Major review of healthcare programmes
The Department of Health, in partnership with the Nursing and Midwifery Council, the Health Professions Council and the Strategic Health Authorities have contracted with the Quality Assurance Agency for Higher Education (QAA) to carry out reviews of all NHS-funded healthcare programmes in England during the period 2003-06.
QAA helps to provide public assurance that the quality and standards of higher education are being safeguarded and enhanced by conducting academic reviews of higher education provision.
Major review
Major review is a peer review process. It starts when higher education institutions in partnership with their commissioning Strategic Health Authorities evaluate their provision in a self-evaluation document. This document is submitted to QAA for use by a team of academic and practitioner reviewers who gather evidence to enable them to report their judgements on the academic and practitioner standards and the quality of learning opportunities. Review activities include meeting academic and clinical staff and students, scrutinising students' assessed work, visiting practice learning environments, reading relevant documents, and examining learning resources.
Full details of the process of major review can be found in the Handbook for major review of healthcare programmes, 2003.
Judgements
The range of judgements that reviewers may utilise when they have completed a major review are summarised below.
Academic and practitioner standards
Reviewers make one of the following judgements on standards:
- confidence, which may be expressed as
- limited confidence, or
- no confidence.
To reach this judgement, reviewers look at:
- learning outcomes
- the curriculum
- student assessment
- student achievement.
Confidence in academic and practitioner standards: a judgement that is made if reviewers are satisfied with current standards and with the prospect of those standards being maintained into the future. A judgement of limited confidence is made if standards are being achieved but the reviewers have doubts about the ability of the HEI and partner placement providers to maintain them into the future.
No confidence in academic and practitioner standards: a judgement that is made if arrangements are inadequate to enable standards to be achieved or demonstrated. If a failure to achieve standards has occurred in specific programme/s and/or mode/s and/or level/s only, and there is confidence in standards at other levels, the failing programme/s mode/s level/s will be identified separately.
Quality of learning opportunities
Reviewers make one of the following judgements for each of three elements of learning opportunities:
- commendable
- approved
- failing.
The three elements of quality of learning opportunities are:
- learning and teaching
- student progression
- learning resources and their effective utilisation.
Maintenance and enhancement of standards and quality
Reviewers also report the degree of confidence they have in the providers' ability to maintain and enhance quality and standards in the healthcare programmes under review.
Commendable - the provision contributes substantially to the achievement of the intended outcomes, with most elements demonstrating good practice.
Approved - the provision enables the intended outcomes to be achieved, but improvement is needed to overcome weaknesses. The summary report will normally include a statement containing the phrase 'approved, but...', which will set out the areas where improvement is needed.
Failing - the provision makes a less than adequate contribution to the achievement of the intended outcomes; significant improvement is required urgently if the provision is to become at least adequate.
Summary of the main review outcomes
Subject provision and overall aims
Health visiting, nursing, occupational therapy and radiography programmes at the University of Derby in partnership with the Trent and South Yorkshire Strategic Health Authorities (SHAs) 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 Practice**
Post-registration
- Practice Certificate in Non-Medical Prescribing: Practice Certificate in Independent Extended and Supplementary Prescribing**
Nursing
Pre-registration
- Advanced Diploma in Nursing Studies (Adult)** *
- Advanced Diploma in Nursing Studies (Mental Health)** *
Post-registration
- BSc (Hons) Emergency Practitioner
- BSc (Hons)
- Postgraduate Certificate (PgCert) Interprofessional Learning, Mentoring and Assessment**
- PgCert in Primary Care Mental Health Practice
- MSc Primary Care Studies
- Practice Certificate in Non-Medical Prescribing: Practice Certificate in Independent Extended and Supplementary Prescribing**
Occupational therapy
Pre-registration
- BSc (Hons) Occupational Therapy***
Post-registration
- MSc Occupational Therapy
- MSc Occupational Therapy (Community)
- MSc Hand Therapy
Radiography
Pre-registration
- BSc (Hons) Diagnostic Radiography***
Post-registration
- Professional Development Certificate (Assistant Practitioners in Radiotherapy)
- Professional Development Certificate (Assistant Practitioner in Imaging)
- BSc (Hons) Information Management and Technology in Health and Community Care
- PgCert in Osteoporosis and Falls Management
- MSc Breast Diagnosis (imaging)
- MSc in Advanced Practice in Radiography
- MSc Medical Ultrasound
* These programmes underwent Nursing and Midwifery Council (NMC) annual monitoring as part of the major review of healthcare programmes.
** NMC-approved programmes.
***Health Professions Council-approved programmes.
Academic and practitioner standards
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in health visiting, nursing, occupational therapy and radiography at the University of Derby in partnership with Trent and South Yorkshire Strategic Health Authorities.
Strengths
- For health visiting, intended learning outcomes are communicated effectively to students, mentors and external examiners through the programme handbooks and are available in electronic format through University of Derby Online (paragraph 6).
- The portfolio of evidence from practice contributes substantially to the assessment strategy in utilising the formative assessment and ensuring integration of theory and practice in health visiting (paragraph 14).
- In pre-registration nursing, the preparation for practice includes access to a 'live' register of mentors and a robust mentor preparation scheme (paragraph 28).
- For undergraduate occupational therapy, a key strength of the programme is the flexible patterns of study, including full-time, part-time and an accelerated route provision (paragraph 52).
- In discussions, students and clinicians in radiography provided a good understanding of the intended learning outcomes, showing a successful dissemination of programme aims and intended learning outcomes (paragraph 65).
Good practice
- The skeletal radiography assessment by computer in the BSc (Hons) Diagnostic Radiography was seen as an example of good practice (paragraph 75).
Weaknesses
- Students' achievement of the intended learning outcomes is poor on the MSc Hand Therapy programme (paragraph 61).
- In some practice placements, practice-based assessment of students on the BSc (Hons) Diagnostic Radiography programme is undertaken by untrained practice staff (paragraph 78).
Quality of learning opportunities
Learning and teaching
The quality of learning and teaching is commendable.
Strengths
- Students and practice placement educators commented on the opportunities available for interprofessional learning in the practice setting, with evidence of good practice amongst all the professional groups (paragraph 88).
- A close working relationship between the University and practice providers promotes good communication. This is particularly strong in BSc (Hons) Occupational Therapy, where practice educators, because of their continuing involvement in curriculum development, are able to ensure currency and links with theory and practice (paragraph 92).
Weaknesses
- Some mentors expressed concerns over the short time span between the notification to placements of students and the arrival of pre-registration nursing students. This can sometimes limit the time mentors have to arrange appropriate support (paragraph 93).
- Practice educators expressed the need for specific timely feedback from the University so that they could enhance their learning environments and improve the quality of learning and teaching (paragraph 94).
Student progression
The quality of student progression in all programmes with the exception of the MSc Hand Therapy is commendable.
Strength
- Students and practice staff across the range of provision indicate that the quality of the pastoral care and academic support from the University during assessed practice placement is effective and supportive (paragraph 103).
Weakness
- Practice mentor attendance at, and accreditation through, assessor training is variable across the practice placements used by students on the BSc (Hons) Diagnostic Radiography programme (paragraph 105).
The quality of student progression in MSc Hand Therapy is approved.
Weaknesses
- The completion rates for the MSc Hand Therapy programme are low (paragraph 108).
- There is a substantial failure rate of the assessments by students on the MSc Hand Therapy programme and, although steps have been taken to introduce more on-line support and a 'buddy' system, the failure rate remains high (paragraph 108).
Learning resources and their effective utilisation
The quality of learning resources and their effective utilisation is commendable.
Strengths
- The development of the purpose-built, state-of-the-art, clinical skills suite provides superior teaching and learning facilities for the Faculty (paragraph 109).
- The library, study facilities and clinical skills suite facilities at the Kedleston Road site are excellent, with student access to the most modern information technology facilities and study rooms (paragraph 111).
- University of Derby Online affords extensive access to course materials, lecture notes and on-line textbooks for both students and mentors (paragraph 113).
Weakness
- University of Derby Online effectively supports the pre-registration/full-time students' educational experience, although part-time students found the resource cumbersome and thought that their introduction to it was inadequate (paragraph 114).
Maintenance and enhancement of standards and quality
Strength
- The programme staff enjoy a good working relationship with practice placement providers and the SHAs. The SHAs participate actively in quality monitoring by regular review (paragraph 126).
Weaknesses
- Placement providers indicated that they would appreciate more feedback to them by site, as opposed to the anonymous feedback provided at present (paragraph 123).
- Action points in the annual monitoring reports are acted upon in most instances. However, there were some issues which were noted repeatedly over a number of years, with apparent lack of resolution, as exemplified by the MSc Hand Therapy programme (paragraph 124).
Introduction
1 This report presents the findings of a review of the academic and practitioner standards achieved, and the quality of the learning opportunities provided, in health visiting, nursing, occupational therapy and radiography programmes at the University of Derby in partnership with Trent and South Yorkshire Strategic Health Authorities (SHAs). The review was completed during the academic year 2005-06.
2 The University of Derby gained university status in 1992 and has over 24,000 students, including 16,000 higher education students and 8,000 further education students. Programmes that are part of this review are based in the Faculty of Education, Health and Sciences, which comprises 10 subject areas, four of which house programmes involved in this review. These programmes are located in the Nursing, Counselling and Psychotherapy; Occupational Therapy; Radiography, Informatics and Osteoporosis; and Biological, Forensic and Pharmaceutical Sciences subjects. Four sites are currently used, the main site being Kedleston Road, with the intention of eventually locating all the programmes in the review on the main site. Most of the programmes in health visiting, nursing and occupational therapy are commissioned by Trent SHA. South Yorkshire SHA commissions the radiography programmes. Both SHAs work in partnership with the University to ensure that workforce needs are met. Trent SHA serves the three East Midlands counties of Derbyshire, Lincolnshire and Nottinghamshire. Placements cover a diverse area, including the rural communities of the Peak District to the sparsely-populated communities in Lincolnshire, together with the multicultural cities of Nottingham, Leicester and Derby.
A Subject provision and overall aims
3 Health visiting, nursing, occupational therapy and radiography are currently offered in the following programmes:
Health visiting
Pre-registration
- BSc (Hons) Specialist Community Practice**
Post-registration
- Practice Certificate in Non-Medical Prescribing: Practice Certificate in Independent Extended and Supplementary Prescribing**
Nursing
Pre-registration
- Advanced Diploma in Nursing Studies (ADNS) (Adult)** *
- ADNS (Mental Health)** *
Post-registration
- BSc (Hons) Emergency Practitioner
- BSc (Hons) Specialist Studies
- BSc (Hons) Specialist Community Practice (District nursing, school nursing, practice nursing)
- Postgraduate Certificate (PgCert) Interprofessional Learning, Mentoring, and Assessment**
- PgCert in Primary Care Mental Health Practice
- MSc Primary Care Studies
- Practice Certificate in Non-Medical Prescribing: Practice Certificate in Independent Extended and Supplementary Prescribing**
Occupational therapy
Pre-registration
- BSc (Hons) Occupational Therapy***
Post-registration
- MSc Occupational Therapy
- MSc Occupational Therapy (Community)
- MSc Hand Therapy
Radiography
Pre-registration
- BSc (Hons) Diagnostic Radiography***
- BSc (Hons) Information Management and Technology in Health and Community Care
Post-registration
- PgCert in Osteoporosis and Falls Management
- MSc Breast Diagnosis (Imaging)
- MSc in Advanced Practice in Radiography
- MSc Medical Ultrasound
- Professional Development Certificate (Assistant Practitioners in Radiotherapy)
- Professional Development Certificate (Assistant Practitioner in Imaging)
* These programmes underwent Nursing and Midwifery Council (NMC) annual monitoring as part of the major review of healthcare programmes.
** NMC-approved programmes.
***Health Professions Council (HPC)-approved programmes.
4 The Faculty's provision is designed to contribute towards the values identified in the overall mission statement of the University of Derby 'to be the learner's first choice University for quality and opportunity'. The overall aims of the subject provision are to:
- work creatively and flexibly to meet the changing demands of health and social care communities and the NHS Modernisation Agenda to support the emergence of new roles and responsibilities
- work collaboratively with health and social care communities to develop and deliver programmes of study which integrate the application of theory to practice and the development of clinical skills in line with the requirements of the Professional and Statutory Regulatory Bodies
- work actively within the University of Derby's mission to encourage and promote widening participation
- ensure that graduates from the programmes meet the workforce needs of the health and social care communities
- build on the philosophy and ethos of lifelong learning, personal and professional development
- actively engage with the development and dissemination of best practice to ensure that programmes reflect current innovations and practices within health and social care
- work with partners to ensure that programmes deliver a workforce that is fit for purpose, practice and award.
B Academic and practitioner standards
B1 Health visiting
Intended learning outcomes
5 At the time of the review, the subject staff were developing the health visiting pathway based on the UKCC (2002) and NMC (2004) Standards of Proficiency for specialist community public health nursing for inclusion onto the NMC Register. The team is aiming to complete this work during the academic year 2005-06. This situation is comparable with other HEIs.
6 The intended learning outcomes (ILOs) for the programme are set out in the programme and module specifications and are mapped to the aims of the subject. ILOs are communicated effectively to students, mentors and external examiners through the programme handbooks and are available in electronic format through University of Derby Online (UDo).
7 ILOs have been designed with consideration given to the Subject benchmark statement, published by QAA and the NMC Standards for Specialist Education and Practice. They reflect The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ). The ILOs meet the needs of qualified nurses wishing to train in public health nursing as health visitors by developing an advanced level of specialist practice based on current best evidence. Students on the programme are sponsored by the Primary Care Trusts (PCTs), reflecting their confidence in the fitness of graduates. External examiners' reports confirm that the content of the ILOs is relevant and reflective of health visitor standards. Students met by the reviewers considered the core ILOs to be sufficient but lacking in application to certain occupational areas, for example child development.
Curricula
8 The BSc (Hons) Specialist Community Practice incorporates the health visiting pathway and the curriculum supports a holistic public health approach to care. There are seven core modules and one option module. The specialist pathway counts as a double module. The concepts of shared learning, teamworking and evidence-based practice are reflected in the programme aims that address relevant Department of Health National Service Frameworks. The NMC requirements for 50 per cent theory and 50 per cent practice learning opportunities are reflected throughout the programme and are incorporated in assessments. The programme equips the student health visitor to prescribe safely and cost effectively.
9 A variety of assessment methods is covered within the curriculum with core, evidence-based research and optional modules, including formative assessment opportunities. Assessment of practice placements is subject to audit.
10 National changes in terms of the new NMC Standards of Proficiency for specialist community public health nursing for inclusion in the NMC public health nursing part of the register have necessitated a review of the curriculum in terms of specialist community practice. Following a review of the curriculum in 2005, the University and service partners are in the process of developing the new specialist community public health nurse pathway for presentation for approval next year.
Assessment
11 Assessment is through a variety of methods that enables learners to demonstrate achievement of the ILOs academically and in practice. They are stated in the programme handbook. ILOs are assessed through a learning log, critical incidents and reflection on and in practice. These contribute to the student's portfolio, ensuring integration of theory and practice and meeting the relevant section of the Code of practice for the assurance of academic quality and standards in higher education (Code of practice), published by QAA.
12 The assessment methods chosen are appropriate for demonstrating that students have met the ILOs. Written assignments are aimed at linking theory to practice. Assessment grading is set out within the programme handbook, along with clear criteria for marking that informs internal and external examiners as well as students.
13 The security, integrity and consistency of assessment procedures are clearly laid out in the programme handbooks. The majority of assessments are clearly noted and dates for presentation fixed. Samples of assessed work seen by the reviewers indicated parity in marking and evidence that moderation has taken place. Detailed feedback is given on a fronting page and within the script. Students consider that this provides a useful guide to their development and progress.
14 The portfolio of evidence from practice contributes substantially to the assessment strategy in utilising the formative assessment and ensuring integration of theory and practice. Community practice educators (CPEs), who have completed their postgraduate certificate of education, reported that the practice assessment was clearly stated but they would prefer the portfolio and profile not to have a word limit. The community practice teachers (CPTs) have completed a course enabling them to teach specialist community practice nurse students in practice. Both CPTs and CPEs have contributed to the development of assessment strategies. Regular meetings have been held between the CPTs and the academic staff to ensure the consistency of assessment strategies and procedures.
15 Assessors with the CPT qualification are diminishing in numbers. The appointment of CPEs has led to a new assessment system being developed whereby they ensure that competence in practice is met by the Specialist Community Practice Nurse students who are supported by health visitor mentors.
16 There is clear guidance for assessment arrangements, although the profile lacks more detailed guidelines. Practice assessment features strongly within the programme and contributes to the final award. Practice staff have considerable contact with university tutors and the CPEs provide some teaching in the classroom.
17 The variety of assessment tools used is appropriate for the learning outcomes of each module. CPTs and CPEs are clear on the assessment methods for practice. Progression, integration and coherence are reflected in the assessment strategy and the portfolio supports this.
18 The Public Health Module is a compulsory element of the BSc Specialist Community Practice programme. Written assessment is through critical analysis involving the ILOs. Detailed feedback is given to students and there was evidence of internal moderation. Another compulsory component of the programme is the Non-Medical Prescribing module. Assessment is through objective structured critical examinations, a period of clinical practice, a practice portfolio and a written examination. Internal moderation was commented on by the external examiner as being objective and fair.
Student achievement
19 The reviewers sampled a range of assessed work demonstrating that students on the BSc (Hons) Specialist Community Practice achieved the ILOs and the level of the award. This is supported by evidence from the external examiners that student work is comparable with that of students from other institutions and meets the requirements of the NMC as well as the FHEQ.
20 Practice placements effectively prepare students for their roles as health visitors who are competent, fit for purpose and practice. Table 1a indicates that completion and achievement on the BSc (Hons) Specialist Community Practice programme is good, with the majority of students graduating with a First or Upper Second class honours degree.
21 As shown in Table 2a, there is a high level of employment of the graduates from this programme. Some 85 per cent of students are initially employed with local employers and a further 10 per cent employed elsewhere. No students providing first destination data remained unemployed.
Table 1a Completion and achievement statistics for all award-bearing programmes in health visiting
| Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||
| Pathway | Year | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % |
| BSc (Hons) Specialist Community Practice | 2002-03 | 1 | 2 | 16 | 32 | 4 | 8 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2003-04 | 1 | 2 | 14 | 28 | 2 | 4 | 2 | 4 | 0 | 0 | 1 | 2 | |
| 2004-05 | 1 | 2 | 13 | 25 | 3 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | |
Table 2a Employment statistics for all pre-registration programmes and exception reporting only for post-registration/post-qualification programmes in health visiting
| Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Pathway | Year | No. | % | No. | % | No. | % | No. | % | No. | % |
| BSc (Hons) Specialist Community Practice | 2002-03 | 0 | 0 | 19 | 38 | 2 | 4 | 0 | 0 | 0 | 0 |
| 2003-04 | 0 | 0 | 18 | 36 | 1 | 2 | 0 | 0 | 2 | 4 | |
| 2004-05 | 0 | 0 | 20 | 33 | 1 | 2 | 0 | 0 | 0 | 0 | |
These tables are an abridged version of the BSc (Hons) Specialist Community Practice health visitor pathway. The other three sections appear in the nursing section.
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 the University of Derby in partnership with Trent SHA and the South Yorkshire SHA.
Strengths
- Intended learning outcomes are communicated effectively to students, mentors and external examiners through the programme handbooks and are available in electronic format through University of Derby Online (paragraph 6).
- The portfolio of evidence from practice contributes substantially to the assessment strategy in utilising the formative assessment and ensuring integration of theory and practice (paragraph 14).
B2 Nursing
Intended learning outcomes
22 The ILOs for the pre-registration programmes meet the NMC's regulatory requirements. They also reflect the Subject benchmark statement for nursing, the FHEQ and the emerging health professions framework. Successful achievement of the ILOs satisfies the competencies determined by the NMC for registration, ensuring students are fit for purpose and practice. The external examiners and the clinical staff corroborate the appropriateness of the ILOs.
23 Post-registration programmes are mapped against NMC standards and professional competencies where appropriate. The ILOs prepare students as advanced practitioners within their specific areas with cognitive skills that enable them to evaluate and synthesise appropriate information. This reflects the health professions framework. The collaboration with external stakeholders is evident through the development of the Non-Medical Prescribing course and the advanced emergency practitioner pathway on the MSc Primary Care Studies.
24 Students on the initial programme for the emergency practitioners experienced difficulties through the lack of communication of ILOs within the practice environments. The lack of effectively-disseminated ILOs to clinical staff resulted in the students' nursing status being given preference and utilised, rather than prioritising learning opportunities. This has improved following students' initial complaints.
25 The ILOs for all programmes are clearly defined within the programme and module specifications and reflect the aims of the programmes. These are communicated to students, clinical staff and external examiners through the programme handbooks and electronically through UDo. Meetings with students confirmed the effective communication. However, for the clinical staff, the dissemination was inconsistent with handbooks, and access to UDo is not available in each practice environment. The University is aware of the difficulties in the electronic access to information and this is currently being addressed. Clinical staff who support the pre-registration students confirm their involvement in developing the ILOs.
Curricula
26 All nursing programmes are developed with active service-partner involvement, including the SHAs, the clinical staff from local NHS Trusts and service users. Undergraduate and postgraduate provision demonstrates that curriculum design, content and organisation enable students to achieve the ILOs in relation to knowledge and understanding, cognitive skills, subject-specific skills, and practice and professional skills. There is evidence of appropriate academic and intellectual progression within the nursing portfolio in relation to the intended learning aims and outcomes.
27 An appropriate interface between research, teaching and learning activity has been incorporated within the overall strategy for pre and post-registration provision, including a developing staff profile. Curricula are informed by current research and scholarly activity. Secondment opportunities for university and practice staff foster linkages between theory and practice. Curricular content is informed by recent evidence-based developments such as National Service Frameworks. Curricular enhancement has taken place in terms of modifications and programme development, building on the contributions of service providers and student involvement.
28 The ADNS programme provides full-time, undergraduate pre-registration learning opportunities for adult and mental health nursing specialities. Partnerships with placement providers are evident and viewed as a strength. The preparation for practice includes access to a 'live' register of mentors and a robust mentor preparation scheme. The ADNS programme provides full-time placement opportunities over a broad geographical area. The variety of such placement opportunities in a range of settings ensures that partnerships between the University and service providers facilitate parity of student experience.
29 The ADNS programme content is contemporaneous, reflecting current professional and national standards. The teaching and learning strategy demonstrates academic and practice progression. The course team has developed e-learning materials to enable students with the Advanced Diploma in Nursing to be able to progress to a BSc (Hons)-level degree.
30 The post-registration provision includes undergraduate and postgraduate programmes. The BSc Specialist Practice (Nursing) incorporates seven named awards, consisting of core (shared learning) and optional modules. The recent course approval review of the BSc (Hons) Specialist Community Practice and BSc (Hons) Specialist Studies pathways highlighted the requirement for the team to strengthen specialist elements of programme design. The tutors have provided a development action plan to facilitate re-presentation of the curricula for course approval in 2006. These part-time, post-registration programmes aim to provide flexible learning opportunities, while the development of lifelong learning skills reflects the University's mission statement. The assessment strategy provides formative assessment in practice, independent learning, and a negotiated module with appropriate academic progression.
31 In response to local practice development, a new BSc (Hons) Emergency Practitioner programme was validated in June 2004. This was designed as a thematic programme incorporating clinical sciences, reflection, clinical practice skills and independent study. The programme offers full-time placement opportunities for post-qualifying interprofessional groups, involving nursing, midwifery and paramedic staff. The health professions framework statements are incorporated within the programme design which has been developed in collaboration with employers.
32 The practice certificate in non-medical prescribing has addressed NMC requirements in terms of relevance and appropriateness for practice and evidenced preparation for clinical supervisors to undertake their role. This programme has subsequently been further developed in relation to the biological, forensic and pharmaceutical sciences subject areas, and now provides an extended range of interprofessional learning (IPL) opportunities.
33 The PgCert in Primary Care Mental Health Practice is a national initiative and on interprofessional postgraduate award that places emphasis on supporting carers through the use of teamwork at the interface between primary and secondary care practitioners. There are established links with user and carer groups and employers. The teaching and learning strategy incorporates practice and academic integration using learning strategies such as problem-based learning. The overall assessment strategy supports clinical practice development through student problem-solving and clinical-reasoning skills. There is a progressive framework of curriculum design in terms of personal and professional development involving clinical supervision. The staff report that the programme is part of a national research project.
34 The MSc Primary Care Studies programme provides three postgraduate, post-registration pathways for healthcare practitioners. First, for those who wish to pursue generic studies (generic route); secondly, a nurse practitioner programme (nurse practitioner route); and thirdly, an advanced emergency care practice route. The programme reflects the health professions framework in terms of opportunities for student development within a multidisciplinary care team approach.
35 External consultation was involved in the curricular design of the Primary Care Studies programme, and this process engaged stakeholder partnerships including the SHAs, professional body representation and the student body. The curriculum design and development reflect contemporary educational approaches and healthcare practice, and are referenced against external benchmarks, the FHEQ and the Royal College of Nursing guidance on competencies. The assessment strategy reflects the Code of practice.
36 The PgCert Interprofessional Learning, Mentoring and Assessment provides students with multidisciplinary continuing professional development (CPD) opportunities. The programme has been developed with employer links and external benchmarks. The inclusion of a practice 'reflective portfolio' provides an emphasis on work-based practice learning achievement.
Assessment
37 Assessment is through a variety of methods that enables learners to demonstrate achievement of the ILOs academically and in practice. They are stated in the programme handbooks. Learning outcomes for practice reflect the NMC standards of proficiency to be achieved. The use of a competency framework involving the mentor is a key element of the assessment of practice skills. The assessment process is clear, with an initial, midpoint and final interview. Where a student is failing, an action plan is developed with the link lecturer.
38 The assessment methods chosen are appropriate for demonstrating that the student has met the ILOs. Assessments aim to link theory and practice, and detailed grading is set out within the programme handbook along with clear criteria for marking that will inform internal and external examiners, as well as students. Assessment procedures are clearly stated and all samples of assessed work demonstrate parity in marking and moderation. Students find the detailed feedback provided on a fronting page and within the script to be helpful. Such comments can also be followed up in tutorials.
39 In the first year of the Emergency Practitioner programme, there was a discrepancy in the marks awarded by internal markers, and a third marker was brought in. This limited consistency led to a strengthening of the marking guide, as well as an opportunity to hold a study day for new staff on the subject of marking, to ensure equity and fairness in awarding marks.
40 The portfolio of evidence from practice contributes to the assessment strategy in utilising the formative assessment and ensuring integration of theory and practice. Practice educators and placement facilitators are involved in the development of assessment strategies, but there is little evidence of mentors being involved. Updates from the University and tutors linking in with visits to practice areas ensure consistency in assessment strategy and procedures.
41 Assessment strategies and procedures are developed in line with standards set by the NMC and in consultation with service and the SHAs. In the main, there is clear guidance for assessment arrangements, including that of practice learning. A variety of appropriate assessment methods is used to demonstrate ILOs, with ample opportunities for formative assessment. Students can either pass or fail their practice assessment. Assessment guidance to students has improved as the programme progressed.
42 Progression, integration and coherence are reflected in the assessment strategy and the portfolio supports this. Preparation of assessors is through a teaching and assessing course in line with NMC requirements. They are also supported by the University to attend updates and have access to UDo.
43 All students are supported by a suitably prepared mentor. Students in some areas are also allocated an associate mentor. This is a nurse who is learning to be a mentor and waiting to access the teaching and assessing course. Link tutors visit practice and provide increased support if a failing student is identified. Practice in one hospital was supported by a Practice Learning Team, clinical practice educators and placement facilitators.
Student achievement
44 The reviewers sampled a range of assessed work which demonstrated that the achievement of students on the pre-registration and post-registration programmes in Nursing Studies, Specialist Studies, Primary Care, Primary Care Mental Health and Interprofessional Learning, Mentoring, and Assessment matches the ILOs and the level of the awards, ranging from Advanced Diploma to master's level. The reviewers agree with the external examiners that student work is comparable with that of students at other institutions and that identified programmes meet the requirements of the NMC as well as the FHEQ.
45 Practice placements on the ADNS programme effectively prepare students for their roles as either adult nurses or mental health nurses who are competent and fit for purpose and practice. Table 1b does not include data for the ADNS programme as there have been no completions to date.
46 Completion and achievement statistics in Table 1b for the post-registration programmes in nursing are complicated by the inclusion of students who are still current and taking modules.
47 The low Pass rates shown in Table 1b in the PgCert Interprofessional Learning, Mentoring and Assessment, PgCert Primary Care Mental Health Practice and MSc Primary Care Studies can be explained by the inclusion of students who have achieved sufficient credits to satisfy their professional needs and who then exit from the programme prior to completion. Although these students do not appear in the Pass column of Table 1b, they represent students who have achieved credits up to the level they had intended.
48 There are high levels of employment for students graduating from the post-registration degree programmes for Emergency Care Practitioners and Specialist Studies.
Table 1b: Completion and achievement statistics for all award-bearing programmes in nursing
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| Advanced Diploma in Nursing Studies | No Completions to date | ||||||||||||||||
BSc Specialist Community Practice *District Nursing |
2002-03 | n/a | n/a | n/a | n/a | 1 | 2 | 15 | 30 | 2 | 8 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2003-04 | 1 | 2 | 11 | 22 | 3 | 6 | 0 | 0 | 0 | 0 | 1 | 2 | |||||
| 2004-05 | 0 | 0 | 14 | 27 | 3 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | |||||
*School Nursing |
2002-03 | n/a | n/a | n/a | n/a | 0 | 0 | 3 | 6 | 3 | 6 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2003-04 | 1 | 2 | 3 | 6 | 2 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | |||||
| 2004-05 | 2 | 4 | 6 | 12 | 4 | 8 | 1 | 2 | 0 | 0 | 0 | 0 | |||||
*Practice Nursing |
2002-03 | n/a | n/a | n/a | n/a | 1 | 2 | 2 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2003-04 | 2 | 4 | 3 | 6 | 3 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | |||||
| 2004-05 | 1 | 2 | 4 | 8 | 1 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | |||||
BSc (Hons) Emergency Care Practitioner |
2004-05 | 0 | 0 | 18 | 39 | 6 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| PgCert Interprofessional Learning, Mentoring and Assesment | 2002-03 | 6 | 75 | 0 | 0 | ||||||||||||
| 2003-04 | 5 | 17 | 0 | 0 | |||||||||||||
| 2004-05 | 6 | 24 | 0 | 0 | |||||||||||||
PgCert in Primary Care Mental Health Practice |
2004-05 | 6 | 33 | 0 | 0 | ||||||||||||
| MSc Primary Care Studies | 2002-03 | 3 | 75 | ||||||||||||||
| 2003-04 | 1 | 20 | |||||||||||||||
| 2004-05 | 2 | 20 | |||||||||||||||
* These tables are an abridged version of the BSc (Hons) Specialist Community Practice district nursing; school nursing and practice nursing pathways. The other section appears in health visiting section.
Where the numbers do not add up to 100 per cent it is because the students are still completing the programme.
Table 2b: Employment statistics for all pre-registration programmes and exception reporting only for post-qualification programmes in nursing
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| Advanced Diploma in Nursing Studies | No Completions to date | |||||||||
| BSc (Hons) Emergency Care Practioner 2004-05 | 0 | 0 | 24 | 86 | 4 | 14 | 0 | 0 | 0 | 0 |
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 Derby in partnership with Trent SHA and the South Yorkshire SHA.
Strength
- The preparation for practice includes access to a 'live' register of mentors and a robust mentor preparation scheme (paragraph 28).
B3 Occupational therapy
Intended learning outcomes
49 The ILOs for the BSc (Hons) Occupational Therapy are appropriate for the programme aims and have been developed with due reference to the professional requirements of the College of Occupational Therapists (COT) and the HPC, and reflect the Subject benchmark statement, the Code of practice, and the FHEQ, all published by QAA. The three modes of delivery (normal undergraduate, part-time and accelerated) available on the BSc (Hons) Occupational Therapy share learning outcomes, ensuring that all graduates meet the same requirements for practice.
50 The postgraduate programmes are in line with FHEQ postgraduate descriptors and are based on the health professions framework for CPD. The inclusion of an extra module in the MSc Hand Therapy programme enables students who successfully achieve this pathway to apply for accreditation by The British Association of Hand Therapists (BAHT).
51 The quality of documentation in terms of integration of theory and practice and the close links with practice placement educators (PPEs) ensure such learning outcomes provide fitness for practice and future employability. The ILOs for each of the programmes are clearly noted in the programme specifications for undergraduate and postgraduate awards. The programme and module handbooks link the ILOs to curricular content. A survey of the BSc practice placements and collaboration with practice educators prior to the 2005 validation informed the revised programme to maintain currency. Practice staff support the University in their collaborative working towards effective learning outcomes.
Curricula
52 The pre-qualifying BSc (Hons) Occupational Therapy programme aims to prepare students to become qualified and registered practitioners. A key strength of the programme is the flexible patterns of study, including full-time, part-time and an accelerated route provision, with evidence of some students utilising these opportunities to negotiate alternative routes of study.
53 The curriculum was developed with employer and service-user involvement. The design and content of the curriculum encourage achievement of appropriate learning outcomes and academic/practice progression. Programme content facilitates reflective practitioner development, incorporating research-based practice and independent study that also facilitates lifelong learning skills. Opportunities for IPL within shared common modules across three undergraduate programmes enrich discussion, using a variety of appropriate assessments.
54 The MSc Occupational Therapy provides progression from undergraduate learning to embrace post-qualifying flexible distance-learning with CPD opportunities. There are employer links and SHA involvement within the MSc Occupational Therapy (Community) provision. Programme content reflects research, personal and professional development and reflective practice. The curriculum provides a degree of choice with negotiated learning opportunities that facilitate integration of work-based theory and practice.
55 A further example of flexible, post-qualifying distance-learning opportunities is the MSc Hand Therapy programme. The programme aims and learning outcomes facilitate work-based learning and evidence-based practice, providing a range of core and optional modules. The programme has been externally benchmarked and eligibility for accreditation was approved in 2003 by the BAHT. The programme team reported that an updating process is underway to examine the currency of module content, involving staff within the department as well as recognised clinical experts.
Assessment
56 Assessment is through a variety of methods that enables learners to demonstrate achievement of the ILOs academically and in practice. They are clearly stated in the programme handbooks. Practice-based learning assessments ensure that students meet the ILOs in their practice placement, and these are incorporated in their profile of practical experience. Practice placement educators have continuing assessment training and tutor support.
57 Assessment methods are appropriate for demonstrating that the student has met the expected learning outcomes. Assessments aim to link theory and practice. Over two to three years, the external examiner has commented that the MSc Hand Therapy programme required more clarification on assessments and this has now been done.
58 Most samples of assessed work demonstrated parity in marking and evidence of moderation having taken place. In MSc Hand Therapy, double-marking and internal moderation are supported by external examiners' reports. Detailed feedback, indicating strengths and areas for improvement, is provided to students on a fronting page and within the script. The profile of practical experience contributes to the assessment strategy in utilising the formative assessment and ensuring integration of theory and practice. In the BSc (Hons) Occupational Therapy programme, PPEs are involved in the development of assessment strategies.
59 The PPEs are trained and have a programme of continuing training in assessment. The University holds PPE training meetings jointly with a neighbouring university four times a year to ensure consistency in assessment strategy and procedures. Assessment strategies and procedures are developed with consideration given to standards set by the HPC and in consultation with service providers and the SHAs. In the undergraduate programme, there is clear guidance for assessment arrangements, including that of practice learning. The variety of assessment tools used is appropriate for the ILOs.
60 Progression, integration and coherence are reflected in the assessment strategy and the profile of practical experience supports this. Preparation of PPEs is through a teaching and assessing course. BSc (Hons) Occupational Therapy students are supported by PPEs who have undergone suitable accreditation or training.
Student achievement
61 The reviewers agree with the external examiners that student work on the undergraduate programmes is comparable with that of students in other institutions and meets the requirements of the HPC and the COT, as well as the FHEQ. The achievement of the students on the MSc Occupational Therapy and MSc Occupational Therapy (Community) programmes matches the ILOs and the level of the award. Student work on these master's programmes is comparable with that in other institutions. Students' achievement of the ILOs is poor on the MSc Hand Therapy programme. Some student work on this programme can lack analysis and discussion at master's level.
62 The practice placements effectively prepare students for their roles as occupational therapists who are competent and fit for purpose and practice. As shown in Table 1c, there is good completion and achievement on the BSc (Hons) Occupational Therapy programmes. Of those students who have completed the degree in the last three years, 55 per cent have gained an Upper Second class or above, with only 7 per cent gaining a Third or a Pass degree.
63 Table 1c indicates a satisfactory level of achievement and completion on the MSc Occupational Therapy programme. Further data supplied on the MSc Hand Therapy programme demonstrate that, since 2002, there has been a 50 per cent achievement of MSc awards, with a further 13 per cent of students achieving a PgCert or PgDip. The low pass rates shown in Table 1c can be explained by the inclusion of students who have achieved sufficient credits to satisfy their professional needs and who then exit from the programme prior to completion. Although these students do not appear in the pass column of Table 1c, they represent students who have achieved credits up to the level they had intended. However, there is a 37 per cent failure to complete on the MSc Hand Therapy programme.
64 Table 2c indicates that there have been a small number of graduates recorded as unemployed on first destination data. There is a successful rate of employment reported by occupational therapy graduates, with some 50 per cent of graduates employed locally and 50 per cent employed elsewhere.
Table 1c: Completion and achievement statistics for all award-bearing programmes in occupational therapy
| Programme | Academic year | 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 (Full-time) |
2002-03 | 4 | 6 | 21 | 33 | 20 | 31 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| 2003-04 | 4 | 7 | 20 | 36 | 24 | 43 | 0 | 0 | 2 | 4 | 0 | 0 | |||||
| 2004-05 | 2 | 3 | 17 | 27 | 20 | 31 | 6 | 9 | 0 | 0 | 0 | 0 | |||||
BSc (Hons) Occupational Therapy (Part-time) |
2002-03 | 1 | 8 | 7 | 54 | 2 | 15 | 1 | 8 | 0 | 0 | 0 | 0 | ||||
| 2003-04 | 1 | 8 | 8 | 67 | 1 | 8 | 1 | 8 | 0 | 0 | 0 | 0 | |||||
BSc (Hons) Occupational Therapy (Accelerated) |
2002-03 | 5 | 42 | 6 | 50 | 1 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| 2003-04 | 4 | 17 | 8 | 33 | 5 | 21 | 3 | 13 | 0 | 0 | 0 | 0 | |||||
| MSc Occupational Therapy | 2002-03 | 2 | 100 | 0 | 0 | ||||||||||||
| 2003-04 | 2 | 100 | 0 | 0 | |||||||||||||
| 2004-05 | 2 | 67 | 1 | 33 | |||||||||||||
MSc Occupational Therapy (Community) |
No completions to date | ||||||||||||||||
| MSc Hand Therapy | 2002-03 | 3 | 100 | 0 | 0 | ||||||||||||
| 2003-04 | 5 | 83 | 1 | 17 | |||||||||||||
| 2004-05 | 3 | 100 | 0 | 0 | |||||||||||||
Table 2c: Employment statistics for all pre-registration programmes and exception reporting only for post-registration/post-qualification programmes in occupational therapy
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other unknown | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Occupational Therapy | ||||||||||
| 2002-03 | 0 | 0 | 25 | 46 | 27 | 50 | 2 | 4 | 0 | 0 |
| 2003-04 | 0 | 0 | 25 | 51 | 22 | 45 | 0 | 0 | 2 | 4 |
| BSc (Hons) Occupational Therapy (Accelerated) | ||||||||||
| 2002-03 | 0 | 0 | 8 | 42 | 11 | 58 | 0 | 0 | 0 | 0 |
| 2003-04 | 0 | 0 | 9 | 45 | 8 | 40 | 2 | 10 | 1 | 5 |
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 the University of Derby in partnership with Trent SHA and South Yorksire SHA.
Strength
- A key strength of the BSc (Hons) Occupational Therapy programme is the flexible patterns of study, including full-time, part-time and an accelerated route provision (paragraph 52).
Weakness
- Students' achievement of the intended learning outcomes is poor on the MSc Hand Therapy programme (paragraph 61).
B4 Radiography
Intended learning outcomes
65 Programme aims and learning outcomes are clearly identified with the module and programme specifications for both the undergraduate and postgraduate awards. This information is available in programme and module handbooks and UDo. In discussions, students and clinicians provided a good understanding of the ILOs, showing a successful dissemination of programme aims and ILOs. External examiners also confirm that ILOs are clearly identified.
66 ILOs for all the programmes are compatible with the level specified by the FHEQ. Those for the BSc (Hons) Diagnostic Radiography meet the requirements of the professional body, the College of Radiographers, the HPC and the Subject benchmark statement. The MSc Medical Ultrasound has appropriate ILOs informed by The Consortium for the Accreditation of Sonographic Education.
67 For the pre-registration and postgraduate programmes the ILOs have been informed by the Subject benchmark statement for radiography. In addition to those of the University, the BSc (Hons) Information Management and Technology in Health and Community Care programme has a further set of learning outcomes to fulfil the competencies of the professional body for National Health Service Information Authority professional awards in Information Management and Technology (Health).
68 The growth of both undergraduate and postgraduate radiography programmes is compatible with the health professions framework addressing the expanding role of the radiographic profession. Outcomes across the programmes reflect the range of learning associated with the four levels of clinical practice within the profession.
Curricula
69 There is a broad range of provision offering a variety of undergraduate and postgraduate programmes. These awards offer opportunities for student progression through academic/practice levels ranging from Professional Development Certificate (assistant practitioners in imaging) to master's level. The curricula have responded to external drivers that influence programme provision as a means of responding to service need and professional development.
70 The BSc (Hons) Diagnostic Radiography programme has been developed with employer input into its design, and approved by the HPC and accredited by the College of Radiographers leading to eligibility for registration reflecting the health professions framework. The curriculum provides a full-time, student learning opportunity and dedicated imaging facilities allow the development of practice-orientated learning. The curriculum has been reviewed and modified, where appropriate, and follows the radiography benchmark. The relevant sections of the Code of practice are reflected in the scheme. There are also progression opportunities for graduates of the programme.
71 The development of more specialist/advanced practice roles is a feature of part-time postgraduate provision within the MSc Medical Ultrasound and MSc Advanced Practice in Radiography programmes. The portfolio of flexible learning opportunities leading to the award of PgCert/PgDip/MSc Medical Ultrasound consists of core and optional modules, dependent on the individual pathway of study.
72 The PgCert in Osteoporosis and Falls Management provides IPL opportunities for different professional groups accessing this distance-learning award. Course content provides both core learning and choice.
Assessment
73 Assessment is through a variety of methods that enable learners to demonstrate achievement of the ILOs, both academically and in practice. Practice-based learning assessments, as a strategy, ensure that students meet the ILOs in their practice placement. At each level, students work towards completion of a record of clinical experience. In the BSc (Hons) Diagnostic Radiography, each level has a formative objective structured clinical assessment, where a range of skills is assessed. Assessment grading is set out within the programme handbook, along with clear criteria for marking that will inform internal and external examiners as well as students.
74 There is rigour in the assessment procedures, with the degree assessment process clearly set out in the programme handbooks. Moderation takes place using standard proformas.
75 The range and type of assessment show a staged progression in the acquisition of intellectual skills. There is good feedback provided in most assessments with students receiving detailed comments both on the written work and through tutorials. The skeletal radiography assessment by computer in the BSc (Hons) Diagnostic Radiography was seen as an example of good practice.
76 There is some contribution from practitioners in the development of assessment strategies. Annual monitoring is carried out by the SHA and consultation takes place with service providers through programme committee meetings, ensuring consistency in assessment procedures.
77 Assessment strategies and procedures are developed with consideration given to standards set by the HPC and in consultation with service and the SHAs. There is clear guidance for assessment arrangements, including that of practice learning support provided by lecturer practitioners.
78 Practice assessor attendance at assessor training is variable. In some practice placements, practice-based assessment of students on the BSc (Hons) Diagnostic Radiography programme is undertaken by untrained practice staff.
Student achievement
79 The reviewers sampled a wide range of assessed work and this showed that the achievement of the students on the professional development certificates and BSc (Hons) Diagnostic Radiography, BSc (Hons) Information Management and Technology in Health and Community Care and postgraduate programmes matches the ILOs and the level of the award. The reviewers agree with the external examiners that student work is comparable with that at other institutions and, where appropriate, meets the requirements of the HPC and the College of Radiographers, as well as the FHEQ.
80 The practice placements on the professional development certificates and BSc (Hons) Diagnostic Radiography programmes effectively prepare students for their roles as either assistant practitioners in radiotherapy, assistant practitioners in imaging or diagnostic radiographers who are competent and fit for purpose and practice.
81 Table 1d indicates that the numbers of students completing the Assistant Practitioner in Radiotherapy Certificate are small, but that there is a good completion and achievement rate. Completion of the Assistant Practitioner in Imaging certificate is high, with 86 per cent of students achieving a pass. The BSc (Hons) Diagnostic Radiography programme has good completion and achievement rates. Of the graduates who have completed the programme over the last three years, 55 per cent have achieved an Upper Second class or above and there have been no failures.
82 The data in Table 1d for the MSc Medical Ultrasound show good completion rates, but this table is complicated because of the inclusion of students who are still current and are taking or retaking modules.
83 All students graduating from the Assistant Practitioner programmes have entered employment. Those from the radiotherapy course are employed locally, while the majority of students completing the Assistant Practitioner in Imaging programme are employed elsewhere. The BSc (Hons) Diagnostic Radiography graduates show good employment rates, with no students providing first-destination data remaining unemployed. Around 60 per cent of graduates are initially employed locally.
Table 1d: Completion and achievement statistics for all award bearing programmes in radiography
| Programme | Academic year | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| Professional Development Certificate (Assistant practitioners in Radiotherapy | 2003-04 | 2 | 67 | 0 | 0 | ||||||||||||
| 2004-05 | 2 | 100 | 0 | 0 | |||||||||||||
Professional Development Certificate (Assistant practitioners in Imaging) |
2004-05 | 24 | 87 | 0 | 0 | ||||||||||||
| BSc (Hons) Diagnostic Radiotherapy | 2002-03 | 1 | 3 | 13 | 42 | 11 | 36 | 4 | 13 | 0 | 0 | 0 | 0 | ||||
| 2003-04 | 3 | 9 | 16 | 49 | 12 | 36 | 2 | 6 | 0 | 0 | 0 | 0 | |||||
| 2004-05 | 6 | 17 | 12 | 33 | 12 | 33 | 2 | 6 | 0 | 0 | 0 | 0 | |||||
BSc (Hons) Information Management and Technology Health Community Care |
No completions to date | ||||||||||||||||
| MSc Medical Ultrasound | 2002-03 | 4 | 67 | ||||||||||||||
| 2003-04 | 6 | 75 | |||||||||||||||
| 2004-05 | 1 | 25 | |||||||||||||||
| MSc in Advanced Practice in Radiotherapy | No completions to date | ||||||||||||||||
Table 2d: Employment statistics for all pre-registration programmes in radiography
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other unknown | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| Professional Development Certificate (Assistant Practitioners in Radiotherapy) | ||||||||||
| 2002-03 | 0 | 0 | 2 | 100 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2003-04 | 0 | 0 | 2 | 100 | 0 | 0 | 0 | 0 | 0 | 0 |
| Professional Development Certificate (Assistant Practitioners in Imaging) | ||||||||||
| 2004-05 | 0 | 0 | 8 | 33 | 16 | 67 | 0 | 0 | 0 | 0 |
| BSc (Hons) Diagnostic Radiography | ||||||||||
| 2002-03 | 0 | 0 | 14 | 64 | 8 | 36 | 0 | 0 | 0 | 0 |
| 2003-04 | 0 | 0 | 15 | 52 | 13 | 45 | 0 | 0 | 1 | 3 |
| BSc (Hons) InfoManagement and Technology in Health and Community Care | No completions to date | |||||||||
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 the University of Derby in partnership with Trent SHA and South Yorkshire SHA.
Strength
- In discussions, students and clinicians provided a good understanding of the intended learning outcomes, showing a successful dissemination of programme aims and intended learning outcomes (paragraph 65).
Good practice
- The skeletal radiography assessment by computer in the BSc (Hons) Diagnostic Radiography was seen as an example of good practice (paragraph 75).
Weakness
- In some practice placements, practice-based assessment of students on the BSc (Hons) Diagnostic Radiography programme is undertaken by untrained practice staff (paragraph 78).
C Quality of learning opportunities
Learning and teaching
84 The University's Learning, Teaching and Assessment Strategy promotes excellence in learning and teaching, focusing on the need for flexible delivery to embrace a changing, more diverse student population. The strategy emphasises the need for transferable skills, including information technology (IT) skills, study skills, intellectual skills and knowledge acquisition, leading to employability and fitness to practise. The Faculty's implementation of the strategy is monitored and developed through the Learning, Teaching and Assessment Committee.
85 Approaches to teaching are outlined in module handbooks, the main methods being lectures, group-work, tutorials, reflective studies, self-directed learning, distributed learning, seminars, and debates. More recently, progress has been made in the introduction of e-learning and practice-based learning. The latter is integral to the student learning experience, with students being well-prepared for practice and recognising the opportunities offered on these learning environments for the integration of theory and practice. Students found the feedback they received on their work constructive and were pleased to receive a provisional mark as assignments were not always returned on time. This has been recognised and the examination board for ADNS now sits three times a year. The new clinical skills suite offers further opportunities for students to develop transferable skills in the safety and security of the academic setting.
86 Developments in educational practice have led to the adoption of a range of methods and modes of programme delivery, including distributed learning in postgraduate occupational therapy and radiography. The distributed learning materials and subsequent teaching and academic guidance utilised in the MSc Hand Therapy have failed to reduce the high failure rate, especially for international students. Although measures have been taken to address this issue, the reviewers and the external examiner still have concerns regarding the level of academic guidance offered on this programme.
87 Interprofessional education is addressed through a number of routes by the various professions. For undergraduate occupational therapy and radiography, a common learning module has been running for a number of years and provides an IPL opportunity. Students report that, within the first year, they experience shared learning but that, by the third year, they are working more collaboratively and learning more about each other's profession. Those programmes recruiting students from more than one profession are highlighted by both staff and students as promoting IPL. In particular, the Non-Medical Prescribing programmes are considered by staff and students as being very dynamic and offering excellent IPL.
88 Students and PPEs commented on the opportunities available for IPL in the practice setting, with evidence of good practice among all the professional groups. This includes students from different professions managing the same caseload, opportunities for teamworking and collaboration, and students being involved in learning environments which offer the opportunity to develop non-traditional roles.
89 A lack of curricular-based IPL exists within pre-registration nursing and the Assistant Practitioners in Radiography programmes. The clinical skills suite, together with the appointment of a Cross-Schools Coordinator and development of an interprofessional education working group, offers greater opportunities for the development of IPL in the future, a need recognised by the School. However, these experiences have yet to be developed fully and the nature of the IPL formally evaluated.
90 Clients and patients are at the centre of the students' learning experience, with students showing a commitment to client-centred care in the practice environment. The provision of the clinical suite offers opportunities for engagement with service users within the academic environment for students in nursing programmes and the PgCert in Osteoporosis and Falls Management. Students report the involvement of clients, within the academic setting, to promote the integration of theory and practice. Post-registration programmes have been developed as a result of practice needs and are designed to meet market requirements.
91 Learning in practice is supported by a commitment to provide high-quality learning environments which are regularly audited to ensure parity between placements and to monitor the quality of learning and teaching. Agreements with other universities, regarding the provision of pre-registration occupational therapy and nursing placements, ensure that practice placements only have to undergo one yearly auditing process. All nursing learning environments visited by the reviewers meet NMC requirements.
92 A close working relationship between the University and practice providers promotes good communication. This is particularly strong in BSc (Hons) Occupational Therapy, where practice educators, because of their continuing involvement in curriculum development, are able to ensure currency and links with theory and practice. Despite capacity issues of practice placements, students generally reported that they had been exposed to a variety of learning environments, giving them breadth and depth of experience. Students consider that they are well prepared for practice-based learning and are clear about their ILOs, assessments and procedures to follow in the event of failing. Employers and graduates consider that their programmes prepare them for the work that they have to undertake and provide them with the necessary skills that enable them to be fit for practice and purpose.
93 The reviewers noted that health and safety information was provided to students in all placements visited. Some mentors expressed concerns over the short timespan between the notification to placements of students and the arrival of pre-registration nursing students. This can sometimes limit the time mentors have to arrange appropriate support.
94 Students, mentors and practice educators felt supported by the University and appreciated the close links made through the provision of link tutors, lecturer practitioners, visits from university staff and updates provided by the University. However, practice educators expressed the need for specific timely feedback from the University so that they could enhance their learning environments and improve the quality of learning and teaching. Within the academic setting, students find UDo useful for accessing lecture notes, module handbooks and having access to discussion forums.
95 The provision of accredited PPE programmes and active CPD opportunities ensures the quality of learning and teaching in the practice learning environment. However, it was noted that the uptake of these programmes by radiography PPEs is variable. UDo provides a useful tool to support students on placement; however, access is sometimes difficult due to password protection, hospital policies and placement staff not being registered.
96 The quality of learning and teaching is effectively monitored in the academic setting through the observation, monitoring and support of teaching process. Each member of staff undergoes an annual Development Performance Review, through which staff development needs are identified. Scholarly activity and staff postgraduate studies, together with induction programmes for new staff, are being utilised to inform teaching.
The quality of learning and teaching is commendable.
Strengths
- Students and practice placement educators commented on the opportunities available for interprofessional learning in the practice setting, with evidence of good practice amongst all the professional groups (paragraph 88).
- A close working relationship between the University and practice providers promotes good communication. This is particularly strong in BSc (Hons) Occupational Therapy, where practice educators, because of their continuing involvement in curriculum development, are able to ensure currency and links with theory and practice (paragraph 92).
Weaknesses
- Some mentors expressed concerns over the short timespan between the notification to placements of students and the arrival of pre-registration nursing students. This can sometimes limit the time mentors have to arrange appropriate support (paragraph 93).
- Practice educators expressed the need for specific timely feedback from the University so that they could enhance their learning environments and improve the quality of learning and teaching (paragraph 94).
Student progression
97 There are effective arrangements for admission and induction to many of the undergraduate and postgraduate programmes. The University works alongside practice placement providers and the SHAs to provide a strategy for admission, induction and support for students on programmes in both the campus and practice placement environments.
98 Prospective students can gain information on the programmes in a variety of ways. The University's prospectuses provide full information on the programmes and admissions procedures. There is little information in the prospectuses on careers in the health professions. The University's website provides similar information to the prospectuses, with some information on careers in the health professions.
99 Applications to the undergraduate degree programmes are made through the University and Colleges Admissions Service (UCAS); pre-registration nursing applications are made through the Nursing and Midwifery Admissions Service (NMAS); applications to all other programmes are made directly to the University, application forms being available on-line through the University's website.
100 Representatives from the practice placements are included in the undergraduate admissions interview procedure and staff involved have a clear understanding of the admissions procedures.
101 Student handbooks provide clear written guidance and support for students in both campus and practice placement environments. The University's virtual learning environment, UDo, also provides support and guidance for students in the campus setting and is available in most practice placements. Full-time students stated that UDo was a useful support mechanism; some part-time students found it less useful, possibly due to a less successful induction to the system.
102 The University provides a wide range of support services and pastoral care for students, including counselling, disability advice, and financial and accommodation advice. There is a Multi-Faith Centre on the Kedleston Road site. 103 Link tutors and placement mentors provide support and pastoral care when students are in the practice placements. Students and practice staff across the range of provision indicate that the quality of the pastoral care and academic support from the University during assessed practice placement is effective and supportive. Channels of communication between practice placements and the tutors are clear, and the latter attend practice placements at short notice to support failing students.
104 Practice-based assessment is carried out by practice placement staff. In the pre-registration health visiting, nursing and occupational therapy programmes, the mentors attend an assessor training course at the University. Staff may only assess students after successfully completing such a course and receiving accreditation as student practice assessors.
105 Practice-based assessment of BSc (Hons) Diagnostic Radiography students is carried out by practice placement staff. Practice mentor attendance at, and accreditation through, assessor training is variable across the practice placements used by students on the BSc (Hons) Diagnostic Radiography programme. In some practice placements, all staff are trained as assessors and can all assess students. In other practice placements, a shortage of trained assessors was observed.
106 Rates of student completion and withdrawal are shown in Table 3. The retention rates of most of the pre-registration programmes are high and compare favourably with other institutions. The September 2004 cohort of the ADNS programme demonstrated a large number of withdrawals, 14 students representing 22 per cent of the original cohort numbers. This figure is higher than the expected level of withdrawal from the programme and can be explained by a delay in bursary payments to students that occurred nationally for the September 2004 intakes. Previous and subsequent cohorts do not display this high withdrawal rate.
107 On the post-registration programmes, many students achieve the award that they are aiming for. For many, this may involve exiting at the postgraduate certificate or diploma level in line with professional expectations. This feature is used by tutors to account for the high withdrawal rate on the PgCert in Interprofessional Mentoring, Learning and Assessment programme, where students may exit after sufficient credit has been attained to meet their professional needs without completing enough credits to gain the PgCert.
108 The completion rates for the MSc Hand Therapy programme are low, with 23 per cent of students completing the programme and achieving the award in the period 2002-05. There is a substantial failure rate of the assessments by students on the MSc Hand Therapy programme. The need to improve support and guidance for these students has been a concern since 2002. Although steps have been taken in the MSc Hand Therapy to introduce more on-line support and a 'buddy' system, the failure rate remains high.
Table 3: Recruitment and attrition statistics for pre-registration and NMC-recordable qualifications
| Award Title | Recruited Number | Withdrawal | Transfer in | Transfer out | Discontinuation | ||||
|---|---|---|---|---|---|---|---|---|---|
| No | % | No | % | No | % | No | % | ||
Advanced Diploma in Nursing Studies |
|||||||||
| Jan 2004 | 50ft | 6 | 12 | 5 | 10 | 1 | 2 | 3 | 6 |
| Sept 2004 | 65ft | 14 | 22 | 10 | 115 | 0 | 0 | 2 | 3 |
| Jan 2005 | 75ft | 4 | 5.0 | 3 | 4.0 | 0 | 0 | 0 | 0 |
BSc (Hons) SCP District Nursing |
|||||||||
| 2002-03 | 20ft | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2003-04 | 16ft | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2004-05 | 20ft | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
BSc (Hons) SCP HV |
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| 2002-03 | 21 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2003-04 | 21 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2004-05 | 21 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
BSc (Hons) SCP School Nursing |
|||||||||
| 2002-03 | 6ft 2pt | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2003-04 | 6ft 4pt | 0 | 0 | 4 | 7 | 0 | 0 | 0 | 0 |
| 2004-05 | 11ft 2pt | 0 | 0 | 2pt | 3 | 0 | 0 | 0 | 0 |