Partner Details
Nelson and Colne College Group
Awards
Target Award
Award Description:Foundation Degree Arts - FDA
Recruitable Target
Programme Offerings
Part-Time
F2F-NCA-JAN
F2F-NCA-SEP
Educational Aims of the Course
The general aims of the programme are: • To provide students with the knowledge, skills, techniques and behaviours needed to support a career as a professional manager in the health and social care sectors • To provide a structured ladder of progression including well-rounded and valuable qualification at levels 4 and 5, tailored to the needs of local and regional employers, and supporting progression routes to level 6 and beyond. • To provide students with the maximum practicable flexibility of study (in terms of study mode, timescales and recognition of prior learning) thus enabling them to match their study commitments to personal needs and aspirations.
Learning Outcomes
1.
Describe the multi disciplinary nature of health and social care
2.
Compare and contrast a range of health and social care contexts, such as between individual and institutional contexts on national and global contexts
3.
Assess the significance of legislative, legal frameworks and service delivery standards
4.
Contrast how organisations in health and social care operate
5.
Summarise how cultural diversity impacts on health and well-being
6.
Evaluate the multi disciplinary nature of health and social care
7.
Draw appropriate conclusions from data and apply these to the delivery of healthcare
8.
Communicate effectively verbally and in writing
9.
Use relevant office and healthcare ICT effectively
10.
Demonstrate an ability to work collaboratively with people with different roles and from diverse backgrounds
11.
Identify and propose solutions to problems
12.
Demonstrate knowledge of ethics and societal responsibilities in health studies
13.
Critically reflect on own learning and experiences from the placement and how this has informed students’ personal and professional development.
14.
Demonstrate an understanding of psychological and physical perspectives to personal and social development
15.
Demonstrate an understanding of the factors that contribute to health and well being, including promoting dignity and independence
16.
Carry out data analytic and statistical analysis of information sources
17.
Identify the links between individual experience of health issues
18.
Analyse comparisons between health and social care systems
19.
Describe and apply a range of theories of causality and evidence relating to health
20.
Demonstrate an understanding of health and health issues using health information and qualitative and quantitative data
Teaching, Learning and Assessment
Key themes of the teaching and learning strategy on this programme are: • Varied assessment and feedback to enhance the experience of the student. • The availability of flexible teaching and learning modes, using face to face, on-line and blended learning. • Student support through the use of structured and targeted tutorials. • The development and application of theory into practice and the use of Problem Based Learning. • The use of inclusive learning methods Teaching sessions will allow for the introduction of new skills, techniques, concepts and theories to enable students to develop their own practice further. Learning and teaching opportunities will be designed to allow for the transfer of learning between the different modules and the integration of theory with practice. Students will learn to produce employment-relevant outcomes, presentations, reports and projects. Students will be expected to think of themselves as independent learners, encouraged by using flexible teaching methods and varied methods of assessment. There is has a mandatory synoptic task at each level. At level 4 this is small and embedded within the Research Methods module. At level 5 students are introduced to the wider health and social care academic community through an individual research project. There is considerable diversity of delivery needs among the likely candidates for this programme. These include • Traditional full-time learners, mainly students progressing internally from level 3 awards • Day-release part-time learners, mainly those on day release from partner employers • Evening class students, principally either those in employment whose employers will not release them during the day or those in other employment wishing to retrain as healthcare professionals • Those unable to study on a week-by-week basis but who could attend in week-long blocks • Those who wish to offset RPEL of their previous studies or experience against module learning outcomes. This programme is intended to meet all of these needs. While the mode and timing of delivery may vary, all students will be assessed against the same learning outcomes and will have the same skills on exit. Assessment is designed to be both formative, in building knowledge and skills, and summative in assessing whether and to what extent required outcomes have been met. At level 5, students are expected to have matured academically and some level 5 modules are assessed in part by seen examination essays. This is principally to prepare students who may wish to progress to honours and master’s level for the assessment diet they are likely to experience later. Assessment at level 5 is focussed on evidencing the greater level of intellectual skill required rather than the acquisition and application knowledge. The Level 5 assessments will also give the students the opportunity and scope to produce work that is tailored to their area of interest and career aspirations. There are synoptic assessments at both levels. At level 4 this is a research project in which students will apply their knowledge and skill to the solution of a Healthcare management issue. This work will be a general tutor led project where the students will research an issue in health care management to explore solutions. At level 5, the research project is used to introduce the student to the world of published research materials and the opportunity to research issues in their career area so will be more individualised.
Programme Structure
Programme Structure Description
The part-time delivery of this programme is by infilling into sessions shared with full-time students, with all students taking a module sharing taught sessions and assessments. None of the modules within a level rely on knowledge delivered at the same level; level 4 modules rely solely on knowledge on entry … For more content click the Read More button below.
Structure
Level 4 Core
Level 5 Core
Level 5 Optional
Entry Requirements
Alternative qualifications considered
HECoS Code(s)
(CAH02-04) nursing and midwifery
(CAH11-01) computing