for Practice (UKCC). The curriculum is designed to ensure that the student experience is client-focused. Development of all nursing curricula has been informed by the research and scholarly activity of the teaching team and the specialist expertise of clinical practitioners.
34 A strong partnership approach to curriculum planning is evident, with practice representation on all curriculum development forums. The mentor handbook is well received by mentors. The development of the link tutor role has enhanced the channels of communication and partnership working. Feedback from practice placements is used to provide action plans for future clinical experience.
35 Students and mentors confirm that pre-registration courses, which are broadly 50 per cent theory and 50 per cent practice, are sequenced appropriately. The external examiners confirm that the pre-registration DipHE nursing modules in all branches of the curriculum are 'coherent and well balanced and fit the criteria for award'. They also confirm that there is evidence of progression and opportunity for development. Post-registration programmes have been developed to meet specific local and regional needs, as well as to enhance individual professional development.
36 Documentary evidence to support the achievement of the 50 per cent practice hours requirement of their programme was not evident for some students undertaking the BSc (Hons) Nursing Studies with Specialist Practitioner Qualification (Adult) on a part-time basis. A learning in practice log has been designed and piloted to assist in the formal recording of evidence of practice learning time, so as to make the practice component of the programme more explicit.
37 Opportunities for interprofessional and interdisciplinary learning within the curricula are variable. The NMC in its 2004 monitoring report advised of the need to 'ensure parity and to strengthen the student experience across the provision in interdisciplinary learning' in the pre-registration DipHE programmes. The new pre-registration DipHE curriculum thus includes an interprofessional learning spine which runs throughout programmes. A number of interprofessional modules are available to post-registration students and there are some postgraduate programmes, for example, the MSc/PgDip/PgCert Clinical Leadership in Health Care, which are entirely interprofessional in nature.
Assessment
38 The quality of student work and the external examiners' reports demonstrate that students understand the assessment process and that work is marked fairly and consistently. There is clear evidence that the assessment process is managed effectively. The College is responding to concerns expressed by external examiners about the lack of anonymity for students by piloting anonymous marking.
39 Explanations in module handbooks, induction sessions and assignment briefings aid students' understanding of the assessment criteria. Students are given guidance regarding the proficiencies that need to be achieved in practice settings in the form of a competence framework. Students are allocated a PAT for the duration of their course. The PAT meets with students during practice placements in order to monitor their progress. External examiners' reports demonstrate satisfaction with the standards set by the College, including the quality of the student experience.
40 A range of assessments is utilised within the nursing programmes that enable the students to demonstrate achievement of the ILOs in both theory and practice, for example posters, seminar presentations and objective structured clinical examinations (OSCEs). The use of a portfolio of evidence is seen as an effective way of assessing understanding and learning in the practice setting.
41 Practitioners are clearly informed of the assessment strategy and are involved in its development. Support for practice-based learning is provided for the various programmes through link tutors. The link tutor system works extremely well in supporting practice staff in their assessment of students. The organisation of formative and summative assessment in practice for pre-registration students is valued by students and practitioners.
42 Difficulties expressed by the College in maintaining a live register of appropriately-qualified assessors continue to be addressed through the provision of a clinical educators' module and the availability of regular update sessions for mentors. The College ensures that there are sufficient numbers of qualified assessors in areas where students are summatively assessed.
Student achievement
43 External examiners report that student achievement is appropriate for the level of the awards. In particular, the external examiners for the BSc (Hons) Nurse Practitioner and the Extended and Supplementary Nurse Prescribing programmes note that the rapid increase in student numbers and the introduction of distance-learning modules have not adversely affected student achievement. From their scrutiny of a sample of student work, the reviewers confirm that students are achieving the ILOs and, overall, demonstrate fitness for practice, purpose and award. Student assessments demonstrate evidence of progressive achievement, appropriate to academic level, and there is evidence of developing knowledge, skills and application to practice.
44 Completion data for all nursing programmes demonstrate satisfactory retention rates and final achievement. Over the last three cohorts, completion rates for students entering the final year of the pre-registration diploma programmes, shown in Table 1c, are above 80 per cent. The BSc pre-registration nursing programmes show a similar pattern, except that a small number of students from the 2001 entry are still to complete. Degree classifications for these programmes, shown in Table 1c, are in line with national achievement trends. Completion figures for some programmes, for example the BSc (Hons) Nursing with Specialist Practitioner Qualification and Extended Nurse Prescribing for 2003, do not include some part-time students still to complete the programme.
45 In their discussions with the reviewers, employers and the SHAs expressed their satisfaction with pre-registration students' abilities in relation to fitness for practice and purpose imperatives. They also valued the enhanced skills developed by those who had undertaken post-registration courses. Table 2c demonstrates that 99 per cent of leavers from the 2003 pre-registration programmes progressed directly into employment, the majority of these with local NHS Trusts.
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 St Martin's College in partnership with Cumbria and Lancashire Strategic Health Authority and Cheshire and Merseyside Strategic Health Authority.
Strength
- Development of all nursing curricula has been informed by the research and scholarly activity of the teaching team and the specialist expertise of clinical practitioners (paragraph 33).
Weakness
- Documentary evidence to support the achievement of the 50 per cent practice hours requirement of their programme was not evident for some students undertaking the BSc (Hons) Nursing Studies with Specialist Practitioner Qualification (Adult) on a part-time basis (paragraph 36).
Table 1c: Completion and achievement statistics for all award-bearing programmes in nursing
| Programme (award bearing) | 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) Nursing/RN | 1999 | 1 | 4 | 14 | 59 | 11 | 42 | ||||||||||
| 2000 | 1 | 4 | 8 | 31 | 17 | 65 | |||||||||||
| 2001 | 3 | 15 | 10 | 50 | 7 | 35 | |||||||||||
| DipHE Registered Nurse | Sep 00 | 87 | 98 | 2 | 2 | ||||||||||||
| Mar 01 | 81 | 100 | 0 | 0 | |||||||||||||
| Sep 01 | 77 | 97 | 2 | 3 | |||||||||||||
| Enrolled Nurse Conversion | 2001 | 29 | 100 | 0 | 0 | ||||||||||||
| 2002 | 13 | 100 | 0 | 0 | |||||||||||||
| 2003 | 27 | 96 | 1 | 4 | |||||||||||||
| BSc (Hons) Specialist Practitioner Community Nursing (non Health Visiting) | 2001 | 1 | 4 | 12 | 52 | 8 | 36 | 1 | 4 | 1 | 4 | ||||||
| 2002 | 1 | 5 | 4 | 23 | 14 | 67 | 1 | 5 | 0 | 0 | |||||||
| 2003 | 1 | 6 | 5 | 27 | 11 | 56 | 2 | 11 | 0 | 0 | |||||||
| BSc (Hons) Nursing Studies with Specialist Practitioner Qualification | 2001 | 1 | 100 | ||||||||||||||
| 2002 | 1 | 100 | |||||||||||||||
| 2003 | |||||||||||||||||
| Return to Practice Nursing | 2001 | 61 | 97 | 2 | 3 | ||||||||||||
| 2002 | 26 | 100 | 0 | 0 | |||||||||||||
| 2003 | 21 | 100 | 0 | 0 | |||||||||||||
| Extended and Supplementary Nurse Prescribing | 2002 | 31 | 97 | 1 | 3 | ||||||||||||
| 2003 | 19 | 100 | 0 | 0 | |||||||||||||
| CertHE Health and Social Care | 2002 | 5 | 100 | ||||||||||||||
| PgCert Learning and Teaching in HE | 2001 | 21 | 100 | ||||||||||||||
| 2002 | 7 | 100 | |||||||||||||||
Table 2c: Employment statistics for all pre-registration programmes and exception reporting only for post-registration/post-qualification programmes
|
Programme |
Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Nursing/RN 2003 leavers | 0 | 0 | 13 | 68 | 5 | 27 | ||||
| DipHE Registered Nurse 2003 leavers | 0 | 0 | 114 | 96 | 5 | 4 | ||||
B4 Occupational Therapy
Intended ILOs
46 The ILOs for the BSc (Hons) Occupational Therapy and graduate diploma programmes reflect accurately the specific competencies required to meet the aims related to national standards set by the HPC, the College of Occupational Therapists and the Subject benchmark statement for occupational therapy. They are explicit at each level, to meet the competencies, skills, knowledge and understanding required to achieve fitness for practice in occupational therapy in line with the FHEQ and the emerging HPF.
47 Staff and students affirm that ILOs are effectively communicated to them and are clearly stated. The external examiner's report identified ILOs that are consistent with national standards. Practice staff state that they regularly provide feedback in relation to the appropriateness of programmes and their ILOs.
Curricula
48 The Division of Rehabilitation and Public Health provides full and part-time and accelerated programmes in occupational therapy that allow students to develop competent, safe practice. These programmes prepare graduates for first-post employment. Partnership between occupational therapy academic staff and service providers is a successful two-way relationship. The programmes take appropriate account of the occupational therapy curriculum framework as well as the FHEQ and Subject benchmark statement.
49 Central to programme design is the successful integration of theory and practice, which is achieved through embedding the practice placement component into modules and through linking assessment specifically to placement. A variety of practice placement settings enables students to develop core skills and to gain experience of working with different client groups. Students' learning in the clinical setting is well supported by practice placement educators and academics. Practice placement educators are informed and guided by a comprehensive practice educator handbook.
50 Curriculum design allows for students to reflect on their learning and to build and develop their capacity for reflection as they progress through occupational therapy programmes. The accelerated programme is designed to take account of the 'graduateness' of the student intake and is positively received by students.
51 A review of the pre-registration occupational therapy programme held in 2003 enabled a new curriculum to be developed concurrently with those for physiotherapy and diagnostic radiography. This maximised opportunity for interprofessional learning within the curriculum. At present, interprofessional learning is moving from within specific modules to a problem-centred learning approach across the programme.
52 Curriculum design is dynamic in that it allows for continuous updating, which is informed by clinical colleagues working in a sound partnership with academic staff. The reviewers are satisfied that there are close links with user groups that feed into curriculum planning. Evidence in support of this stems from student projects that specifically address how occupational therapy services can improve patient care.
Assessment
53 The assessment process for the BSc (Hons) Occupational Therapy and the Graduate Diploma in Occupational Therapy aligns with the College's LTAS and reflects the guidelines contained in the Code of practice, Section 6: Assessment of students. A review of a range of student work confirms that the assessment process in campus and practice settings allows students to demonstrate achievement of the ILOs at each level of study. The reviewers confirm the view, expressed by external examiners, that the design of assessments is appropriate and enables students with different learning needs to demonstrate their successful achievement of the ILOs.
54 Written assessment criteria and guidance are given in module handbooks. Students are positive about the additional issue of assessment timetables as a tool to assist them in planning for assignment submission. Written feedback to students explains the result and helps students develop their performance. However, students report that both feedback and marker signature are often illegible due to the poor quality replication by the carbonated mark sheets. This is being addressed through the Faculty Academic Standards Committee.
55 Practice placement assessment has been developed in partnership with practice placement colleagues, in accordance with the College's LTAS. Practice educators confirm their understanding of the ILOs and the use of the assessment form. Students understand the assessment form and are able to set their own goals for learning based on the required competencies. The College offers a range of opportunities for new and existing educators to learn how to use the assessment form. Attendance on the formal accreditation module NST307 varies, but all educators visited by the reviewers had attended an educators' workshop at the College or at another institution offering similar provision. Practitioners expressed particular satisfaction with the level and quality of support offered by the Division's staff in dealing with the assessment of students who are not achieving the required level of competency.
56 Student work reviewed demonstrates the acquisition of relevant knowledge and the achievement of ILOs. This is confirmed by external examiners' reports which state that standards achieved are in line with the Subject benchmark statement and the FHEQ, and are comparable with those of other institutions.
57 Completion rates for the Graduate Diploma in Occupational Therapy and the BSc (Hons) Occupational Therapy are good, in most cases at 100 per cent. (Table 1d). Graduates from both programmes are competent and fit for purpose and practice. At least half of the degree students obtain First or Upper Second class degrees. Table 2d demonstrates that students successfully progress into careers in the relevant health profession with a high percentage of students being employed locally. Occupational therapy students demonstrate a commitment to a lifelong learning strategy by going on to undertake research, publication and PhD study.
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 St Martin's College in partnership with Cumbria and Lancashire Strategic Health Authority and Cheshire and Merseyside Strategic Health Authority.
Strengths
- Partnership between occupational therapy academic staff and service providers is a successful two-way relationship (paragraph 48).
- Curriculum design allows for students to reflect on their learning and to build and develop their capacity for reflection as they progress through occupational therapy programmes (paragraph 50).
- Occupational therapy students demonstrate a commitment to a lifelong learning strategy by going on to undertake research, publication and PhD study (paragraph 57).
Table 1d: Completion and achievement statistics for all award-bearing programmes in occupational therapy
| Programme (award bearing) | 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 | 1999 | 3 | 10 | 23 | 67 | 7 | 20 | 1 | 3 | ||||||||
| 2000 | 3 | 9 | 23 | 51 | 15 | 33 | 2 | 5 | 1 | 2 | |||||||
| 2001 | 4 | 10 | 22 | 50 | 15 | 34 | 2 | 4 | 1 | 2 | |||||||
| Graduate Diploma Occupational Therapy | 2000 | 11 | 100 | ||||||||||||||
Table 2d: Employment statistics for all pre-registration programmes and exception reporting only for post-registration/post-qualification programmes
|
Programme |
Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Occupational Therapy | 12 | 40 | 17 | 57 | 1 | 3 | ||||
B5 Physiotherapy
Intended ILOs
58 Overall, the ILOs relate to the aims of the provision as set out in the programme documentation. They are based around knowledge and understanding of body systems and ethical and psychological factors. ILOs reflect health, social and professional policies, and they are designed to enhance the development of academic and clinical skills to ensure that graduates are fit for practice, purpose and award. Documentation makes appropriate reference to the regulatory requirements of the HPC and is in line with the emerging HPF. The ILOs are cross-referenced against the Chartered Society of Physiotherapy Curriculum Framework 2002 and they also reflect the Subject benchmark statement for physiotherapy 2001 and the FHEQ. There is currently no involvement of users in physiotherapy programme development.
59 ILOs are clearly communicated to staff, students and external examiners and regularly discussed at update meetings to ensure stakeholder involvement. Students confirm that they engage in the development of personal ILOs linked to physiotherapy placements, which enhances professional development.
Curricula
60 The Division of Rehabilitation and Public Health provides a new full-time programme in physiotherapy, which has yet to produce its first graduates. The development of the physiotherapy curriculum, as a result of collaborative working between CLSHA, clinical providers and academic staff, is noteworthy. The programme takes appropriate account of the Chartered Society of Physiotherapy Curriculum Framework, the FHEQ and the Subject benchmark statement and these have been formally mapped against the programme content.
61 Opportunities for interprofessional learning are provided throughout the curriculum and are more formal at level 1, being in the form of specific modules, whereas at levels 2 and 3, practice provides the arena for interprofessional learning and working. A positive feature of the physiotherapy curriculum is the clear vertical progression through the three years of the programme, developing, building and extending knowledge and skills, which also enables students to develop as independent learners.
62 Clinical education takes place predominantly throughout years two and three. Practice placements take appropriate account of the Chartered Society of Physiotherapy guidelines, the DH guidelines for education in practice and the Code of practice, Section 9: Placement learning. Students are well supported in practice by clinical educators and academic staff. Clinical colleagues are involved with curriculum design and programme management by contributing to teaching and through membership of the programme committee. Clinical educators all undertake a clinical educators' course and, more recently, have taken the interprofessional mentorship course. The process for clinical educators' updating is less robust, with a number of educators not receiving updates for some years. A well-received clinical educators' handbook, which is updated annually, offers support and guidance to educators.
Assessment
63 Assessment on the BSc (Hons) Physiotherapy programme aligns with the College's LTAS and follows the Code of practice guidelines. The variety of formative and summative assessments enables students to demonstrate their achievement of the ILOs. The module Physiotherapy Practice 1, which requires students to complete a reflective log during their practice placement, is noted as particularly effective in enabling students to demonstrate their development of skills and practice.
64 Guidance and assessment criteria are included in module guides and are available to staff, clinical educators and students. Students confirm that they understand the assessment process and the associated criteria. Clinical educators use module handbooks to clarify the assessment process and ILOs. The College is collaborating with three other north west Schools of Physiotherapy and CLSHA in using a common assessment tool. Physiotherapy educators find the common form easy to use.
65 Students report that their suggestions for improvements to the assessment system are taken seriously by staff, and an issue of timing of feedback identified is being addressed. The feedback given to students about their assignments is useful.
Student achievement
66 The initial cohort of the BSc (Hons) Physiotherapy, which commenced in 2003, has yet to complete their programme, so it is too early to comment objectively on overall student achievement. Progress achieved to date meets the minimum expectations for the award and confirms that the ILOs and regulatory requirements are being met. The course team has identified problems with learners' academic writing skills, which are inhibiting the progress of a significant percentage of students. This is being addressed by the provision of extra support from student services.
Summary of academic and practitioner standards for physiotherapy
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Physiotherapy at St Martin's College in partnership with Cumbria and Lancashire Strategic Health Authority and Cheshire and Merseyside Strategic Health Authority.
Strengths
- Students confirm that they engage in the development of personal ILOs linked to physiotherapy placements, which enhances professional development (paragraph 59).
- The development of the physiotherapy curriculum, as a result of collaborative working between CLSHA, clinical providers and academic staff, is noteworthy (paragraph 60).
- A positive feature of the physiotherapy curriculum is the clear vertical progression through the three years of the programme (paragraph 61).
- The module Physiotherapy Practice 1, which requires students to complete a reflective log during their practice placement, is noted as particularly effective in enabling students to demonstrate their development of skills and practice (paragraph 63).
Weaknesses
- There is currently no involvement of users in physiotherapy programme development (paragraph 58).
B6 Radiography
Intended ILOs
67 The ILOs for the diagnostic radiography programmes are aligned with the requirements of the emerging HPF, the HPC, the College of Radiographers, the Consortium for the Accreditation of Sonographic Education, the Consortium for the Accreditation of Clinical Magnetic Resonance Education, the Subject benchmark statement and the FHEQ. External examiners confirm the appropriateness of the ILOs in relation to meeting fitness for practice, purpose and award. ILOs for theory and practice are effectively communicated to practice staff and students by means of descriptions within the year and course handbooks and also within the practice assessment documentation.
68 ILOs are developed by joint clinical and academic course teams and are discussed with students and external examiners during the development and validation phase. Module ILOs are clinically focused and currency and relevance are secured through collaborative work with clinical staff.
Curricula
69 The Division of Medical Imaging Sciences provides full and part-time and postgraduate programmes in diagnostic radiography. The undergraduate programme was re-approved in April 2004, taking appropriate account of the Subject benchmark statement. Students and practice colleagues are involved with curricular development. However, there is limited involvement of users and carers in the radiography curricula, which is not in line with current healthcare policy. Curricular changes are disseminated to clinical colleagues through clinical tutor meetings and link tutor visits, as well as programme committees. Postgraduate curricula are dynamic, reflect local clinical requirements and respond to service needs.
70 Modules embrace the theory-practice link across both undergraduate and postgraduate programmes. There is a close working partnership between academic and clinical colleagues, ensuring a balanced spread of clinical practice experience. Through clinical colleagues' contribution to the curriculum and its delivery at all levels, currency of the curricula is assured and valued by students.
71 A particular strength of the programmes is that staff research is reflected in the curricula at both undergraduate and postgraduate levels within the Division of Medical Imaging Science. Research feeds into teaching as well as ongoing curriculum development. Opportunities for interprofessional learning exist at all levels, although this is more soundly developed in the undergraduate programme. The undergraduate curriculum allows student choice in the form of an elective placement.
Assessment
72 Assessment on the undergraduate and postgraduate radiography programmes aligns with the College's LTAS and follows the Code of practice guidelines, published by QAA. In agreement with the external examiners' reports, the reviewers confirm that both undergraduate and postgraduate programmes offer a comprehensive range of assessment modes which are relevant to practice. Staff are using their own research to inform assessment practice, for example, the use of OSCEs as an effective assessment tool.
73 Comprehensive module handbooks include guidance and explicit criteria for assessment. Students are given assessment timetables, which aid them in planning their workload. Written feedback to students is useful and helps students develop their performance in assessment tasks. However, students have reported delays in turnaround time for assignments in a small number of modules of an extra two weeks beyond the College's standard of 30 working days.
74 The assessment process for the practice element of the undergraduate programme is clearly communicated to practice staff by the module handbook. Students are aware of the requirements of the assessment process, which is undertaken comprehensively and rigorously. Of particular note is the strength of the partnership in radiography between student, mentor, clinical tutor and link tutor, which is valued highly by students and mentors. Maintenance of the quality of assessment by mentors is greatly enhanced by the work of the link tutor. Mentors report their satisfaction in participating in informal monthly workplace based updates on mentorship, as well as scheduled updates at the College or presentations in their workplace.
Student achievement
75 The standard of students' assessed work demonstrates the achievement of ILOs across a range of assessment tasks, with evident student development at each level. The reviewers and the external examiners confirm that the standard of assessed work produced by students meets expectations for the relevant award and is comparable with that of students in other, similar institutions. The high standard of student achievement for the MSc/PgDip/PgCert Magnetic Resonance Imaging, MSc/PgDip Medical Imaging and PgCert Computed Tomography are noteworthy. Students' assignments and practice-based assessment show satisfactory evidence of progressive achievement appropriate to academic level, and there is clear evidence of developing knowledge, skills and application to practice.
76 The completion rates for the BSc (Hons) Diagnostic Radiography programme are satisfactory, with 81 per cent of students commencing the course in 2001 completing the programme. Degree classifications, shown in Table 1e, follow a normal distribution curve. Data provided in Table 2e demonstrate excellent levels of progression into employment of graduates from the BSc (Hons) Diagnostic Radiography programme; 100 per cent of graduates completing the programme in 2003 progressed into employment, 50 per cent of these with local NHS Trusts. Students are considered competent and fit for practice, purpose and award upon successful completion of their programmes. Service managers commend the quality of St Martin's graduates.
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 St Martin's College in partnership with Cumbria and Lancashire Strategic Health Authority and Cheshire and Merseyside Strategic Health Authority.
Strength
- Staff research is reflected in the curricula at both undergraduate and postgraduate levels within the Division of Medical Imaging Science (paragraph 71).
Weaknesses
- There is limited involvement of users and carers in the radiography curricula (paragraph 69).
- However, students have reported delays in turn-around time for assignments in a small number of modules of an extra two weeks beyond the College's standard of 30 working days (paragraph 73).
Table 1e: Completion and achievement statistics for all award-bearing programmes in radiography
| Programme (award bearing) | 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) Diagnostic Radiography | 1999 | 5 | 19 | 10 | 37 | 11 | 40 | 1 | 4 | ||||||||
| 2000 | 1 | 3 | 19 | 47 | 18 | 45 | 2 | 5 | |||||||||
| 2001 | 5 | 11 | 12 | 26 | 25 | 54 | 4 | 9 | |||||||||
Table 2e: Employment statistics for all pre-registration programmes and exception reporting only for post-registration/post-qualification programmes
|
Programme |
Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Diagnostic Radiography | 16 | 50 | 16 | 50 | ||||||
C Quality of learning opportunities
Learning and teaching
77 The College's LTAS and the Faculty's LTAS aim to create a coherent approach to teaching development and to promote the dissemination of good practice. The strategies are linked directly to ILOs with integration of theory and practice being evident.
78 Discussion with students, student evaluations and external examiners' reports indicate that teaching and learning opportunities at both pre-registration and post-registration levels are effective both on campus and in the placement environment in helping students fully achieve the programme ILOs. There is positive feedback from students at all levels and on all programmes on the high quality of the teaching and guidance they receive from staff. Students expressed the view that learning and teaching gave them adequate breadth and depth within the individual subject areas. There is evidence of staff research and scholarly activity being assimilated into delivery.
79 A range of teaching approaches is used, from traditional methods such as lectures and tutorials to innovative self-directed initiatives such as problem-based and enquiry-based learning in the postgraduate occupational therapy programme. More traditional learning methods and distance-learning methods are augmented by the Division's intranet and VLE. Blackboard has been introduced in some modules, although this method of teaching and learning is at an early stage of development. The use of information technology (IT) and the VLE is supported by technical staff. The College has a commitment to lifelong learning opportunities for a broad range of students, and open and distance-learning is one of the mechanisms in place to support this.
80 There is some evidence that effective interprofessional teaching and learning occurs. In particular, the midwifery students have access to learning opportunities alongside other professionals, such as doctors, and also to CPD computer training packages. The opportunity for students to engage in shared learning has been developed across the Faculty through an interprofessional learning spine, which allows for interprofessional learning opportunities as bite-size collaborative pieces of study. Although this is perceived by the reviewers as being innovative, it is not clear how the interprofessional learning spine will be implemented and woven into the student learning experience. The Faculty Learning and Teaching Committee recognises that further work needs to be undertaken, particularly in post-registration and postgraduate areas.
81 Students have the opportunity to experience a variety of practice areas and to work with other professions while on placement. ILOs for placements are outlined in placement guidelines, and individual objectives are set and negotiated by students for each placement. Placement environments are varied, as would be expected, but are generally reported to be supportive with good supervision and adequate facilities, thereby conforming to the Code of practice, Section 9: Placement learning.
82 On nursing, health visiting and midwifery programmes, students are supported on placement by a mentor. Mentors are clear about ILOs and are well supported by link tutors who visit during the placement and can be contacted if there are problems. The role of the link tutor is highly valued by practice staff and students on health visiting, midwifery and nursing programmes. The tripartite arrangement for review during practice, in nursing, health visiting and midwifery programmes leading to professional registration, is regarded highly by students and practitioners. Occupational therapy, physiotherapy and radiography programmes have similar practice support roles. ILOs for placements are outlined in placement module guidelines, and individual objectives are set and negotiated by students for each placement. Student evaluations are shared with clinical staff either by the link tutor or in written feedback.
83 The Centre for the Development of Learning and Teaching is a key driver of in-house staff development. It produces guidelines on aspects of teaching, for example, the Guidelines for Good Assessment Practice, and provides relevant resources for all staff engaged in teaching and facilitating learning. In addition, staff are supported by funds to attend conferences and professional networking groups and to enrol on professional and academic courses for higher degrees. Excellence in teaching is promoted through the annual Teaching Fellowship Scheme.
84 The Faculty has developed a process of peer observation of teaching and learning to enhance quality and to facilitate the acknowledgement and sharing of good practice. Regular peer observation is now a normal expectation across the College and is supported by standard documentation. However, it is acknowledged that it needs to be strengthened by recording the outcomes in terms of good practice and staff development needs. New staff undertake the PgCert in Learning and Teaching in HE and this is viewed very positively by staff who have completed it. There is also a comprehensive induction programme for all new staff and they felt that this prepared them well for teaching in higher education.
The quality of learning and teaching is commendable.
Strengths
- A range of teaching approaches is used, from traditional methods such as lectures and tutorials to innovative self-directed initiatives such as problem-based and enquiry-based learning in the postgraduate occupational therapy programme (paragraph 79).
- Midwifery students have access to learning opportunities alongside other professionals, such as doctors, and also to continuing professional development computer training packages (paragraph 80).
- The role of the link tutor is highly valued by practice staff and students on health visiting, midwifery and nursing programmes (paragraph 82).
- The tripartite arrangement for review during practice, in nursing, health visiting and midwifery programmes leading to professional registration, is highly regarded by students and practitioners (paragraph 82).
Weakness
- It is not clear how the interprofessional learning spine will be implemented and woven into the student learning experience (paragraph 80).
Student progression
85 The level of recruitment to programmes is generally good, although some difficulty has been experienced on the nursing branches, other than adult nursing. A recruitment group has been established to address specific issues. There are effective arrangements for the admission and induction of students. The College provides a comprehensive range of easily-accessible information relating to the programmes available, including admission criteria. On most programmes, interviews are held conjointly between the College and service partners. There is a strong commitment to equality of opportunity throughout programme literature.
86 Table 3 indicates that levels of withdrawal are mainly within normal parameters. Withdrawal, transfer out and discontinuation rates vary from very low in the BSc (Hons) Specialist Practitioner Community Nursing to higher rates in the pre-registration BSc Nursing programme. A range of pastoral and related support services is readily available to students, even though the provision operates across a wide geographical area. These include counselling services, childcare, student services, health services and chaplaincy. Information is provided about the Samaritans and the Citizens Advice Bureau.
87 The College defines a number of practice support roles. Students and practice staff report excellent support from the College. Both staff and students were clear about lines of communication. Students are allocated a PAT for the duration of their programme. On most programmes leading to registration, a named tutor, in some cases the PAT, will meet with students during practice placements to monitor progress. The arrangements for interim review during practice on most programmes leading to professional registration are regarded highly by staff and students.
88 The College provides training and CPD for those wishing to develop a teaching and assessing role. Students are motivated to continue with higher education opportunities and progress through academic levels, and the College provides pathways to facilitate this. Students who met the reviewers at placement visits and meetings at the College reported that they gained much new knowledge and skills to support their continued career development. Students reported that there are adequate local employment opportunities, although students do not always gain employment of choice immediately upon qualification.
The quality of student progression is commendable.
Strengths
- A range of pastoral and related support services is readily available to students, even though the provision operates across a wide geographical area (paragraph 86).
- Students and practice staff report excellent support from the College (paragraph 87).
Learning resources and their effective utilisation
89 The College operates