Presentation on theme: "MENTOR UPDATE The 2004 curriculum In Partnership with Service."— Presentation transcript:
MENTOR UPDATE The 2004 curriculum In Partnership with Service.
Mentor Update Welcome to the Mentor Update. This presentation is designed to familiarise you with the design of the programme that has applied to students joining the College since September If you have any other student related issues you would like to discuss please feel free to raise them at any point in the presentation.
The 2004 Curricula. The 2004 revision of the nursing and midwifery curricula. Responding to national and local service and student evaluations of the previous courses. Introducing inter-professional learning opportunities to promote inter-professional working. Advanced DiplomaIncludes courses at Diploma, Advanced Diploma and Degree level for all branches & courses.
Intakes & Branches September Adult (DipHE & BSc) Children’s nursing Learning Disabilities January Adult (DipHE) Mental Health Midwifery
In September 2004 we started a new curriculum. This curriculum is the fourth evolution of the new form of nurse education that started in 1989 (Project 2000). The main change is that elements of inter-professional learning will be included…. Terms 2, 5 & 8 will see shared learning with other students on health related courses. This is intended to improve inter-professional working in the longer term.
Base Sites: The college has base sites in three areas and 2004 saw an increase in the amount of theory taught on these: The Education Centre, Ipswich Hospital. The Drake Centre in Gt. Yarmouth The New Education Centre in Bury St Edmunds. Main Site – Rope Walk. Ipswich.
Term Structure Number = 3 per year Length = 14 weeks + 1 week. The CFP and the Branches are all 50% theory & 50% Practice. The last three weeks of most consist of 1 week reading, 1 week assessment and 1 extra week for practice recovery if required.
The Course for one Cohort (T=in college, P=in practice, A=assessment – in college, CR=clinical recovery, P/S=practice with study day to be negotiated between student and practice, P/T= practice with a study day requiring college attendance on a fixed day, R=reading/revision week) Weeks Terms
Issues to Note The ‘working’ week is 37.5 hrs Total time to be achieved = 4600hrs in 3 years Weekend attendance on placements is expected Student status; not an employee Professional discipline through college codes Higher Education ethos Annual Leave defined at the start
The Common Foundation Programme Term 1: An introduction to the science and art of caring including essential course/branch specific skills. Term 2: Examination of the organisation of caring and the competencies required, including inter-professional development of communication skills. Term 3: Considering Health and Illness across the lifespan – and consequent delivery of care to meet needs.
Further Issues There are 16 weeks per annum “down time” for practice. Practice recovery time is to catch up missed periods and is not counted in the original calculations. Hand in dates for theory and practice assessments are defined from the start of the course.
Personal attributes looked for in students at the point of recruitment Motivation: Insight into the nature of caring. Education: Capable of managing a Diploma in Higher Education. Presentation: Effective, (emerging), communication skills. Demonstrates the determination needed to complete a demanding project over time.
Branch – Year 1. Term 4. Branch Specific science and competency development. Term 5. Research Awareness and inter-professional learning. Term 6. Branch specific – the organisation and delivery of care.
Branch – Year 2. Term 7. The delivery of care. Term 8. Professional Life – the context of care. Term 9. Consolidation for the emerging professional.
APEL Prospective candidates will be invited AGNVQ, NVQ (3), BTEC (H&SC). Suitable practice experience. After 1 semester join Branch. Bridging module. Saves 2 semesters. Many eligible applicants prefer the 3 year option
Assessment: All terms are assessed by the same objectives for theory and practice. Practice to be assessed by portfolio using a learning taxonomy. ‘Formative’ assessment of practice in terms 1 & 2 of each year. Summative in term 3. Theory is assessed by written assignment, examination, presentation or project and is summative in all terms.
Other Issues to Note Uniform is provided. Guidance on proper use may be required. Travel expenses to placements may be reclaimed under some circumstances. Assessment is of the overall performance in practice. Reading around practice issues should be encouraged.