CERTIFICATE IN STROKE PRACTICE NU4135 - 2020/2021 Course Leader: Dr Stephanie Jones School of Nursing UCLan Preston Campus
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Course Handbook
CERTIFICATE IN STROKE PRACTICE
NU4135
2020/2021
Course Leader: Dr Stephanie Jones
School of Nursing
UCLan Preston Campus
Please read this Handbook in conjunction with the University’s Student Handbook.
All course materials, including lecture notes and other additional materials related to
your course and provided to you, whether electronically or in hard copy, as part of
your study, are the property of (or licensed to) UCLan and MUST not be distributed,
sold, published, made available to others or copied other than for your personal study
use unless you have gained written permission to do so from the Dean of School.
This applies to the materials in their entirety and to any part of the materials.
1
Contents Contents Page 1 Welcome to the Course 3-7 2 Structure of the Course 7-8 3 Approaches to teaching and learning 9-10 4 Student Support 10-12 5 Assessment 12-14 6 Classification of Awards 14 7 Student Feedback 14-15 8 Appendices 16 8.1 Programme Specification 16-20 2
Welcome to the course
This handbook contains information for students studying for the Certificate in Stroke
Practice.
The purpose of the course handbook is to provide information about the course
structure and content, and how it is delivered and assessed. Crucially, the handbook
details how you can access support and supervision during your studies.
A central feature of the Certificate in Stroke Practice is its approach to learning.
Delivery of the course is facilitated by the stroke research team comprising health
professionals and researchers. The team have a breadth of knowledge in both stroke
practice and research. Their research is driven by the needs of stroke services,
clinicians and patients, and is usually located at the interface between patients,
carers and professionals.
UCLan, and in particular Professor Dame Caroline Watkins and her team in the
Stroke Research Team have an established reputation, not only for successful
applied health research, but for contributing to national policy, as well as national and
local delivery on education, training and work-based learning for the stroke
workforce.
Staff who teach on the module are based in the Stroke Research Team. The team
has a range of expertise in a range of aspects across the stroke pathway including.
The stroke team works closely with the stroke networks and strategic groups (e.g.
Stroke Strategy Groups, Professional bodies – British Association of Stroke
Physicians, National Stroke Nurses Forum, Allied Health Professions Federation etc).
You can read more about the Stroke Research Team at:
https://www.uclan.ac.uk/research/explore/themes/stroke_research.php
This module aims to provide students with a specialist knowledge of the theory and
research underpinning current inter-professional practice in stroke care. Learning and
teaching activities will be delivered by members of the Stroke Research Team, and
experienced clinicians, you will also be able to benefit from knowledge and expertise
from across the School of Nursing.
I am delighted that you have chosen the University of Central Lancashire and the
Principles of Stroke Practice module. I would like to wish you every success in your
journey of learning and personal development.
Course Leader Dr Stephanie Jones
Senior Research Fellow
Tel. 01772 895107
Email. sjones10@uclan.ac.uk
31.1 Rationale, aims and learning outcomes of the course
Stroke care is in an exceptional position to develop a course on the Principles of Stroke
Practice due the availability of national policies and guidance:
The NHS Long Term Plan (NHS 2019) proposes changes to stroke service delivery models
to ensure that specialist treatment and care are available to as many stroke patients as
possible, through new clinical standards stroke pathways will be improved to ensure timely
patient assessment and treatment, appropriate preventative treatments will be offered in a
timely way and improvements will be made to post-hospital stroke rehabilitation models.
• Integrated Stroke Delivery Networks have been established to play a major
part in promoting collaboration across organisations and in realising improvements in
stroke practice.
• National Clinical Guidelines for Stroke (Intercollegiate Stroke Working Party
(ISWP), 2016), together with NICE guidance (NICE 20072019) provide a summary of
the evidence base to guide practice.
• The UK Forum for Stroke Training has been established to deliver nationally
recognised, quality-assured and transferable education and learning programmes in
stroke. To facilitate such programmes, and to ensure their implementation, and
sustainability, the current UK Forum for Stroke Training and Education (UK FSET)
has developed a Stroke-Specific Education Framework (SSEF), reflecting the
knowledge and skills required for the stroke workforce across the stroke pathway.
This course has been endorsed by the UK FSET who have examined fidelity to the
SSEF, the target audience and the experience of those delivering the course.
Strategic imperative for the development of stroke services in England and Wales was
provided by the National Service Framework for Older People (Department of Health, 2001).
Other driver for the improvement of the quality of stroke services came in 2007 with the
publication of the National Stroke Strategy (Department of Health, 2007), which set out a
framework against which stroke services could be improved.
The publication of multi-professional National Clinical Guidelines for Stroke (ISWP, 2016)
presents health and social care professionals with a clear opportunity to benchmark stroke
service provision, to identify gaps in local services, and to prioritise service developments.
Importantly, the guidelines may raise expectations of patients and families, enabling more
active participation in individual care planning. In stroke services, as in many other aspects
of health and social care, traditional patterns and ways of working are being overhauled.
Examples include dysphagia management, secondary prevention services, and new models
of care for long-term follow-up and support. Importantly, the guidelines may raise
expectations of patients and families, enabling more active participation in individual care
planning. The NHS Long Term Plan (NHS 2019) proposes to modernise the stroke
workforce and improved access to specialist treatment and care, through new clinical
standards and pathways.
Cumulatively these strategies have, and will continue to have, a profound impact on the local
organisation and delivery of stroke services. The Stroke Research Team has a strong track
record of collaboration with services and clinicians. Through individual practice-related
research projects and its leadership of the North West Stroke Task Force, staff have
supported a wide range of pre-hospital, hospital and community based stroke services to
4address the issues raised in both strategies. In addition, the Stroke Research Team also has
a strong track record of applied research to build knowledge of what constitutes effective and
appropriate services for those affected by stroke. More information on current and completed
research projects click on the link below or go to:
https://www.uclan.ac.uk/research/explore/themes/stroke_research.php
References
NHS (2019) The NHS long term plan, Chapter 3. https://www.longtermplan.nhs.uk.
Intercollegiate Stroke Working Party (2016) National Clinical Guidelines for Stroke (5th
Edition) London, Royal College of Physicians.
Aims and learning outcomes of the course
The aim of the Certificate in Stroke Practice is:
• To provide students with a broad and in-depth knowledge of stroke and its management
in the context of modern health care.
On completion of the course students will be able to:
• Critique the biomedical model of stroke, identifying the mechanisms that underpin
symptomatology.
• Critically appraise the physical, psychological and/or social impact of stroke in individuals.
• Critically evaluate policy and the evidence that underpins a particular aspect of stroke care.
• Critically present the links between practice and policy.
1.2 Course Team
The Stroke Research team are the only nurse-led stroke research unit in the UK. This prolific
and experienced multi-disciplinary team of researchers, led by Professor Dame Caroline
Watkins, delivers programmatic pure and applied research across several domains. The
team has a national, and international stroke research profile, and has a major impact on the
development of evidence for practice, as well as its implementation into practice. The team
is committed to increasing understanding of research, and NHS research capability, and this
is apparent from the number of clinicians participating in research training and postgraduate
degrees.
The teaching team is made up of lecturers from the Stroke Research Team in the School of
Nursing and senior clinicians working in clinical practice. You will interact with key individuals
who have specific roles and responsibilities in helping you throughout the course. In general,
you will find that staff in the university will be able to offer help, support and advice on a wide
range of issues. However, you need to recognise your own responsibility in taking an active
part in your learning and actively seeking help, support and guidance.
5The module team are contactable between 9.00 - 17.00, please note working days may vary,
please check staff profiles on Blackboard.
Module Team Contact E-mail
Dr Stephanie Jones Tel: 01772 895107 sjones10@uclan.ac.uk
Dr Liz Lightbody Tel: 01772 893648 celightbody@uclan.ac.uk
Dr Jo Gibson Tel: 01772 895144 jgibson4@uclan.ac.uk
Joanna Harrison Tel: 01772 895106 Jharrison1@uclan.ac.uk
Dr Rachel Stockley Tel: 01772 894998 Rstockley1@uclan.ac.uk
Hazel Dickinson Tel: 01772 895107 hdickinson1@uclan.ac.uk
Alison McLoughlin Tel: 01772 894950 Asrmcloughlin1@uclan.ac.uk
Dr Liz Boaden Tel: 01772 892746 EBoaden1@uclan.ac.uk
Colette Miller Tel: 01772 893693 Cmiller5@uclan.ac.uk
1.3 Expertise of staff
The module team have an extensive portfolio of primary and secondary research spanning
the six main areas of stroke care (pre-hospital, acute, rehabilitation, prevention, long-term
support, and workforce development) which is addressing key issues that have a major
impact on the lives of stroke survivors and their carers. A key tenet is to not just understand
what must be done, but how it can be implemented – practically: by fostering clinical
engagement and understanding service models and the context of care delivery; and
theoretically: by appreciating behaviour change from an individual, and organisational,
perspective. Research grant income is substantial, in excess of £8 million since 2001.
Further information about individual research projects or members of the course team can
be found at
https://www.uclan.ac.uk/research/explore/groups/clinical_practice_research_unit.php
1.4 Academic Advisor
You will be assigned an Academic Advisor who will provide additional academic advice and
support during the year. They will be the first point of call for many of the questions that you
might have during the year. Your Academic Advisor will be able to help you with personal
development, providing insight and direction to enable you to realise your potential.
1.5 Administration details
Campus Admin Services provides academic administration support for students and
staff and are located in the following hubs which open from 8.45am until 5.15pm
Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance
and advice regarding specific processes such as extenuating circumstances, extensions and
appeals.
6Brook Building
Telephone: 01772 891992/891993
Email: BrookHub@uclan.ac.uk
1.6 Communication
The University expects you to use your UCLan email address and
check regularly for messages from staff. If you send us email
messages from other addresses they risk being filtered out as
potential spam and discarded unread.
In addition to this you may be contacted through the post, Blackboard
(Virtual Learning Environment) or via text message and there are several notice-boards with
information throughout the School of Nursing. Students may expect a reply to their email
within three working days in line with the University email use policy. The email may not
respond in full at that point but explain that if a tutor is unable to respond in full he/she will as
soon as is able. Office hours will vary with each member of staff however appointments can
be made via Starfish.
.
1.7 External Examiner
The University has appointed an External Examiner to your course who helps to ensure that
the standards of your course are comparable to those provided at other higher education
institutions in the UK. The name of this person, their position and home institution can be
found below. If you wish to make contact with your External Examiner, you should do this
through your Course Leader and not directly. External Examiner reports will be made
available to you electronically. The School also send a sample of student coursework to the
external examiner(s) for external moderation purposes, once it has been marked and
internally moderated by the course tutors. The sample will include work awarded the highest
and lowest marks and awarded marks in the middle range.
External Examiner Details:
Val Woodward, University of Wolverhampton. Email: V.J.Woodward@wlv.ac.uk
2. Structure of the course
2.1 Overall structure
This section explains how the certificate in stroke care is organised, and
describes what is required for the award of Certificate. Essentially, the
course comprises one 20 credit, level 7 module, a stand-alone unit of
study with clear learning outcomes, associated learning and teaching strategies, and an
assessment. The module is described in full later in this handbook, see section 8.
The course is delivered over one University semester.
72.2 Modules available
Each module is a self-contained block of learning with defined aims, learning outcomes and
assessment. A standard module is worth 20 credits. It equates to the learning activity
expected from one sixth of a full-time undergraduate year. Modules may be developed as
half or double modules with credit allocated up to a maximum of 120 credits per module.
2.3 Course requirements
You are required to successfully complete this module in order to be
awarded the Certificate in Stroke Practice. The module will be assessed
using percentage grades. The achievement of a grade of 50% or above
will be deemed a pass. Failure to achieve a grade of 50% will be
considered a referral for the module. Grades of equal to or less than 49%
will lead to an automatic recommendation for reassessment.
2.4 Module Registration Options
Discussions about your progression through the course normally take place in February
each year. It is an opportunity for you to make plans for your study over the next academic
year. The course team will tell you about the various modules / combinations available and
you will both agree on the most appropriate (and legal) course of study for you.
2.5 Study Time
2.5.1 Weekly timetable
A timetable will be available once you have enrolled onto the programme, through the
Student Portal.
This module is delivered on a Wednesday afternoon.
2.5.2 Expected hours of study
20 credits is a standard module size and equals 200 notional learning hours.
On-line content and face-face sessions take around 4 hours to complete each week, in
addition you will be required to undertake around 9.5 hours per week.
2.5.3 Attendance Requirements
You are required to attend all timetabled learning activities for each
module. Notification of illness or exceptional requests for leave of
absence must be made to:
Dr Stephanie Jones (Course Leader)
Brook 445
Stroke Research Team
School of Nursing
University of Central Lancashire
Preston
PR1 2HE
Tel: 01772 895107
E-mail: sjones10@uclan.ac.uk
You can check your attendance record through myUCLan.
83. Approaches to teaching and learning
3.1 Learning and teaching methods
The School of Nursing is committed to developing you as an independent, autonomous
learner. To encourage and support this, teaching and learning methods will include on-line
lectures, small group-work and self-directed study. Initially you will explore (or re-explore)
techniques and strategies for the evaluation and appraisal of evidence. You will then be
supported to apply your learning within the context of current stroke policies and practice.
You will be required to access module materials in Blackboard prior to and after sessions.
3.2 Study skills
Study Skills - ‘Ask Your Librarian’
https://www.uclan.ac.uk/students/support/study/it_library_trainer.php
You can book a one to one session with a subject Librarian via Starfish. These sessions will
help with questions such as “My lecturer says I need a wider variety of sources in my
references, what do I do?"
"I need to find research articles, where do I start?"
"How do I find the Journal of ...?"
"How do I use RefWorks?”
WISER Workshops (Workshop Interactions for Study Enhancement and Review)
The WISER workshops are held on topics of direct relevance to students’ study needs. They
are available to all students who are not on any study skills programme already and can be
booked in advance. These sessions are not credited or linked to any modules but are available
weekly in semesters 1 and 2. They are available on various topics including:
1. Reading and listening to lectures
2. Note-taking and note-making strategies (e.g. mind-mapping)
3. Oral presentations
4. Essay and Report Writing
The WISER team are available for drop in and one to one tutorial consultations. This is
available to all students during term- time to focus on specific and individual needs:
http://www.uclan.ac.uk/students/study/wiser/index.php
3.3 Learning resources
3.3.1 Learning and Information Services (LIS)
The best place to start when exploring the Library resources available to you
is;
• Your ‘Subject Guide’ can be found in the Library Resources
• Your ‘My Library’ tab in the Student Portal
• Library search
• Your module reading list – this can be found in your electronic module space.
Generic information is included in the Student Handbook, but you may wish to include
additional information here. How does LIS provide resources and support particularly
9relevant for this course, such as subject guides or access to on-line databases? Please
contact your subject liaison officer if you’d like more information to add here.
3.3.2 Electronic Resources
There a number of links in the Blackboard module space to a number of policy documents
and other key learning resources. It is recommended that you look at key areas of policy
documents and other resources that are important to your area of practice and your chosen
assignment topic.
3.4 Personal development planning
Personal Development Planning (PDP) is an important activity for students on all types of
Higher Education courses. It is a structured and supported process which will support your
learning by helping you to reflect upon your learning, performance and achievement and to
plan for your personal, educational and career development.
PDP will help you to:
- become a more effective, independent and confident self-directed learner
- understand how you are learning and relate this to a wider context
- improve your general skills for study and career management
- develop key transferable skills
- articulate personal goals and evaluate progress towards their achievement
- develop a positive attitude to learning throughout life.
The modules studied within your course in the School of Nursing will help you develop a
range of skills that form part of your on-going personal and professional development and
life-long learning. These are referred to as ‘key skills’ and may form part of the PDP activity
you will be participating in on your course. The following are some examples:
• Self-awareness
• Skills of reflection and reflective practice
• Communication and interpersonal skills
• Information technology
• Problem solving skills
• Team working
• Presentation skills
• Writing skills
3.5 Preparing for your career
The module is designed to improve the knowledge and skills of a range of
health professionals working stroke patients. Former students have gone
onto work in enhanced nursing roles, stroke research and stroke
rehabilitation.
4. Student Support
Information on the support available is at: https://www.uclan.ac.uk/students/
Module Information Packs
Each module has its own information pack that you will have access to when you commence
each module and are available from the module Virtual Learning Environment sites. This will
contain the module activities, including relevant reading, the module timetable, information
on the module team, assessment submission dates and guidelines for the assessments etc.
10Use Blackboard and log into your module and course site.
4.1 Academic Advisors
Early in the module you will be assigned an academic advisor. You are
advised to contact your academic advisor to meet and discuss your
assignment topic. You can contact your academic advisor by e-mail. Check
the contacts area in Blackboard for further contact details.
4.2 Students with disabilities
If you have a disability that may affect your studies, please either contact the Disability
Advisory Service - mailto:disability@uclan.ac.uk - or let one of the course team know as
soon as possible. With your agreement information will be passed on to the Disability
Advisory Service. The University will make reasonable adjustments to accommodate your
needs and to provide appropriate support for you to complete your study successfully.
Where necessary, you will be asked for evidence to help identify appropriate adjustments.
The University is firmly committed to providing the widest possible access and to removing
barriers to those with disabilities and / or learning difficulties while maintaining confidentiality.
A formal process is in place to undertake an assessment of the student’s needs and
students are strongly encouraged to disclose a disability or learning difficulty.
Disclosure means that you tell us that you have a disability, for example, when you fill in your
application form or see an Adviser. We want to make sure that the information you give us is
useful to you and us, is protected, and is kept safe.
• Whenever the University knows about a student’s disability, we will try to make
reasonable adjustments. If your disclosure gives full and open information, that will
ensure we can make appropriate adjustments.
• After you have made your disclosure and told us about your disability, we will make
every effort to make sure that you will not be at a disadvantage because of your
disability.
• The University understands that some of your disclosure may involve sensitive
information. We have a system and procedures to make sure all personal information
about you and your disability is secure.
• Sometimes, for your benefit, the University may need to share some of your
information. If so, we will consult you fully.
• • Following disclosure, staff will make every effort to provide reasonable adjustments
to ensure that students are not placed at a substantial disadvantage in comparison
with persons that are not disabled.
• • Where a student does not disclose and where the University might not be reasonably
expected to know about a student’s disability and / or learning difficulty the University
might not make adjustments that it would otherwise have made.
• • Students are also encouraged to contact Disability Advisory Services at least 6 weeks
before an examination or other assessment to discuss what arrangements might be
made to try to ensure that they are not placed at a substantial disadvantage in
comparison with people who are not disabled.
•
11School Disability Contact Ivan McGlen
IMcGlen@uclan.ac.uk
Telephone / Text Phone 01772 893777
Email disability@uclan.ac.uk
Assessment arrangements for students with a disability
Arrangements are made for students who have a disability/learning difficulty for which valid
supporting evidence can be made available. Contact the Disability Adviser for advice and
information, disability@uclan.ac.uk.
4.3 Students’ Union
The Students’ Union offers thousands of volunteering opportunities ranging from
representative to other leadership roles. We also advertise paid work and employ student
staff on a variety of roles. You can find out more information on our website:
http://www.uclansu.co.uk/
The 'i' is a central Student Information Centre and your first point of contact.
http://www.uclan.ac.uk/information/services/sss/the_i/index.php
You can obtain information on a wide range of topics including Council Tax Exemption
Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing
students only, Printing and Printer Credit, UCLan Cards, the ‘i’ shop and UCLan Financial
Support Bursary (first year students only).
5. Assessment
5.1 Assessment Strategy
Please note that all modules will be assessed. You are expected to attempt
all required assessments for each module for which you are registered,
and to do so at the times scheduled unless authorised extensions, special
arrangements for disability, or extenuating circumstances allow you to
defer your assessment.
At the start of the module you will receive written detailed information on the requirements of
the module assessment. In brief, the course outcomes will be assessed through the
submission of a written assignment and poster presentation with oral defence.
5.2 Notification of assignments and examination arrangements
The module leader will provide you with a module information pack that will give you
information about the module and most importantly the module assessment – what you have
to do to pass the module. All submission information will be in the module information pack.
12The module information pack will be on line in our Virtual Learning Environment. When you enrol, you are given access to a space online that has been set up for the course and for each module you are taking, year by year. Virtual Learning Environment is the main way that we will contact you and talk to you when you are not in the classroom. You should log on and check it weekly. We will also be using email to contact you 5.3 Referencing A reference is any piece of written material, published or unpublished, to which a writer 'refers'. The purpose of this information is to enable the reader to locate the work and consult it. The reference acts as an acknowledgement of the other writer's work or the work of a group of people, such as a committee or conference report. A key component of academic writing is the use of high quality references to support the argument and debate in your assignment. References provide a theoretical framework for the topic, and demonstrate how you have developed your argument on the basis of published work. They also allow the reader to consult the original evidence supporting your point where, for example, you refer to the results of a research study. You should always use the APA referencing system, this is located within the assessment section of Blackboard. 5.4 Confidential material You must ensure that confidentiality is maintained by not identifying specific areas or locations and ensuring that no personal information about patients is included in your assignment. Breaches of confidentiality are unacceptable and will potentially have implications for your progression on the Course. Remember that there is both a legal and ethical requirement that anything you write must protect the confidentiality of others so do not identify people / places by name. Confidentiality must be maintained by the use of pseudonyms. 5.5 Cheating, plagiarism, collusion or re-presentation Please refer to the information included in section 6.6 of the University Student Handbook for full definitions. The University uses an online Assessment Tool called Turnitin. A pseudo- Turnitin assignment will be set up using the School space on Blackboard to allow students to check as many drafts as the system allows before their final submission to the ‘official’ Turnitin assignment. Students are required to self-submit their own assignment on Turnitin and will be given access to the Originality Reports arising from each submission. In operating Turnitin, Schools must take steps to ensure that the University’s requirement for all summative assessment to be marked anonymously is not undermined and therefore Turnitin reports should either be anonymised or considered separately from marking. Turnitin may also be used to assist with plagiarism detection and collusion, where there is suspicion about individual piece(s) of work. 5.6 How do I know that my assessed work had been marked fairly? Assessment is an integral part of the course. Module staff work closely together to design assessments, agree the marking criteria and approve final versions of assessments to ensure that these are appropriate. The criteria for assessment will be communicated to you clearly during the module teaching. 13
All module staff engage in development and training in assessment, marking and feedback.
Once the assessments have been completed the module team will discuss the assessment
methods and marking criteria, prior to starting to mark, so that there is a common
understanding of what is expected of students. All assessed modules have moderation built
into the marking process. Moderation involves sampling students’ assessed work to make
sure that the learning outcomes and agreed marking criteria have been interpreted and applied
in the same way. This ensures that you and your fellow students are treated equitably and
that the academic standards are applied consistently. During the marking process the module
leader will co-ordinate moderation to ensure that at least 10% of assessed work (or a minimum
of three pieces) has been reviewed by other markers and any concerns about consistency or
accuracy addressed with the whole module team. Your work may or may not be part of this
sample, but the processes for developing assessments and marking criteria as well as
moderation mean that you can be confident that teaching staff are marking assessments to
the same criteria. Module teams may then use feedback from moderation to improve clarity
about the nature and purpose of future assessment, or to make changes if required.
Modules are also moderated externally. The module leader will arrange for the external
examiner to receive a sample of work for review and comment. External examiners cannot
change individual grades, but can act as ‘critical friends’ and confirm that marking standards
are in line with other, similar courses in the sector. If, on reviewing the sample, external
examiners feel that the marking criteria have not been applied consistently the work of the
whole cohort will be reviewed.
6. Classification of Awards
The University publishes the principles underpinning the way in which awards and results
are decided in Academic Regulations. Decisions about the overall classification of awards
are made by Assessment Boards through the application of the academic and relevant
course regulations.
7. Student Feedback
You can play an important part in the process of improving the quality of
this course through the feedback you give. In addition to the on-going
discussion with the course team throughout the year, there are a range of
mechanisms for you to feedback about your experience of teaching and
learning. We aim to respond to your feedback and let you know of our
plans for improvement.
As a result of feedback from on-line discussions and Module Feedback Questionnaires
(MFQs) a number of changes have been made to the module. Examples of these have
included: making sessions more interactive, including teaching around swallow screening
and adding useful resources such as policy documents and web-links onto Blackboard.
7.1 Student Staff Liaison Committee meetings (SSLCs)
Details of the Protocol for the operation of SSLCs is included in section 8.2 of the University
Student Handbook.
The purpose of a SSLC meeting is to provide the opportunity for course representatives to
feedback to staff about the course, the overall student experience and to inform
developments which will improve future courses. These meetings are normally scheduled
once per semester.
For this course Student Staff Liaison Committee Meetings take place once a year. The
minutes of the meetings are available on the course Blackboard site.
14Your Course Leader will facilitate the meetings using guidelines and provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting: • Update on actions completed since the last meeting • Feedback about the previous year – discussion of external examiner’s report; outcomes of National /UCLan student surveys. • Review of enrolment / induction experience; • Course organisation and management (from each individual year group, and the course overall); • Experience of modules - teaching, assessment, feedback; • Experience of academic support which may include e.g. Personal Development Planning, academic advisory arrangements and The Card; • Other aspects of University life relevant to student experience e.g. learning resources, IT, library; • Any other issues raised by students or staff. A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: coursereps@uclan.ac.uk. School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: coursereps@uclan.ac.uk. 15
8. Appendices
8.1 Programme Specification(s)
UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme Specification provides a concise summary of the main features of the programme
and the learning outcomes that a typical student might reasonably be expected to achieve and
demonstrate if he/she takes full advantage of the learning opportunities that are provided.
Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body University of Central Lancashire
2. Teaching Institution and Location University of Central Lancashire, Preston Campus
of Delivery
3. University School/Centre Hosted by School of Nursing
4. External Accreditation None
5. Title of Final Award Certificate Principles of Stroke Practice
6. Modes of Attendance offered Part Time
7. UCAS Code None
8. Relevant Subject Benchmarking UK Forum for Stroke Education and Training
Group(s)
9. Other external influences
NHS (2019) The NHS long term plan, Chapter 3.
https://www.longtermplan.nhs.uk.
Intercollegiate Stroke Working Party (2016) National
Clinical Guidelines for Stroke 5th Edition. London: Royal
College of Physicians.
Royal College of Physicians (2017) Rising to the
Challenge. The 4th Annual Sentinel Stroke National
Audit Programme report. Stroke care received between
April 2016 and March 2017. London: Royal College of
Physicians.
Stroke Specific Education Framework
10. Date of production/revision of April 2019
this form
1611. Aims of the Programme
• The aim of the Certificate is to provide students with a broad and in-depth knowledge of stroke
and its management in the context of modern healthcare.
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
At the end of the course the student will be able to:
A1. Demonstrate systematic understanding of knowledge at the forefront of professional practice
within stroke care.
A2. Evaluate current challenges and tensions surrounding health and social provision in stroke
management.
A3. Critically evaluate the evidence that underpins the recommendations made in the National
Clinical Guideline for Stroke.
A4. Integrate clinical, professional, theoretical and political imperatives as the basis for the critical
deconstruction of individual cases and service delivery.
Teaching and Learning Methods
The demands and requirements of postgraduate study place an emphasis upon informal
approaches to learning. Students will be required to independently plan and organise their learning
throughout the course. Such methods will include on-line presentations providing a focus and
stimulus for other forms of learning e.g. individual and group work exercises, directed and
independent study, supervision, and the use of Backboard. The emphasis of the teaching and
learning strategy is student-centred and aimed at utilising and maximising their personal
experiences to assist the learning process.
Assessment methods
The course is assessed through the production of a 2,000 word written assignment, poster
presentation and oral defence that reconstructs the evidence-base for an aspect of stroke care
relevant to the student’s field of work.
B. Subject-specific skills
At the end of the course the student will be able to:
B1. Demonstrate skilled practice based on critical reflection and the application of specialist
knowledge within stroke care
B2. Evaluate their role within the context of the inter-disciplinary team and the impact on patient
outcome
B3. Critically evaluate the organisation and delivery of current models of stroke practice.
B4. Critically evaluate the evidence that underpins the recommendations made in the National
Clinical Guidelines for Stroke in all aspects of stroke practice and service design.
Teaching and Learning Methods
Teaching and learning will be underpinned by the National Clinical Guidelines for Stroke Care and
will follow pathways of stroke care throughout the whole illness. The expertise of a wide range of
expert clinicians and researchers will ensure that students have access to up to date information in
stroke care developments
Assessment methods
The course is assessed through the production of a 2,000 word written assignment, poster
presentation and oral defence that reconstructs the evidence-base for an aspect of stroke care
relevant to the student’s field of work.
C. Thinking Skills
At the end of the course the student will be able to:
C1. Reflect on and evaluate their own academic and professional progression.
C2. Reflect upon current practice and how this is influenced by empirical evidence.
C3. Be curious and questioning about contemporary stroke knowledge and practice.
C4. Be insightful learners who use analytical skills to evaluate contemporary evidence for their
practice underpinning inter-professional approaches to stroke care.
Teaching and Learning Methods
The emphasis of the teaching and learning strategy is student centred and aimed at utilising
student’s own experiences to assist the learning process. Critical appraisal of the current evidence
and theoretical basis for stroke practice will be integral to teaching and learning.
Assessment methods
17Students will receive informal and constructive feedback on their work including participation in
small groups, and student presentations.
D. Other skills relevant to employability and personal development
We anticipate that successful completion of this course will enable students to:
D1. Facilitate innovative and best practice in stroke care.
D2. Demonstrate emerging expertise in stroke care.
D3. Enhance their team-working skills.
D4. Promote inter-agency working, acting as a resource within the care team and with other
stakeholders.
Teaching and Learning Methods
The strong focus on best practice in stroke care in the curriculum will ensure that students have an
emerging knowledge on which you will be able to build both in practice and future studies.
Following pathways of stroke care rather than the actual and potential contribution of different
professional groups will ensure that a multi-professional perspective is maintained throughout the
course. Some learning and teaching strategies, including group work, will ensure that learning is
inter-professional.
Assessment methods
Students will receive informal and constructive feedback on their work (including participation in
small group work).
13. Programme Structures* 14. Awards and Credits*
Level Module Module Title Credit
Code rating
Level 7 NU413 Principles of Stroke Practice 20 Certificate
5 Requires minimum of 20 credits at
level 7
15. Personal Development Planning
QAA (2004) state that “The ultimate responsibility for deriving benefit from PDP should rest with each
student”. Underpinning each student’s PDP is the development and enhancement of reflective
practice enabling each student to deconstruct their own and other’s practice. Both the taught
component of the course and opportunities for support will provide a coherent structure for students to
develop and refine their critical reflection skills.
16. Admissions criteria
• Have a first degree (2:2 class or above) or equivalent, in a relevant subject (i.e. health related,
pure science or social science) from an approved institution of higher education. Potential
students who do not meet these criteria are advised to contact the course leader for advice.
Transfer of credits in accordance with University regulations may be possible
• Have a current professional registration with a relevant professional/statutory body, such as
the Nursing and Midwifery Council, Health Professions Council, Royal Pharmaceutical
Society of Great Britain or attached to an organisation that provides services or support to
those affected by stroke
• Have, normally, at least two years post registration clinical experience in practice OR proof of
equivalent experience in practice
• Be working in, or able to access a practice environment that will enable them to meet and
achieve the course learning outcomes
• Be able to provide two references (one practice / work and one academic)
• Be able to satisfy the Course Leader that they are competent to pursue the programme
•
• Informal enquiries are welcomed. Applications will be considered on their merits and in the
light of the nature and scope of the programme. Potential students may be invited for an
informal discussion before being offered a place. The purpose of this discussion is first to
ensure that they understand the nature of the programme and its demands, and to pathway
plan their modular route leading to the identified award and exit point. Identification of
financial support will be noted.
•
If potential students do not meet the above criteria they may still be considered for admission to the
course; they will be required to provide evidence of suitable experience and supportive qualifications.
1817. Key sources of information about the programme • Course information web site http://www.uclan.ac.uk/courses/cert_principles_stroke_practice.php 19
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
Core (C), Other skills relevant
Compulsory to employability and
Module (COMP) or Knowledge and personal
Level Code Module Title Option (O) understanding Subject-specific Skills Thinking Skills development
A1 A2 A3 A4 B1 B2 B3 B4 C1 C2 C3 C4 D1 D2 D3 D4
e.g. LEVEL
NU3135 Principles of Stroke Practice Core X X X X X X X X X X X x X X X X
7
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