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Session: 2022/23
Last modified: 25/03/2022 15:36:55
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Title of Module: Environmental Health Professional Practice 1 |
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Code: CEWM09011 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 100 |
ECTS: 50
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Ruth
Horan |
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| Summary of Module |
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Gather evidence; further understand how academic/technique knowledge will integrate with practical experience of audit/ investigation, complaints, targeted interventions and national workforce strategy in all core areas of Environmental Health. Through conducting such activities students will learn advanced analytical skills and begin to refine their ability to take in large volumes of information determine the key facts and make logical decision based on evidence and legislation. Students will also gain invaluable skills in all forms of communication and will be immersed in multidisciplinary groups and multiagency working.
A Learning record will be maintained of case studies and diary sheets which will be assessed both academically for university credit and also if you wish to proceed to professional examination by REHIS. Detailed operational matters will be agreed in advance with the Local Authority Environmental Health Training Providers.
This module will work to develop a number of key "I am UWS" Graduate Attributes to make those who complete this module:
- Culturally Aware
- Ethically Minded
- Emotionally Intelligent
- Effective Communicator
- Autonomous
- Incisive
- Effective Communicators
- Resilient
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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.
Evidence acadmic/technical knowledge and it's application to practical Environmental Health scenarios.
L2.
Demonstrate and understanding of Local Government structures and relationship building.
L3.
Efficent and effective use of ICT.
L4.
Evidence good communication skills.
L5.
Demonstrate an ability to investigate, gather evidence and compile relevant information. |
| 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.
Evidence academic/technical knowledge, its application in relation to practical situations and the legal provisions required for action to be taken and relate this to the relationship between environment and human health |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Demonstrate a broad and integrated knowledge of local authority organisational structures and build relationships through collaborative working partnerships both within and outwith the local authority |
| Generic Cognitive skills |
SCQF Level 9.
Efficiently and effectively use ICT applications appropriate to the local authority to record, interrogate, analyse, interpret and present information gathered and held |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Evidence communication skills, both written and verbal, with various stakeholders, including service users, managers, senior managers from both internal and external organisations through various means such as formal letters, e mails, meetings, presentations etc. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Demonstrate an ability to investigate, gather evidence, compile information in relation to individual complaints/interventions/visits etc. which have an impact on human health, to make informed decisions on the best course of action, discussing this with Senior Officers before taking the appropriate action. |
| 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: | Before undertaking this module the student should have appropriate knowledge, understanding and experience within Environmental Health, equivalent to levels 7 and 8, and in line with Chapter 3.13 |
| 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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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 | 3 |
| Work Based Learning/Placement | 1365 |
| Independent Study | 632 |
| 2000
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:
Clays Handbook for Environmental Health
http://www.legislation.gov.uk/browse/scotland
https://www.hse.gov.uk/
https://www.sepa.org.uk/
https://www.foodstandards.gov.scot/
https://www.rehis.com/
https://publichealthreform.scot/public-health-scotland/about-public-health-scotland/public-health-scotland-overview
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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 module tutorials and supervisor meetings/tutorials, completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module. This module requires you to attend the placement x hours.
Whilst on work placements students are not to exceed a 35 hour working week generally hours should consist of Monday to Friday 9-5 however flexibility is possible once the placement provider and student are each in agreement.
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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 | Biology L7-11 |
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| Moderator | Jan Miller |
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| External Examiner | S Boyd |
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| Accreditation Details | This module is part of the BSc (Hons) Environmental Health with Professional Practice programme; accredited by The Royal Environmental Health Institute of Scotland (REHIS). |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| A portfolio of work including one case studies in each of the 6 core areas; Food Safety/Standards, Public Health, Waste Management, Health and Safety, Built Environment and Environmental Protection. |
| Diary Sheets - a sample set of 10 diary sheets will be assessed |
(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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