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Session: 2022/23
Last modified: 18/01/2023 11:28:44
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Title of Module: Academic Skills Development |
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Code: NURS07039 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Shona
Hynd |
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| Summary of Module |
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The purpose of this module is to introduce students to the University's systems and resources to promote academic and scholarly development. Students beginning University life are confronted with an array of learning platforms and eLearning tools that can be daunting and this module introduces these resources as well as introducing them to the rigour of academic study.
Students will explore, reflect on and develop their academic and graduate skills of finding, searching and begin to appraise evidence; critical thinking; academic writing; digital health and digital literacy/skills and presentation skills. These skills will support the student as they undertake Part 1 modules and progress throughout their degree.
The module will span three academic terms in part 1 of the programme and a key element in this introductory module is the role of the personal tutor. The personal tutor will work with his or her students to enhance support and foster a sense of belonging to a peer group where their individual academic needs can be addressed.
The assessment enables the student to reflect on their academic skills development and their progress over the course of part 1 and is facilitated by the personal tutor at the end of year review. This approach develops a stronger focus on the personal tutor-student relationship and is designed to be supportive to the pastoral and academic needs of the student who is new to university life.
- The module will support students to be digitally ready facilitated by engagement with NES Technology Enabled Care module.
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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.
Use a range of IT and communication skills to gather, analyse and present evidence in different forms.
L2.
Demonstrate development of abilities in critical reflection and self-evaluation.
L3.
Recognise own development needs in relation to graduate attributes.
L4.
Use e-portfolio to evidence academic development and explore next steps in academic, professional and personal development. |
| 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 7.
A range of strategies and approaches to study that facilitate learning.
Critical thinking. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Reflecting on personal experience and identifying learning needs within the context of given situations.
Implementing strategies designed to address the demands of the modules in the programme and meet their learning needs.
Understanding how knowledge from evidence links to practice development.
Understanding the link between professionalism and graduateness. |
| Generic Cognitive skills |
SCQF Level 7.
Beginning to develop a problem-solving approach to learning.
Developing a questioning approach to the appraisal of evidence. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Communicating effectively and appropriately in speech and writing.
Demonstrating key skills in numeracy and literacy.
Developing digital literacy and IT skills to support learning and professional practice. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Taking responsibility for identifying and addressing personal learning goals using available resources.
Recognising the importance of and responsibility and accountability associated with being an effective team member.
Accepting and providing constructive feedback to promote learning in self and others. |
| 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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Teaching on this module relies heavily on a tutorial-based approach whereby students are encouraged to work in small groups to develop their skills facilitated by their personal tutor. Students are encouraged as the year progresses to become more independent in their learning and to identify and address their own learning needs, making use of the range of supports that are available, both within the programme and in the wider University.
The learning and teaching strategies on this module contribute to the development of UWS graduate attributes as outlined in I am UWS, specifically the completion of the portfolio develops skills in critical thinking, self- reflection, collaboration, problem-solving, and communicating effectively.
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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 | 6 |
| Tutorial/Synchronous Support Activity | 9 |
| Personal Development Plan | 6 |
| Asynchronous Class Activity | 33 |
| Independent Study | 146 |
| 200
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:
Boyd, L. (2014) Study skills for nurses. Chichester: Wiley Blackwell. [Core text]
Bottomley J., Prymachuk S., (2017) Academic Writing and Referencing for your Nursing Degree [Core text]
Davison, N. (2014) Numeracy and clinical calculations for nurses. Banbury: Lantern Publishing.
Day, T. (2018) Success in academic writing. 2nd Ed. Basingstoke: Palgrave MacMillan.
Jasper, M. (2013) Professional development, reflection and decision-marking in nursing and health care. 2nd ed. Chichester UK, Wiley-Blackwell.
Pears, R. and Shields, G. (2019) Cite them right: the essential referencing guide. 11th rev. edn. London: Red Globe Press.
Van Emden, J. (2016) Presentation skills for nurses. 3rd ed. Basingstoke: Palgrave MacMillan.
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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 |
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Supplemental Information
| Programme Board | Adult Nursing & Healthcare |
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| Assessment Results (Pass/Fail) |
Yes
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| Subject Panel | BSc Pre-registration Adult Nursing Programme |
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| Moderator | Kelly McCourtney |
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| External Examiner | M Carter |
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| Accreditation Details | NMC |
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| Version Number | 1.07 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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The Formative Assessment will consist of an ongoing personal review of the student’s academic skills development throughout Year One. Students will attend monthly tutorials with the Personal Tutor and will be encouraged to continually review personal academic skills development in line with module materials and module learning outcomes.
The Summative assessment provides an opportunity to demonstrate that module learning outcomes 1 to 4 have been met.
This Assessment will be in the form of a critical discussion with the Personal Tutor. In preparation for this meeting students will be required to submit written evidence of leaning which will inform this discussion. The student will achieve a Pass/Fail. The criteria to pass this assessment relies on the evidence of development with a commitment to a future learning plan.
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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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This module is appropriate for all students. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate. In line with the Equality Act 2010 and UWS Refreshed Equality Outcomes 2021 - 2025 Public Sector Equality Duty Mainstreaming and Equality Outcomes Report 2021 (uws.ac.uk) (pp. 37 - 39) the School of Health and Life Sciences encourages the disclosure of support requirements, including disability, at the recruitment stage and throughout the duration of the module. Emphasis is placed on confidentiality of Information, the benefits of disclosure and that no detriment to progress will be experienced. The School will endeavour to make reasonable adjustments to teaching and learning approaches and arrangements for assessment, and (when applicable) periods of placement, where a student has disclosed specific requirements.
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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