Faculty of Health:
1795121508000
Faculty of Health:
School of Health Professions
MSc Advanced Professional Practice
2023-24
Module Handbook
ADV712 Supported Independent Study
ADV712 Paramedic Practice - Supported Study
ADV749 Dietetic Practice - Supported Study
ADV750 Occupational Therapy Practice - Supported Study
ADV751 Physiotherapy Practice - Supported Study
center7620Module Leader: Rachel Knight Lozano
email: rachel.knightlozano@plymouth.ac.uk
00Module Leader: Rachel Knight Lozano
email: rachel.knightlozano@plymouth.ac.uk
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Dear applicant
Important please note
The Universitywill do its bestto provide appropriate support for studentswith a disability.Inthe context of Higher Educationstudy,the term disability covers a range of impairments, medical conditions, mental health issues and specific learning difficulties.We have put in placea number ofchanges to procedures andto ourcampus to make our courses moreaccessible, and this is reflected in thediversity of students studyingwith us. However, it is importantfor usto consideranyindividual requirements sufficiently far in advance to enable us to advise you on the range of options available and to put in place appropriate arrangements.
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PLEASE NOTE
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Table of Contents
TOC o "1-3" h z u MODULE TITLE PAGEREF _Toc145507106 h 10Welcome & Introduction PAGEREF _Toc145507107 h 11The Module Leader and Supervisors PAGEREF _Toc145507108 h 11Module Lead Contact Details PAGEREF _Toc145507109 h 11Module Pathway Specific Leads PAGEREF _Toc145507110 h 11Module Information PAGEREF _Toc145507111 h 12Support and Supervisors PAGEREF _Toc145507112 h 12MODULE AIMS PAGEREF _Toc145507113 h 13Assessed learning outcomes: PAGEREF _Toc145507114 h 13Module summary PAGEREF _Toc145507115 h 14Indicative Syllabus Content PAGEREF _Toc145507116 h 14SCHEME OF WORK PAGEREF _Toc145507117 h 15Moodle DLE (Digital Learning Environment) PAGEREF _Toc145507118 h 16ASSESSMENT PAGEREF _Toc145507119 h 16Useful dates: PAGEREF _Toc145507120 h 16ASSESSMENT INFORMATION PAGEREF _Toc145507121 h 16Assessment description: PAGEREF _Toc145507122 h 16Formative PAGEREF _Toc145507123 h 16Summative: PAGEREF _Toc145507124 h 17Submission PAGEREF _Toc145507125 h 19Extensions andExtenuating Circumstances PAGEREF _Toc145507126 h 19Confidentiality PAGEREF _Toc145507127 h 20Corrupt files PAGEREF _Toc145507128 h 20Resubmission PAGEREF _Toc145507129 h 20Modified assessment PAGEREF _Toc145507130 h 20ACADEMIC/LEARNING SUPPORT PAGEREF _Toc145507131 h 20Feedback PAGEREF _Toc145507132 h 21MODULE EVALUATION PAGEREF _Toc145507133 h 21RECOMMENDED READING PAGEREF _Toc145507134 h 21APPENDIX 1: Marking Rubric PAGEREF _Toc145507135 h 22Appendix 2 Module Descriptors PAGEREF _Toc145507136 h 24Appendix 3 Front Sheet Example PAGEREF _Toc145507309 h 36
MODULE TITLEADV712, 749, 750, & 751: Independent Supported Study
Welcome & IntroductionWelcome to the Independent Supported Study modules where you will have an opportunity to focus on an area of professional practice of your choice and reflect on your learning. The module team is here to guide you through your module which is delivered via webinars and supervision. As the module lead, I oversee the organisation of all modules which are aligned to particular advanced professional practice pathways. Please contact me with any questions regarding the module. You will be allocated an individual supervisor who is there to support and guide you throughout the module.
As the module leader, I would like to give you some information about myself. Before joining the team at the University of Plymouth, I spent 15 years as a paediatric physiotherapist within acute child healthcare services and more recently, schools and community care. Throughout my career I have enjoyed a combination of clinical practice and academic engagement; with a keen interest in interdisciplinary collaborations across research and practice.
I am an advocate for this Independent Supported Study module as it provides an opportunity to look in depth at a particular area of interest, delving into your specialism or even exploring new avenues that spark your interest. I hope you will enjoy this module and I encourage you to keep in regular contact with your supervisor, contact me with questions and make use of the Moodle site as a resource to support your learning.
The Module Leader and SupervisorsThe role of the module leader is to ensure that your learning experience is a positive one. It is the module leaders responsibility to ensure the smooth running of the module and to give you academic guidance and support as required. If you have any queries or concerns you should in the first instance draw these to the module leads attention. This may be face to face (when possible), via MS TEAMS, ZOOM, email or a phone call.
Module Lead Contact DetailsName: Mrs Rachel Knight Lozano
Address: University of Plymouth, InterCity Place, Plymouth Railway Station, North Road East, Plymouth PL4 6AB
Contact Profile: https://www.plymouth.ac.uk/staff/rachel-knight-lozano
Email: Rachel.knightlozano@plymouth.ac.ukModule Pathway Specific LeadsThis module involves individual supervision by an allocated academic in a relevant area of professional expertise.
Module Pathway-Specific Leads
Hazardous Area Response Team- HART Mr Ian Luscombe ian.luscombe@plymouth.ac.ukOccupational Therapy Professor Alison Warren alison.warren@plymouth.ac.ukDietetics Dr Tracey Parkin tracey.parkin@plymouth.ac.ukPhysiotherapy Ms Sue May sue.may@plymouth.ac.ukNeuro Ms Danielle Munford danielle.munford@plymouth.ac.ukHealth and Social Care Mr Keith Walker keith.walker@plymouth.ac.uk
Module InformationThis module enables students to achieve 20 M level credits in a topic relevant to their own professional practice. Students begin by defining a topic and negotiating their own learning objectives with a supervisor before going on to meet the assessed module learning outcomes at M level.
The module provides the opportunity for students to engage in reviewing the literature and deepening their understanding of the relationship between theory and practice as well as gaining insight into their own style of learning.
The supported study modules listed on the front page of this handbook are all aligned to MSc Advanced Professional Pathways but are delivered the same. Each supported study student defines their own work-based topic to focus on. Often topics cross disciplines or concern a patient group that many health professionals encounter and so blending the modules together creates a cohort of students from various professions who may come together during webinars. The benefit of this are that, via the Moodle forum, you can discuss things common to all students e.g. working in isolation or timelines etc. This can be helpful for motivation and also to help the module leader identify any issues early and manage them in a timely way. For this reason all the content (module handbook, module tasks etc.) is held on a central Moodle site (metasite) but you will submit your assignment on your pathway specific Moodle site e.g. ADV749 for dietitians. The module sites for each cohort can be found in the University portal under My Modules.
Support and SupervisorsThe unique aspect of the supported study modules is the student-led emphasis which begins with the topic to be studied. The support comes from a dedicated supervisor who has experience in masters level study or supervision and the topic area but may or may not be from the same profession as the student. Where the student has subject specific enquiries that cannot be addressed with an internet search etc., the module leader can help identify a member of the academic staff to deal with the isolated enquiry to facilitate progression of the project and written assignment. Students have a range of experience and it is important that the support received relates to project management, M level critical reading and writing, literature searching and reflection. This is factored into the choice of supervisor by the module lead and/or pathway lead for the student. The individual module supervisor will be the point of contact for module tutorials, formative feedback and module-specific support during the module.
If a supervisory relationship is not working, the module lead can firstly meet with the student and supervisor to see if a solution can be found or, in rare circumstances, facilitate changing the supervisor. This is only an option in the first four weeks of the module.
The supervision expectation is outlined in the module handbook and generally too little or too much time spent in supervisory meetings is a concern. Too little can risk the student preparing work that may not meet the assessment guidelines or disengaging altogether. Too much supervision can mean that the student is relying on the supervisor to output work and can indicate that the student is not well orientated in the module and progressing well. In either instance, the module lead is likely to be alerted by the supervisor and a triad meeting arranged to address any issues.
The format of the module involves an initial webinar with an overview of the module. The supervisor will then complete four supervision sessions with the student across the module. The majority of the work is undertaken by the student outside of contact time with the supervisor and this normally equates to 200 hours of study per 20 credit module at M level in total. There are 3 webinars across the modules that will be recorded and uploaded to Moodle. There is also a question and answers section on Moodle to promote discussion.
MODULE AIMS
This module aims to enable students to reflect on their learning from relevant independent study and CPD activity, and to use this learning to enhance their own professional practice. The module allows you to study an area of interest in-depth that may not have been previously possible in other modules
It aims to:
Allow for more in-depth study of a topic of the students choice.
Develop independent thinking.
Facilitate a critical exploration of an area of personal choice and importance to practice.
Assessed learning outcomes:At the end of the module the learner will be expected to be able to:
Reflect on, apply and critically evaluate personal learning gained through a period of independent study
Demonstrate advanced evidence based knowledge and skills from the relevant specialist subject area
Apply critical analysis of theory and research findings to own practice and development of service
Demonstrate critically reflexive approaches to practice
Identify and evaluate improvements for practice and service provision
Module summaryThe supported study modules involve starting out with a practice related question or goal. You bring your experience, knowledge, ideas and skills to the process of seeking out and accumulating evidence from a range of sources.
This type of module brings opportunities and also challenges. One aspect of this may be in the organisation of your own ideas. You have chosen a module which by definition implies a much more self-directed approach. You have not been given a specific assignment title, but have instead embarked on a piece of independent work.
This is both exciting and challenging. You already have considerable experience of addressing this type of issue in your day to day practice. Studying with the support from your supervisor will help you bridge the gap between identifying issues, planning, problem solving and achieving outcomes in practice, and applying this approach to your learning.
Indicative Syllabus ContentThe independent learning activities undertaken within this module will vary and depend on the agreed learning objectives for each individual student. This may include self-directed learning focussed around specific CPD activities (such as relevant short courses), or learning activities linked to specific work-related projects. The module team will provide support for the students throughout the module, which will be tailored to individual needs. This will include;
an introduction and overview of the module
to develop learning objectives for the module
facilitate the students progress during the period of independent study
This module will, therefore, require the student to evaluate and combine information from many different sources and theoretical approaches. The participant will be expected to appraise the impact of current theories and evidence on their identified practice issue, reflect on its significance and apply the learning to practice. You will be expected to read widely, and critically appraise the available evidence base in order to meet the learning outcomes of this module.
SCHEME OF WORKNB Supervision Sessions to be booked directly with your supervisor.
The module is run predominantly by distance learning using webinars via ZOOM to share information on key themes and encourage discussion.
AUTUMN 2023
Webinar: Wednesday 27th September 2023
Theme: Module overviewMethod: Live via ZOOM link (see announcements and emails for link)Time: 19:00Facilitator:Ms Rachel Knight Lozano
Webinar Date: Wednesday 18th October 2023Theme: Critical thinking and writingMethod: Live via ZOOM link (see announcements and emails for link)Time: 19:00Facilitator:Ms Rachel Knight Lozano
Webinar Date: Wednesday 15th November 2023Theme: Reflection & ReflexivityMethod: Live via ZOOM link (see announcements and emails for link)Time: 19:00Facilitator:Ms Rachel Knight Lozano
SPRING 2024
Webinar: Wednesday 31st January 2024
Theme: Module overviewMethod: Live via ZOOM link (see announcements and emails for link)Time: 19:00Facilitator:Ms Rachel Knight Lozano
Webinar Date: Wednesday 28th February 2024Theme: Critical thinking and writingMethod: Live via ZOOM link (see announcements and emails for link)Time: 19:00Facilitator:Ms Rachel Knight Lozano
Webinar Date: Wednesday 20th March 2024Theme: Reflection & ReflexivityMethod: Live via ZOOM link (see announcements and emails for link)Time: 19:00Facilitator:Ms Rachel Knight Lozano
Moodle DLE (Digital Learning Environment)Moodle DLE is a website that provides central storage and space for documents, information, links and ideas related to your module as well as a portal for submission of your coursework. The module team will share appropriate information, documents, publications and other resources used to support your learning on this site. It is important to familiarise yourself with the use of Moodle and regularly check your student email for module information.
If you require assistance regarding Moodle please contact the module lead.
ASSESSMENTThis module is assessed by 100 % coursework
Useful dates:Description Date (all by 16:00 hrs)
Formative deadline (AUTUMN cohort) 22nd November 2023
Submission deadline (AUTUMN cohort) 10th January 2024
Marks released (AUTUMN cohort) 7th February 2024
Formative deadline (SPRING cohort) 27th March 2024
Submission deadline (SPRING cohort) 15th May 2024
Marks released (SPRING cohort) 12th June 2024
ASSESSMENT INFORMATIONTitle: [This is student determined in agreement with supervisor]
Assessment description:The assessment consists of formative and summative elements; the summative element consists of one component with two sections:
Chapter 1: The assignment as defined by your learning objectives. Your individual learning objectives MUST be stated in the introduction to this chapter.
Chapter 2: A reflection on your learning process
Assessment for this module is assessed at M level and these assessment criteria can be found in the programme handbook appendix.
Formative
Formative feedback on your written work:
You can submit one bullet-pointed draft outline of your proposal up to a maximum of one page of A4. In addition, we welcome a sample short paragraph of your own writing to receive feedback on your writing style and referencing technique (approximately 300 words). Please submit any formative feedback via the Moodle site with your Module code. A date for formative submission is outlined in the table earlier in the handbook.
Summative:
4000 word written piece including:
Chapter 1: 3000 words on the work undertaken to meet your learning objectives (LO 2-5). This includes
Demonstrating advanced knowledge / skills in your topic area,
Critical analysis of theory and research relating to your topic
Relevance to development of your professional practice
Demonstrating critically reflexive approaches to practice
Identifying and evaluating improvements for practice and service provision.
Chapter 2: 1000 words reflecting on, applying and critically evaluating your learning (LO 1)
Table 1: Assessed learning outcomes for ADV712, ADV749, ADV750, ADV751
Reflect on, apply and critically evaluate personal learning gained through a period of independent study
Demonstrate advanced evidence based knowledge and skills from the relevant specialist subject area
Apply critical analysis of theory and research findings to own practice and development of service
Demonstrate critically reflexive approaches to practice
Identify and evaluate improvements for practice and service provision
Format
All written assignments will normally be in Arial 12-point font size with 1 line spacing and any indented quotes should be single-spaced.
Guidance for Submitting the Summative Assessment
Include your individual learning objectives in the assessment- this can be a table.
Always include a front sheet (example in Appendix 3) that has your student number (NO NAME), the module code, the word count
Any words in tables or boxes are not included in the word count
Do not include too many tables or boxes as a way of increasing the word count
Ensure pages are numbered
Ideally add your candidate number as a footer
You must ONLY use your student reference number to identify your work. Your name MUST NOT appear anywhere on your work including headers/footers and appendices, this is crucial to enable blind/anonymous marking which is a University policy.
Please name your file with your student number i.e. 1234567890 ADV7XX
Word Count The word total is exclusive of headings, titles and statements on the cover and contents page; index lists, diagram labels; short text boxes in the body of an assignment; your end reference list; and permitted appended material. The total does include the references cited in the body of the assignment. Work that is more than 10% below the specified word limit is unlikely to contain enough material to merit a pass grade. Work which is more than 10% above the word count will not be marked beyond the word limit. An accurate word count must be given with the coursework - you will be penalised by a 5% reduction of the overall % mark if one is not included.
Word Count = 4000 +/- 10%
Normal assessment regulations apply please refer to the programme handbook and also University regulations which can be found at
https://www.plymouth.ac.uk/student-life/your-studies/essential-information/regulationsYou must ONLY use your student reference number to identify your work. Your name MUST NOT appear anywhere on your work including headers/footers and appendices, this is crucial to enable blind/anonymous marking which is a University policy.
Further information on anonymous marking can be found at
https://www.plymouth.ac.uk/your-university/teaching-and-learning/handbook/a-cIn this sub-section, there is also a further link to the Anonymous Assessment policy:
https://www.plymouth.ac.uk/uploads/production/document/path/2/2891/Anonymous_Assessment_Policy__FINAL_.docx
Please name your file with your student number i.e. 1234567890 ADV7XX
You are required to insert page numbers.
You MUST include a reference list with your work for it to have academic credibility if you do not include the reference list it will normally not be possible for your work to pass under University of Plymouth marking schemes
The referencing convention used in the School of Health Professions is based on the Harvard system and guidance can be found within Cite Them Right.
OR
Pears, R. & Shields, G. (2019) Cite them right: the essential guide to referencing and plagiarism. 11th edn. Basingstoke: Palgrave Macmillan.
An e-book version of Cite Them Right can be accessed via the PRIMO system.
Students are strongly advised to have a copy of this text.
SubmissionThe submission for the coursework is via electronic submission is by 16:00 on the module site held on Moodle / DLE. Dates are outlined in the table.
Normal assessment regulations apply please refer to the programme handbook and also University regulations which can be found at
https://www.plymouth.ac.uk/student-life/your-studies/essential-information/regulationsWhere a module assessment has more than one element - you are required to pass both elements in order to achieve a pass mark for that module.
Further information about electronic submission will be made available during assignment webinars/ briefings.
Late submissions received within 24 hours can gain a 50% capped mark. Later submissions will be given a 0% mark.
PLEASE NOTE: submissions on Moodle must under no circumstance be accessed after the deadline i.e. 4pm
Any attempt to view a submission after the deadline can result in the DLE recording the submission as late. If an error or problem is suspected a student must email the module lead with the query or to flag up a problem, and under no circumstances access their work via the module submission site after the deadline.
Extensions andExtenuating Circumstances
TheUniversityof Plymouthregulations do not permit extensions to summative deadlines. The University doeshoweveroperate an extenuating circumstancesprocedure details are in the Programme Handbookor on this link
https://www.plymouth.ac.uk/student-life/your-studies/essential-information/exams/exam-rules-and-regulations/extenuating-circumstances
Note since the academic year 2012/13 Plymouth University regulations regarding extenuating circumstances and operate a Fit to Sit process.
You must contact the module lead at the earliest opportunity if you feel sickness or any other unforeseen or significant event is affecting your ability to meet a summative deadline.
Students who wish to claim extenuating circumstances should obtain a claim form from programme administration. Please ask the module lead for advice.
Further help is available here: https://www.plymouth.ac.uk/student-life/your-studies/essential-information/exams/exam-rules-and-regulations/extenuating-circumstancesConfidentiality
You must ensure that the patient/client/service users confidentiality is maintained throughout your work, including appendix material. This also includes maintaining the confidentiality of the service and its employees you were placed within (where you use examples from practice). If this is not upheld under university regulation your work will be marked at 0%. Please contact the module lead with any queries.
Corrupt filesUnder University of Plymouth policy, students are held responsible for any assessment submitted in a corrupt file. If such a file is submitted onto Moodle / DLE, staff are able to ask the Information Technologists if they can open the file on one occasion. If that still leaves the file unable to be opened and read, the work will be given a 0% mark.
ResubmissionResubmission dates are generally notified by the Examination Board for the programme at the end of the academic year.Modified assessmentThere may be occasions when student can ask for a modified assessment for a given module. This can include extra time in examinations or provision of a separate room, see https://www.plymouth.ac.uk/your-university/teaching-and-learning/inclusivity/inclusive-assessment If this may apply to you, you are asked to contact the module lead as soon as possible.
ACADEMIC/LEARNING SUPPORT
Support from academic staff for the preparation of assignments will normally be available up to5working dayspriortothe identified submission date.
The Moodle metasite ADV712_x will contain information to support your learning including a questions and answers section.
You can also contact Learning Development for support to improve your skills in areas such as:
essay writing
presentations
revision and exams
time management
reading and note making
To access resources please go tohttp://www.plymouth.ac.uk/learn
Feedback
Feedback will normally be made available 4 weeks after submission in line with university protocol. You will be notified of any circumstances that result in a delay/ later release date.
The staff team appreciate that students really want a speedy response and are eager to have their marks. Marking is a thorough, fair and structured process that involves first marking of all work, second marking of a sample of work and moderation both internal and external. This is not a process that can be hurried and requires due care and attention to some 60 submissions so students should appreciate that 4 weeks is a very quick response rate.
Following release of marks, students may make an appointment by email to further discuss their feedback with module tutors. This support is available to all students however any student who does not achieve a pass grade MUST make an appointment to see the module tutor who was first marker of their work. Students who achieve a grade between 50% - 60% are strongly advised to also seek tutor support.
MODULE EVALUATIONStudent evaluation forms a key part of maintaining and improving the quality of modules. We intend to seek informal feedback periodically throughout the module, but we are also required to obtain formal feedback on completion of the module.
Completion of evaluations will enable us to obtain the necessary quality and quantity of information to identify what went well and any issues of concern. Module evaluation is a professional requirement and you are asked to offer honest and constructive feedback.
RECOMMENDED READINGYou will have information about the library resources and systems during induction but the Health Professions subject information specialist Kerri is available to help you with any queries.
kerri.daymond@plymouth.ac.ukInformation Specialist The Library Ext 87026
You will need to use the library PRIMO service to source readling for this module.
While textbooks are very helpful they are soon out of date and you should always seek to use the most up to date literature to support your work - so your references should include relevant journal articles as well as books. You are expected to use the Drake Circus Library to complete assignments. Please also see the Moodle reading list on the ADV712_X site
Websites can be cited but these should be limited to high quality sites such as Department of Health and Social Care, NHS, HCPC, .gov sites and condition specific groups like the Alzheimers society. Use of sites such as Wikipedia or citing module materials is not sound academic practice.
APPENDIX 1: Marking Rubric
Name/Exam No: Registration No: Submission Deadline date:
Programme: Site: PAHC Academic Level: 7
Module Title: Supported Independent Study Module Code: ADV712, ADV749, ADV750, ADV751
Cohort: 63622216618Submission: 1st 2nd 3rd Module Leader: Rachel Knight Lozano
Module assessed learning outcome: 0-40% Fail 40-49% Fail 50-59% Pass 60-69% Good 70% Excellent 85%+ Outstanding
Reflect on, apply and critically evaluate personal learning gained through a period of independent study Limited attempt to apply and critically evaluate personal learning through the reflection. Insufficient understanding of application and critical evaluation of personal learning through the reflection. Insufficient application of all elements of reflection, and/or devoid of a meaningful professional development action plan. Some understanding of evidence of application and critical evaluation of personal learning through the reflection. Evidence of use of a reflective model. A substantial range of evidence of application and in-depth critical evaluation of personal learning through the reflection including the use of a reflective model.
Excellent mastery, insight and awareness; with extensive evidence of application and critical evaluation of personal learning through the reflection with. Robust and integrated reflection with clear justified for choice of reflective model. Exceptional mastery and outstanding insight and awareness; with extensive evidence of application and critical evaluation of personal learning and throughout all stages of the reflection.
Demonstrate advanced evidence based knowledge and skills from the relevant specialist subject area Limited attempt to demonstrate an understanding of the specialist area or state key concepts or problems associated with the chosen area. Insufficient understanding of the specialist-area although some key concepts and problems associated with the chosen area are stated. Outdated or inappropriate literature included. Some understanding of the specialist area and use of evidence to demonstrate awareness of key concepts and problems associated with the chosen area. A substantial range of evidence of critical and deep knowledge related to a specialist area but lacking in depth in some areas within the chosen area. Excellent mastery of the specialist area demonstrating excellent contemporary insight and awareness of key concepts and problems associated with chosen area. Exceptional mastery of the specialist area demonstrating outstanding contemporary insight and awareness of key concepts and problems associated with chosen area.
Apply critical analysis of theory and research findings to own practice and development of service Limited evidence of critical and deep knowledge related to a specialist area.Minimal analysis of the theoretical concepts, scholarly techniques or the research-base supporting a specific area. Insufficient evidence of critical knowledge related to specialist area.
Limited analysis of the theoretical concepts, scholarly techniques or the research-base supporting a specific area. Evidence of critical and deep knowledge related to a specialist area.
Sound evidence of analysis related to the theoretical concepts, scholarly techniques or the research-base supporting a specific area. A substantial range of evidence of critical knowledge related to the specialist area. Evidence of some in depth analysis of theoretical concepts, scholarly techniques or the research-base supporting a specific area. Extensive evidence of critical thinking and writing and deep knowledge of the specialist and related areas.
Shows ability to challenge and develop existing theory and/or professional practice within the specific area. Outstanding evidence of critical thinking and writing and deep knowledge of the specialist and related areas.
Arguments are exceptional and innovative and relate to the specific area.
Demonstrate critically reflexive approaches to practice Limited attempt to apply critically reflexive approaches to practice through increased awareness of self and consideration of practice environment. Insufficient understanding (although some evidence of understanding) of application of critically reflexive approaches to practice through increased awareness of self and consideration of practice environment. Some understanding and evidence of critical reflexivity through demonstration of self-awareness and consideration of influencing factors in the practice environment. A substantial range of evidence of critical reflexivity through demonstration of in-depth self-awareness and consideration of influencing factors in the practice environment. Excellent mastery and insight through critical reflexivity; with extensive evidence of in-depth self-awareness, consideration of influencing factors and multiple perspectives in the practice environment. Exceptional mastery and outstanding insight; with extensive evidence of in-depth self-awareness, consideration of influencing factors and multiple perspectives in the practice environment.
Identify and evaluate improvements for practice and service provision Poor understanding of how knowledge may be applied, to inform judgments and develop advanced ideas, policies or practices with little originality of thought. Limited understanding of how knowledge may be applied, to inform judgments and develop advanced ideas, policies or practices with little originality of thought. Some understanding of how knowledge may be applied, to inform judgments and develop advanced ideas, policies or practices with some originality of thought. A good understanding of how knowledge may be applied, with a good level of originality, to inform judgments and develop advanced ideas, policies or practices. Excellent ability to challenge, apply evidence gained and develop several improvements for professional practice within the specialist area. Exceptional ability to challenge, apply evidence gained and develop a range of improvements for existing professional practice within the specialist area.
General & Feedforward comments to be found on Moodle in Turn it in.
#Refer to assessment information in your Programme Handbook for detailed criteria for each section.
*Refer to your Module Assignment Guidelines for Module specific criteria and the weighting of marks for each section
Word count included: Yes/ No
Note: 5% reduction if omitted Confidentiality/Anonymity maintained or consent included: Yes/ No
Note: Work awarded zero if breached
*Please delete response which does not apply
STAFF USE ONLY
Please print name Signature Date Agreed Mark
First Marker #
Second Marker* External Examiner* *where appropriate#Provisional Mark: Subject to confirmation/modification by Subject Assessment Panel
Appendix 2 Module DescriptorsPLYMOUTH UNIVERSITY MODULE RECORD ADV712SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: ADV712 MODULE TITLE: Supported Independent Study
CREDITS: 20 FHEQ LEVEL: 7 JACS CODE: B990
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No
SHORT MODULE DESCRIPTOR: (max 425 characters)This module is specifically designed to enable students to develop their own professional practice by undertaking and reflecting on learning and experience gained through a period of supported independent study related to agreed learning objectives.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}E1 (Examination)C1 (Coursework)100%P1 (Practical)E2 (Clinical Examination)A1 (Generic assessment)T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: ADVPPMinimum pass mark requirement: 50% in all percentage weighted elements and components, all elements/components must be passed.MODULE AIMS:
To enable students to reflect on their learning from relevant independent study and CPD learning events, and to use this learning to enhance their own professional practice
ASSESSED LEARNING OUTCOMES: (additional guidance below)
At the end of the module the learner will be expected to be able to:
1.Reflect on, apply and critically evaluate personal learning gained through a period of independent study
2. Demonstrate advanced evidence based knowledge and skills from the relevant specialist subject area
3.Apply critical analysis of theory and research findings to own practice and development of service
4.Demonstrate critically reflexive approaches to practice
5.Identify and evaluate improvements for practice and service provision
SEEC level descriptors: Setting (LO1-5) Knowledge and Understanding (LO 1-5); Cognitive Skills (LO1-5); Performance and Practice (LO 1-5); Personal and Enabling Skills (LO 1-5)
DATE OF APPROVAL: 16/05/2012 FACULTY: Health and Human SciencesDATE OF IMPLEMENTATION: January 2013 SCHOOL: Health Professions
DATE(S) OF APPROVED CHANGE: XX/XX/XXXXSEMESTER:
First delivery: Autumn
Second delivery: Spring
Third delivery: Spring 2
PLYMOUTH UNIVERSITY MODULE RECORD
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
PLYMOUTH UNIVERSITY MODULE RECORD
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
ACADEMIC YEAR: 2016-17 NATIONAL COST CENTRE: 103
MODULE LEADER: Emma Cowley OTHER MODULE STAFF: Variable
Summary of Module Content
The independent learning activities undertaken within this module will vary and depend on the agreed learning objectives for each individual student. This may include self-directed learning focussed around specific CPD activities (such as relevant short courses), or leaning activities linked to specific work-related projects. The module team will provide support for the students throughout the module, which will be tailored to individual needs. This will include an introduction and overview of the module, to develop learning outcomes for the module and facilitate the students progress during the period of independent study.
The content is likely to feature and include health and social care provision, working with service users and members of the multi-disciplinary team, relevant background scientific knowledge and understanding; evidence base of current practice and service delivery.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities HoursComments/Additional InformationTeaching8Distance learningTutorials2Distance or in personDirected Learning 20Self-Directed learning 170Total200(NB: 1 credit = 10 hours of learning;10 credits = 100 hours, etc)CategoryElementComponent NameComponent weightingComments Include links to learning objectivesCourseworkC1W1: Assignment 1 W1: 100%4000 word reflective critical and analytical discussionLO 1-5Updated by:
Date: XX/XX/XXXX Approved by:
Date: XX/XX/XXXX
PLYMOUTH UNIVERSITY MODULE RECORD ADV749SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: ADV749 MODULE TITLE: Dietetic Practice: Supported Study
CREDITS: 20 FHEQ LEVEL: 7 JACS CODE: B990
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No
SHORT MODULE DESCRIPTOR: (max 425 characters)This module is specifically designed to enable students to develop their own professional practice by undertaking and reflecting on learning and experience gained through a period of supported independent study related to agreed learning objectives.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}E1 (Examination)C1 (Coursework)100%P1 (Practical)E2 (Clinical Examination)A1 (Generic assessment)T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: ADVPPMinimum pass mark requirement: 50% in all percentage weighted elements and components, all elements/components must be passed.MODULE AIMS:
To enable Dieticians to reflect on their learning from relevant independent study and CPD learning events, and to use this learning to enhance their own professional practice
ASSESSED LEARNING OUTCOMES: (additional guidance below)
At the end of the module the learner will be expected to be able to:
Reflect on, apply and critically evaluate personal learning gained through a period of independent study
Demonstrate advanced evidence based knowledge and skills from the relevant specialist subject area in dietetics
Apply critical analysis of theory and research findings to own dietetic practice and development of service
Demonstrate critically reflexive approaches to dietetic practice
Identify and evaluate improvements for dietetic practice and service provision
SEEC level descriptors: Setting (LO4,5) Knowledge and Understanding (LO 1-5); Cognitive Skills (LO1-5); Performance and Practice (LO 1-5); Personal and Enabling Skills (LO 1,3,4,5)
DATE OF APPROVAL: 15/12/2015FACULTY: Health and Human SciencesDATE OF IMPLEMENTATION: Sept 2016SCHOOL: Health Professions
DATE(S) OF APPROVED CHANGE: XX/XX/XXXXSEMESTER:
First delivery: Autumn
Second delivery: Spring
Third delivery: Spring 2
PLYMOUTH UNIVERSITY MODULE RECORD
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspxPLYMOUTH UNIVERSITY MODULE RECORD
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
ACADEMIC YEAR: 2016-17 NATIONAL COST CENTRE: 103
MODULE LEADER: Emma Cowley OTHER MODULE STAFF: Variable
Summary of Module Content
The independent learning activities undertaken within this module will vary and depend on the agreed learning objectives for each individual student. This may include self-directed learning focussed around specific CPD activities (such as relevant short courses) relating to dietetic practice, or leaning activities linked to specific dietetic work-related projects. The module team will provide support for the students throughout the module, which will be tailored to individual needs. This will include an introduction and overview of the module, to develop learning outcomes for the module and facilitate the students progress during the period of independent study.
The content is likely to feature and include health and social care provision, working with service users and members of the multi-disciplinary team, relevant background scientific knowledge and understanding of dietetics; evidence base of current dietetic practice and service delivery.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities HoursComments/Additional InformationTeaching8Distance learningTutorials2Distance or in personDirected Learning 20Self Directed learning 170Total200(NB: 1 credit = 10 hours of learning;10 credits = 100 hours, etc)CategoryElementComponent NameComponent weightingComments Include links to learning objectivesCourseworkC1W1: Assignment W1: 100%4000 word written reflective critical and analytical discussionAssessed learning outcomes 1, 2, 3, 4, 5Updated by:
Date: XX/XX/XXXX Approved by:
Date: XX/XX/XXXX
PLYMOUTH UNIVERSITY MODULE RECORD ADV750SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: ADV750 MODULE TITLE: Occupational Therapy Practice: Supported Study
CREDITS: 20 FHEQ LEVEL: 7 JACS CODE: B990
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No
SHORT MODULE DESCRIPTOR: (max 425 characters)This module is specifically designed to enable Occupational Therapists to develop their own occupational therapy professional practice by undertaking and reflecting on learning and experience gained through a period of supported independent study related to agreed learning objectives.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}E1 (Examination)C1 (Coursework)100%P1 (Practical)E2 (Clinical Examination)A1 (Generic assessment)T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: ADVPPMinimum pass mark requirement: 50% in all percentage weighted elements and components, all elements/components must be passed.MODULE AIMS:
To enable students to reflect on their learning from relevant independent study and CPD learning events, and to use this learning to enhance their own occupational therapy professional practice
ASSESSED LEARNING OUTCOMES: (additional guidance below)
At the end of the module the learner will be expected to be able to:
Reflect on, apply and critically evaluate personal learning gained through a period of independent study in an area relating to occupational therapy or occupational science practice
Demonstrate advanced evidence based knowledge and skills from occupational therapy or occupational science specialist subject area
Apply critical analysis of theory and research findings to an area of practice which relates to occupational therapy or occupational science practice and/or service development
Demonstrate critically reflexive approaches to occupational therapy or occupational science practice
Identify and evaluate improvements for occupational therapy and occupational science practice and service provision
SEEC level descriptors: Setting (LO4,5) Knowledge and Understanding (LO 1-5); Cognitive Skills (LO1-5); Performance and Practice (LO 1-5); Personal and Enabling Skills (LO 1,3,4,5)
DATE OF APPROVAL: 15/12/2015FACULTY: Health and Human SciencesDATE OF IMPLEMENTATION: Sept 2016SCHOOL: Health Professions
DATE(S) OF APPROVED CHANGE: XX/XX/XXXXSEMESTER:
First delivery: Autumn
Second delivery: Spring
Third delivery: Spring 2
PLYMOUTH UNIVERSITY MODULE RECORD
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx
PLYMOUTH UNIVERSITY MODULE RECORD
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
ACADEMIC YEAR: 2016-17 NATIONAL COST CENTRE: 103
MODULE LEADER: Emma Cowley OTHER MODULE STAFF: Variable
Summary of Module Content
The independent learning activities undertaken within this module will vary and depend on the agreed learning objectives for each individual student. This may include self-directed learning focussed around specific CPD activities (such as relevant short courses), or leaning activities linked to specific work-related projects. The module team will provide support for the students throughout the module, which will be tailored to individual needs. This will include an introduction and overview of the module, to develop learning outcomes for the module and facilitate the students progress during the period of independent study.
The content is likely to feature and include health and social care provision, working with service users and members of the multi-disciplinary team, relevant background scientific knowledge and understanding; evidence base of current occupational therapy practice and service delivery.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities HoursComments/Additional InformationTeaching8Distance learningTutorials2Distance or in personDirected Learning 20Self-Directed learning 170Total200(NB: 1 credit = 10 hours of learning;10 credits = 100 hours, etc)CategoryElementComponent NameComponent weightingComments Include links to learning objectivesCourseworkC1W1: Assignment W1: 100%4000 word written reflective critical and analytical discussionAssessed learning outcomes 1,2,3, 4, 5Updated by:Date: XX/XX/XXXX Approved by:
Date: XX/XX/XXXX
PLYMOUTH UNIVERSITY MODULE RECORD ADV751SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
MODULE CODE: ADV751 MODULE TITLE: Physiotherapy Practice: Supported Study
CREDITS: 20 FHEQ LEVEL: 7 JACS CODE: B990
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No
SHORT MODULE DESCRIPTOR: (max 425 characters)This module is specifically designed to enable Physiotherapists to develop their own professional practice by undertaking and reflecting on learning and experience gained through a period of supported independent study related to agreed learning objectives.
ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}E1 (Examination)C1 (Coursework)100%P1 (Practical)E2 (Clinical Examination)A1 (Generic assessment)T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: ADVPPMinimum pass mark requirement: 50% in all percentage weighted elements and components, all elements/components must be passed.MODULE AIMS:
To enable students to reflect on their learning from relevant independent study and CPD learning events, and to use this learning to enhance their own physiotherapy professional practice
ASSESSED LEARNING OUTCOMES: (additional guidance below)
At the end of the module the learner will be expected to be able to:
Reflect on, apply and critically evaluate personal learning gained through a period of independent study
Demonstrate advanced evidence based knowledge and skills from the relevant specialist subject area in Physiotherapy practice
Apply critical analysis of theory and research findings to own physiotherapy practice and development of service
Demonstrate critically reflexive approaches to physiotherapy professional practice
Identify and evaluate improvements for physiotherapy professional practice and service provision
SEEC level descriptors: Setting (LO4,5) Knowledge and Understanding (LO 1-5); Cognitive Skills (LO1-5); Performance and Practice (LO 1-5); Personal and Enabling Skills (LO 1,3,4,5)
DATE OF APPROVAL: 15/12/2015FACULTY: Health and Human SciencesDATE OF IMPLEMENTATION: Sept 2016SCHOOL: Health Professions
DATE(S) OF APPROVED CHANGE: XX/XX/XXXXSEMESTER:
First delivery: Autumn
Second delivery: Spring
Third delivery: Spring 2
PLYMOUTH UNIVERSITY MODULE RECORD
Additional notes (for office use only):
Additional Guidance for Learning Outcomes:
To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards
Framework for Higher Education Qualifications
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf
Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx
SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)
Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)
QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspxPLYMOUTH UNIVERSITY MODULE RECORD
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
ACADEMIC YEAR: 2016-17 NATIONAL COST CENTRE: 103
MODULE LEADER: Emma Cowley OTHER MODULE STAFF: Variable
Summary of Module Content
The independent learning activities undertaken within this module will vary and depend on the agreed learning objectives for each individual student relevant to their physiotherapy practice. This may include self-directed learning focussed around specific CPD activities (such as relevant short courses), or leaning activities linked to specific work-related projects. The module team will provide support for the students throughout the module, which will be tailored to individual needs. This will include an introduction and overview of the module, to develop learning outcomes for the module and facilitate the students progress during the period of independent study.
The content is likely to feature and include health and social care provision, working with service users and members of the multi-disciplinary team, relevant background scientific knowledge and understanding; evidence base of current physiotherapy professional practice and service delivery.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities HoursComments/Additional InformationTeaching8Distance learningTutorials2Distance or in personDirected Learning 20Self Directed learning 170Total200(NB: 1 credit = 10 hours of learning;10 credits = 100 hours, etc)CategoryElementComponent NameComponent weightingComments Include links to learning objectivesCourseworkC1W1: Assignment W1: 100%4000 word written reflective critical and analytical discussionAssessed learning outcomes 1,2,3, 4, 5Updated by:
Date: XX/XX/XXXX Approved by:
Date: XX/XX/XXXX
Appendix 3 Front Sheet Example
Faculty of Health
School of Health Professions
Student ID: . (Insert)
Assignment Word Count: ...(insert)
Submission Date: ..(insert)
Module Code: ADV712 (749, 750 or 751)
Module Title: Supported Independent Study
Module Leader: Ms Rachel Knight Lozano
