- Prepare students to work in an effective, safe and interprofessional manner within their defined area of practice, under the instruction and supervision of a registered practitioner, within relevant legal and ethical frameworks and in accordance with agreed protocols
- Develop and promote the skills of critical, analytical and reflective thinking in students
- Promote the ethos of life long learning and advance students' sense of personal responsibility and commitment to their ongoing education and development
- Prepare students to work as an efficient member of a multi-disciplinary team
- Ensure that Assistant Practitioner students are able to respond to the constantly changing context within which health and social care policies are being implemented
- Develop an appreciation that knowledge and understanding is acquired within an evidence-based framework
- Facilitate students to appreciate that learning can occur in both education and practice environments and assist them to make use of these opportunities.
Why study this course?
You would study this course if you want to work in Health and Social Care at Assistant Practitioner level (Band 4).
The overarching aim of the course is to facilitate the development of the Assistant Practitioner. However, some students have completed this programme and utilised the credits (240) to progress on to other degree programmes.
Features
This Foundation Degree is distinctive because of the unique way in which it integrates:
- interprofessional learning
- accessibility
- articulation and progression
- employer involvement
- flexibility
- partnership working.
While none of these attributes are unique to Foundation Degrees, their clear and planned integration within a single award underpinned by work-based learning makes the award highly distinctive.
Programme Structure:
Overall programme structure, identifying route and choice of option modules.
Level 4 modules include a range of foundation modules which identify relevant material from the theory of science, health and social care policy, care practice, psychology and sociology. Students are also introduced to the concepts of evidence-based practice and reflection; these are important themes that underpin all other modules.
Each option module is delivered in an interprofessional manner and it is anticipated that they will assist the student / Trainee Assistant Practitioner (TAP) in future role development. For example, Leadership, Management and Learning in Practice will assist the TAP in facilitating the NVQ candidates and provides the AP with leadership skills for those at every level in NHS Trust and Social Care organisations.
Level 5 (Year 2) each student will have the opportunity of completing a Negotiated Learning Agreement (NLA) module. The NLA facilitates the students ino btaining specific skills that the work force requires as it is compiled by the TAP, Manager /WBLF of Trust and the student's lecturer.
Students may exit on successful completion of Level 4 modules to a total of 120 credits, with a Certificate in Higher Education.
Level 4 (Year 1)
Level
|
Module Name |
Credits
|
Single Honours
|
4
|
Applied anatomy and Physiology |
20
|
Optional |
4
|
Applying Models and Perspectives in Practice |
20
|
Optional
|
4
|
Assessment and Planning in Non Acute Care |
20
|
Optional |
4
|
Biological Basis of Health |
20
|
Compusory |
4
|
Care of the Patient with Cardiovascular and Respiratory Conditions
|
20
|
Optional |
4
|
Developing a Therapeutic Alliance
|
20
|
Optional |
4
|
Holistic Patient Assessment in Acute Care
|
20
|
Optional |
4
|
Human Movement
|
20
|
Optional |
4
|
Intermediate Care Skills
|
20
|
Optional
|
4
|
Introduction to Sociology and Psychology
|
20
|
Optional
|
4
|
Principles of Care Practice
|
20
|
Compusory |
4
|
Study Skills/Using Evidence and Reflection
|
20
|
Compusory
|
4
|
Understanding and Managing Health and Well Being of Patients/Clients in Acute Care
|
20
|
Optional
|
Level 5 (Year 2)
Level
|
Module Name |
Credits
|
Single Honours
|
5
|
Aging and Common Conditions |
20
|
Optional
|
5
|
Assessment and Co-ordinating Care Effectively |
20
|
Optional |
5
|
Care Co-ordination for the Patient with Long Term Conditions
|
20
|
Optional |
5
|
Caring for the Client with Multiple Care Needs
|
20
|
Optional |
5
|
Contemporary Issues in Health and Social Care
|
20
|
Optional |
5
|
Holistic Care of the Patient with Neurological Conditions
|
20 |
Optional |
5
|
Holistic Care of the Patient with Renal Gastrointestinal
|
20
|
Optional |
5
|
Implementing Public Health in Practice
|
20
|
Optional
|
5
|
Leadership Management and Learning in Practice
|
20
|
Compusory |
5
|
Legal Ethical and Accountable Practice
|
20
|
Compusory |
5
|
Maximising Rehabilitation
|
20
|
Optional
|
5
|
Negotiated Learning Agreement (Single Module)
|
20
|
Optional |
5
|
Occupational Therapy Interventions
|
20
|
Optional |
5
|
Physiotherapy Interventions
|
20
|
Optional
|
5
|
Public Health and Health Promotion in Practice
|
20
|
Compulsory
|
5
|
The Assessment Process in Practice
|
20
|
Optional |
5
|
Vulnerable Adult
|
20
|
Optional |
Students will be exposed to a variety of assessment methods designed to ensure that the content, outcomes and level of the modules are measured in a fair and transparent manner.
The assessment strategies employed throughout the programme are designed to ensure that students are exposed to a mix of assessment methods measuring both academic and clinical competence. The assessment methods include reports, presentations, short answer exams, case studies, projects, peer observations and reviews.
The assessment of the practical learning outcomes for those modules with a practical element will appear in the Work Based Competency Record (WBCR). This record will demonstrate the student's progression and development throughout the programme on a clinical level.
The record comprises information on the following elements:
- Competency statements
- Portfolio building
- Learning log
- Personal development documentation
Clinical staff will carry out assessment in practice with support from the lecturing staff of the Faculty. A designated Work Based Learning Facilitator (WBLF) will be allocated to each student, and will assess the student's progress and competence within a structured framework including a mid-way progress report and collaboration with other clinical staff.
The student has the responsibility of completing learning plans with the Work Based Learning Facilitator, taking an active role in setting up progress meetings and working alongside the work based learning facilitator to ensure that assessment of their practice is possible.
Students who have completed the Foundation Degree programme work in a variety of roles, primarily at Assistant Practitioner level Band 4.
The minimum entry requirements will be ONE of the following (or equivalent):
- NVQ Level 3 in Care or related subject.
- A/S Level: 2 A/S levels, one of which must be in an appropriate subject area.
- A Level: 1 A Level in an appropriate subject area.
- AVCE or BTEC National Diploma.
- Access: a pass from an appropriate kite-marked access course
- 5 GCSE at Grade C or above including English Language
Candidates will be required to demonstrate appropriate literacy and numeracy skills at interview, through the use of online diagnostic testing if not illustrated through previously identfiied qualifications.
Mature students (21 years of age or over) without evidence of the above qualifications will be required to demonstrate that they are ready to follow a higher education course at level 4.
Each applicant will be interviewed. The interview will focus on personal qualities and skills looked for in addition to the formal academic requirements. Applicants will be required to have a satisfactory reference and will be required to undergo a Criminal Records Bureau check.
