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, operating department practice, radiography and speech and language therapy at the University of Central England in Birmingham, in partnership with Birmingham and The Black Country Strategic Health Authority were reviewed in the academic year 2005-06. Judgements were made about the academic and practitioner standards achieved and the quality of the learning opportunities provided.
The review covered the following programmes:
Health visiting
Pre-registration
- BSc (Hons) Specialist Community Public Health Nurse Programme (Health Visiting)**
Midwifery
Pre-registration
- BSc (Hons) Midwifery **
- BSc (Hons) Midwifery (short programme) **
Post-registration
- BSc (Hons) Women's Health Studies
- Postgraduate Diploma (PgDip)/MSc Advanced Practice Midwifery
- PgDip/MSc Women's Health Studies
- Examination of the Newborn
- Preparation of Supervisors of Midwives
- Return to Practice **
Nursing
Pre-registration
- BSc (Hons) Nursing/RN (Adult*, Child, Learning Disabilities*, Mental Health) * **
- Diploma of Higher Education (DipHE) Nursing/RN (Adult*, Child, Learning Disabilities*, Mental Health) **
- Graduate Diploma Nursing/RN (Adult*, Child, Learning Disabilities*, Mental Health) - short programme for graduates **
- DipHE/BSc (Hons) RN Child (accelerated) **
- Mental Health Studies Additional Registration Programme **
Post-registration
- Diploma in Professional Studies
- Diploma in Professional Studies Critical Care (Perioperative Practice)
- BSc (Hons) Clinical Nursing Studies **
- BSc (Hons) Community Health Nursing Specialist Practitioner Route**
- BSc (Hons) Specialist Community Public Health Nurse Programme **
- BSc (Hons) Mental Health Studies **
- BSc (Hons) Nursing Studies
- BSc (Hons) Haematological Oncology **
- BSc (Hons) Palliative Care **
- BSc (Hons) Adult Cancer Care **
- BSc (Hons) Paediatric Cancer Care **
- PgDip/MSc Advanced Nursing
- PgDip/MSc Advanced Practice (Nursing)
- PgDip/MSc Advanced Practice (Primary Care)
Operating department practice
Pre-registration
- DipHE Operating Department Practice ***
Post-registration
- BSc (Hons) Perioperative Practice
Radiography
Foundation
- FdSc Health and Social Care (Radiography)
Pre-registration
- BSc (Hons) Diagnostic Radiography ***
- BSc (Hons) Radiotherapy ***
Post-registration
- PgCert/PgDip/MSc Radiography
- PgCert/PgDip/MSc Medical Ultrasound
Speech and language therapy
Pre-registration
- BSc (Hons) Speech and Language Therapy. ***
Additional programme attracting national health service funding
- Foundation Degree (FdSc) Health and Social Care (Generic)
* These programmes underwent Nursing and Midwifery Council annual monitoring as part of the major review.
** Nursing and Midwifery Council approved programme
*** Health Professions Council approved programme
Academic and practitioner standards
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in health visiting, midwifery, nursing, operating department practice radiography and speech and language therapy at the University of Central England in Birmingham in partnership with Birmingham and The Black Country Strategic Health Authority.
Strengths
- The client-centred nature of the health visiting curriculum is a positive feature of the provision (paragraph 10).
- The University's strong links and effective partnership working with key stakeholders have a positive effect in ensuring that all learning outcomes are appropriate to current needs and service requirements in midwifery (paragraph 16).
- The substantive contribution made by user representatives to the development of the pre-registration midwifery curriculum enhances the provision (paragraph 18).
- The involvement of the Faculty's lead midwife for education and other academics as supervisors of midwives promotes statutory supervision and enhances the contemporary nature of the curricula (paragraph 18).
- The range of appropriate assessments and their effective use is a positive feature in midwifery provision (paragraph 20).
- In nursing provision the University, Trusts and other health service practice managers and practitioners actively engage in curricular enhancement and development through regular partnership forum meetings (paragraph 29).
- Within pre-registration nursing programmes a system of portfolio review is used across all branches and there is an effective system of formative feedback in place across all placements that contributes to students' clinical development (paragraph 31).
- Within operating department practice University and practice-based staff contribute effectively to the currency and relevance of the curricula, and communication between academic and practice staff on curricular issues is enhanced by the role of the clinical placement facilitator (paragraph 42).
- Radiography curricular development is directly informed by feedback from both academic and practice staff and by effective student input (paragraph 51).
- The speech and language therapy curriculum is developed in partnership with local service providers and is effectively structured in line with service provision needs (paragraph 62).
Weaknesses
- In midwifery provision, there is sometimes a mismatch between what those in placement and university tutors understand as additional evidence required to achieve proficiencies (paragraph 21).
- In operating department practice while there are clear examples of interprofessional teaching, the Faculty strategy to expose students to interprofessional team-working has not yet been fully developed in the curriculum to enhance interprofessional learning (paragraph 41).
- Although a Faculty strategy of engaging with services users and carers is in place, there is little evidence of active involvement by users and carers in developing the radiography curricula (paragraph 53).
- Overall within pre-registration radiography provision, there is a high rate of failure on objective structured clinical examinations (paragraph 54).
Quality of learning opportunities
Learning and teaching
The quality of learning and teaching is commendable.
Strengths
- Centre for Excellence in Teaching and Learning status has been positively used to develop working projects with partners and stakeholders to enhance learning and teaching (paragraph 69).
- Across all pre-registration and postgraduate programmes, in both academic and practice settings, a wide variety of innovative approaches are used to enhance effective teaching and learning (paragraph 72).
- The roles played by link teachers in midwifery, nursing and radiography ensure a high-quality learning and teaching experience (paragraph 73).
Weakness
- The extent to which University staff draw on their research to inform teaching and curricular development is limited (paragraph 79).
Student progression
The quality of student progression is commendable.
Strengths
- A clear example of effective partnership working to improve the recruitment and retention of under-represented groups to health programmes is the appointment of a diversity project coordinator, jointly funded by the Strategic Health Authority and the Centre for Excellence in Teaching and Learning (paragraph 83).
- In partnership with the Strategic Health Authority and placement providers, the University provides a variety of effective mechanisms to support students in practice (paragraph 86).
- A robust system developed by the University and clinical coordinators group is in place to support students who are failing to progress in practice (paragraph 87).
Weakness
- Some programmes, especially the BSc (Hons) Radiotherapy and BSc (Hons) Nursing/RN (Learning Disability) branch have very high attrition rates (paragraph 90).
Learning resources and their effective utilisation
The quality of learning resources and their effective utilisation is commendable.
Strengths
- Resources are used effectively to facilitate learning through a number of key initiatives (paragraph 94).
- The effectiveness of the learning experience in all clinical placements is enhanced by the use of the University's multiprofessional audit tool (paragraph 95).
Maintenance and enhancement of standards and quality
Strengths
- The appointment of an external examiner manager has enhanced communication and developed positively the role of external examiners in ensuring the enhancement of standards and quality (paragraph 101).
- A variety of methods is effectively utilised to communicate with, and actively seek the views of, students in enhancing standards and quality (paragraph 102).
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, operating department practice, radiography and speech and language therapy at the University of Central England in Birmingham (the University) in partnership with Birmingham and The Black Country Strategic Health Authority (SHA). The SHA also has cross-commissioning relationships with Shropshire and Staffordshire SHA and West Midlands South SHA for midwifery, operating department practice, radiotherapy and speech language therapy. The review was completed during the academic year 2005-06.
A Subject provision and overall aims
2 Health visiting, midwifery, nursing, operating department practice, radiography and speech and language therapy are currently offered in the following programmes:
Health visiting
Pre-registration
- BSc (Hons) Specialist Community Public Health Nurse Programme (Health Visiting) **
Midwifery
Pre-registration
- BSc (Hons) Midwifery **
- BSc (Hons) Midwifery (short programme) **
Post-registration
- BSc (Hons) Women's Health Studies
- Postgraduate Diploma (PgDip)/MSc Advanced Practice Midwifery
- PgDip/MSc Women's Health Studies
- Examination of the Newborn
- Preparation of Supervisors of Midwives
- Return to Practice **
Nursing
Pre-registration
- BSc (Hons) Nursing/RN (Adult*, Child, Learning Disabilities*, Mental Health)**
- Diploma of Higher Education (DipHE) Nursing/Registered Nursing (RN) (Adult*, Child, Learning Disabilities*, Mental Health)**
- Graduate Diploma Nursing/RN (Adult*, Child, Learning Disabilities*, Mental Health) - short programme for graduates**
- DipHE/BSc (Hons) RN Child (accelerated) **
- Mental Health Studies Additional Registration Programme **
Post-registration
- Diploma in Professional Studies
- Diploma in Professional Studies Critical Care (Perioperative Practice)
- BSc (Hons) Clinical Nursing Studies **
- BSc (Hons) Community Health Nursing Specialist Practitioner Route**
- BSc (Hons) Specialist Community Public Health Nurse Programme **
- BSc (Hons) Mental Health Studies **
- BSc (Hons) Nursing Studies
- BSc (Hons) Haematological Oncology **
- BSc (Hons) Palliative Care **
- BSc (Hons) Adult Cancer Care **
- BSc (Hons) Paediatric Cancer Care **
- PgDip/MSc Advanced Nursing
- PgDip/MSc Advanced Practice (Nursing)
- PgDip/MSc Advanced Practice (Primary Care)
Operating department practice
Pre-registration
- DipHE Operating Department Practice ***
Post-registration
- BSc (Hons) Perioperative Practice
Radiography
Foundation
- FdSc Health and Social Care (Radiography)
Pre-registration
- BSc (Hons) Diagnostic Radiography
- BSc (Hons) Radiotherapy
Post-registration
- Postgraduate Certificate (PgCert)/PgDip/MSc Radiography
- PgCert/PgDip/MSc Medical Ultrasound
Speech and language therapy
Pre-registration
- BSc (Hons) Speech and Language Therapy. ***
Additional programme attracting national health service funding
- Foundation Degree (FdSc) Health and Social Care (Generic)
* These programmes underwent Nursing and Midwifery Council (NMC) annual monitoring as part of the major review.
** NMC approved programme
*** Health Professions Council (HPC) approved programme
3 The University has seven faculties based over eight campuses. Healthcare programmes are provided within the Faculty of Health (until September 2005, the Faculty of Health and Community Care) located on both the Perry Barr and Westbourne Campuses. The Birmingham and The Black Country SHA commission education on behalf of the local stakeholders for Birmingham and Solihull.
The SHA also has cross-commissioning relationships with Shropshire and Staffordshire SHA and West Midlands South SHA for midwifery, operating department practice, diagnostic radiography, radiotherapy, and speech and language therapy.
4 The Faculty of Health aims to provide programmes in line with the values of the University to ensure that provision is available to all who can benefit, irrespective of their social, economic, cultural or ethnic background.
The Faculty aims to:
- provide a wide range of full and part-time programmes which lead to academic and professional qualifications in health and social care
- prepare students for professional careers in health and social care sectors
- develop partnerships with stakeholders in order to provide dynamic and responsive curricula which meet the needs of changing workforces in the sector
- provide a learning environment which enables students to meet their full potential in terms of professional and personal skills
- provide a more student-centred learning experience by increasing the variety, range and accessibility of learning opportunities
- foster and support the promotion of effective learning and recognise and reward excellence in teaching
- encourage applied research which relates to improving practice and services in health and social care and to the enhancement of effective learning in healthcare education.
B Academic and practitioner standards
B1 Health visiting
Intended learning outcomes
5 The intended learning outcomes (ILOs) for health visiting reflect the aims of the programme and the overall aims of the provision and the Subject benchmark statement for health visiting. They meet the requirements of the NMC and reflect the appropriate level of The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ), published by QAA. The ILOs have been comprehensively mapped against a number of other external reference points, including the NMC Standards of Proficiency (SoP) for Specialist Community Public Health Nurses, the Requirements for Pre-registration Health Visiting, the Standards for Specialist Education and Practice and the Occupational Standards for Public Health.
6 The ILOs are clearly communicated to students and staff through the programme specification, handbooks and practice-based documentation and are available on the Faculty's website. In discussion, some students and practice teachers stated that some of the ILOs were challenging and initially difficult to comprehend, but they were able to work through them. The supportive, tripartite meetings in practice with the academic tutor aided this process and a high degree of satisfaction with the programme is apparent.
Curricula
7 Academic and intellectual progression are clearly demonstrated within a curriculum appropriate to achieving the stated ILOs. Successful completion of the curriculum ensures competent and safe practitioners and that students are fit to practise on completion of their programme. The length of the new programme introduced in 2005 has been increased in line with the NMC competency framework for Part 3 of the register, allowing more time for students to achieve the required ILOs. Following such changes, service managers feel that graduates will be better prepared for their role in meeting the current challenges of changing patterns of health and tackling inequalities.
8 Curricular development is enhanced by effective partnership with local service provider managers, and the curriculum is developed in line with service provision. The curriculum prepares students for practice and qualification, and placement providers are fully involved in curriculum development. There are regular partnership forums for discussion and practice staff confirm their active involvement in curriculum development and monitoring.
9 The curriculum is sensitive to changes within the service environment and changes to the curriculum are agreed with services providers to reflect the realities of practice. A clear example of curriculum development is found with health visitors in Solihull, who developed a model of learning in conjunction with psychology, highly relevant to today's practice changes relating to family development. They have presented this programme nationally and have trained other Trusts in the use of this model, and practitioners are now delivering this as part of the health visiting programme.
10 The client-centred nature of the health visiting curriculum is a positive feature of the provision. The University has developed an active strategy to ensure that client-centred learning is demonstrated. Students confirmed the client-centred nature of the curriculum and there is evidence of a range of areas where service-user involvement is taking place including the evaluation of practice.
Assessment
11 A wide range of both formative and summative assessments are employed on the programme, including the use of a journal of reflection to record students' perceptions of professional practice. This enables practice educators to offer ongoing formative feedback. The assessment criteria for placement learning are clear and well understood by students and placement educators. Clients also contribute to formative assessment of student progress in practice. Formative assessment modes include student presentations, invigilated examinations, reflective accounts and the achievement of NMC SoP.
12 The reviewers' scrutiny of a range of student work confirms that the assessment process enables learners to demonstrate the achievement of the ILOs and that standards of marking and achievement are consistent with fitness for award, purpose and practice. Overall, the assessment process is secure, consistent and reflects 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. Feedback is returned to students within the agreed time limits and explains the marks given and assessment strategies clearly enable students to link theory to practice.
Student achievement
13 Overall achievement is high, all the students passed and the majority of students achieved a First or Upper Second class degree over the last three cohorts, see Table 1a. The vast majority are employed after qualification as most are seconded directly from Trusts, see Table 2a. External examiners confirm the quality of work that students achieve.
14 Employers report confidence in the competence of graduating students. Former students and employers support the view that students are prepared for careers as lifelong learners and the SHA and Trusts express confidence that the embedding of ILOs, NMC competencies and the Subject benchmark statement ensures that, on completion, students are fit for purpose and practice.
Table 1a: Completion and achievement statistics for all award-bearing programmes in health visiting
| Programme (Award bearing only) |
Cohort | Degree classification | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Specialist Community Public Health Nurse programme (Health Visiting) | 2002 |
2 |
11 |
9 |
50 |
7 |
39 |
||||||
2003 |
3 |
14 |
16 |
76 |
2 |
10 |
|||||||
2004 |
5 |
26 |
12 |
63 |
2 |
11 |
|||||||
Table 2a: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes in health visiting
| Programme (Award bearing only) |
Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| Health visiting | ||||||||||
2002 |
16 |
89 |
2 |
11 |
||||||
2003 |
18 |
86 |
3 |
14 |
||||||
2004 |
16 |
84 |
3 |
16 |
||||||
Summary of academic and practitioner standards for health visiting
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programme in Health Visiting at the University of Central England in Birmingham in partnership with Birmingham and The Black Country SHA.
Strength
- The client-centred nature of the health visiting curriculum is a positive feature of the provision (paragraph 10).
B2 Midwifery
Intended learning outcomes
15 The ILOs for midwifery programmes reflect directly the overall aims of the provision. ILOs for the pre-registration midwifery programmes are in line with the Faculty's aims of supporting the integration of theory with practice and to prepare midwives who are fit for practice, purpose and award. Across the provision, ILOs are comprehensively mapped against the NMC midwifery SoP, the requirements of the National Service Framework and European Directives, and reflect the Subject benchmark statement for midwifery and the appropriate levels of the FHEQ. Overall, the ILOs support the achievement of knowledge and understanding, intellectual, transferable and practical skills commensurate with the level of the programme and the University's policy on award descriptors.
16 The University's strong links and effective partnership working with key stakeholders have a positive effect in ensuring that all learning outcomes are appropriate to current needs and service requirements in midwifery. ILOs for all the midwifery programmes are clearly expressed in programme specifications are available on the Faculty website and handbooks and are communicated effectively to students, academic and clinical practitioners as well as other stakeholders. Both students and practice staff have a good understanding of the ILOs, and are aware of their centrality to student achievement and how they link to the NMC proficiencies.
Curricula
17 Midwifery programmes underwent a comprehensive review in 2004-05. There is a clear woman-centred focus across all midwifery curricula. The pre-registration programmes in midwifery offer broad-based curricula that ensure that, on completion, midwives are fit for practice and award. Post-registration curricula, such as the preparation of supervisors of midwives programme, are developed in direct response to national requirements and/or local needs. In pre-registration midwifery programmes, there is an increasing focus on normality, which fits with the emergence of a local midwife-led unit and the recommendations of the National Service Framework for children, young people and maternity services.
18 The midwifery teaching team is particularly responsive to the rapidly changing circumstances in which midwives are practising. There is strong evidence of a partnership approach in constructing and monitoring the curricula, and change and development are clearly informed by external feedback. The substantive contribution made by user representatives to the development of the pre-registration midwifery curricula enhances the provision. Practitioners report satisfaction with their involvement in curricular design and development through regular meetings on curricula planning. The involvement of the Faculty's lead midwife for education and other academics as supervisors of midwives promotes statutory supervision and enhances the contemporary nature of the curricula.
19 Both the construction and delivery of the pre and post-registration curricula are supported strongly by external examiners. The curricula are designed to give the opportunity for students in practice settings to work and learn alongside other professionals, for example, physiotherapists, medical students and anaesthetists. The Faculty strategy for embedding interprofessional learning (IPL) in the curricula is, however, at an early stage of development and implementation.
Assessment
20 A wide range of appropriate assessments is employed across the midwifery provision, including oral examinations and objective structured clinical examinations (OSCEs), as well as case-study work and invigilated examinations. Drug logbooks were recently introduced as another form of assessment, in response to concerns from practice. Assessments are well designed to properly assess students' understanding of theory and their ability to apply this in practice. Assessment criteria are clearly presented and feedback is constructive. The range of appropriate assessments and their effective use is a positive feature in midwifery provision.
21 Students and practice mentors negotiate which proficiencies are to be achieved on each placement. Three types of evidence contribute to the overall achievement of practice proficiencies. Programme handbooks and assessment documentation were considered clear by placement staff, who reported being aware of procedures; however, a number of students on both programmes reported ambiguity over what could count as third elements of evidence. In midwifery provision, there is sometimes a mismatch between what those in placement and the University tutors understand as additional evidence required to achieve proficiencies.
Student achievement
22 External examiners confirm that the award is comparable with those of other institutions and express confidence in the academic standards of the programmes. Students who complete their programme successfully achieve the necessary learning outcomes to enable them to enter the professional register. Some students on the shortened 18-month curriculum feel pressurised, but employers and practice staff are confident that students completing all programmes achieve standards that show them fit for purpose and award. Post-registration programmes, such as Examination of the Newborn, support students to become reflective practitioners, while the use of the portfolio across the three years of the BSc pre-registration programme supports the development of practitioners to become critical, lifelong learners.
23 Standards set for the awards are appropriate for qualifications at this level for both pre-registration and post-registration programmes and overall degree classifications match those of other institutions. Students on the full time BSc (Hons) Midwifery programme achieve highly with a majority attaining a First or Upper Second class award over the last three cohorts, see Table 1b. Numbers on the shortened BSc (Hons) Midwifery programme are smaller but students also achieve highly.
24 The achievement of students on many of the post-registration programmes is high, with programmes such as, Preparation of Supervisors of Midwives and Return to Practice achieving 100 per cent Pass rates. Student employment rates are high and as can be seen from Table 2b of those graduating over successive cohorts more than 70 per cent were employed by local employers.
Table 1b: Completion and achievement statistics for all award-bearing programmes in midwifery
| Programme (Award-bearing only) | 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 |
9 |
25 |
18 |
50 |
8 |
22 |
1 |
3 |
||||||||
2001 |
10 |
34 |
10 |
34 |
7 |
24 |
2 |
7 |
|||||||||
2002* |
7 |
21 |
15 |
44 |
10 |
29 |
2 |
6 |
|||||||||
| BSc (Hons) Midwifery Shortened | 2001 |
4 |
24 |
9 |
53 |
1 |
6 |
2 |
12 |
1 |
6 |
||||||
2002* |
4 |
19 |
7 |
33 |
10 |
48 |
0 |
0 |
|||||||||
2003* |
1 |
6 |
5 |
28 |
11 |
61 |
1 |
6 |
|||||||||
| BSc (Hons) Women's Health Studies* | Sep 2001* |
2 |
10 |
10 |
50 |
5 |
25 |
0 |
0 |
1 |
5 |
2 |
10 |
||||
Sep 2002* |
0 |
0 |
9 |
50 |
7 |
39 |
1 |
6 |
1 |
6 |
0 |
0 |
|||||
Sep 2003* |
0 |
0 |
3 |
33 |
4 |
44 |
0 |
0 |
0 |
0 |
2 |
22 |
|||||
* Not all students have yet completed the programme
| Programme | Cohort | Pass | Fail | ||
|---|---|---|---|---|---|
| No | % | No | % | ||
| PgDip/MSc Advanced Practice (Midwifery) | Sep 2001 |
3 |
75 |
1 |
25 |
Sep 2002 |
1 |
50 |
1 |
50 |
|
| PgDip/MSc Women's Health Studies | Sep 2003 |
7 |
100 |
0 |
0 |
Table 2b: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes in midwifery
| Programme (Award bearing only) | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Midwifery | ||||||||||
2000 |
27 |
75 |
3 |
8 |
0 |
0 |
6 |
17 |
||
2001 |
28 |
97 |
1 |
3 |
0 |
0 |
0 |
0 |
||
2002 |
24 |
71 |
4 |
12 |
1 |
3 |
5 |
15 |
||
| BSc (Hons) Midwifery Shortened | ||||||||||
2001 |
12 |
71 |
5 |
29 |
0 |
0 |
0 |
0 |
||
2002 |
17 |
81 |
1 |
5 |
1 |
5 |
2 |
10 |
||
2003 |
16 |
89 |
0 |
0 |
0 |
0 |
2 |
11 |
||
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 the University of Central England in Birmingham in partnership with Birmingham and The Black Country SHA.
Strengths
- The University's strong links and effective partnership working with key stakeholders have a positive effect in ensuring that all learning outcomes are appropriate to current needs and service requirements in midwifery (paragraph 16).
- The substantive contribution made by user representatives to the development of the pre-registration curriculum enhances the provision (paragraph 18).
- The involvement of the Faculty's lead midwife for education and other academics as supervisors of midwives promotes statutory supervision and enhances the contemporary nature of the curricula (paragraph 18).
- The range of appropriate assessments and their effective use is a positive feature in midwifery provision (paragraph 20).
Weakness
- In midwifery provision, there is sometimes a mismatch between what those in placement and university tutors understand as additional evidence required to achieve proficiencies (paragraph 21).
B3 Nursing
Intended learning outcomes
25 The ILOs for pre-registration and post-registration nursing programmes meet the regulatory requirements of the NMC and have been mapped against the Subject benchmark statement for nursing and the FHEQ. Relevant NHS frameworks, national quality drivers and initiatives such as Essence of Care, Mental Health - Shared Capabilities have also been clearly addressed.
26 ILOs for all programmes are designed to emphasise patient-centred care, the integration of theory with practice and the acquisition of professional competence. They relate to the Faculty's aims encompassing knowledge and understanding, as well as intellectual, practical and transferable skills, with an emphasis on ensuring that practitioners are fit for award, fit for practice and fit for purpose, with assurance of this being provided by key stakeholders. The development of ILOs is a collaborative process involving key stakeholders and service users. This ensures that programmes meet the needs of healthcare professionals.
27 The ILOs for all nursing programmes are communicated effectively to students, academics and clinical practitioners, as well as other stakeholders, through programme and module handbooks, and are available on the Faculty's website. Students demonstrate a good understanding of the outcomes for both theoretical and clinical learning, and practice staff feel well supported by the practice placement managers (PPMs) in developing understanding of the ILOs. The PPMs play a key role in all aspects of programme development and management and act as a liaison between the University and practice-based staff.
Curricula
28 Following review and revalidation, new curricula developed by a project team including academic and practice staff and students were introduced across the nursing provision in 2005. The curricula have been mapped against the relevant NMC SoP and demonstrate clear academic and intellectual progression and the framework to achieve the stated learning outcomes. Students have a strong understanding of how the curricula link theory with practice and prepare students for careers as competent healthcare professionals. The use of personal development plans equips students for self-critical, lifelong learning.
29 The provision of learning beyond registration programmes is extensive and ranges through diploma, honours and postgraduate levels. These programmes have been developed in partnership with clinical service providers and in response to student need, service demand and developing government policy to effectively meet service requirements. In nursing provision the University, Trusts and other health service practice managers and practitioners actively engage in curricular enhancement and development through regular partnership forum meetings. Curricula are sensitive to changes within the service environment, and changes are agreed with service providers to reflect the realities of practice; a clear example of this is found in the nursing (learning disabilities) programme, where the curricular content has been changed to include approaches to working with high-risk, challenging behaviour. Practice staff confirm their active involvement in curricula monitoring and development.
30 Students confirm that the curricula is patient-centred and there is a range of areas where service-user involvement takes place effectively in addressing curricular development and change. IPL is built into the new curricula validated in May 2005 at a number of points in the pre-registration programme, and the provision includes interprofessional life in healthcare and interprofessional approaches to service-user care modules. On the BSc (Hons) Nursing programme, the first year is now entirely core material, with branch-specific work in years two and three. Opportunities are available for nursing students to learn with physiotherapy and occupational therapy students.
Assessment
31 A wide range of assessment methods is employed on the pre-registration nursing programmes, including problem-based learning, various invigilated assessments,
online assessments and, on placement, a drug administration assessment, jointly initiated by the University and practice. Within pre-registration nursing programmes a system of portfolio review is used across all branches and there is an effective system of formative feedback in place across all placements that contributes to students' clinical development. Formal assessment incorporating internal and external moderation is used on all pre-registration programmes. Practice-based assessment takes place in all post-registration programmes, ensuring currency and the integration of theory and practice.
32 The assessment strategy aligns with the Code of practice, Section 6: Assessment of students, and enables students to demonstrate achievement of the ILOs in both the University and practice settings. Most students have a clear understanding of the requirements for assessment, including grading criteria that are effectively communicated through programme handbooks. ILOs for placements are agreed with, and assessed by, the assessor in practice and these allow for the development of learning outcomes specific to particular settings. Both students and placement educators report confidence in their understanding of the criteria for assessment on placement, although several students reported the bunching of assignments, especially those to be handed in while on placement, to be difficult to manage.
33 External examiners have commented favourably on marking standards and the adherence to quality assurance procedures within the provision. To further enhance assessment in nursing practice, an external examiner has been appointed who will visit placement areas every six months to discuss assessment procedures with practitioners, students and service users.
Student achievement
34 External examiners confirm that students' assessed work reflects the appropriate standards for the award and that the work is comparable with that at other higher education institutions (HEIs). Students' assessed work provides evidence that students meet the ILOs and achieve standards that make them fit for practice, purpose and award. Both pre and post-registration programmes meet the appropriate subject benchmark statements. As Table 1c indicates achievement on the BSc (Hons) Nursing programmes is high, with a majority obtaining a First or Upper Second class awards over successive cohorts. On the DipHE Nursing programme, achievements are more variable and the number of students achieving distinction or commendable classifications is relatively small.
35 The SHA and NHS Trusts express confidence that nursing programmes meet the requirements for fitness for award, fitness for purpose and fitness for practice. The use of personal development plans across all programmes provides a key vehicle for enabling lifelong learning for students. Former students and employers agree that students are prepared for careers as professionals who are lifelong learners. Induction and mid-point interviews which take place as part of each placement support students in their achievement.
36 It is difficult fully to assess the percentage of students who achieve employment on completion. This is because, in many disciplines, there is a large number of students for whom the University has not received destination information as reflected in the 'other' column in Table 2c. However, managers report that students were fit to practise and to be appointed on completion of their training, where vacancies exist, and seconded students have a guarantee of a post on graduation. This was confirmed at practice visits and at meetings with employers.
Table 1c: Completion and achievement statistics for all award-bearing programmes in nursing
| Programme (Award bearing only) | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| Pre-registration | |||||||||||||||||
| BSc (Hons) Nursing | 2000 |
21 |
27 |
35 |
45 |
13 |
17 |
8 |
10 |
||||||||
2001 |
15 |
19 |
36 |
46 |
24 |
30 |
4 |
5 |
|||||||||
2002* |
9 |
12 |
26 |
34 |
36 |
47 |
6 |
8 |
|||||||||
| DipHE Nursing | Sep 2001* |
308 |
99 |
4 |
1 |
||||||||||||
Mar 2002* |
284 |
99 |
4 |
1 |
|||||||||||||
Sep 2002* |
326 |
99 |
4 |
1 |
|||||||||||||
| DipHE Nursing RN (Child) (Accelerated Programme) | Jun 2003* |
13 |
100 |
||||||||||||||
| BSc (Hons) Nursing RN (Child) (Accelerated Programme) | 2004* | 3 |
27 |
5 |
45 |
3 |
27 |
||||||||||
| DipHE Nursing RN (Child) (Accelerated Programme) | Jun 2004* |
5 |
100 |
||||||||||||||
| Graduate Diploma in Nursing | Feb 2001 |
39 |
98 |
1 |
2 |
||||||||||||
Feb 2002 |
36 |
97 |
1 |
3 |
|||||||||||||
Mar 2003 |
33 |
97 |
1 |
3 |
|||||||||||||
| BSc (Hons)/DipHE Nursing RN (Mental. Health - Additional Registration Programme) | 2003 |
1 |
10 |
2 |
20 |
5 |
50 |
2 |
20 |
||||||||
Jan 2004 |
4 |
33 |
6 |
50 |
2 |
17 |
|||||||||||
May 2004 |
1 |
11 |
5 |
56 |
3 |
33 |
|||||||||||
| Post-registration | |||||||||||||||||
| Diploma in Professional Studies Acute Care - Full Diploma* | 2003 |
36 |
92 |
3 |
8 |
||||||||||||
2004 |
9 |
100 |
|||||||||||||||
| Diploma in Professional Studies Continuing Care - Full Diploma* | 2003 |
6 |
86 |
1 |
14 |
||||||||||||
2004 |
8 |
100 |
|||||||||||||||
| Diploma in Professional Studies Critical Care - Full Diploma* | 2003 |
50 |
89 |
6 |
11 |
||||||||||||
2004 |
37 |
95 |
2 |
5 |
|||||||||||||
| Diploma in Professional Studies Health Care - Full Diploma* | 2003 |
13 |
100 |
||||||||||||||
2004 |
3 |
100 |
|||||||||||||||
| BSc (Hons) Clinical Nursing Studies - Full Degree | 2001** |
9 |
16 |
23 |
41 |
14 |
25 |
4 |
7 |
6 |
11 |
||||||
2002*** |
8 |
15 |
23 |
44 |
12 |
23 |
1 |
2 |
8 |
15 |
|||||||
2003* |
17 |
53 |
12 |
38 |
3 |
9 |
|||||||||||
| BSc (Hons) Community Health Nursing (Full-Time) | 2002 |
||||||||||||||||
2003 |
|||||||||||||||||
2004 |
|||||||||||||||||
| BSc (Hons) Community Health Nursing (Part-Time) | 2001 |
1 |
13 |
3 |
38 |
4 |
50 |
||||||||||
2002* |
1 |
10 |
6 |
60 |
3 |
30 |
|||||||||||
2003* |
1 |
33 |
0 |
0 |
2 |
67 |
|||||||||||
| BSc (Hons) Mental Health Studies | 2001* |
6 |
15 |
23 |
56 |
7 |
17 |
0 |
0 |
1 |
2 |
4 |
10 |
||||
2002* |
6 |
19 |
15 |
47 |
6 |
19 |
0 |
0 |
2 |
6 |
3 |
9 |
|||||
2003* |
4 |
17 |
9 |
38 |
6 |
25 |
1 |
4 |
2 |
8 |
2 |
8 |
|||||
| BSc (Hons) Nursing Studies | 2001 |
1 |
17 |
3 |
50 |
1 |
17 |
0 |
0 |
1 |
17 |
0 |
0 |
||||
2002* |
0 |
0 |
5 |
38 |
2 |
15 |
0 |
0 |
6 |
46 |
0 |
0 |
|||||
2003* |
1 |
5 |
2 |
10 |
1 |
5 |
1 |
5 |
15 |
75 |
0 |
0 |
|||||
| BSc (Hons) Palliative Care | 2001 |
6 |
50 |
4 |
33 |
1 |
8 |
0 |
0 |
1 |
8 |
0 |
0 |
||||
2002* |
0 |
0 |
3 |
38 |
0 |
0 |
0 |
0 |
5 |
63 |
0 |
0 |
|||||
2003* |
3 |
25 |
6 |
50 |
2 |
17 |
0 |
0 |
1 |
8 |
0 |
0 |
|||||
* Some students have yet to complete the programme
** Of the 6 students who are recorded as Fail 3 are with Credits
*** Of the 8 students who are recorded as Fail all are with Credits
* Some students have yet to complete the programme
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
||
|---|---|---|---|---|---|
| No. | % | No. | % | ||
| PgDip/MSc Advanced Nursing | 2002 |
2 |
100 |
||
2003* |
4 |
100 |
|||
| PgDip/MSc Advanced Practice (Nursing) | 2001 |
7 |
88 |
1 |
13 |
2002 |
16 |
94 |
1 |
6 |
|
2003* |
5 |
100 |
|||
| PgDip/MSc Advanced Practice (Primary Care) | 2003 |
6 |
100 |
||
* 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 (Award bearing only) | Further study | Local employers | Employers elsewhere | Unemployed | Other* | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Nursing | ||||||||||
2000 |
77 |
100 |
||||||||
2001 |
2 |
3 |
20 |
25 |
23 |
29 |
21 |
27 |
13 |
16 |
2002 |
33 |
43 |
19 |
25 |
4 |
5 |
21 |
27 |
||
| BSc (Hons)/DipHE Nursing RN (M. Health) Additional Registration Programme | ||||||||||
May 2003 |
10 |
100 |
||||||||
Jan 2004 |
12 |
100 |
||||||||
May 2004 |
9 |
100 |
||||||||
| BSc (Hons) Community Health Nursing (Full Time) | ||||||||||
2002 |
40 |
80 |
10 |
20 |
||||||
2003 |
40 |
80 |
10 |
20 |
||||||
2004 |
37 |
79 |
10 |
21 |
||||||
| DipHE Nursing | ||||||||||
| 2001 | 66 |
21 |
24 |
8 |
218 |
71 |
||||
| March 2002 | 1 |
0.3 |
127 |
45 |
334 |
12 |
5 |
2 |
117 |
41 |
| 2002 | 152 |
47 |
42 |
13 |
2 |
1 |
130 |
40 |
||
| Graduate Diploma in Nursing | ||||||||||
Feb 2001 |
40 |
100 |
||||||||
2002 |
6 |
17 |
6 |
17 |
24 |
67 |
||||
2003 |
18 |
55 |
13 |
39 |
2 |
6 |
||||
| DipHE Nursing RN (Child) Accelerated Programme June 2003 | 13 |
100 |
||||||||
| BSc (Hons) Nursing RN (Child) Accelerated Programme Feb 2004 | 9 |
82 |
2 |
18 |
||||||
| DipHE Nursing RN (Child) Accelerated Programme June 2004 | 5 |
100 |
||||||||
* 'Other' includes a large number of students whose destination is unknown.
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 the University of Central England in Birmingham in partnership with Birmingham and The Black Country SHA.
Strengths
- In nursing provision the University, Trusts and other health service practice managers and practitioners actively engage in curricular enhancement and development through regular partnership forum meetings (paragraph 29).
- Within pre-registration nursing programmes a system of portfolio review is used across all branches and there is an effective system of formative feedback in place across all placements that contributes to students' clinical development (paragraph 31)
B4 Operating department practice
Intended learning outcomes
37 The DipHE in Operating Department Practice (ODP) was reviewed and approved in 2005. The ILOs reflect the overall aims of the programme and the appropriate intermediate level descriptors within the FHEQ, and are mapped against the HPC SoP and the Association of Operating Department Practitioners' (AODP) curriculum framework, and are in line with the University's academic award descriptors.
38 Academic staff and some practice staff are involved in the development of learning outcomes, and upon approval in 2005, particular attention was given to ensuring that not only appropriate knowledge and understanding were addressed, but also fitness to practise. Initially, staff knowledge and awareness of how the ILOs should be used in the new programme was poor, but this was improved greatly following the appointment of a clinical placement facilitator.
39 The ILOs are clearly articulated in user-friendly language and are understood by both students and practice staff. Each ILO has additional descriptors identified, and students are expected to demonstrate safe practice by performing the learning outcome, illustrating their underpinning knowledge and providing one piece of evidence that demonstrates a practice/knowledge link. Documentation is available both in hard copy and on the Faculty's website.
Curricula
40 The curriculum for the pre-registration DipHE ODP was approved at validation by the HPC and the AODP in May 2005. The revised modular format promotes the development of academic skills and the integration of learning across the curricula. The post-registration BSc (Hons) Perioperative Practice is an interprofessional programme available to both nurses and operating department practitioners.
41 The DipHE has a new and still evolving curriculum and, while opportunities for IPL do exist, these have not been fully optimised within the ODP curricula. In ODP while there are clear examples of interprofessional teaching, the Faculty strategy to expose students to interprofessional team-working has not yet been fully developed in the curricula to enhance IPL.
42 Within ODP, University and practice-based staff contribute effectively to the currency and relevance of the curricula, and communication between academic and practice staff on curricular issues is enhanced by the role of the clinical placement facilitator. Both the pre and post-registration curricula have been evaluated well by students who believe that, on completion they are fit for practice and award.
Assessment
43 The range of assessments was extended following the 2005 curricula review, which included feedback from stakeholders, the University staff and practitioners. The assessment methods used in the University and in practice placements enable students to meet fully the ILOs of the programmes and reflects the Code of practice, Section 6: Assessment of students. Assessment methods include written and oral examinations, presentations and online assessments.
44 Following feedback from stakeholders and external examiners, practice assessment documentation has been improved to enable students' and mentors' dialogue to be more accurately recorded. Students and mentors comment positively on these revisions and report that the mechanism for student assessment on placement is clear and explicit and regular mentor updates offered by the University ensure that the assessment process is widely understood.
45 Samples of students' theoretical work viewed by the reviewers demonstrate consistent marking standards and evidence of adherence to the University's quality assurance procedures, with appropriate feedback given to students. Students' assessed work provides evidence that the ILOs have been achieved and that students achieve standards for fitness for practice, purpose and award.
Student achievement
46 The reviewers agree with the external examiners that students achieve the ILOs and that standards achieved meet programme requirements, are comparable with other programmes in the UK, and are appropriate for qualification and academic level. Some students' academic skills are poor, and programme teams have worked hard to integrate academic skills into their learning, teaching and assessment methods, thus supporting the achievement of students. Students are encouraged to identify and reflect on their own learning needs, which supports their development as self-critical, lifelong learners.
47 As Table 1d indicates, students on the DipHE ODP have achieved a 100 per cent Pass rate over the past three cohorts, although the majority has been at Pass level. Managers and clinical staff express confidence in the competence and fitness for purpose and practice of students on qualification. Table 2d indicates that almost all students find employment, with approximately half of the qualifying students being employed by local employers.
Table 1d: Completion and achievement statistics for all award-bearing programmes in operating department practice
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
||
|---|---|---|---|---|---|
| No. | % | No. | % | ||
| DipHE ODP | Feb 2003 |
33 |
100 |
||
Sept 2003* |
34 |
100 |
|||
Feb 2004* |
22 |
100 |
|||
This programme has two intakes per year
* Some students have yet to complete the programme
Table 2d: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes in operating department practice
| Programme (Award bearing only) | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| DipHE ODP | ||||||||||
Feb 2003 |
14 |
42 |
19 |
58 |
||||||
Sept 2003 |
16 |
47 |
17 |
50 |
1 |
3 |
||||
Feb 2004 |
11 |
50 |
11 |
50 |
||||||
Summary of academic and practitioner standards for operating department practice
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Operating Department Practice at the University of Central England in Birmingham in partnership with Birmingham and The Black Country SHA.
Strength
- Within operating department practice University and practice-based staff contribute effectively to the currency and relevance of the curricula, and communication between academic and practice staff on curricular issues is enhanced by role of the clinical placement facilitator (paragraph 42).
Weakness
- In operating department practice while there are clear examples of interprofessional teaching, the Faculty strategy to expose students to interprofessional team-working has not yet been fully developed in the curriculum to enhance interprofessional learning (paragraph 41).
B5 Radiography
Intended learning outcomes
48 The ILOs for the radiography programmes are directly informed by the health professions framework (HPF) and the Subject benchmark statement for radiography, and reflect the appropriate level of the FHEQ. The ILOs reflect specific aims and satisfy the overall aims of the provision. They are developed in partnership with Trust staff, thereby ensuring that they are contemporary, relevant and meet the needs of a modern NHS.
49 The ILOs are stated clearly on the Faculty website and within programme and practice handbooks, which are readily available in both the University and practice settings. Students and clinicians report that the ILOs are clear, concise and understandable. Students have stated learning objectives both for the year and for each week while in placement. Regular discussion, feedback and the signing-off of objectives by the assessor ensure that students are well informed regarding their progress. The personal tutor meets regularly with students who reflect on their performance and who may set their own objectives in order to meet specific ILOs. Students reported that they felt well prepared for practice.
Curricula
50 Undergraduate and postgraduate curricula are designed in partnership with Trust colleagues to place emphasis on the acquisition of scientific knowledge and specific clinical skills, reflecting the main programme aims and current needs of the SHA. Curricula are effectively designed to enable students to achieve the ILOs and to meet the professional requirements of the College of Radiographers (CoR) and the HPC. The curriculum of the FdSc Health and Social Care (Radiography) was developed in rapid response to the needs of the SHA and is evaluated well by students.
51 Radiography curricular development is directly informed by feedback from both academic and practice staff and by effective student input. The Board of Studies meets three times a year to receive evaluations, and students feel that staff are receptive and responsive to thei