School of Health and Life Sciences
An Introduction to Palliative Care – NURS09025
MODULE AND ASSESSMENT HANDBOOK
Trimester 2 – AY 2024-25
Module Team
Module Coordinator and Tutor: [email protected] (Paisley delivery: Professional Health Studies)
Module Tutor: Kevin Boyle: [email protected] (Paisley Delivery: Nursing Studies)
Module Tutor: Susan Wright: [email protected] (Paisley Delivery: Nursing Studies)
Module Tutor: [email protected] (London delivery)
Module Tutor: [email protected] (Online delivery)
Important dates:
Assessment 1: Leaflet – 10th March 2025
Assessment component 2: Case report – 18th April 2025
Further guidance on assessments can be found later in this handbook.
Module Summary
“Palliative care improves the quality of life of patients and that of their families who are facing challenges associated with life-threatening illness, whether physical, psychological, social or spiritual. The quality of life of caregivers improves as well” (World Health Organisation, 2020). However, while palliative care is seen as a basic human right, there are ongoing challenges that prevent optimal palliative care from reaching those who require it. This situation has been further compounded by the global pandemic where rapid access to effective and efficient palliative care has been key to improving quality of life in people dying from the virus.
The module will advance students’ knowledge and understanding by reviewing the current principles and challenges of delivering effective and efficient palliative care on a global, national and local basis. Students will examine the roles that advance care planning, ethical decision making and complex communication play in the delivery of effective and efficient palliative care across the illness trajectory. The physical, psychological and spiritual issues of living and dying with advanced illness will be reviewed to enable the delivery a multi-agency and multi-professional approach to palliative care that meets the needs of each dying person and their family.
This module is suitable for a range of health and social care providers and professionals who care for and support people with advanced life limiting illness, regardless of age, diagnosis, place of care or geographical location. The content of this module maps onto informed level of the NHS Education for Scotland Palliative and End of Life Care Framework to Support the Learning and Development Needs and Social Service Workforce.
Students undertaking this module will be supported to work towards the “I am UWS” graduate attributes in the following ways: Exploring palliative care from an international perspective will develop global citizens that are inquiring and knowledgeable, as well as increasing their cultural awareness. Critically analysing the role of palliative care across illness trajectories will enable students to become more resilient and better equipped to develop innovate practice or service developments. Applying the principles of multi-agency and multi-professional working will enhance analytical thinking, promote creativity and emotional intelligence and encourage autonomy and collaboration.
Learning Outcomes
On successful completion of this module the student will be able to:
L1. Apply the key principles and theories of palliative care to the whole person support of people with advanced life limiting illness and their family.
L2. Evaluate the challenges in providing effective and efficient palliative care from international, national and local perspectives.
L3. Determine and evaluate the biopsychosocial factors that are experienced by the person with advanced illness and their family and how these influence the delivery of a multi-agency/multi-professional approach to whole person palliative care.
Mode of Delivery
This module is delivered by hybrid learning and also by full online learning.
In a hybrid delivery model students will be exposed to a range of synchronous and asynchronous group and personal activities online or in the classroom. This will be supplemented with a series of online learning units that present students with the core learning content for the module. In a fully online delivery model students will be exposed to
a series of online learning units that contain the core learning content for the module. These will require students to take part in a range of asynchronous personal and group learning activities. These will be supplemented with synchronous online learning events.
Indicative Reading
The following materials form essential underpinning for the module content and ultimately for the learning outcomes:
Ferrell, B.R., and Paice, J.A. (eds) (2019) Oxford textbook of palliative nursing (5th Ed). Oxford: Oxford University Press.
Cherny, N.I., Fallon, M., Kaasa, S., Portenoy, R.K. and Currow, D. (eds) (2015) Oxford textbook of palliative medicine (5th ed). Oxford: Oxford University Press.
Ingleton, C. and Larkin, P.J. (eds) (2015) Palliative care nursing at a glance. Chichester. John Wiley and Sons Ltd.
Kissane, D.W., Bultz, B.B., Butow, P.N., Bylund, C.L., Noble, S. and Wilkinson, S. (eds) (2018) Oxford textbook of Communication in oncology and palliative care. Oxford. Oxford University Press.
Pryde, N. (ed) (2022) Enhanced Palliative Care: A Handbook for Paramedics, Nurses and Doctors. Bridgewater: Class Publishing.
Walshe, C., Preston, N. and Johnston, B. (eds) (2018) Palliative care nursing: Principles and evidence for practice (3rd Ed). Oxford. Oxford University Press.
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.
Module Assessments
The module is summatively assessed by two pieces of work:
|
Component |
Type of assessment |
Question to be answered |
|
1 |
Patient/Family Information Leaflet. 30% of module mark. |
Develop a patient/family information leaflet which will give them information on the palliative care approach and how this reduces suffering and promotes quality of life for the patient and family. |
|
2 |
A 2,800 word written case report. 70% of module mark. |
Using either your own or one of the case studies provided by the module team identify the physical, psychological, social or spiritual issues the patient may be experiencing and the impact it may have on them. Focus on one of the issues experienced by this patient and discuss current best practice in the assessment and management of this. |
See pages 10 to 19 for specific guidance on each component of assessment.
To pass this module each student must achieve an overall mark of 40% (C grade) or above. This means that where an assessment that receives a fail grade of between 30-39% the student may still enable to pass the module if other assessment marks take the overall grade for the module above 40%. However, if an assessment achieves less than 30% (1-29%) a resubmission is required even if the final overall grade for the module is above 40%. If a student does not submit any work for an assessment, they will receive a zero mark and will need to resubmit the work as a second attempt at the next opportunity (usually in the next academic term).
If you are unable to submit an assessment, please make use of the extenuating circumstances procedure which is submitted via the My Record tile in the UWS student app. By applying for ECS you will submit the work at the next attempt as a first diet and not a resit. This will be recognised on your student transcript by future employers and other education providers.
As the ECS process is completed entirely online via your ‘My Record’ portal on the UWS Student app. The Module Co-ordinator and module tutors do not play any part in this application. Also, once you have submitted the ECS claim you will not hear any more about this as it will be automatically added to your student record at the end of term. However, it would be respectful if you could let the Module Co-ordinator and/or class tutor know if you are not going to manage to submit a particular piece of work.
Module Engagement and Attendance
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with all timetabled teaching sessions, course-related learning resources including those in the Library and on the VLE, and complete assessments and submit these on time. Key points in the term are weeks 3, 6 and 9 when you may be contacted about extra support if your engagement is lower than anticipated.
Of course, there are perfectly legitimate and unavoidable reasons why a student may be unable to engage with the module for a period of time. If this is the case for you, please let the Module Co-ordinator know so that we can support you in your studies. If there is continued poor engagement over a period of time you could be withdrawn from your module and/or the full programme of study.
All students who are taking this module are required to scan into the campus for all taught classes as per university guidance. You also and to use the QR code for online events and individual taught classes. This is not optional and if you are not recorded as attending all elements of the module you will be contacted to see if you require help. Please remember that the attendance regulations must be adhered to or this can have an impact on VISAs and student funding.
AN INTRODUCTION TO PALLIATIVE CARE
NURS09205
MODULE HANDBOOK ASSESSMENT SECTION
TERM 2 AY 2024-25
Types of assessment
There are 2 main types of assessment within a module:
|
Formative assessment |
Summative assessment |
|
This involves ongoing engagement in module-related learning activities –the feedback received aids learning by helping students to understand and address current levels of knowledge/ understanding/ skill. Formative assessment also provides information to staff about student experience, and where there may be a need to focus teaching efforts to support and enhance student performance. |
This involves the completion/submission of work that is marked/graded – the results of these generate credit which contribute towards some type of award. |
Formative assessments in this module
|
Formative Assessment Activity |
Weeks of study |
Explanation/Guidance |
Expected Timing of Feedback |
|
Facilitated discussions (either in class or on-line) |
All |
Intended to provide opportunities to check understanding and to request clarification of points. |
Ongoing |
|
Group and individual activities (either in class or on-line) |
All |
As above, but also intended to encourage exploration of some of the issues which will be the subjects of the written assignments. |
Ongoing |
Summative Assessments in this module
|
Summative Assessment Activity (including assignment title/question, where appropriate) |
Deadline* for Submission (Date) |
Deadline* for Submission (Time) |
Mode of submission |
Expected timing of feedback |
|
|
Component 1: Patient/Family Information Leaflet (30% of module mark) |
First diet |
10-03-25 |
9am |
On-line |
4pm: 04-04-25 |
|
Second diet |
27-06-25 |
9am |
On-line |
4pm: 18-07-25 |
|
|
Third diet |
TBC: T1 AY 2025-26 |
9am |
On-line |
TBC |
|
|
Summative Assessment Activity (including assignment title/question, where appropriate) |
Deadline* for Submission (Date) |
Deadline* for Submission (Time) |
Mode of submission |
Expected timing of feedback |
|
|
Component 2: Case study: discuss best practice in the assessment and management of one issue experienced by the patient. (70% of module mark) |
First diet |
18-04-25 |
9am |
On-line |
07-05-24 |
|
Second diet |
27-06-25 |
9am |
On-line |
4pm: 18-07-25 |
|
|
Third diet |
TBC: T1 AY 2025-26 |
9am |
On-line |
TBC |
|
Specific arrangements for resubmissions will be announced on the module VLE. Please check the Community News Forum.
Summative assessments vs module learning outcomes
|
Learning outcome |
Summative Assessments |
||
|
Patient/Family Information Leaflet |
Case Study of One Patient Issue |
||
|
1 |
Apply the key principles and theories of palliative care to the whole person support of people with advanced life limiting illness and their family. |
Yes |
|
|
2 |
Evaluate the challenges in providing effective and efficient palliative care from international, national and local perspectives. |
Yes |
|
|
3 |
Determine and evaluate the biopsychosocial factors that are experienced by the person with advanced illness and their family and how these influence the delivery of a multi-agency/multi-professional approach to whole person palliative care. |
Yes |
|
Detailed Guidance for Each Component of Summative Assessment.
This section of the assessment handbook provides detailed guidance on both components of the summative assessment. Please read this carefully to maximise marks. If you are unsure of what you have to do please ask your tutor.
Assessment 1: Patient/Family Information Leaflet
This assessment is to allow you to meet learning outcome 1 and it is worth 30% of the module mark. Please consult your class timetable for the date and time this is due by. Please remember that this is the final time and date the work will be accepted unless by prior arrangement with the module coordinator/tutor.
In this assessment you have to develop an information leaflet for a patient/ family members who are being offered a palliative care approach to care (not specialist palliative care – remember there is a difference in what each provides). The leaflet needs to given simple and compassionate information on what palliative care is and how the palliative care approach can help maximise quality of life and a peaceful and dignified death.
The leaflet should:
- Define the palliative care approach (not specialist palliative care – remember there is a difference in what each provides),
- What can the principles of the palliative care approach offer in relation to the relief of suffering and promoting quality of life for the patient? How does this support the family during the illness and in their bereavement?
- Provide the details of one organisation such as a national charity that has a patient/family helpline and who may provide further information on the palliative care approach.
The leaflet must be no more than 2 sides of an A4 page. As a leaflet it needs to be folded into an A5 booklet style document of four pages. %This means you need to ensure that the front page, back page and middle pages are in the correct order.
Here is an example of a four page A5 leaflet:
https://issuu.com/providecic/docs/13317_provide_c_mckinley_syringe_dr
N.B. this is just an A4 piece of paper presented in a landscape format which has two colums of information.
There are also examples of information leaflets on the assessment 1 page on Aula.
The document below will help you to develop the leaflet using best practice guidance. It is this guidance that will be used when marking the final leaflet submitted to Turnitin.
Other guidance on the importance of getting patient information leaflets correct are below:
https://academic.oup.com/intqhc/article/28/5/634/2499476
Below is the marking guide for this assessment. Pay careful attention to this to allow you to maximise marks.
Assessment 1 Marking Guide.
|
Section |
Possible Mark |
|
Quality and design of the leaflet. The leaflet uses a font type and size that make the text stand out against the background. Any images used are relevant to the topic and are not blurred. When folded the information in the leaflet flows correctly from one section to another across the 4 pages. |
20 |
|
Content of the leaflet: Readability The leaflet is presented in a way that patients and their families will understand the information being presented to them. This includes the language/words and tense used. The clarity of sentences and how the text is broken up into sections are also important to consider. |
25 |
|
Content of the leaflet: Accuracy/relevance of Information The information is accurate and will add to the patient’s and family’s understanding of what the palliative care approach is (not specialist palliative care) and the benefits it has at this point in the illness. |
40 |
|
Highlight one organisation (e.g. a national charity) which has a patient/family helpline that may be able to offer further information. Give details of their contact numbers and website address. |
10 |
|
References. While you do not need to reference the actual leaflet, you need to include a list of 3-4 sources you used to develop the leaflet on a third page. This should be to high quality, up to date peer-reviewed information from the course texts or online materials. |
5 |
|
Total /100 |
|
A1 95% Exceptional |
A2 85% Outstanding |
A3 75% Excellent |
B1 65% Very good |
B2 55% Good |
C 45% Satisfactory |
D 35% Unsatisfactory |
E 15% Very unsatisfactory |
|
|
Quality and design of the leaflet 20% |
Exceptional quality and design. |
Outstanding quality and design. |
Excellent quality and design. |
Very good quality and design. |
Good quality and design. |
Satisfactory quality and design. |
Unsatisfactory quality and design. |
Very unsatisfactory quality and design. |
|
Content of the leaflet: Readability 25% |
An exceptional leaflet that patients and families will understand very clearly. |
An outstanding leaflet that patients and families will understand very clearly. |
An excellent leaflet that patients and families will understand clearly. |
A very good leaflet that patients and families will understand clearly. There are few minor issues. |
A good leaflet that patients and families will understand fairly clearly. There are some minor issues. |
A satisfactory leaflet that patients and families will understand to an extent. There are a few issues of concern. |
An unsatisfactory leaflet that patients and families will not really be able to fully understand. There are a number of issues of concern. |
A very unsatisfactory leaflet that patients and families will not be able to understand. There are significant issues of concern. |
|
Content of the leaflet: Accuracy/relevance of Information 40% |
The accuracy and relevance of the information is of exceptional quality. |
The accuracy and relevance of the information is of outstanding quality. |
The accuracy and relevance of the information is of excellent quality. |
The accuracy and relevance of the information is of very good quality. There are few minor issues with this. |
The accuracy and relevance of the information is of good quality. There are some minor issues with this. |
The accuracy and relevance of the information is of satisfactory quality. There are a few issues of concern with this. |
The accuracy and relevance of the information is of poor quality. There are a number of issues of concern. |
The accuracy and relevance of the information is of very poor quality. There are significant issues of concern. |
|
Details of one person in your organisation who can answer further questions. Details of one other organisation who can provide further information. 10% |
Exceptional information on both elements. |
Outstanding information on both elements. |
Excellent information on both elements. |
Very good information One element better than the other. |
Good information One element much better than the other. Or both need further work |
Satisfactory information Both elements need further work One element may be missing. |
Unsatisfactory information. One element needs to be provided |
Very unsatisfactory information. One element needs to be provided |
|
Reference list. Provides a reference list to identify the sources used in the leaflet. (the leaflet itself does not need to be referenced). 5% |
Outstanding reference list. An accurate reference list presented and robust sources of information used. |
Exceptional reference list. An accurate reference list presented and robust sources of information used. |
Excellent reference list. An accurate reference list presented and robust sources of information used. |
Very good reference list. A few anomalies in the reference list. References are to robust sources. |
Good reference list. Some anomalies in the reference list. References are mainly to robust sources. |
Satisfactory reference list. A number of anomalies in the reference list. References are mainly to robust sources. |
Unsatisfactory reference list. A poorly presented reference list and most references are not to robust sources. |
Very unsatisfactory reference list. A very poorly presented reference list and no references are to robust sources. |
ASSESSMENT 2: CASE STUDY
Assessment 2: Case Study
This assessment will allow you to meet learning outcomes 2 and 3 and it is worth 70% of the module mark. It will be 2800 words (+10%). Please consult your class timetable for the date and time this is due. Please remember that this is the final time and date the work will be accepted unless a prior arrangement has been made with the module coordinator/tutor.
The second assessment for this module takes the form of a case study where you have to discuss current best practice related to the management of one symptom/issue or need experienced in the case of a patient with an advanced life limiting illness. This can either be a case from your own workplace or family experience or you can use one developed by the module team. The cases developed by the course team are in the assessment 2 section of Aula.
In terms of the one specific symptom/issue/challenge you have to explore and discuss: This could be physical, psychological, or spiritual need. It could also be an ethical or cultural issue or an issue that has arisen because the patient is considered to be in a marginalised group. Whatever you decide to focus on you must be able to show how this symptom/issue/challenge can be assessed (if appropriate) and managed to reduce suffering and improve the patient’s quality of life using current good quality literature and guidance on best practice.
Assessment 2: Marking Grid
|
Section |
% of mark for this section. |
|
Content Introduction:
|
5% |
|
Background to the case:
|
15% |
|
The one specific issue:
Present background information on the issue to establish:
|
15% |
|
The management of this one specific issue:
|
55% |
|
Conclusion to the assessment:
|
5% |
|
Reflection on learning:
|
5% |
|
Total – 100% |
|
Patient Case Study: Rubric Marking Grid |
|||||||||
|---|---|---|---|---|---|---|---|---|---|
|
Marking and Feedback Criteria |
A1 90 – 100% |
A2 80 – 89% |
A3 70 -79% |
B1 60 -69% |
B2 50 – 59% |
C 40 – 49% |
D 30 – 39% |
E 1 – 20% |
Weighting (% of 100) |
|
Content Introduction |
Exceptional content introduction. Exceeds the threshold standard by a significant margin. |
Outstanding content introduction. Exceeds the threshold standard by a significant margin. |
Excellent content introduction. Exceeds the threshold standard by a significant margin. |
Very good content introduction. Well above the threshold standard. |
Good content introduction. Clearly above the threshold standard. |
Satisfactory content introduction. At the threshold standard. |
Unsatisfactory content introduction. Marginally below the threshold standard. Please seek advice from marker and Effective Learning. |
Very unsatisfactory content introduction. Well below the threshold standard. Please seek advice from marker and Effective Learning. |
5% |
|
Background to the case |
Exceptional background to the case that meets all requirements. Exceeds the threshold standard by a significant margin. |
Outstanding background to the case that meets all requirements. Exceeds the threshold standard by a significant margin. |
Excellent quality background to the case that meets all requirements. Exceeds the threshold standard by a significant margin. |
Very good background to the case that meets most of the requirements. Well above the threshold standard. |
Good background to the case that meets most of the requirements. Clearly above the threshold standard. |
Satisfactory background to the case that meets some of the requirements. At the threshold standard. |
Unsatisfactory background to the case that does not the requirements. Marginally below the threshold standard. Please seek advice from marker and Effective Learning. |
Very unsatisfactory background to the case that does not the requirements. Well below the threshold standard. Please seek advice from marker and Effective Learning. |
15% |
|
Identify the one specific issue to be discussed. |
Exceptional identification of the issue that covers all required points. Exceeds the threshold standard by a significant margin. |
Outstanding identification of the issue that covers all required points. Exceeds the threshold standard by a significant margin. |
Excellent identification of the issue that covers all required points. Exceeds the threshold standard by a significant margin. |
Very good identification of the issue that covers most required points. Well above the threshold standard. |
Good identification of the issue that covers most required points. Clearly above the threshold standard. |
Satisfactory identification of the issue that covers some required points. At the threshold standard. |
Unsatisfactory identification of the issue that does not covers the required points. Marginally below the threshold standard. Please seek advice from marker and Effective Learning. |
Very unsatisfactory identification of the issue that does not cover the required points. Well below the threshold standard. Please seek advice from marker and Effective Learning. |
15% |
|
The management of this one specific issue |
Exceptional discussion of the management of the issue. Exemplary use of a range of credible and relevant evidence. Exceeds the threshold standard by a significant margin. |
Outstanding discussion of the management of the issue. Thorough and consistent use of a range of credible and relevant evidence. Exceeds the threshold standard by a significant margin. |
Excellent discussion of the management of the issue. Thorough and consistent use of a range of credible and relevant evidence. Exceeds the threshold standard by a significant margin. |
Very good discussion of the management of the issue. Commendable use of a range of credible and relevant evidence. Well above the threshold standard. |
Good discussion of the management of the issue. Competent use of a range of credible and relevant evidence. Clearly above the threshold standard. |
Satisfactory discussion of the management of the issue. Competent use of a range of credible and relevant evidence. At the threshold standard. |
Unsatisfactory discussion of the management of the issue. Unsatisfactory use of a range of credible and relevant evidence. Marginally below the threshold standard. Please seek advice from marker and Effective Learning Service. |
Very unsatisfactory discussion of the management of the issue. Very unsatisfactory use of a range of credible and relevant evidence. Well below the threshold standard. Please seek advice from marker and Effective Learning Service. |
55% |
|
Conclusion to the assessment |
Exceptional conclusion that summarises all the main points. Exceeds the threshold standard by a significant margin. |
Outstanding conclusion that summarises all the main points. Exceeds the threshold standard by a significant margin. |
Excellent conclusion that summarises all the main points. Exceeds the threshold standard by a significant margin. |
Very good conclusion that summarises most main points. Well above the threshold standard. |
Good conclusion that summarises most main points Clearly above the threshold standard. |
Satisfactory conclusion that summarises some of the main points At the threshold standard. |
Unsatisfactory conclusion that does not summarise the main points. Marginally below the threshold standard. Please seek advice from marker and Effective Learning Service. |
Very unsatisfactory that does not summarise the main points. Well below the threshold standard. Please seek advice from marker and Effective Learning Service. |
5% |
|
Reflection on learning |
Exceptional reflection for future practice. Exceeds the threshold standard by a significant margin. |
Outstanding reflection for future practice. Exceeds the threshold standard by a significant margin. |
Excellent reflection for future practice. Exceeds the threshold standard by a significant margin. |
Very good reflection for future practice. Well above the threshold standard. |
Good reflection for future practice. Clearly above the threshold standard. |
Satisfactory reflection for future practice At the threshold standard. |
Unsatisfactory reflection for future practice. Marginally below the threshold standard. Please seek advice from marker and Effective Learning Service. |
Very unsatisfactory reflection for future practice Well below the threshold standard. Please seek advice from marker and Effective Learning Service. |
5% |
KEY ASSESSMENT PRINCIPLES FOR ALL STUDENTS
The main purposes of assessment are to:
|
Improve student learning |
includes motivating and enabling students to develop responsibility for their own learning |
|
Measure performance |
for example, to assess the level of knowledge, understanding or skill*; assess readiness to proceed to further learning; or grade performance for award purposes (*a skill may be subject-specific, or it may relate to the development of more general skills (sometimes referred to as ‘transferable skills’), which prepare a student for graduate employment – such as critical, analytical problem-based learning skills, organisational skills, and interpersonal/communication skills) |
|
Evaluate student achievement |
with respect to the Intended Learning Outcomes (ILOs) of a module and/or programme |
As such, assessment should be perceived as “a continuous and interactive process that enhances the learning process, measures student achievement and assures the quality of the learning experience”.
Assessment expectations at different levels of study assessment
The Scottish Credit and Qualifications Framework (SCQF) has different levels, which indicate the level of difficulty of a particular module/ qualification in factors such as:
- Knowledge and understanding (mainly subject based)
- Practice (applied knowledge and understanding)
- Generic cognitive skills (e.g. evaluation, critical analysis)
- Communication, numeracy and IT skills
- Autonomy, accountability and working with others
|
SCQF Level |
7 |
8 |
9 |
10 |
11 |
|
Demonstrate and/or work with: |
• An overall appreciation of the body of knowledge that constitutes a subject/discipline/sector. • Knowledge that is embedded in the main theories, concepts and principles of the subject/ discipline/ sector. • An awareness of the dynamic nature of knowledge and understanding. • An understanding of the difference between explanations based on evidence and/or research and other sources, and of the importance of this difference. |
• A knowledge of the scope, defining features, and main areas of the subject/ discipline/sector. • Specialist knowledge in some areas. • A discerning understanding of a defined range of core theories, concepts, principles and terminology. • Awareness and understanding of some major current issues and specialisms. • Awareness and understanding of research and equivalent scholarly/academic processes. |
• An understanding of the scope and defining features of a subject/discipline/sector, and an integrated knowledge of its main areas and boundaries. • A critical understanding of a range of the principles, principal theories, concepts and terminology of the subject/ discipline/ sector. • Knowledge of one or more specialisms that is informed by forefront developments. |
• Knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of a subject/ discipline/sector. • A critical understanding of the principal theories, concepts and principles. • Detailed knowledge and understanding in one or more specialisms, some of which is informed by, or at the forefront of, a subject/ discipline/sector. • Knowledge and understanding of the ways in which the subject/discipline/ sector is developed, including a range of established techniques of enquiry or research methodologies. |
• Knowledge that covers and integrates most, if not all, of the main areas of the subject/ discipline/sector – including their features, boundaries, terminology and conventions. • A critical understanding of the principal theories, concepts and principles. • A critical understanding of a range of specialised theories, concepts and principles. • Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront. • A critical awareness of current issues in a subject/discipline/sector and one or more specialisms. |
To help you understand the assessment expectations, be aware of the SCQF level for this module – this is shown in bold in the table above.
A detailed description of what a student will be achieving at each grade within the UWS assessment grading system can be seen in the table below. At SCQF a C grade is the pass threshold. For this module you will need to gain an overall mark of 40% across all three assessments. However, if any one assessment is not awarded 30% or above then it automatically had to be resubmitted at the next opportunity. This is still the case when the student has an overall mark of 40%.
|
Grade |
Numerical range (%) |
Definition |
Descriptor |
|
A1 |
90-100 |
Exceptional |
Student work is exemplary and exceeds the threshold standard by a significant margin. It displays exceptional knowledge and understanding; insight, originality and exceptional ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of almost complete autonomy and independent judgement relative to threshold expectations. |
|
A2 |
80-89 |
Outstanding |
Student work significantly exceeds the threshold standard. It displays a consistently thorough, deep and extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of autonomy and independent judgement relative to threshold expectations. |
|
A3 |
70-79 |
Excellent |
Student work very much exceeds the threshold standard. It displays a consistently thorough, deep and/or extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of autonomy and independent judgement relative to threshold expectations. |
|
B1 |
60-69 |
Very good Commendable |
Student work is well above the threshold standard. It displays a consistently very good level of knowledge and understanding; high ability in analysis, evaluation, problem solving or other process skills; high ability in professional practice skills (where relevant) including exercise of significant independent judgement relative to threshold expectations. |
|
B2 |
50-59 |
Good Highly competent |
Student work is clearly above the threshold standard. It displays generally good knowledge and understanding; good ability in analysis, evaluation, problem solving or other process skills; evidences highly competent performance of professional practice skills (where relevant). |
|
C |
40-49 |
Satisfactory Competent |
Student work is at the threshold standard. It displays generally satisfactory knowledge and understanding in most key respects; competence in analysis and most other process skills; evidences competent performance of professional practice skills (where relevant). |
|
D |
30-39 |
Unsatisfactory |
Student work is marginally below the threshold standard. It displays some knowledge and understanding but this is incomplete or partial; limited ability in analysis and other process skills; evidences lack of or partial competence in professional practice skills (where relevant). |
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E |
1-29 |
Very unsatisfactory |
Student work is well below the threshold standard. It displays very limited knowledge and understanding; evidences very limited or no analytical or other process skills; very limited competence over the range of professional practice skills. |
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N |
0 (at first diet) 0-100 at second or subsequent diet |
No work to assess |
There is no work to be assessed at first diet, or there is incomplete or no engagement with re-assessment |
Student Responsibility
“Students have a responsibility to actively and honestly engage in the assessment process”
All students have a responsibility to ensure they have received a copy of the programme handbook applicable to their programme of study.
All students have a responsibility to ensure that they are fully acquainted with the information on student responsibilities, programme specific regulations and procedures, and University academic regulations, procedures, information, services and organisations contained in the programme handbook provided by the University
*Deadline submission date and time indicate the latest point of submission
Students are permitted to submit summative assessments before these deadlines. Attention should be paid to the availability/ provision of academic support sessions prior to any submission.
In the event of an emergency
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EMERGENCY ARRANGEMENTS |
In the event of a University emergency which will knowingly result in loss of access to the VLE/turnitin, you shall be informed via announcement in the VLE, and advised of alternative arrangements for assessment submission. No student will be penalised as a result of a University systems failure out with their control. |
Late submission arrangements and penalties
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Coursework may not normally be submitted more than one calendar week after the due date |
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Late submission of coursework without prior agreement
NB If the module is a pass/fail grade and there is a late submission without prior agreement, the penalty shall be that a fail is recorded. |
Agreed extension to coursework deadlines
The due date for submission should normally lie within the University trimesters dates What does this mean? This means extension to coursework can only be granted if this permits management within the timescales for presenting results to Subject Panels |
Academic support arrangements to support summative assessment
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Diet |
Details of Academic Support Provision to Support Assessment |
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1st |
Full guidance about allocation of marks and suggested structure will be provided in class or via the VLE. A discussion forum will be set up to enable students to post questions about the written assignments and on-line discussion. Private questions can be submitted by e mail. |
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2nd |
The same guidance about allocation of marks and suggested structure will be provided via the VLE. Private questions about the written assignments and on-line discussion can be submitted by e mail. |
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3rd |
The same guidance about allocation of marks and suggested structure will be provided via the VLE. Private questions about the written assignments and on-line discussion can be submitted by e mail. |
Specific arrangements for academic support prior to resubmissions will be provided in class and on the VLE.
NB: Attendance at an academic support session does not equate with guaranteeing a pass in an assessment category.
Assessment Feedback
Feedback is when you receive comments about your work/progress – you should receive feedback on both formative and summative assessments.
There are lots of different types of feedback, all of which should be regarded as useful – don’t shrug off positive feedback – don’t get defensive when feedback is critical.
Some examples of types of feedback are:
- A grade or mark on an assignment
- Individual written comments on an assignment on a feedback sheet (sometimes described as a rubric or marking grid)
- Verbal and written comments on your work/progress from a mentor in clinical practice
- Formal and informal discussions with lecturers, personal tutors and staff from wider University support services
- Postings on the VLE (Moodle) – sometimes described as group feedback
- Group discussions with fellow students – sometimes described as peer feedback
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What to do with feedback |
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Regard all feedback as useful – don’t shrug off positive feedback – don’t get defensive when feedback is critical. Specifically: For component 1 – Pay particular attention to the written feedback as this will suggest improvements that might be made in the second assignment. For component 2 – Apply feedback to future academic work at this level. |