Partner Details
Nelson and Colne College Group
Awards
Target Award
Award Description:Foundation Degree Arts - FDA
Alternative Exit
Programme Offerings
Full-Time
F2F-NCA-SEP
Educational Aims of the Course
To provide a programme of learning which enables students to critically engage with the various theoretical frameworks and concepts relevant to the context and practice of mental health work. To enhance life-long learning skills and personal development in order to contribute to society at large and to prepare students for a career in the field of mental health or further academic study. To emphasise the causes and consequences of human actions and contextualise these to a range of social and health issues, related social & welfare policies and the operation of relevant societal institutions. To promote critical reflection which independently applied will lead to improved practice. To develop relevant transferable skills such as critical enquiry, argument and analysis, and capacity for independent learning. To develop proactive and flexible graduates who can respond to rapidly changing environments thereby enhancing their employment prospects. To provide a supportive and collaborative learning environment which is sensitive to the needs of all learners. To develop students’ knowledge, understanding and application of principles underpinning practice within mental health work. To facilitate students to engage with employability skills by completing a self-awareness statement.
Learning Outcomes
1.
Explore and analyse a range of ideological, philosophical and ethical perspectives in relation to mental health
2.
Analyse, evaluate and apply a range of theoretical debates and concepts in relation to mental health
3.
Interpret information and data from a variety of sources
4.
Demonstrate the capacity for reasoning, synthesis and reflection.
5.
Demonstrate a high level of probity.
6.
Identify own strengths and limitations to develop professional competency.
7.
Clarifying and agreeing the rights and responsibilities of work and self.
8.
Work as part of a group
9.
Demonstrate independent thought, judgement and initiative
10.
Apply skills in the conventions of citation, referencing and the presentation of bibliographies
11.
Demonstrate competence in clear communication and presentation, in speech and writing and in other media
12.
Discuss a range of explanations offered within the social sciences for the behaviour of individuals, human service organisations, communities and society
13.
Apply Information Technology skills, such as word processing and structured searching of the internet
14.
Apply time management skills
15.
Analyse the nature and implication of contemporary social policy on the provision of services for people with Mental Health problems and their families, and its impact on the wider community
16.
Analyse and apply to practice the framework of organisational practice standards
17.
Analyse and evaluate a range of approaches, strategies and interventions used to manage and treat mental ill-health.
18.
Explain the principles of research design and main methods of data collection used by social and health researchers
19.
Appraise the key evidence based approaches employed in relation to treatment and care, including the management of co-morbidities.
20.
Demonstrate in depth knowledge and understanding of the causal factors of specific mental health issues affecting children and young people and evaluate service provision
21.
Evaluate a variety of social, welfare, health and legal policy responses and practices in relation to mental health
Teaching, Learning and Assessment
The acquisition of knowledge & understanding is promoted through a variety of methods including lectures, seminars, presentations, case studies, group work, group tutorials, project work, work placement/s, observation and demonstration and independent self-directed study and research. Lectures present relevant subject information in a structured manner in order to outline key themes, issues and debates and thus provide students with the underpinning knowledge from which to conduct further self-directed learning. Seminars, group work and group tutorials offer more potential for a purposely student led interactive forum for knowledge sharing and acquisition. Individual tutorials facilitate student learning by addressing specific knowledge and understanding needs on an individual basis and remains an integral aspect of the relationship between staff and student in respect of the professional practice modules and the independent research project. Throughout the learner is encouraged to undertake independent reading and research using both printed and electronic material to complement, widen, deepen and consolidate their knowledge and understanding. Knowledge and understanding are assessed via both oral and written coursework such as essays, projects, seminars, poster presentations, portfolio and examinations. Within the programme students demonstrate intellectual skills in a variety of ways including through interactional lectures, seminar presentations, coursework and examinations. Preparatory reading and research involves evaluation and interpretation of salient issues and, or empirical data. Constructive feedback on both coursework and examinations also enhances students intellectual development by confirming areas of intellectual acumen and outlining scope for further development. Intellectual skills are assessed via both oral and written coursework (such as essays, projects, seminars, poster presentations, portfolio and examinations). Within the programme students demonstrate professional practical skills in a variety of ways including through work-based learning, interactional lectures, seminar presentations, coursework and preparatory reading, experiential activities and workshops. Constructive feedback on practice will be given orally and written format throughout the course enabling students to assess and evaluate own development. Professional practical skills are assessed via both practical, work based placement, supervision, written work, oral communication within group settings and one to one practical based workshops Students are taught and provided with opportunities to develop/practise transferable/key skills during tutorial. However such skills are also embedded throughout the entire programme via a range of strategies including the use of written and oral presentations, training in how to obtain information from a variety of paper based and electronic resources and via group work activities. Relevant numerical and statistical skills are taught in the programme and students use these in certain modules such as in the Independent Research Project. Transferable skills are assessed through coursework at all levels in all modules. In addition students will be required to complete exercises, for example on the use of IT or the presentation of bibliographies and references, as part of the tutorial programme.
Programme Structure
Programme Structure Description
The foundation degree will be studied as a full-time programme. The programme is structured around the University Academic Framework. If a student has to break off from study, for work or personal reasons, the credits he/she has gained up to that point are retained. When the student is able to … For more content click the Read More button below.
Structure
Level 4 Core
Level 5 Core
Entry Requirements
A levels
HECoS Code(s)
(CAH02-04) nursing and midwifery