4 Entry requirements Foundation degree BSc Degree Graduate Diploma 5 GCSE’s including English language, Maths and a Science grade C and above80 UCAS tariff points (40 points at A2 science)An ‘A’ level pass or equivalent level ofstudy (NDipAnimal Management)]BSc Degree5 GCSE’s including English language, Maths and a Science grade C and above160 UCAS tariff points (80 A2 science)[2 ‘A’ levels grade C or above. Oneshould be a science subject ]Graduate DiplomaQualified & RVNWorking in clinical practicePass bridging module (Contemporary Study Skills)
5 Framework for Higher Education Qualifications National Qualifications FrameworkFramework for Higher Education Qualificationslevels8D (doctoral)7M (masters)6H (honours)5I (intermediate)4C (certificate)3A levels2GCSE1EntryTaken from the Framework for Foundation Degreesin Animal Health & Welfare – Lantra 2005
7 Foundation VN DegreeAt the end of the Foundation Degree programme the student is expected to have:developed a sound understanding of the principles in their field of study, and will have learned to apply those principles more widely.learned to evaluate the appropriateness of different approaches to solving problems.attained the practical skills enabling them to perform effectively in their chosen field.Foundation Degrees integrate academic and work-based learning through close collaboration between employers and programme providers. They build upon a long history of design and delivery of vocational qualifications in higher education, and are intended to equip learners with the skills and knowledge relevant to their employment, so satisfying the needs of employees and employers.Demonstrate knowledge and understanding of the professional, ethical and moral responsibilities of Veterinary Nurses;Demonstrate an extensive and integrated knowledge and understanding of veterinary nursing;Demonstrate critical understanding of veterinary nursing practice through applying a wide range of nursing skills;Solve practical work problems in an effective manner;Demonstrate an awareness of current issues relating to veterinary practice;Plan and manage their own work;Prepare for subsequent study at Bachelor of Science degree level.
8 BSc (Hons) VN DegreeAt the end of the BSc(Hons) Degree programme the student is expected to have:developed an understanding of a complex body of knowledge,developed analytical techniques and problem-solving skills that can be applied in many types of employment.evaluate evidence, arguments and assumptions, to reach sound judgements and to communicate them effectivelythe qualities needed for employment in situations requiring the exercise of personal responsibility, and decision-making in complex and unpredictable circumstances.attained the practical skills enabling them to perform effectively in their chosen field.
9 Graduate Diploma in Professional and Clinical Veterinary Nursing We want and expect our Graduate Diploma students to be able to:Provide creative and innovative solutions to nursing care, using an appropriate evidence-baseCommunicate with colleagues in a professional manner and be able to engage in conversation (online, written or face to face) on matters relating to professionalisation of veterinary nursingPerfect ‘advanced’ clinical and technical skillsWrite for publication – help create VN body of knowledge and evidence base
11 Constructive Alignment “…Is an approach to curriculum design that optimizes the conditions for quality learning.” (Biggs 2003) “...If the students are to learn desired outcomes in a reasonably effective manner then the teacher’s fundamental task is to get the students to engage in learning activities that are likely to result in the students achieving those outcomes.” (Shuell 1986: 429 cited in Biggs 2003)
12 So how can we engage the students? “the assessment is the curriculum as far as the students are concerned.” Ramsden (1992) So the whole ‘trick’ of the constructively aligned curriculum approach is to make sure that assessment activities stimulate students to learn and achieve the desired learning outcomes. (Biggs, 2003)
13 Examples of constructive alignment in our courses: Intended learning outcomeTeaching activityAssessment activityCommunicate with peers/colleaguesin professional mannerTopic questions set in Professional Studies module discussion forumActive participation in discussion forum (50% of overall module mark)Reflect on care given to patient and provide some evidence based recommendationsApplying theory provided during Clinical Nursing Practice module during clinical placementWrite a Patient Care Report (50% of overall module mark)
15 Example of not a constructively aligned activity...? The RCVS Portfolio of practical skills except it didn’t !
16 Learning and Teaching Activities We try to design our LTAs to develop our students to become independent learners and thus promote deeper learning...‘through the learning activities (writing assignments and research for the discussion board) I have learnt and thought more about nursing patients than ever before...’ level 6 studentBut we have to design these activities to help the student build upon their skills to be able to engage in the activities...‘instructions sometimes vague, can be unclear on what I need to do..’ level 4 student1st yrs find DLs difficult
17 Learning and Teaching Activities .. or assessment activities? Formative and summative assessments ideally are learning tools; ....help the students assimilate and apply the information / theory ....directs and promotes their learning ....allows students to practice ....to receive feedback on their progressEg case logs , portfolio
18 Overview of Assessment methods GDIP ModuleAssessmentContemporary Study SkillsParticipation in discussion forumReportEssayApplied Clinical NursingReflective essayOpen book exam (extended short answers)Problem Solving in Veterinary PhysiologyExtended Patient Care ReportUnseen exam (EMQ & short answer)Professional StudiesCritical incident essayClinical elective modules (ECC, Medical, Surgical, Anaesthesia, Diagnostic Imaging3 x Extended Patient Care ReportsUnseen exam (MCQ & short answer)OSPVEs
19 How do we know if it’s working? “I think the way the module and assessment are structured is very clever as all of the teaching materials over the weeks build towards the assessment really well. Thank you very much for all the hard work that has obviously gone into this module” GDip Intake 2010 “I think that the way the case scenarios have been devised in order to direct us through what we need to cover is very clever and made the physiology seem really relevant. I also think all of the formative assessments have been particularly useful and enhanced my learning of the course materials”. GDip Intake 2010 “I have really enjoyed the big essay (EPCR). It has made me think hard about my selected topic and I feel I have increased the knowledge I already have”. GDip Intake 2010
20 Is it working?Four Grad Dip essays have been published in new peer reviewed VN journalSeven past and present GDip students have published in one of the three VN journalsOther GDip work been accepted for future publication
21 Overview of Assessment Methods (yr 1-3) ModuleAssessment FdScAssessment BScProfessional Development & Clinical skills12 station OSPVE end of 1st yr and 2nd yrCompletion of NPL and reflective blogsClinical Nursing Practice I & IIMCQ &SAQ examAssignments (care plan & communication essay )Assignments (care plan & communication essay & infection control review )Veterinary Nursing Applied Science I & IIAssignments (essay questions, case study)ECC & AnaesthesiaAssignment (ECC patient care report)Diagnostic TechniquesMCQ / SAQ examApplied Nursing CareAssignment (patient care report)Assignment (patient care report & Professional development essay )Professional PracticeSAQ exam,Assignment (literature review)SAQ examAssignment (literature review & welfare essay)
25 What now? Assessment methods for FdSc and BSc How to differentiate between the twoBetter methods which constructively align the course (open book, blogs, discussion forum, peer assessment etc.)Methods to ultimately enhance the studentexperience...!