Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

SQA National Qualifications

or GCE

or SQA National Qualifications/Edexcel Foundation

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland (UWS) as specified in Chapter 2 of the current University Regulatory Framework together with the following programme requirements:

SQA National Qualifications/Edexcel Foundation

For direct admission to Scottish Credit and Qualification Framework (SCQF) level 8 applicants will normally have
120 credits at level 7 from a health-related HNC/BTEC level 4 or equivalent OR A-Level: BCC preferably including Biology OR Equivalent international qualifications. Applicants holding an HNC of 96 credits will be admitted with advanced standing.

For direct entry to SCQF level 9 applicants will normally have 240 points, at least 100 points of which are at SCQF level 8 or above. This will be from a health related HND, DipHE or equivalent international qualifications.

For direct entry to SCQF level 10 applicants will normally have 360 points, which is equivalent to a Scottish Bachelor award. This should be in a health- related subject such as Health Studies, Nursing, Paramedic Science or equivalent.

Other Required Qualifications/Experience

At levels SCQF 9 and 10 applicants will normally have some experience in a health or social care related role. This may have been as part of previous learning, as an employee or a volunteer.

Consideration will be given to applicants who have gained previous academic credit within the last 5 years, where continued development in knowledge through academic studies or professional development demonstrates currency in certified learning.

Students wishing direct entry to SCQF level 10 must also provide evidence of completion of a research module at SCQF level 9 or equivalent. If there is no evidence of completion of such learning then students will have to complete the SCQF level 9 module “Critical Research Appraisal” as part of their learning at SCQF level 10.

As per current UWS regulations all applicants must have the language and literacy skills to understand and use the written materials utilised in the learning and teaching of the programme and be able to communicate clearly and accurately in spoken and written English.

For all programmes of the University, except for International Foundation, research and doctoral programmes a minimum IELTS comparable score of 6.0 or above (with a minimum of 5.5 in each component) is acceptable as evidence of proficiency in English. All International students are required to meet English Language requirements outlined by UWS, with the exception of:
• Native Speakers of English (as defined by the UKVI),
• Erasmus students (unless advised otherwise),
• Non-Erasmus students from EU partner institutions (you may provide a statement from your institution confirming English language ability in place of a formal qualification).

Further desirable skills pre-application

Digital skills, particularly the ability to use word processing programmes, internet browsers and online teaching and learning platforms, are essential for all students as modules are delivered either fully online or as hybrid learning. All modules include electronic submission of assessments.

General Overview

General 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 hybrid 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. This also promotes student-centred learning by offering flexible learning approaches.

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 21^st 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.

Graduate Attributes, Employability & Personal Development Planning

The I am UWS Graduate Attributes were created to reflect the diverse nature of our institution and to allow for customisation and adaptation by different Schools, subject areas, programmes and levels of study, in addition to use by professional services and the Students’ Association in supporting extra-curricular based experiences. This promotes access to the programme from diverse groups and support a student-centred approach to achievement.

The UWS graduates are:

Universal - globally relevant with comprehensively applicable abilities, skills and behaviours,

Work ready - dynamic and prepared for employment in complex, ever-changing environments which require lifelong learning and resilience,

Successful - as a UWS graduate with a solid foundation on which to continue succeeding and realising my potential, across various contexts.

This programme recognises the importance of the UWS graduate attributes and is designed to develop graduates with in-depth knowledge of contemporary health and social care practices at a global, national and local context (Work Ready and Universal). The programme will enhance students’ future career prospects by creating opportunities and challenges for to enable them to understand and evaluate current care practices to ensure these are safe, effective, compassionate and person-centred (Work Ready and Successful). The programme will develop students’ analytical knowledge and skills in interpreting the role of care policies and practices in different social economic environments (Successful and Universal).

Within the School of Health and Life Sciences, all modules and programmes endorse a learner-centred approach which supports and enables the student to take responsibility for the planning and development of their own learning and career development. PDP is embedded within all modules, with clearly articulated links to module learning outcomes. Subject benchmarks, Professional Standards such as Skills for Health, The Nursing and Midwifery Council and The Health and Care Professions Council and the Scottish Credit and Qualifications Framework level descriptors are utilised to develop students already working in health and social care as well as those who aspire to do so in a future career.

The opportunity to engage in a process of PDP, including support and guidance in the development of a reflective approach to PDP activities, is supported through the School's Personal Tutoring System. The Personal Tutoring System as integral to ensuring student confidence, resilience and attainment. All PDP activities within this programme are supported by every student being allocated a Personal Tutor (PT) at enrolment. The PT will provide the student with feedback on their engagement with PDP and respond to feedback from the students about the effectiveness of PDP support provided by the School. Feedback is designed to feed forward for the student’s module assignments and final submissions. Building on this practice, a student could reflect that they have an area of weakness or attribute for which they have no evidence of development and the Personal Tutor could assist them to identify a particular module(s) which could meet this identified deficit, which will give the student the best opportunity to improve/gather evidence of achievement.

Consequently, student success is at the heart of the programme. The programme team will support students to achieve success and encourage them to develop a proactive attitude towards their professional development, allowing them to build a successful career in health and social care.  As each student progresses through the programme, they have opportunities to engage in PDP through timetabled and other modular activities. These activities are designed to help students recognise and evidence their development of skills such as academic writing, critical discussion and analytical thinking. By providing a ‘holistic’ approach to PDP students are helped to see the link between theory and practice

In relation to employability, there are opportunities to enhance students' employability in terms of the development of care skills, leadership skills, management skills and teaching skills. The relationship between employability and learning is made explicit through the development of a range of learning, teaching and assessment approaches. Effective engagement with the PDP process and support made available by the School provides students with the evidence and understanding of how their learning relates to their. In addition, students can be supported in this respect by Careers Advisers from the UWS Careers and Employability Service (see http://www.uws.ac.uk/employability/).

Work Based Learning/Placement Details

For modules within the programme that require an element of work-based learning all students will already be working in an appropriate environment. Individual module descriptors will advise students if this is required. All students will be supported in practice by the appropriate module co-ordinator. In some modules a specific workplace supervisor is required who will participate in the assessment process but responsibility for the grading of the final assessment lies with UWS academic staff. Individual module descriptors will alert students if a supervisor is required.

Engagement

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time.

Where a programme has Professional, Statutory or Regulatory Body requirements these will be listed here:

Students must engage with all timetabled elements of teaching and learning, including asynchronous and synchronous sessions, tutorials and workshops. where a student fails to engage fully with the programme modules they will be supported through the university engagement policy.

Equality and Diversity

The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy

The School of Health and Life Sciences believes that education and practitioner diversity are central to achieving quality of care.

Within the module, quality of care, inclusiveness and employability are achieved by:

• Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to students and 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 associated practitioner responsibilities

The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation.

Disability disclosure is encouraged throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.

To enable the module to be responsive to the demand for equality and diversity, procedures and processes have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders through the life of the module is also central to meeting commitments.

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Knowledge and Understanding

Practice - Applied Knowledge and Understanding

Communication, ICT and Numeracy Skills

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

Autonomy, Accountability and Working With Others

Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework.

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.

Combined Studies

There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School. Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21), they will be eligible for an exit award of CertHE / DipHE or BA / BSc in Combined Studies.

For students studying BA, BAcc, or BD awards the award will be BA Combined Studies.

For students studying BEng or BSc awards, the award will be BSc Combined Studies.