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Session: 2022/23
Last modified: 14/03/2022 13:52:13
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Title of Module: The Proactive Learner |
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Code: NURS09228 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Christopher
Mafuva |
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| Summary of Module |
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Studying at university can be daunting for those transitioning from college or who have not studied for a number of years. While induction is key to enabling students to transition into their role at university a more proactive approach that embraces student centred pedagogy across the length of the programme of learning is better placed to develop the skills such students require. Within this approach, the focus is on the early and sustained development of the knowledge, skills and understanding that students require to become effective learners and achieve optimal success within their programme of study
The Professional Health Studies programme supports students to become graduates who are universal, work-ready and successful and this module is considered an initial learning experience which will enable them to transition into higher education learning more easily. The module is suitable for all those transitioning from college and for those who are returning to study after a number of years in the workplace and would like to enhance their academic skills.
The module includes topics such as maximising effective learning, developing critical thinking and writing skills and using academic literature to support learning. In doing so the module prepares students for further university study and their capability to become knowledgeable critical thinkers who are analytical and inquiring and are able to solve problems.
This module is fully theoretical and does not have any placements. It is suitable for all students at beginning of their university learning journey.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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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.
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
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.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Identify the key enablers of effective learning.
L2.
Demonstrate an understanding of how to reference an academic assessment and apply this in practice.
L3.
Discuss the importance of critical thinking and writing as a graduate attribute. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Demonstrating an understanding of the key issues that challenge effective learning;
Demonstrating an understanding of the evidence base that underpins critical thinking and academic writing.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Utilising a range of interpersonal skills to promote effective learning. |
| Generic Cognitive skills |
SCQF Level 9.
Critically analysing how effective learning may enable a student to meet their learning potential. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Utilising IT and web searching skills to support the development of evidence based assessments. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercising autonomy and initiative when preparing and writing an academic assessment. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module may be delivered as a hybrid learning module and fully online.
Hybrid learning students will participate in a range of synchronous and asynchronous activities supported by the quality assured resources and the current VLE. Students who are learning fully online are also supported by the VLE and will receive: core quality assured module resources; individual and group tutorial support and directed learning via the VLE system. This will be aided by synchronous online classroom sessions, asynchronous discussion boards; directed wider reading including access to electronic library and e-books. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 10 |
| Tutorial/Synchronous Support Activity | 5 |
| Asynchronous Class Activity | 3 |
| Independent Study | 79 |
| Personal Development Plan | 3 |
| 100
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
There is no core text for this module all of the following are considered essential reading:
Aveyard, H. and Sharp, P. (2017) A Beginners Guide to Evidence Based Practice (3rd Ed). Maidenhead: Open University Press.
Brick, J., Wilson, N., Wong, D. & Herke, M. (2019). Academic Success: A Student Guide to Studying at University. London: Red Globe Press.
Craig, C. (2009) Study Skills for Health and Social Care Students. London: Sage.
Oko, J. and Reid, J. (2012) Study Skills for Health and Social Care Students. Exeter: Learning Matters.
In addition to these texts students will be directed to a wide range of international, national and local information to support the module content and learning outcomes.
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(**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)
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| Engagement Requirements |
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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. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at synchronous sessions (lectures, workshops, and tutorials), completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module. |
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Supplemental Information
| Programme Board | Biological Sciences and Health |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Health L7-11 |
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| Moderator | Stephen Holmes |
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| External Examiner | L Galloway |
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| Accreditation Details | |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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This module is formatively assessed by individual learning activities may be achieved through discussion or structured activities undertaken in the class room. In a blended learning class this may be achieved by utilising discussion boards on the VLE.
The summative assessment for this module has one category with a 100% weighting.
Category 1: A 2000 word (+10%) learning log.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below 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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical and/or laboratory based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.
Please refer to the UWS Equality and Diversity Policy at the following link: UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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