General OverviewGeneral Overview
This programme has been developed to enable those who wish to develop a career in health and social care to gain a Scottish honours degree by offering a wide range of generic and subject specific academic modules that are relevant to modern care practices (Quality Assurance Agency for Higher Education (QAA), 2019). This may be those who currently work in the sector as well as those who are planning to do so. Embedded within curriculum development are the objectives of the Education Enabling Plan (UWS, 2018) which recognise the importance of flexibly delivered, partnership learning and the exchange of research and knowledge between teachers and students.
The list of award titles is outlined below:
BSc (Hons) Professional Health Studies;
BSc Professional Health Studies;
Dip HE in Professional Health Studies.
There is also recognition that students in health and social care should have access to flexible learning experiences that clearly relate to their caring role and continuing professional development. Thus, the programme design reflects current health and social care delivery where the needs of individuals are increasingly being met by a broad range of services working in partnership to deliver safe, effective, person-centred and values-based care (QAA, 2019). In addition, the programme and its modules have been developed using current strategies, policies and standards for a range of health and social care workers. E.g. World Health Organisation (2013) Transforming and Scaling Up Health Professionals’ Education and Training, Skills for Health (2010) Code of Conduct for Health Care Support Workers in Adult Health and Social Care in England, Scottish Government (2017) 2030 Nursing; A Vision for Nursing in Scotland, Department of Health (2004) NHS Knowledge Skills Framework (NHSKSF). This approach to programme development offers the potential to enhance student employability and career development as they progress through its spiral curriculum, which is defined as:
“one in which there is iterative revisiting of topics, subjects or themes throughout the course…it is not simply repetition of the topic taught. It required the deepening of it with each successful encounter building on the previous one.” (Harden and Stamper, 1999, pp. 141).
The target market for this programme includes a range of health and social care workers such as holistic therapists, support workers, nurses, social workers, paramedics, operating department personnel and other allied health professionals such as occupational therapists, physiotherapists and counsellors as well as those aspiring to work in the sector. Students from Scotland, the UK, Europe and the wider world have the ability to take this programme through blended learning and by full online learning (utilising contemporary educational technology). To maximise flexibility, the programme may also be delivered on both a fulltime and part time basis. Flexibility of delivery is a key objective in ensuring the future care workforce is suitably equipped to provide safe and effective care.
The development of professional and graduate skills and attributes, within a spiral curriculum, is an essential feature of the programme and throughout their period of study students will be enabled to become I AM UWS graduates who are universal, work ready and successful and who are prepared for life and work in the 21st century. To achieve this the programme will develop students’ academic and professional knowledge and skills, and their personal qualities and characteristics to allow them to work well in a team that supports people with a range of health or social care needs. The QAA (2019) health benchmark statements, global, national and local health and social care strategies and the Four Pillars of Practice (clinical practice, facilitation of learning, leadership and evidence, research and development) (NHS Education Scotland, 2015) were employed in the development of the spiral curriculum to ensure the aims and themes of the programme are aligned to contemporary educational standards and frameworks in what is becoming an ever-complex care environment. Consequently, in each year of study the content of individual modules re-explores generic health and social care concepts from a deeper viewpoint as well as introducing new ideas and to allow students to challenge existing views on contemporary issues affecting complex care from a range of perspectives. In doing so, students will develop the graduate attributes and employability skills required to develop professionally, so they can help shape global, national and local health and social care provision.
In order to facilitate this process, all modules within the programme are grouped under three clear themes:
Theme1: Research Skill Development,
Theme 2: Professional Development,
Theme 3: Contemporary Healthcare Issues.
To support the spiral curriculum, students are encouraged to undertake a minimum of one module from each of the themes at each academic level. That is, a research focussed module, a professional development module and a contemporary healthcare module. By participating in at least one module from each grouping, a more holistic approach to the acquisition of graduate skills is supported and built upon during programme participation.
Throughout the programme students will be encouraged to, engage in lifelong learning, develop role enhancing enquiry skills, and appreciate the value of education for themselves and for wider society. This will assist the student in developing the skills they require for autonomous practice, team-working and meeting the complex care needs of an aging population (NES, 2015; World Health Organisation, 2014). Due to the diverse nature of this programme some modules require students to be working with certain client groups. This is outlined in individual module descriptors.
In keeping with the UWS internationalisation agenda the programme is designed to be attractive to local, national and international students and encourages them to consider contemporary health and social care theories and then apply these to their local context and culture, thus developing global citizens. By the end of the programme graduates will have the ability to identify and propose solutions to problems which capitalise on the potential for health and care improvements for patients, clients, residents, and wider groups; through the development of health improvement strategies at individual, organisational and wider societal levels.
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