University of the West of Scotland

Module Descriptor

Session: 2018/19

Last modified: 19/11/2018 15:17:09

Title of Module: Neonatal Work Based Learning

Code: MIDW10006 SCQF Level: 10
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Linda  Hannah

Summary of Module

 

Uniformity of qualification and competence throughout the UK can only be achieved by providing clear expectations of a standard knowledge content that supports skills performance in practice national drivers for nursing include standardisation of levels of competence (DH, 2008). Competence in practice relies on the assessment of knowledge understanding, and skills performance. At QIS level the expectation is for the neonatal nurse to be able to apply knowledge to practice in terms of rationalising judgements, problem solving and making clinical decisions in order to optimise infant outcomes.

Competency within the RCN guidance (2011) at QIS level is presented across the seven Knowledge and Skills Framework (NHS, 2004) core dimensions and linked with the Neonatal Quality Framework (Scottish Government (2013)

 

Communication and Interpersonal relationships.

Personal, professional and personal development.

Health, safety and security.

Service development.

Quality.

Equality and diversity and rights.

Responsibility for patient care .

These competencies can be directly related to neonatal nursing care and a core clinical skills set for neonatal nurses has been developed by the Scottish Neonatal Nurses Group linking essential knowledge to skills development. These skills in conjunction with those identified by BAPM in the Qualified in Speciality document have been utilised in the development of a competency tool. This measuring tool has been contextualised to both special and intensive neonatal care and a clinical skills learning log has been developed which is used in the learning and assessment of this work based learning module.


Module Delivery Method
Face-To-FaceBlendedFully Online
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance Learning (D/L) (ie.Virtual Campus): (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Hamilton:D/L Virtual Campus:Other:
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Learning Outcomes: (maximum of 5 statements)

At the end of this module the student will be able to:

L1. Apply knowledge and skills to work competently as an autonomous practitioner

L2. Critically evaluate and manage complex issues within the legal and professional framework for neonatal clinical practice

L3. Apply learning through a process of critical reflection and evaluation of clinical practice.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 10.

Applying knowledge and understanding to practice related topics.
Apply detailed and specialised knowledge relevant to work based activity.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Analysis and evaluation of care regimes associated with own area of practice.
Critiquing the roles and functions of team members within the special and intensive care environment

Generic Cognitive skills SCQF Level 10.

Synthesis of information from a variety of sources to support work based activity.
Critical evaluation clinical evidence to update and inform practice.

Communication, ICT and Numeracy Skills SCQF Level 10.

Using a range of sources of information to support learning.
Analysis and scrutiny of the evidence base used to inform departmental policies and procedures.
Utilising numeracy skills in calculation of drug and fluid regimes.

Autonomy, Accountability and Working with others SCQF Level 10.

Reflection on level of autonomy and accountability of one’s own practice.
Considering the ethical and professional aspects of practice.
Reflect upon individual role and responsibilities within scope of practice.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.


Learning and Teaching
To undertake this module the student must have prior agreement that an appropriate team of clinical mentors will assume responsibility for support and assessment within the student's normal clinical area.
Teaching and Learning activities will be focused on problem based learning and will be delivered via the VLE and a small number of face to face sessions.

The programme has a T2 start date and this module will be delivered over Trimester 3 and Trimester 1 with the assignment being submitted in Trimester 1.







Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
CategoriesStudent Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Practice Based LearningPlacement180
Tutorial/Synchronous Support ActivityScheduled20
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

BAPM (2012) Matching Knowledge and Skills for Qualified in Speciality Neonatal Nurses .British Association of Perinatal Medicine. London


Jha AK, Prasopa-Plaizier N, Larizgoitia I, Bates DW (2010) Patient safety research: an overview of the global evidence. Quality and Safety in Health Care.

Neonatal Care in Scotland: A Quality Framework (2013) Scottish Government. Edinburgh.

Raelin J ( 2008) Work based learning: Bridging knowledge and action in the workplace. Chichester : Wylie

Scottish Government (2017) Best Start A Five-Year Forward Plan for Maternity and Neonatal Care in Scotland. Edinburgh.

Scottish Neonatal Nurse Group( 2010) A Career and Development Framework for Neonatal Nurses in Scotland. Edinburgh NHS Education for Scotland

http://www.knowledge.scot.nhs.uk/home

http://www.scottishpatientsafetyprogramme.scot.nhs.uk

Polin, R and Yoder, M. (2015) Workbook in Practical Neonatalogy. 5th ed. Philadelphia : Elsevier.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)
Attendance Requirements

Course Reference Numbers (CRNs) (if known)
Paisley:Ayr:Dumfries:Hamilton:D/L Virtual Campus:Other:

False

False

False

True
12676

False

False

Trimester(s) for Module Delivery
(Provided viable student numbers permit).
Trimester 1check markTrimester 2

 

Trimester 3check mark

For Internal Use Only

Programme BoardMidwifery
Assessment Results (Pass/Fail) Yes
Subject PanelCommunity/Midwifery
ModeratorMandy Allen
External ExaminerDebra Towse
Accreditation Details
Changes/Version Number

10

Subject panel
External Examiner


Assessment: (also refer to Assessment Outcomes Grids at end of document)
Summative -Practice - Evidencing of 400 hours consolidated practice within the QIS Core Clinical Skills Clinical Learning Log and signing off of competencies. Pass/fail criteria applies.
This demonstrates professional achievement of the QIS Core Clinical Skills.
Theoretical - Summative - Essay 100% weighting.
A pass mark must be achieved in both components in order to pass the module overall.
(N.B. (i) Assessment Outcomes Grids for the module (one for each main assessment category) can be found at the end of this descriptor which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Assessment Category 1
Assessment CategoryAssessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
PracticalPortfolio of practical workcheck markcheck markcheck mark00

Assessment Category 2
Assessment CategoryAssessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
AssignmentEssaycheck markcheck markcheck mark1000
Combined Total For All Assignment Categories100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
UWS is committed to adhering to current legislation; The Equality Act (2010) and acknowledges that while the university aspires to comply with all relevant legislation, there is a need to move beyond simple compliance to ensure that the principles, strategies and priorities set out in this scheme are upheld and achieved. Within this programme, quality of care, inclusiveness and employability are achieved by provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to all prospective students.

•Promotion of confidence and knowledge of their rights as a student and employee
•Promotion of respect and knowledge of client diversity, their needs, rights and the associated practitioner responsibilities.

The above aims, supported by the staff’s belief in fairness and equal opportunities; guide content, teaching and learning, assessment and evaluation, regardless of any difference or equality protected characteristic as defined in the Equality Act (2010).

UWS is committed to:
• Eliminating discrimination, harassment, victimisation against people with the following “protected characteristics”: age, disability, gender reassignment; marriage and civil partnership, pregnancy and maternity, race, religion or belief; sex and sexual orientation.
• Advance equality of opportunity and foster good relations between persons who share a relevant protected characteristic and persons who do not share it
• Develop and publish equality outcomes, with reference to the relevant evidence, and publicly set out the steps that will be taken to achieve them.
• Report periodically on progress against outcomes, and review outcomes at least every four years.
• Publish gender pay gap figures and black and minority ethnic employment rates and disabled people employment rates.
• Demonstrate how we have taken into account evidence of the impact on equality in the design of key policy and service delivery initiatives and what difference this has made.
• Take reasonable and proportionate steps to consult and involve representatives of employees, service users and other relevant groups identified as having an interest in the design of policies and delivery of when setting equality outcomes, developing action plans and reviewing progress.
• Consider how to ensure that equality factors are considered as part of public procurement activities.

Disability
Disability disclosure is encouraged throughout recruitment, selection and the duration of the students’ participation within the programme. Emphasis is placed upon confidentiality of information, the benefits of disclosure to the participating student and assurance that no detriment to progress will be experienced.
UWS is committed to:
‘Anticipatory’ and ‘reasonable’ adjustments are grounded in ‘competence standards’ – specifically, the core requirements for progression / achievement in placement / module. Anticipatory adjustments have been made and ‘reasonable adjustments’ can be made available in teaching and learning strategies to promote accessibility of the module. For students who have disclosed a disability, the UWS Disability Service (DS) will assess the individual’s strengths and support needs and then forward a Student Support Form to the appropriate DS Co-ordinator who will circulate the form to all of the relevant teaching staff. ‘Reasonable adjustments’ may include adapted or specialised clinical equipment (e.g. electronic stethoscope, coloured overlays) or further specialist assessment or support (e.g. assessment by an Educational Psychologist, extended time for presentations or assessments). If funding is required, this can be organised by the DS and funded by the School. Reasonable adjustments, in line with DS recommendations for the assessment of the individual student can be assured.

Processes and procedures have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders throughout the life of the module is also central to meeting our commitments.
Students should approach the Disability Service as early as possible to discuss support. Details of the service can be found at: www.uws.ac.uk/disabilityservice/
• promote equality of opportunity between disabled people and other people
• eliminate discrimination under the Equality Act
• eliminate disability-related harassment
• promote positive attitudes towards disabled people
• encourage participation by disabled people in public life
• take steps to take account of disabled people’s disabilities, even when that involves treating disabled people more favourably than others.

Sex:
UWS is committed to:
• eliminating discrimination and harassment
• promoting equality of opportunity between men and women
• Gathering information on how their work affects women and men
• Consulting employees, service users, trade unions and other stakeholders
• Assessing the different impact of policies and practices on both sexes and use this information to inform work
• Identifying priorities and set gender equality objectives
• Plan and take action to achieve gender equality objectives
• Publish a gender equality scheme, report annually and review progress every three years
• Publish an equal pay policy statement (for listed bodies with 150+ staff) and report on progress every three years.

Race:
UWS is committed to:
• eliminating unlawful racial discrimination;
• promoting equality of opportunity between persons of different racial groups, and;
• promoting good relations between persons of different racial groups
• prepare a written statement of its policy for promoting race equality
• assess the impact of its policies, practices and procedures on students and staff of different racial groups
• monitor student admission and progress, and staff recruitment and career progress by racial group;
• include in its written statement the arrangements for publishing the policy and results of assessment and monitoring; and
• take such steps as are reasonably practicable to publish annually the results of its monitoring.

The School of Health, Nursing and Midwifery believes that educator and practitioner diversity are central to achieving quality health care.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)