UNIVERSITY OF BRADFORD

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© University of Bradford

1

UNIVERSITY OF BRADFORD

School of Health Studies (SOHS)

Department:
Joint collaborative provision from all SOHS divisions

Programme/course title:
Framework for
Flexible Learning in
H
ealth
and
S
ocial
C
are
(
post registration/
undergraduate
entry
)
leading to:

BSc
(Hons)
, Diploma of
Higher Education, Certificate of Higher Education, Certificate of Continuing
Education

Awarding and teaching
institution:

University of Bradford

Final award:

BSc
(Hons)
, Diploma of Higher Education,
Certificate of Higher Education,
Certificate of
Continuing Education

Framework for Flexible Learning in health and
social care

level

4,
5 and
6

(formerly known as

level1,2 and

3)
.

Programme title:

Framework for Flexible Learning in health and
social care

(Undergraduate entry)


Programme
elements
approved

by:

NMC

HPC

RPSGB

Duration:

Upto

5 years part time

but Full Time may be
possible with discussion

UCAS code:


Date produced:

June 2010

Last updated :

Revised Sept.2010



Introduction

© University of Bradford

2

The role of higher education within the UK is not only to develop the learning and
critical thinking skills of students but to provide potential students such as yourself
with the opportunity to study for an award which will support your current or future
career prospects.

The University of Bradford welcomes students from a wide range of educational and
work related backgrounds and prioritises partnerships with local and national
employers. The University also invites applications fr
o
m students outside of

the UK,
who wish to develop their learning and apply this to their own areas of interest.

The School of Health Studies is a major provider of education and training for
individuals working within the health, social
, independent

and voluntary care sector
organisations across Bradford and the Yorkshire and Humber Strategic Health
Authority region (YHSHA).
We also recruit students from across the UK and
internationally onto the programmes which are available by open and distance
learning.
The School works cl
osely with stakeholder organisations locally and at
strategic levels to provide education and training to meet employer needs. What is
taught is subsequently shaped by
and meets the requirements of
national policy on
health and social care.


This
framework

has been designed to provide a flexible academic infrastructure to
draw together, acknowledge and take forward your work
-
based learning.

Whether
you work within the health, social, independent or voluntary care sectors or have a
professional qualification
, which registers you with the NMC, HPC or GSCC.
The
framework provides a number of modules at level 6 (formerly level 3) which are
available to any student registered onto the framework. A number of these modules
when
studied

together as core subject
s

can

lead to two distinct named awards.


The route of your study and the collection of modules undertaken would
contextualise your learning in relation to the Aims and Learning Objectives of the
Framework outlined in the next section of this document. This is particularly so if you
choose one of
the School wide modules which can be studied by range of different
students from different pathways. Modules such as the research module, or
supporting Learning in Practice module, for example, enable you to shape your own
focus of study within the modules

aims and learning outcomes by learning the
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3

principles being taught and applying them to your own professional/ employment
area.


Generic pathway

There are a number of modules that are available to be studied at level 6 from
across the School module catalo
gue. These can be taken independently of each
other , without being attached to a degree programme, to develop your professional
or work based portfolio.


Practice Pathway


BSc (Hons)

Dementia Studies

The BSc Dementia Studies is nested within the
Framework

for
Flexible Learning in
H
ealth and
S
ocial
C
are

and provides an opportunity to undertake in
-
depth study on
dementia care and practice. It will provide you with knowledge of theories, models
and approaches to dementia practice and a clear understanding of
what constitutes
quality dementia care. You will also be equipped with knowledge and skills related to
improving dementia practice and the key barriers and obstacles to change as well as
strategies and skills for implementing change initiatives. This learn
ing is brought
together in a practical way through implementation in a small practice based project.

It can provide a specialist top up degree for students with professional Diplomas as
well as a University award for those with relevant vocational qualific
ations. Due to
the prominence of dementia within national policies and its position as a priority
health area, there is increasing demand from employers for people with specialist
knowledge and skills in dementia care. This programme therefore helps meet
the
needs for workforce development.
To successfully undertake this pathway you will
need direct access to people will dementia and to a service that provides care or
support to people with dementia.
Potential students should note, however, that this
progr
amme is not accredited or approved by any professional bodies and does not
entitle a degree holder to professional registration.


BSc (Hons) Clinical Nursing Practice

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The BSc
Clinical
Nursing Practice is nested within the
Framework for Flexible
Learning in

H
ealth and
S
ocial
C
are
,

The award
has
been designed in close
collaboration with key stakeholders
to provide

coherent undergraduate continuing
professional development for qualified nurses contributing to contemporary health
and social care delivery. Key p
olicy drivers such as the National Service
Frameworks, the Knowledge and Skills Framework, Agenda for Change and key
skills in higher education have all informed this development. This flexible
programme will enable you as a qualified nurse to select learn
ing opportunities that
best meet your individual professional and personal needs and at level
6

focus that
learning on the development of your area of practice. Successful completion of the
award will enable you to build upon and advance your knowledge, sk
ills and
expertise in your chosen field and, or branch of nursing practice. You will be
expected to develop higher levels of judgement, discretion and decision
-
making in
care through your studies.

Modules can however, be studied according to your preferen
ce to meet with
personal and employer needs. The award available to you will be dependent upon
the number of credits awarded and modules undertaken.

You will be encouraged
, at the admissions stage,
to make an Accreditation of Prior
Learning (AP
(E)
L) claim

for your prior experiential and certificated learning (including
NVQs at the appropriate level) so this may be recognised with academic credit.
Claims can be a mixture of experiential and certificated prior learning where agreed.
The generic nature of the

Framework means that you can concentrate your
development on areas of specialisation within your professional field. Your
programme will operate as a partnership between you, your employer and the
University of Bradford and your learning will take place
predominantly within your
workplace. This will enable you to focus on aspects of your profession which will be
of benefit to your organisation, yourself and your future career. Your particular
programme of study will be negotiated with the support of you
r course director or
academic advisor.

The teaching of modules across the School is provided by a range of staff with
different areas of expertise.
We have a number of staff who
are actively involved
in
research across a range of different settings, inclu
ding some who have an
international as well as national reputation for their work, such

the members of the
© University of Bradford

5

Bradford Dementia Group
. We have
staff who are

clinical experts
in their field,
and
staff

who have
academic expertise.


Programme / Framework Aims

The
CPD

framework
has several aims for your
learning that

are contextualised within
the aims of the modules and the routes of study that you take.
If you study a School
wide module, alongside students from different professions/employment areas, it is
the
application of the Aims and Learning Outcomes to your own subject area that
maintains the focus on your area of interest and final award.

The aims are


L
evel
5 and
6 (formerly level
2 and
3)

A1

Provide a flexible educational framework that is vocationally relevant, which
meets
your

professional development needs, as well as the organisational
needs of employers.

A2

Focus upon areas of specialisation within your professional field and to
devel
op
your

research and reflective skills and theoretical and policy
awareness necessary to complete work
-
based elements and relevant optional
modules
.


A3

Develop your abilities to

become
a
self
-
directed learner who
is

motivated to
sustain and advance
your

own professional learning
and develop the

confidence to support the professional development of colleagues

A4

Develop understanding of the effects of health inequalities and the diversity of
experiences
and their effects on health and wellbeing

A
5

Dev
elop your s
kills and knowledge to improve practice, identify and propose
solutions to practice problems and plan, implement and evaluate a practice
development initiative.

A
6

Provide a framework within which the curriculum, where required, meets the
regul
atory needs of professional bodies such as the NMC
,

HPC
,
RPSGB

or is
kite marked by the CMI.


Additionally if you wish to study one or more
core
research modules

or
practice project modules

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6

A
8

Develop an understanding of the
theories

underpinning research
or
project
management including

the importance of
ethic
s within
research or a work
based project and the ability to demonstration how the
findings can influence
practice
.



Programme Learning Outcomes

These learning outcomes are
compatible with the Framework for Higher Education
Qualifications (
FHEQ 2008
).

The framework contains nested pathways as well as the flexibility to design your own
pathway and the learning outcomes outlines below are contextualised within the
learning out
comes of the modules that you study
.

The programme aims and
outcomes are mapped across the framework. When you have successfully
completed your course of study within the framework you will be able to:


Level 6 (formerly Level 3)

LO1

Critically evaluate
a
nd integrate key
concepts, values and ethics relevant to
your work situation and your professional field
.


LO2

Critically evaluate and use research

and evidence based

findings in practice to
develop approaches to care.

LO3

Present complex information, concepts, analysis and argument, clearly and in
a variety of formats for different audiences

LO4

Assess, plan, implement and evaluate the quality of care delivered as an on
-
going and cumulative process and take responsibility

for setting

or

monitoring
and evaluating standards for the provision of care within an area of practice.

LO5

Demonstrate enhanced skills, knowledge and expertise in your area of
practice and the ability to

safely develop

and take practice forward

LO6

Reflect upon and create opportunities for
personal development for yourself
and
,

where appropriate
,
others
in your workplace

including the education of
colleagues

LO7

Work effectively in a team
enabling services users,
family
members, support
workers and

interprofessional teams to participate
in
plans and decisions that
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7

affect them


F
ramework Curriculum

-

Level 6 Honours Degree

In order to complete the programme
you need to gain

120 credits
at level 6.
The
curriculum
across the framework
provides a
broad ra
nge of modules which can be
combined to provide an individualised award or which undertaken in a particular
order in a predetermined pathway
may
lead to a

named degree
that best serves your
professional and educational needs.
The range and possible

combination of optional
and compulsory modules that can contribute to
the

degree award is comprehensive
and a full list is available on request
.

It is possible with negotiation with the course
leader or academic advisor to undertake modules from across t
he School of Heal
th
Studies portfolio to
accrue credits from
undertaking a diverse

range of module
s
.


There
are a number of
modules which can be undertaken irrespective of your
professional or work background. They have been designed to enable the
Framewo
rk learning outcomes to be
specifically interpreted and
applied to these
modules and then by you into the study of your own field of practice.
Two

examples
of these are
Research Appreciation and Dissemination module
or
the
independent
study modules. By app
lying the course work from, for example, the
Research
Appreciation and Dissemination
module to your field of practice, this makes the
module relevant to the named award that you may be studying towards. This would
also be the same for the independent study

modules or other interprofessional
modules that are offered. It is the application that enables the flexibility of these
modules to meet your learning needs for your own practice or employment areas.

All students are required to undertake
the

core
researc
h module for the BSc Clinical
Nursing Practice, or practice based project
module
for the BSc Dementia Studies.
Should you choose to undertake and successfully complete one of the embedded
BSc

awards you may exit at this point with that award

on completion of 120 credits

at
level 6
.
You may be able to claim advanced standing for this level of study if you can
demonstrate you meet the level 6 learning outcomes

for the BSc Clinical Nursing
Practice
.

Module delivery maybe on a block basis,
delive
red over a number consecutive days,
on weekly bases, delivered on one to two days each week for a defined period of
© University of Bradford

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time
or by distance learning. W
hen devising your study plan you will be informed
regarding which semester your chosen modules are being deli
vered. You will also be
informed about dates and times of compulsory attendance
, if necessary,

at the
university and (or) practice placement
.


Accreditation of Prior Learning (AP
(E)
L)

A
pplications for the accreditation of prior learning are

welcomed for

this programme.

In accordance with the University Regulations you can apply for APL of up to 50% of
the balance of the named award. This means you can claim APL for a maximum of
50% of the remaining credits you are required to study
after

any claim for
advanced
standing.

Your APL claim may be a combination of prior learning from certificated
training and education or experiential learning.
For example, you may import with
accumulated prior learning up to 120 credits at level
5

and 60 credits at level
6

assuming you can demonstrate achievement of the learning outcomes. If you are
importing credit, to be eligible to register for the BSc (Hons) Clinical Nursing Practice
a maximum of 60 credits
which must be
specific to nursing
and
must form part of that
adv
anced standing.


The full text of the University importation o
f credit regulations is on the w
eb at

http://www.brad.ac.uk/admin/acsec/QA_Hbk/import_credit.html
.

Guidance
on how to
make an
AP (E
/C
)
L
claim

is available
from the School
of Health
Studies.

It is not possible to present all of the available modules and named awards provided
within the framework at this point, please see the appendix.

The curriculum may change, subject to
the University’s course approval, monitoring
and review procedures. In particular it is intended that new modules may be added in
order that customised programmes can be developed in response to employers
training needs provided that these align with the f
ramework learning aims and
objectives.

Teaching and Assessment Strategies

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Teaching and learning strategies have been designed so that you will be given then
the opportunity to develop a range of skills appropriate to your professional field,
your organisat
ion and workplace setting. The modules and courses nested within the
framework offer you the capacity to build upon the knowledge and skills you may
have acquired through previous learning experiences including those in the work
place.

You will be required

to develop a study plan in negotiation with your pathway
leader to ensure your proposed programme best meets your learning needs and the
requirements for the award, this will be facilitated through the use of a learning
contract. Module delivery varies t
herefore when devising your study plan you will be
given advice on how best to achieve your preferred course of study
.

The teaching approaches that are used across the School of Health Studies are
informed by the University
core values which are for teac
hing and learning to be

:
Reflective, Adaptable, Inclusive, Supportive, Ethical and Su
s
tainable.
You may
experience
these across your
cho
ice

of modules
in order
to meet both the aims
and
learning outcomes
of the programme which may include any number of
the following:



Lectures: to a group of students where information will be presented and
discussed whilst informed by the core values.



Facilitated seminars and group discussion: where learning will be through the
interpretation and critical application of
information and group learning



Tutorial where small group number of students reflect and discuss issues
related to their learning



Work
-
based learning : where learning is directed within the work environment
and is reflected upon and then reported on.



Work
-
based learning: where skills are taught in relation to theory and best
practice enabling students
to advance their

competent in their field of practice



Use of Web based virtual learning environments, such as Blackboard or Ning,
to access information and t
o interact with other students undertaking group
work or developing wikis.



Distance learning packages where clearly defined directed study and tasks
are available for the student to undertake.



Directed reading: where set reading may be recommended

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Self Dir
ected learning: Where student are expected to develop their own
learning by identifying areas of interest and areas in which knowledge needs
to be developed.



Undertaking a work based project or a research module which is shaped by
your own self directed l
earning needs and the learning outcomes at MSc
level.

One of the prime objectives of undergraduate study is that you develop your abilities
as an independent learner, able to participate in decision
-
making and to act with
greater autonomy in practice. The
programme has been designed to evidence your
development using a range of assessment strategies

Your learning will be assessed against the learning outcomes and programme aims
through the use of a range of different assessment techniques which may include
one or more of the following approaches:



Written essay



A Reflective Case study



The development of a reflective portfolio



Completion of set number of competencies



Completion of a set number of clinical contacts



Practical examination (OSC(E/P))



Computer
based Multiple Choice Question examination



Computer based open book examination



Seminar Presentation



Written project report



Completion of a Dissertation



Research paper/executive summary

Some of these teaching and assessment strategies may change over time

and
through the ongoing development of the courses.

Assessment Regulations

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11

This
Framework

conforms to the standard Univers
ity Assessment Regulations for
undergraduate p
rogrammes

:
http://www.brad.ac.uk/admin/acsec/QA_Hbk/Undergrad_Taught_Regs.html
)

However a waiver is in place to for the

regulation for progression and final award
where the

achievement of 40%
for each module
units contributing to this award.


You
can only recei
ve an award of BSc (Hons)
Clinical
Nursing Practice if you hold the
relevant NMC registration and are currently practising
.
Professional registration is
not required for the BSc (Hons) dementia Studies


Admission Requirements

The University welcomes
applications from all potential students regardless of their
previous academic experience; offers are made following detailed consideration of
each individual application. Most important in the decision to offer a place is our
assessment of a candidate’s
potential to benefit from their studies and of their ability
to succeed on this particular progra
mme. Entrance requirements to undertake a
programme of study within the framework may

vary but consideration of your
application will be based on a combinatio
n of your formal academic qualifications
and other relevant experience.

The entry requirements for this programme are:



A Diploma of Higher Education, Professional Qualification e.g. registration
with the NMC, NVQ level 5
, Foundation Degree
or equivalent



Students whose qualifications do not meet the entry requirements above but
who have significant experience and other evidence of ability to study at this
level.



Students for whom English is not a first language must have an IELTS score
of 6.5 or equivalent



Have access to a computer that has a broadband connection and that can
browse the internet and has word processing on it
*



Have computing skills commensurate with the demands of course
*


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The University of Bradford has computers with internet and word
processing facilities
available to students across a number of locations
,

therefore
,

students do not need to
own their own computer or have a home internet service. Computer literacy courses are
available for people new to information technology and both t
he Learner Development
Unit and the Disability Office can provide support to students who have a disability.
Dyslexia screening is also available. For further information please see
www.bradford.ac.uk/lss

The U
niversity of Bradford has always welcomed applications from disabled
students, and these will be considered on the same academic grounds as are
applied to all applicants. If you have some form of disability you may wish to contact
the programme leader bef
ore you apply.

Please note that admission requirements may change, subject to the University's
monitoring and review procedures, and subject to guidance from the NMC on
specialist practitioner status and entry to postgraduate programmes.


Learning Resource
s

The JB Priestley Library on the city campus and our specialist libraries in the School
of Health and the School of Management provide a wide range of printed and
electronic resources to support your studies. We offer quiet study space if you want
to wor
k on your own, and group study areas for the times when you need to discuss
work with fellow students. Subject librarians for each School provide training
sessions and individual guidance in finding the information you need for your
assignment, and will h
elp you organise your references properly.

Student PC clusters can be found in all our libraries and elsewhere on the campus.
Many of these are open 24/7. You can also use the University's wireless network to
access the internet from your own laptop. Mo
st of our online journals are available
on the internet (both on and off campus), and you can also access your University
email account, personal information and course
-
related materials this way.

Staff are on hand during the daytime to help you if you g
et stuck, and there is a 24/7
IT helpline available.



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13

The University has dedicated Distance Learning contact staff throughout its Learner
Support Services who understand the specific needs that distance learners may
have. They can provide learning support

via phone, e
-
mail and via Skype and this
can be offered in the evenings on request. There is also a dedicated distance
learner web
-
page on the University of Bradford web
-
site, which offers direct links to
the learning support and other resources relevant

to distance learning students.


Student Support and Guidance

Support for you personally and in your course of study, will be provided both by the
University and the Course Team. You will be allocated a personal tutor who is
someone with whom you will be
able to talk about any
academic or personal
concerns
,
by

the use of telephone, letter, e
-
mail and the VLE
.

The School will ensure
that there is someone available with whom you feel comfortable to help and support
you. You will be provided with a comprehensive series of handbooks that you can
consult on a range of learning issues and your course tutors will be

available to
consult on subject specific queries.

A programme induction week will introduce
students to the programme and the University including student support systems and
information about counselling services, Learner Development Unit (LDU), Disabili
ty
office and the facilities available from the interactive learning centre (ILC). Further
information on these is provided on the University web page
http://www.bradford.ac.uk/lss/
.

In addition, students enro
lled on a pathway with a
clinical component will have an appointed clinical mentor who will liaise with the
pathway coordinator to ensure that students receive an appropriate level of guidance
throughout their clinical studies.


Students’ Union

We value th
e feedback provided by students and collaborate with the Students’
Union, through a system of course representatives and formal staff student liaison
committees, so that any issues you wish to raise are addressed rapidly.

The Students’ Union and the Unive
rsity of Bradford work in partnership to provide
confidential counselling and welfare services where you can get help with any aspect
of your personal or academic life. Student Financial and Information Services (part
© University of Bradford

14

of the Hub) will provide you with inf
ormation about a diverse range of issues such as
council tax, personal safety and tourist information. International Students can
access a range of additional advice and support services through the Student’s
Union.


Learner Development Unit

The Learne
r Development Unit provides support in all aspects of academic, maths,
numeracy and interpersonal skills. A programme of interactive workshops is
delivered during both semesters which complements the individual support available
from Advisers and the wide
range of interactive online materials.


Disability

Disabled students will find a supportive environment at Bradford where we are
committed to ensuring that all aspects of student life are accessible to everyone.


The Disability Service can help by providing equipment and advice to help you get
the most out

of your time at Bradford and is a place where you can discuss any
concerns you may have about adjustments that you may need, whether these relate
to study, personal care or other issues.


For more information contact the Disability
Service by phoning: 0
1274 233739 or via email:
disabilities@bradford.ac.uk


Ecoversity and education for sustainable development

Ecoversity is a strategic project of the University which aims to embed the principles
of sustain
able development into our decision
-
making, learning and teaching,
research activities campus operations and lives of our staff and students.
The focus
of the modules and award pathways held within the framework is to facilitate your
continuing
development
as

lifelong learners who have developed critical thinking and
analysis skills which you can apply into your work place. Inherent within the learning
outcomes for the modules and awards are the values we aspire to in providing high
quality education to supp
ort high quality care whatever professional discipline, sector
or organisation you work for. The core work of the School of Health
S
tudies is the
focus on health and well being and developing professionals such as yourselves
who
© University of Bradford

15

can

work within multidiscip
linary teams, work across care sectors using clinical,
educational, research or management and leadership skills to improve
practice,

improve services and influence change. Modules from across the framework offer
these opportunities, the core research modu
les are taught by a multidisciplinary
team with a range of different backgrounds and experiences to students such as
yourself also from a variety of backgrounds. This combined focus enables your
education to have a sustainable component in terms of your fu
ture career as well as
the sustainability of your services
by maintaining

and improving what you provide for
your local communities. For more information please go
to
http://www.brad.ac.uk/health/eco
versity/

or
www.bradford.ac.uk/ecoversity/


Further Information:

For further information, please check the University prospectus or contact
Admissions.


The Admissions Office

The University of Bradford

Richmond Road

Bradford, BD7 1DP

UK

The Admissions Office

School of
Health Studies

The University of Bradford

25 Trinity Road

Bradford, BD
5

0BB

UK

+44 (0)1274 233054

http://www.brad.ac.uk/courses
/

+44
(0)1274 23
6367

http://www.brad.ac.uk/acad/
health


The contents of this p
rogramme
s
pecification may change, subject to the University's
regulations and
course approval, monitoring and review procedures.