Attachments

 

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Quality Handbook

 

 

AQH-B2-3a Undergraduate Programme Specification Template

August 2015

 

 

 

Faculty of Health Sciences & Wellbeing

School of Nursing and Health Sciences

 

 

BSc Healthcare Science: Audiology

 

 

 


 

 

2019-20

 

 

PROGRAMME SPECIFICATION

 

 

 

 

 

 

 

 

 

 

Version History

 

 

 

Version

Occasion of Change

Change Author

Last Modified

1.0

Version presented for approval

Dr Judith Kuit

Created 23/02/11

2.0

Amendments following institutional approval

Programme Specifications divided up into specific programmes

Dr Judith Kuit

18.07.11

 

Learning outcomes and assessments checked

Dr Judith A. Kuit

01/11/11

 

Errors corrected

Dr Judith A. Kuit

31/01/12

3.0

HCS106 number of assessments changed

Dr Judith A. Kuit

09/07/12

4.0

Updated for HEE & RCCP visit

Dr Judith A. Kuit

22/05/13

5.0

Updated post HEE and RCCP accreditation and to fit new programme specification template

Dr Judith A. Kuit

25/11/13

6.0

Revision for periodic review (template AQH-B2-3a)

Paul Parkin

May 2016

7.0

Correction (HCS316 is 20 credits, HCS318 is core)

Dr J Armstrong / P Parkin

26/07/17

8.0

Remove reference to block placement delivery in stages 2 & 3

Dr J Armstrong / P Parkin

2019

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION A: CORE INFORMATION

 

  1. Name  of programme

 

Healthcare Science (Audiology)

 

  1. Award title

BSc Honours

 

  1. Programme linkage  Yes

 

This programme is one of a group of related programmes which also includes:

BSc (Hons) Biomedical Science

 

It is possible to transfer between from Biomedical Science to Healthcare Science during Stage 1 (level 4), subject to particular requirements.

 

  1. Is the programme a top-up only? No

 

  1. Does the programme have a Foundation Year (level 3) associated with it so that students enter for a four-year programme and progress directly from the Foundation Year to Stage 1 (level 4) without having to re-apply?   No

 

  1. Level of award: Level 6

 

  1. Awarding body:  University of Sunderland

 

  1. Which department is it in?  School of Nursing and Health Sciences

 

  1. Programme Studies Board?  BioSciences

 

  1. Programme Leader: Paul Parkin

 

  1. How and where can I study the programme?

 

 

 

At Sunderland:

 

Full-time on campus

X

Part-time on campus

 

As work-based learning full-time

X

As work-based learning part-time

 

As a full-time sandwich course

 

As a part-time sandwich course

 

By distance learning

 

 

 

 

At a partner college:

 

Full-time in the UK 

 

Part-time in the UK

 

Full-time overseas

 

Part-time overseas

 

By distance learning

 

As a full-time sandwich course in the UK

 

As a part-time sandwich course in the UK

 

As a full-time sandwich course overseas

 

As a part-time sandwich course overseas

 

As work-based learning full-time in the UK 

 

As work-based learning part-time overseas

 

Other (please specify)

 

 

  1. How long does the programme take?

 

 

 

Min number of years / months

Max number of years / months

Full-time

3 years

5 years

Part-time

 

 

Distance learning

 

 

Work-based learning

46 weeks

 

 

For start-dates please see the current edition of the Prospectus or contact the relevant department at the University. For start-dates for programmes delivered in a partner college, please contact the college.

 

 

SECTION B – FURTHER CORE INFORMATION 

 

Use Outline Programme Proposal Form for ADC (AQH-B2-2), for questions 13 to 25

 

  1. Learning and teaching strategy

 

All aspects of the learning environment and course organisation support learning, which is at the heart of the University of Sunderland culture. In line with the University’s Learning and Teaching Plan, the methods employed on this programme aim to produce graduates competent in a range of subject-specific knowledge and skills, as well as transferrable skills. The teaching and learning strategy is designed to progressively develop the ability to learn independently and facilitate academic and professional success within a supportive and productive learning environment. The teaching and assessments on the programme have been constructively aligned with the intended outcomes of student achievement. The programme integrates traditional lecture- and laboratory-based learning with active, experiential and enquiry-based learning, alongside integrated work placements, which are a key element of the programme.

The curriculum has been designed by Healthcare Science practitioners working with the Health Education England Healthcare Science Programme Board to define the theoretical underpinning, knowledge and skills acquisition required to be a Healthcare Science Practitioner within audiology. The programme delivers the Modernising Scientific Careers (MSC) Healthcare Science Practitioner Training Programme (PTP) Physiological Sciences: Audiology curriculum and is a partnership between the University and the NHS/health service. The teaching and learning methods employed reflect this dual purpose of fitness to practice in terms of competence and fitness to practice in terms of knowledge. The delivery of the programme therefore employs not only academic staff from the university but also Healthcare Science Practitioners working in the university and in the workplace to provide the clinical focus of the programme. The diversity of clinical skills and knowledge employed in the delivery is a major strength of the programme which provides a vocational training as well as academic learning.

 

Teaching and learning methods are designed to support and challenge students, develop investigative and problem-solving skills and encourage creativity, and include a range of approaches to reflect different ways of learning, such as lectures, laboratory sessions, workshops/seminars, case-based learning, group work, one-to-one tutorials, as well as directed and independent study and use of the virtual learning environment (VLE). Assessment practices are an integral part of learning and teaching and a variety of formative and summative assessment types are incorporated to reflect the full range of programme learning objectives, with assessments based on threshold levels of learning.  Formative feedback is often rapid, for example through the use of peer review or interactive response tool software (which also facilitates monitoring of student learning). Summative assessments have staggered submissions dates to provide regular assessment and promote constructive use of feedback (which is provided within four working weeks). Both formative and summative assessment feedback contributes to academic development and is intended to support further learning as well as reflection and self-assessment.

 

There is an increasing amount of experiential learning undertaken in the work place alongside progress through each stage (level) and this will result in a professional portfolio which will include a portfolio demonstrating assessment of competence and reflective practice.

 

In addition, all students will have the opportunity to gain experience of the approach to, practice and appraisal of scientific research through an individual research project. Students will use the knowledge and skills learnt in the first two years to generate, analyse and evaluate scientific data and present this in the form of a conference poster and research paper.

 

 

  1. Retention strategy

 

High quality student support (both academic and pastoral) is integrated with the programme and aims to build a culture which enables a sense of belonging and partnership. Successful completion of the programme demands student engagement and appropriate support from those involved in teaching, learning and pastoral care. Inclusivity, equality and diversity are embedded in the Institution values and act to enrich curricular, learning and teaching. A range of practices are implemented to promote student retention, and include support during the student journey (induction, on-going personal tutoring, attendance monitoring, social events), academic support (inclusive teaching and learning approach, assistive technologies to aid learning, supportive learning environment), placement support (placement coordinator and work-based supervisor/mentor) as well as systems to support students with personal difficulties and disabilities. Furthermore, consistent and meaningful engagement with the student voice acts as a continual feedback mechanism to improve the student experience.

 

 

  1. Any other information

 

The Practitioner Training Programme (PTP) Audiology curriculum contains a large proportion of work-based training which will be unpaid and mainly provided by hospital trusts. For this reason, the length of time that the student is expected to engage with the programme increases annually. Stage 1 is 36 weeks long including 10 weeks work-based training, Stage 2 is 40 weeks long including 15 weeks work-based training, and Stage 3 is 46 weeks long including 25 weeks work-based training. The availability of training places is underpinned by trust need based on workforce planning.

The University, placement provider and student will sign placement agreements and learning contracts prior to the discipline specific work-based training in stages 2 and 3.

 

SECTION C - TEACHING AND LEARNING

 

  1. What is the programme about?

 

The Healthcare Science programme aims to deliver a programme which meets the Department of Health Modernising Scientific Careers and Health Education England Programme Board agendas, a curriculum and work-based training (Practitioner Training Programme) which is also accredited by the Registration Council of Clinical Physiologists. The programme will give graduates the knowledge, skills, experiential learning and associated personal qualities and professionalism required to work safely and effectively in the NHS as a Healthcare Science Practitioner at career band 5.

 

 

  1. What will I know or be able to do at each Stage of the programme?

 

 

Learning Outcomes Stage 1 (level 4) – Skills  

 

By the end of this Stage of the programme successful students should know, understand or be able to do the following:

 

S1 Analyse data from experimental techniques

S2 Communicate concepts and ideas using a variety of appropriate methods

S3 Identify and reflect upon interpersonal, transferable, and study skills

S4 Effectively apply principles of health and safety legislation to the clinical environment

S5 Demonstrate proficiency in basic professional and clinical skills.

 

 

 

 

Learning Outcomes Stage 1 (level 4) – Knowledge

 

By the end of this Stage of the programme successful students should know, understand or be able to do the following:

 

K1 Discuss a wide range of mechanisms and processes of life, from the molecular and cellular level through to those of the whole body systems

K2 Understand the structure, function and control of major systems of the human body

K3 Recognise the role and professional practice of healthcare scientists

K4 Understand the importance of health and safety in the work place

K5 Outline how the patient experience is central to the structure and processes within the NHS

 

Learning Outcomes Stage 2 (level 5) – Skills  

 

By the end of this Stage of the programme successful students should know, understand or be able to do the following:

 

S6 Gain proficiency in a range of established analytical techniques and measurements that form the basis of pathological diagnosis in Audiology including an assessment of their capabilities and limitations.

S7 Analyse and interpret clinical data in the light of specialist knowledge in the context of routine investigations and diagnosis relevant to Audiology.

S8 Organise, evaluate and reference appropriate sources of information using standard scientific convention.

S9 Effectively communicate information, arguments and analyses by a variety of techniques to a variety of specialist and non-specialist audiences including patients and carers.

S10 Critically review and evaluate departmental protocols in relation to the core skills in health and safety, human rights, patient identification, communication skills and management and quality assurance

 

 

Learning Outcomes Stage 2 (level 5) – Knowledge

 

By the end of this Stage of the programme successful students should know, understand or be able to do the following:

 

K6 Articulate using appropriate terminology fundamental knowledge of the mechanisms of disease and pathological responses in the context of investigation relevant to Audiology.

K7 Understand the critical risks and benefits related to equipment and techniques used in Healthcare Science.

K8 Explain the principles of current techniques underpinning modern healthcare science

K9 Understanding of the principles and practices underpinning the routine investigations and procedures within a quality assurance and legislative framework utilised when undertaking testing, diagnosis and treatment in Healthcare Science

 

 

Learning Outcomes Stage 3 (level 6) – Skills  

 

By the end of this Stage of the programme successful students should know, understand or be able to do the following:

 

S11 Apply a critical and comprehensive approach to an independent clinically based research project in Healthcare Science, taking into account health, safety, legal and ethical issues.

S12 Critically apply scientific information and principles to formulate judgements, analyse and solve problems.

S13 Communicate structured and coherent arguments, problems and solutions systematically using appropriate scientific conventions to specialist and non-specialist audiences.

S14 Demonstrate competence for routine tasks and investigations in Audiology.

S15 Demonstrate the ability to research, cumulatively record and provide evidence of the skills knowledge and attitudes required to be a reflective Healthcare Science Practitioner in the NHS

 

Learning Outcomes Stage 3 (level 6) – Knowledge

 

By the end of this Stage of the programme successful students should know, understand or be able to do the following:

 

K10 Advanced understanding of the underpinning and emerging principles and practices used in testing procedures and their application to patient diagnosis and treatment in Audiology.

K11 A critical understanding of the structure, processes and management of health and social care services and systems within the NHS.

K12 A critical understanding of the patient and carer perspective with respect to the NHS and the diversity of the patient experience.

K13 Advanced understanding  relevant to their work based training evidenced in the form of an independent research project.

K14 Advanced understanding of scientific theory in Audiology and its application to the practice of healthcare science.

 

Interim awards

As the BSc (Hons) Healthcare Science is a dedicated training programme for the Health Education England Healthcare Science Programme Board, then in order to comply with the PTP all students must be able to achieve all of the designated credits which make up the programmes. Any student who fails to do this at any stage cannot be awarded the named title BSc (Hons) Healthcare Science: Audiology as it would misrepresent their ability to practice. Consequently any student who fails to complete stages 1 or 2 (levels 4 or 5) of the programme will be transferred to the interim award of Healthcare Science.

 

 

  1. What will the programme(s) consist of?

 

Each undergraduate programme consists of a number of Stages from a minimum of 1 to a maximum of 4, each of which is equivalent to a year’s full-time study. The summary below describes briefly what is contained in each Stage. Most programmes have a mixture of core (i.e. compulsory) modules and optional ones, often with increasing choice as you move through the programme and gain in experience. In some programmes the choice of optional modules gives you particular ‘routes’ through the programme. The programme structure including a detailed list of modules can be found in the programme regulations.

 

The Healthcare Science programme is designed to meet the requirements of the Health Education England Healthcare Science Programme Board PTP Audiology curriculum, as well as the Registration Council for Clinical Physiology Standards for voluntary registration. The programme is constructed to promote advancement in terms of academic understanding from fundamental knowledge and skills towards their application within clinical audiology and consists of three stages. All of the modules described are core and must be completed for the programme to be recognised as a training route for Healthcare Science Practitioners working within the NHS. One of the key elements of the Healthcare Science programme is its integrated approach to academic content and work-based training. Placement modules are core at each stage, with work-based training increasing in length each year to reflect the achievement of PTP curriculum learning outcomes for each year of study. The length of the academic year is therefore extended at each stage to accommodate work placements.

 

Students undertaking clinical placements will be subject to the University Fitness to Practice Regulations (AQH-F-11).

 

The structure of BSc Healthcare: Audiology is shown: 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


 Stage 1 (level 4)

Module

Code

Credits

Human Physiology

HCS102

20

Clinical and Professional Practice for Healthcare Sciences

HCS116

20

Applied Physics and Measurement

HCS107

 

20

Applied Anatomy, Physiology and Pathophysiology

HCS108

20

Molecular and Cellular Biology

HCS113

20

Microbes and Host Defences

HCS114

20

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In stage 1 (level 4), all Healthcare: Audiology students will undertake a common first year. The aim of this year is to ensure all students have reached the same level of scientific development in core scientific subject areas. These core concepts and principles will provide the underpinning science for Stages 2 and 3 (levels 4 and 5). Five core modules (HCS102, HCS107, HCS108, HCS113, HCS114) in Stage 1 (level 4) of the programme introduce students to human physiology, applied physics and instrumentation, Anatomy, physiology and pathophysiology of the neurosensory system, cell biology, immunology and microbiology. Each module has a significant practical component, allowing development of subject-specific practical skills, alongside transferrable skills (numeracy, data handling, and use of information technology

 

Work-based training: HCS116 allows students to put their studies into a professional context. This module introduces the principles and practices of working in a clinical environment, relevant professional standards and appropriate attitudes and behaviours, as well as self-management and reflective practice. This module includes short audiological, optical and neurosensory work-based placements in hospital trusts and NHS providers as a 6 week block in term 3. The aim of these sessions is to allow students to cover all learning outcomes detailed in the 1st year sections of the Training Manual and commence their portfolio of evidence.

 

The University, placement provider and student will sign placement agreements and learning contracts prior to the discipline specific work-based training in stages 2 and 3.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Stage 2 (level 5)

 

Module

Code

Credits

Professional Practice and Work base training  in Physiological Sciences 1

 

HCS209

20

Applied Physiological measurement and Instrumentation

HCS213

20

Processes of audiological rehabilitation

HCS214

20

Fundamental principles of audiological assessment

HCS216

20

Research and analytical skills for biosciences

HCS226

20

Pathophysiology of Hearing and Balance

HCS231

20

 

The second year of the programme focuses on the theoretical and practical knowledge underpinning clinical audiology to ensure that the student understands the breadth of the application of science within this specialist area. The modules build on previous learning, to develop and apply knowledge and understanding in Audiology.

 

A research and analytical skills module (HCS226) will focus on the role statistics in healthcare research and evidence-based medicine, as well as the principles and practice of scientific research.

 

Work-based training: The first large discipline specific element of work-based training is delivered in HCS209. Students will undertake 15 weeks of work-based training in an NHS Audiology Department, where they will gain the knowledge, skills and experience of routine investigations and procedures.  Development of the framework for the accompanying Professional Portfolio in their specialist area will define their levels of competency.

 

Stage 3 (level 6)

 

Module

Code

Credits

Professional Practice and Work base training  in Physiological Sciences 2

 

HCS311

30

Psycho/Social aspects of hearing loss

HCS315

30

Advanced  principles of audiological assessment

HCS316

20

Healthcare Science Research Investigation

HCS325

30

Vestibular Assessment

HCS318

10

 

The final year of the programme focuses on advanced theoretical and practical knowledge underpinning clinical audiology, and aims to demonstrate application to practice and includes increased experiential learning. Students will undertake a substantive research project during their third year which will be based on their work-based training (HCS325). This will provide the opportunity to demonstrate the knowledge, skills and experience acquired during their placement and academic studies.

 

Work-based training: The second large element of work-based training will be delivered in stage 3, and will consist of 25 weeks training in the allocated NHS audiology department. It will provide students with an experience of the importance of patient-centred care, evidence-based practice, clinical audit and multidisciplinary team working.

 

  1. How will I be taught?

Scheduled teaching activities

lectures, interactive laboratory and simulation practicals, computing sessions  and seminars and workshops, including verbal presentations and posters, group work, case-based learning, directed learning, research project supervision

Independent study

Virtual learning environment

 

Placement

Work-based training

 

The strategy behind the teaching and learning approach used on the programme is to utilise a broad range of methods that reflect the different types of learning students undertake in terms of both skill development and knowledge acquisition, as well as to provide a diverse learning experience which addresses different learning styles. The programme integrates traditional lecture- and laboratory-based learning with active, experiential and enquiry-based learning, and is designed to encourage a progressive acquisition of subject knowledge and skills by moving from study methods that have a greater degree of support gradually towards more independence and self-direction.

 

Seminal lectures

Key subject knowledge will be delivered in lectures throughout the programme. These sessions incorporate various methods to convey ideas and concepts (such as verbal and visual presentation of information, demonstrations, multimedia and external speakers) with integrated active learning approaches (such as quizzes, brainstorming activities, and use of interactive response tool software) which can be used to inform teaching practice as well as assess learning and monitor progression. The active learning approach will progress from the early stage (Level 4), where activities test the acquisition of knowledge and understanding, to the final stage (Level 6) where activities are designed to promote analytical and critical thinking (in line with summative assessments).

 

Laboratory and practical classes

Laboratory and practical classes are an essential part of the learning experience, and are designed to promote development of a wide range of discipline-specific techniques and transferrable skills, as well as to demonstrate and reinforce material taught in lectures. A key feature is the extensive training in laboratory-based skills relevant to clinical laboratory medicine. Skills are developed sequentially during the programme, from developing competence in basic practical skills and an awareness of safe working practices in Stage 1 (level 4), discipline-specific techniques and analytical skills in stage 2 (level 5), towards the opportunity to develop skills of scientific inquiry and investigation at Stage 3 (level 6), alongside development of transferrable skills such as self-dependence and management of resources which are of significant value beyond the programme.

 

 

 

 

 

Enquiry-based learning

A number of strategies for learning through enquiry-based approaches have been adopted, such as the use of case studies, small-scale investigations and engagement with research activity. These activities can be taken from real life or areas of professional practice, and the process of enquiry is facilitated by academic staff. This form of learning promotes a research-orientated approach to a problem and helps gain essential skills that are highly valued by employers.

 

E-learning

Independent study is facilitated through the virtual learning environment (VLE) which gives access to learning materials, self-assessment exercises, sample data and virtual experiments, and discussion group facilities, as well as submission of work electronically.

 

Work-based training

Work-based training takes place in recognised training laboratories that meet the criteria for a HCPC approved placement (as demonstrated by University audit). Professional practice modules run vertically throughout the programme and as some learning outcomes can only be achieved in the workplace, the PTP portfolio is incorporated into work-based training at each stage. The requisite knowledge, skills and attitudes of a Healthcare Science Practitioner will be developed in all three stages of the programme, initially on campus, and at later stages of the programme this will be entirely developed in the workplace and supported by the Placement Coordinator and trained hospital mentors. Work-based training provides a broad appreciation of the range of work undertaken within healthcare science, and aids learning in the context of practice and real life experience.

 

A list of the modules in each Stage of the programme can be found in the Programme Regulations.

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching.

 

 

  1. How will I be assessed and given feedback?

 

Written examinations

Multiple choice questions

Short/long answer questions

Problem-solving

Case study & data interpretation

Coursework

Laboratory report, portfolio, health & safety review, information leaflet, essay (descriptive and reflective), case study, oral presentation, poster, research proposal, dissertation, science communication exercise, research report, evaluative analysis, professional portfolio, PTP portfolio

 

Practical assessments

Direct observation of Practical Skills (DOPS)

Case Based Discussions (CbDs)

Mini Clinical Examinations (miniCex)

Competencies

 

A summary of the types of teaching, learning and assessment in each module of the programme can be found in the Matrix of Modes of Teaching (Appendix)

 

The generic assessment criteria which we use can be found here. Some programmes use subject-specific assessment criteria which are based on the generic ones.

 

This programme uses the Generic University Assessment Criteria

YES

 

This programme uses the Subject Specific Assessment Criteria

YES

 

 

The University assessment regulations can be found here.

 

The assessment strategy has been developed in line with University policy, but also aims to build on good practice developed in the department to date. Assessments are designed to become more demanding as the programme progresses in line with the development of skills in the interpretation and evaluation of scientific information.

 

Written examinations

Written examinations are included in most modules, with an emphasis on knowledge retention at Stage 1 (Level 4), short answer/essay and problem solving questions demonstrating understanding and application at Stage 2 (Level 5), and long essay questions focussed on interpretation and evaluation of scientific information at Stage 3 (Level 6).

 

Coursework

Laboratory reports are a key assessment type and are used throughout the programme to practice the ability to analyse and interpret data and place experimental results within a broader scientific context, and to underpin professional standards of presenting scientific reports. This is highlighted in the final year where the research project assessment is a report in the style of a research paper suitable for submission to a professional audiology publication.

 

A range of additional coursework assessments are included at different stages, which progress from short descriptive essay writing, oral presentation and information leaflet (designed to identify appropriate sources of information and promote communication of scientific concepts to a variety of audiences) in Stage 1 (level 4), to the introduction of problem solving questions and case studies as well as a scientific research proposal (which have a greater emphasis on application and analysis) in Stage 2 (level 5). In Stage 3 (level 6), assessment methods are designed to encourage critical evaluation of information and data interpretation in the context more complex problems, clinical cases or areas of emerging technology and innovation in healthcare.

 

Marking guidelines are used for all assessments, which undergo internal and external review, and are used to ensure consistency of marking. Assessments are marked according to the University of Sunderland generic assessment criteria, and all modules undergo standard moderation procedures to ensure fair assessment. Formative feedback is given throughout the programme, either informally through interactive learning activities, or formally in selected modules. Summative assessment feedback is provided within the deadlines outlined in university guidelines, promoting constructive feed-forward throughout the programme. Sessions are scheduled to discuss exam technique using past questions as examples.

 

The VLE is used extensively to deliver assessments and provide feedback, with significant use of Turnitin and Grademark. This is a very useful strategy to promote information literacy as originality reports generated by Turnitin are available, therefore identifying inappropriate writing practices.

 

Portfolio assessment strategy

The assessment of competence will be performed in the workplace by qualified Healthcare Science Practitioners or equivalent who in addition to their professional training, are also qualified assessors. Training for assessment is provided by the programme team for those NHS staff who wish to undertake this role. Their assessment skills are reinforced through CPD support days at the University. Demonstration of clinical competence by the students is through the completion of a series of clinical competencies. As each competency is completed and assessed the student builds up a portfolio of evidence which confirms their competency. The completed portfolio of evidence built up by the trainee is then moderated by a clinical tutor to ensure that all elements have been assessed and that the standard of training is appropriate. It is the responsibility of the student to maintain their own portfolio and ensure all assessments are completed on time.

 

There will be continuous assessment across the three year training period in the workplace, using a series of Directly Observed Procedures/Direct Observation of Practical Skills (DOPs), Case Based Discussions (CbDs) and Mini Clinical Examinations (mini-Cex):

 

Direct Observation of Practical Skills (DOPS) is the observation and evaluation of a procedural or practical skill performed by a student in a live environment.

 

Case Based Discussions (CbDs) are designed to provide structured teaching and feedback in a particular area of clinical or technical practice by evaluating decision making and the interpretation and application of evidence. They also enable the discussion of the context, professional, ethical and governance framework of practice, and in all instances, they allow students to discuss why they acted as they did. CbDs are used throughout training and should encourage a reflective approach to learning.

 

Mini Clinical Examinations (mini-Cex) are a short snapshot of practitioner/patient interaction. They are designed to assess the clinical skills, attitudes and behaviours of students essential to providing high quality care (this tool will not be relevant to all disciplines as it is principally designed to assess direct interaction with patients).

 

The table below indicates the suggested number of formal work-based assessments that should be completed by the student in stage 1, stage 2 and stage 3.

 

 

Stage 1

Stage  2

Stage 3

2 DOPS

1 CBD

Competencies

4 DOPS

1 CbD

1 mini-Cex

Competencies

4 DOPS

2 CbD

2 mini-Cex

Competencies

 

The competencies form the foundation of the work-based training programme and are an important part of the portfolio and the student’s record of competence. Competencies are transferable across learning outcomes and do not need to be undertaken twice where they are repeated in the programme. Where they are repeated reference should be made to the point at which this competency has been previously completed. Competencies are cumulative and as such not all competencies have to be completed within the relevant module. All competencies should be completed by the end of the programme.

 

The training manual provided by the Health Education England Healthcare Science Programme Board includes examples of areas of application or evidence required to demonstrate competence. Students are expected to utilise different tools, resource and media within the local laboratory to demonstrate each area of competence. Some competencies are exit competencies. These are described as such in the training manual in the recognition that they require a longer time and experience to acquire and therefore cannot be limited to one specific module or individual learning outcome.

 

  1. Teaching, learning and assessment matrix – see Appendix

 

  1. How does research influence the programme? 

 

The Faculty considers research to be central to its activities and ethos. Many of the staff in the teaching team are research active, and engaged in research projects at the cutting edge of the discipline. The majority of permanent staff have a PhD qualification and most members of the team currently supervise PhD students in their areas of research.  A significant proportion of the teaching staff on the programme was submitted to the last research exercise framework (REF) which measures research quality nationally.

The programme is strengthened by both academic research and clinical experience of the teaching staff, and the programme is underpinned by a research active curriculum (where appropriate teaching is supported by examples grounded in the basic and translational research of academic staff or visiting lecturers). Staff research interests are diverse, and include developing personalised treatments for cancer, improving the outcomes and availability of organs for transplantation, understanding the role of proteins called “chemokines” in inflammation, antibiotic resistance, how cells communicate in cancer, and the role of stem cells in cancer and food biotechnology. Students will develop their own research skills, culminating in a final year project at Stage 3 (level 6) where students undertake new research in collaboration an NHS trust. Examples of past projects include:

  • Validation of new clinical instrumentation
  • Audit of a clinical procedures within the placement department

 

 

 

SECTION D EMPLOYABILITY

 

  1. How will the programme prepare me for employment?

 

The programme gives you the opportunity to develop skills which you can use in the future. Some skills are more specific than others to the subject area, or to a particular type of activity, but all skills can be applied in a range of employment situations, sometimes in quite unexpected ways.

 

BSc (Hons) Healthcare Science: Audiology is accredited by the National School of Healthcare Science and the Registration Council for Clinical Physiologists (RCCP). Following graduation, students will be eligible to join the voluntary registers administered by the Academy of Healthcare Science and the RCCP register of Clinical Physiologists.

 

Skills Acquisition - this is an important focus of the programme and it aims:

  • To produce graduates who are skilled and technically competent at a range of measurements techniques and capable of analysis and interpretation.
  • To produce graduates who can work responsibly in accordance with departmental protocols in relation to the core skills in health and safety, human rights, patient identification, communication skills and management and quality assurance.
  • To produce graduates with a range of key transferable and intellectual skills that can be applied to the role of the Healthcare Science Practitioner (as defined by the Health Education England Healthcare Science Programme Board).

 

Employability in the NHS is a key issue in this programme and the development of transferable skills including teamwork, problem solving, IT skills, oral & written communication, analytical & critical thinking as well as clinical skills forms a fundamental part of the programme. Concepts of professionalism are introduced at stage 1 and developed at later stages of the programme. There are elements of group work in a number of modules at stage 1 in order to encourage students to work together as a team. This is important for these students who will be required to go onto work with other professional groups in the workplace.

 

It is apparent that successful graduates need relevant academic knowledge and skills, but also need to exhibit ‘professional’ behaviour. The University has developed Fitness for Practice Regulations. This takes into account a range of ‘appropriate’ behaviours (including respect, honesty, responsibility) and this will be monitored on this programme through the clinical professional module by a ‘Suitability to Practice Panel’ which will include NHS-based colleagues who provide work-based training. This is in line with the HCPC standards of conduct, performance and ethics.

 

The approach to the acquisition of transferrable skills is co-ordinated via scheduled activities throughout each module. Furthermore, personal development planning (PDP) is embedded within specific the modules (HCS116, 209 and 311), so that graduates develop to their full potential as reflective practitioners. PDP is also achieved through the personal tutoring system whereby new students are allocated a Personal Tutor who is able to provide advice and support throughout the programme.

 

For information about other opportunities available to our students who study on campus, click here.

 

  1. Particular features of the qualification

 

Graduates of this programme will have undertaken 46 weeks work-based training and students have to pass the placement modules (HCS116, HCS209, and HCS311). Completion of this programme entitles the student to join the voluntary registers administered by the Academy of Healthcare Science and the RCCP register of Clinical Physiologists, and be eligible to work as a Healthcare Science Practitioner in audiology at career band level 5

 

 

 

 

  1. Professional statutory or regulatory body (PSRB) accreditation.  Choose one of the following.

 

PSRB accreditation is not relevant to this programme 

 

PSRB accreditation is currently being sought for this programme

 

This programme currently has PSRB accreditation

X

 

Healthcare Science: Audiology programmes currently accredited:

National School of Healthcare Science until 2017

The Registration Council for Clinical Physiologists until 2018

 

The relevant PSRB(s) is/are:

National School of Healthcare Science: http://www.nshcs.org.uk/

The Registration Council for Clinical Physiologists:  https://www.rccp.co.uk/

 

The terms of the accreditation are as follows: Successful completion of the programme and all modules passed.

 

There are programme-specific regulations relating to the following. Details are given in the programme regulations:

 

The modules to be studied

 

Pass-marks for some or all modules and/or parts

(elements) of modules 

X

Requirements for progression between one Stage and another

 

Placement requirements

 

Attendance requirements

 

Professional practice requirements

 

Degree classification  

 

Other 

 

 

 

 

 

 

 

SECTION E PROGRAMME STRUCTURE AND REGULATIONS

 

See Programme Regulations Form, for questions 39 and 40 in Appendix

SECTION F ADMISSIONS, LEARNING ENVIRONMENT AND SUPPORT

 

  1. What are the admissions requirements?

 

The University’s standard admissions requirements can be found in the university regulations. Programme-specific requirements which are in addition to those regulations are given below. 

 

Students will be admitted on to the BSc Physiological Sciences programme in the first instance. This is because the Healthcare Science programme requires the student to undertake the Practitioner Training Programme (PTP) which is dependent on the availability of training places within an NHS Trust. In order to undertake the work-based training you will need a satisfactory disclosure from the Disclosure and Barring Service (DBS) and a medical check and be subject to interview by the audiological departments heads of service and university student representatives. Subject to meeting these criteria, students will transfer to the BSc Healthcare Science (Audiology).

 

Our typical offer is 112 UCAS points from a minimum of two A Levels or equivalent (e.g. 1 x AVCE double award) including biology or chemistry. Please note we do not accept General Studies AS or A Level. Read more on the new UCAS Tariff point system for 2017.

We accept a maximum of 20 points from Level 3 Key Skills qualifications. We also require three passes at GCSE grade C or above, which must include Mathematics and English Language, or a minimum of Level 2 Key Skills in Communication, Application of Number and Information Technology.

Access Courses: We would require successful completion of an Access to Higher Education course that is accredited by the Quality Assurance Agency. We would also require a minimum of grade C in GCSE in Mathematics and English Language or the equivalent as part of your course.

If English is your second language we require a minimum of IELTS 7.0 (or equivalent) with a minimum of 6.0 in each element

 

 

Can students enter with advanced standing?

Yes

 

 

If yes, to which Stages?

Stage 1

X

Stage 2

X

Stage 3

X

Stage 4

 

 

The University has a process by which applicants whose experience to date already covers one or more modules of the programme they are applying for may seek Accreditation of Prior Learning (APL). Full details can be found here but if you think that this may be relevant to you, please contact the Faculty which offers the programme you are interested in. Eligibility for APL is decided on a case by case basis by the Admissions Tutor.

 

  1. What kind of support and help will there be?

 

The university has several initiatives for providing help and support for students across the academic programme. The majority of our support processes are individually tailored to specific faculties, department and programmes so that personalised help can be offered wherever possible.

a)       In the School – the Personal Tutoring System

The personal tutor is a source of personal and academic support where the student finds themselves in academic difficulty, and a source of ‘referrals on’ where s/he encounters personal difficulties. Personal tutorial meetings are primarily concerned with looking at the progress the student is making and identifying areas where they need to improve on the basis of overall module feedback and results. The meetings are also intended to ensure that the student has all of the information necessary to follow his/her programme and gain the most from it, and that s/he is aware of technical requirements (e.g. module choices, policy on extensions). Students are assigned to a personal tutor who will remain with them for the duration of their programme. All personal tutors are equipped to provide specific and personal guidance about pastoral issues and will readily support students who might be finding a particular element of the programme challenging or unmanageable. Depending on the nature of issues with which students present, the personal tutor can become a channel for communication between academic and clinical or industrial placement provisions and can liaise directly with the relevant programme or module leaders, and can escalate concerns as required.

The personal tutor system is supported by the central University of Sunderland Support Services and it may be that following discussion, more specialist help needs to be provided for students, for example student counselling, to which students can be referred confidentially. Students will be advised that they can contact their personal tutor for one-to-one support if they wish to discuss issues in confidence, a service provided as and when required across the programme. Otherwise, personal tutor meetings should occur three times during the course of the year.

 

In the workplace:

Students are allocated a clinical mentor who is a registered audiologist, as well as the placement module leader who is responsible for support within the placement area and provides tripartite support.

 

b)      In the university:

The University provides a range of professional support services including health and well-being, counselling, disability support, and a Chaplaincy. Click on the links for further information.

 

c)       in a partner college:

Please see the relevant college prospectus or website for details of student support if you are planning to study in one of our partner colleges.

 

 

  1. What resources will I have access to?

 

On campus

x

In a partner college

 

By distance learning

 

 

 

On campus

 

General Teaching and Learning Space

X

IT

X

Library

X

VLE

X

Laboratory

X

Studio

 

Performance space

 

Other specialist

 

Technical resources 

X

 

 

The programme has excellent teaching resources including our new multi-million pound development in the Sciences Complex which includes:

  • The latest teaching and learning facilities, including a problem-learning facility and IT suites, simulation areas linked to seminar rooms to facilitate use of state of the art simulation technology (e.g. ‘sim man’ which will enable interactive learning of human physiology and pharmacology).
  • Multi-disciplinary science laboratories,
  • Imaging suite including facilities for light, confocal and electron microscopy
  • Social learning spaces including
    • Student learning lounge
    • Open access computers with PC help area (with access to relevant software)
  • Exhibition space to promote science to industry and health professionals
  • The Point of Care Centre provides a true interdisciplinary education environment reflecting advances in laboratory medicine. The centre includes the technology to monitor many physiological and biochemical variables, including devices such as a biphasic defibrillator, ECG monitors, audiometry equipment, as well as hand-held and bench-top biochemical analysers.

 

Further information about the University’s facilities can be found here.

 

Please see the relevant college prospectus or website for details of college learning resources if you are planning to study in one of our partner colleges.

 

 

  1. Are there any additional costs on top of the fees?

 

No, but all students buy some study materials such as books and provide their own basic study materials.

X

Yes (optional) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are additional costs for optional activities associated with the programme (see below)

 

Yes (essential) All students buy some study materials such as books and provide their own basic study materials. In addition there are some are essential additional costs associated with the programme (see below)

 

 

 

  1. How are student views represented?

 

All taught programmes in the University have student representatives for each Stage (year-group) of each programme who meet in a Student-Staff Liaison Committee (SSLC) where they can raise students’ views and concerns. The Students’ Union and the faculties together provide training for student representatives. SSLCs and focus groups are also used to obtain student feedback on plans for developing existing programmes and designing new ones. Feedback on your programme is obtained every year through module questionnaires and informs the annual review of your programme. Student representatives are also invited to attend Programme and Module Studies Boards which manage the delivery and development of programmes and modules. Various Faculty committees, particularly Faculty Student Success Committee, Academic Development Committee and Quality Management Sub-Committee also have student representation. This allows students to be involved in higher-level plans for teaching and learning. There is a parallel structure at university level on which students are represented by sabbatical officers who are the elected leaders of the Students’ Union. The University’s student representation and feedback policy can be found here.

 

Undergraduate programmes only: Final-year students are also invited to complete a National Student Survey (NSS) which asks a standard set of questions across the whole country. The results of this are discussed at Programme Studies Boards and at Faculty Student Success Committee to identify good practice which can be shared and problems which need to be addressed. We rely heavily on student input to interpret the results of the NSS and ensure that we make the most appropriate changes.

 

Programmes offered in partner colleges: If you are studying in one of our partner colleges the college will have its own mechanisms for obtaining student feedback. Some of these may be the same as that on-campus at the University but others may be different. You should ask your college for further information.

 

 

SECTION G QUALITY MANAGEMENT 

 

  1. National subject benchmarks

 

The Quality Assurance Agency for Higher Education publishes benchmark statements which give guidance as to the skills and knowledge which graduates in various subjects and in certain types of degree are expected to have. These can be found here.

 

Are there any benchmark statements for this programme?

YES

 

 

The subject benchmark(s) for this programme are: Subject Benchmark Statement: Biomedical Sciences

 

The QAA also publishes a Framework for Higher Education Qualifications (FHEQ) which defines the generic skills and abilities expected of students who have achieved awards at a given level and with which our programmes align. The FHEQ can be found here.

 

 

  1. How are the quality and standards of the programme assured?

 

The programme is managed and quality assured through the University’s standard processes. Programmes are overseen by Module and Programme Studies Boards which include student representatives. Each year each module leader provides a brief report on the delivery of the module, identifying strengths and areas for development, and the programme team reviews the programme as a whole.  The purpose of this is to ensure that the programme is coherent and up-to-date, with suitable progression from one Stage to another, and a good fit (alignment) between what is taught and how students learn and are assessed - the learning outcomes, content and types of teaching, learning and assessment. Student achievement, including progress between Stages of the programme and degree classification, is kept under review. The programme review report is sent to the Faculty Quality Management Sub-Committee which in turn reports issues to the University’s Quality Management Sub-Committee (QMSC) and Academic Development Committee (ADC).

 

External examiners are appointed to oversee and advise on the assessment of the programme. They ensure that the standards of the programme are comparable with those of similar programmes elsewhere in the UK and are also involved in the assessment process to make sure that it is fair. They are invited to comment on proposed developments to the programme. Their reports are sent to the Deputy Vice-Chancellor (Academic) as well as to the Faculty so that issues of concern can be addressed.

 

All programmes are reviewed by the University on a six-yearly cycle to identify good practice and areas for enhancement. Programmes are revalidated through this review process. These reviews include at least one academic specialist in the subject area concerned from another UK university. The University is subject to external review by the Quality Assurance Agency for Higher Education on a six-year cycle. Their review reports for Sunderland can be found here.

 

Further information about our quality processes can be found here.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIX

 

 

 

 

 

 

 

 

 


 

Teaching, Learning and Assessment Matrix

Healthcare Science – Audiology

Stage 1

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

LO K1

LO K2

LO K3

LO K4

LO K5

LO S1

LO S2

LO S3

LO S4

LO S5

Human Physiology

HCS102

Core

L, LP, W, DS, IS, GW

Ex, Pr

TDA

TDA

 

 

 

TD

TDA

TD

 

 

Applied Physics and Measurement

HCS107

 

 

L, LP, W, IS

Ex,LP, PR

 

TDA

 

TDA

 

TDA

TDA

TDA

TDA

 

Applied Anatomy, Physiology and Pathophysiology

HCS108

Core

L, LP, W, IS

Ex,LP, PR

TDA

TDA

 

 

 

TDA

TDA

 

 

 

Molecular and Cellular Biology

HCS113

Core

L, LP, W, DS, IS, GW

Ex, LR

TDA

 

 

 

 

TDA

TDA

TD

 

 

Microbes and Host Defences

HCS114

Core

L, LP, W, DS, IS, GW

Ex, IL

TDA

TDA

TD

 

 

TD

TDA

TD

 

 

Clinical and Professional Practice for Healthcare Science

HCS116

Core

L, W, DS, IS

HSR, P,  PTP

 

TDA

TDA

TDA

TDA

 

 

TDA

TDA

TDA

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Modes of T&L: DS = Directed Study, GW = Group Work, IT = Individual Tutorial, IS = Independent Study, L = Lecture, LP = Laboratory practical, PBL = Problem Based Learning, RE = Research Engagement, W = Workshop.

Modes of Assessment: E = essay, Ex = Examination, IL = Information leaflet, LR = Laboratory Report, P = Portfolio, Pr = Presentation, PTP = work based practice portfolio, HSR = Health & Safety Review.

T = Taught, D = Developed, A = Assessed

 

 

Stage 2:

 

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

LO K6

LO K7

LO K8

LO K9

LO S6

LO S7

LO S8

LO S9

LO S10

Professional Practice and Work-based Training  in physiological sciences 1

HCS209

Core

DS, IS, PPr, W

Po, PTP

 

 

 

TDA

 

 

 

 

TDA

Applied Physiological measurement and Instrumentation

HCS213

Core

L, W, DS, IS, GW,

Ex, LR. PR

 

TDA

TDA

TDA

 

TDA

TDA

TDA

 

Processes of Audiological Rehabilitation

HCS214

Core

L, W, DS, IS, GW, CBL

Ex,PR, C

TDA

 

TDA

TDA

 

TDA

TDA

TDA

 

Research and analytical skills for bioscience students

HCS226

Core

L, LP, W, DS, IS, RE

Ex, RP

 

 

TD

 

TD

TDA

TDA

TDA

 

Fundamental Principles of audiological assessment

HCS216

Core

L, W, DS, IS, GW, CBL, LP

Ex, LR E

TDA

TDA

TDA

 

TDA

TDA

TDA

TDA

 

Pathophysiology of hearing and balance

HCS231

Core

L, W, DS, IS, GW, CBL

Ex,PR, C

TDA

 

 

TDA

 

 

TDA

TDA

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Modes of T&L: CBL = Case-Based Learning, DS = Directed Study, GW = Group Work, IT = Individual Tutorial, IS = Independent Study, L = Lecture, LP = Laboratory practical, RE = Research Engagement, W = Workshop, PPr=Professional Practice.

Modes of Assessment: C = case study, D = Dissertation, E= Essay,  Ex = Examination, LR = Laboratory Report, Po = Poster, Pr = Presentation, PTP = work based practice portfolio, RP = Research Proposal, RR = Research Report, SC= Science Communication exercise

T = Taught, D = Developed, A = Assessed

 

 

Stage 3:

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

LO K10

LO K11

LO K12

LO K13

LO K14

LO S11

LO S12

LO S13

LO S14

LO S15

Professional Practice and Work-based Training in physiological sciences 2

HCS311

Core

DS, IS, W, PPr

RE, PP, PTP

D

D

D

TD

 

D

D

D

TDA

TDA

Psycho/social aspects of hearing loss

HCS315

Core

L, W, DS, IS, GW, CBL

Ex, PR, E

TDA

TDA

TDA

 

TDA

 

TDA

TDA

 

 

Advanced Principles of audiological assessment

HCS316

Core

L, LP, W, DS, IS, GW, CBL

Ex, E, C

TDA

TDA

TDA

 

TDA

 

TDA

TDA

 

 

Vestibular Assessment

HCS318

Core

L, LP, W, DS, IS, GW, CBL

Ex, C

TD

TDA

TDA

 

TDA

 

TDA

TDA

 

 

Healthcare Science Research Investigation

HCS325

Core

LP, IT, DS, IS, RE

Pr, Po, RR

 

 

D

TDA

TDA

TDA

TDA

 

TDA

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Modes of T&L: CBL = Case-Based Learning, DS = Directed Study, GW = Group Work, IT = Individual Tutorial, IS = Independent Study, L = Lecture, LP = Laboratory practical, RE = Research Engagement, W = Workshop

Modes of Assessment: C = case study, Co = competency test, D = Dissertation, Ex = Examination, EA = Evaluative analysis, LR = Laboratory Report, Po = Poster, Pr = Presentation, PTP = work based practice portfolio, RE = Reflective Essay, RR = Research Report,

T = Taught, D = Developed, A = Assessed


PART B   -  Programme  Regulation/s

 

Name of programme: Healthcare Science (Audiology)

 

Title of final award: BSc with Honours Healthcare Science (Audiology)

 

Interim awards: Certificate in Higher Education in Healthcare Science; Diploma in Higher Education in Healthcare Science

 

Accreditation: Healthcare Science (Audiology) programme is accredited until 2019 by the National School of Healthcare Science and until 2018 by the Registration Council of Clinical Physiologists (RCCP)

 

 

University Regulation (please state the relevant University Regulation)

AQH-F1-1: https://docushare.sunderland.ac.uk/docushare/dsweb/View/Collection-2780

 

 

Programme specific regulations to meet Professional Body requirements:

 

1)       Admissions regulations: Overseas applicants from countries whose first language is not English are required to produce evidence of advanced competence in English. This will require an IELTS test score of 7.0 or equivalent (with a minimum of 6.0 in each element)

2)       The maximum period of registration on a programme of study will be five years for full-time students.

3)       A whole module score must not be below the University definition of a pass – this means compensation between modules is not allowed

4)       For work-based modules (HCS116, HCS209, HCS311), every element of assessment must attain a pass mark (40%)

5)        Interim awards/exit qualifications are titled ‘Healthcare Science’

 

 

 

Regulations apply to students commencing their studies from (please state the date / intake that these regulations will apply to students for each Stage):

 

Regulations apply to students

Date the regulations apply

Intakes affected

Stage 1

September 2017

2017 onwards

Stage 2

September 2017

2017 onwards

Stage 3

September 2017

2017 onwards

 

 

Stage 1

 

Code

Title

Credits

HCS102

Human Physiology

20

HCS107

Applied Physics and Measurement

20

HCS108

Applied Anatomy, Physiology and Pathophysiology

20

HCS113

Molecular and Cellular Biology

20

HCS114

Microbes and Host Defences

20

HCS116

Clinical and Professional Practice for Healthcare Science

20

 

Progression Regulations

 

To meet the requirements of the National School of Healthcare Science the following restrictions have been approved by Academic Board on the provisions of the university regulations:

 

Modules cannot be compensated so you must pass each module with an overall mark of 40%.

 

Students must also achieve a pass mark of 40% in each element of assessment in HCS116

 

Stage 2

 

Code

Title

Credits

 

HCS209

Professional Practice and Work-based Training in Physiological Sciences 1

20

HCS213

Applied Physiological measurement and Instrumentation

20

HCS214

Processes of Audiological Rehabilitation

20

HCS226

Research and analytical skills for bioscience

20

HCS216

Fundamental Principles of audiological assessment

20

HCS231

Pathophysiology of hearing and balance

20

 

 

Progression Regulations

 

To meet the requirements of the National School of Healthcare Science the following restrictions have been approved by Academic Board on the provisions of the university regulations:

 

Modules cannot be compensated so you must pass each module with an overall mark of 40%.

 

 

Stage 3

 

Core modules

 

Code

Title

Credits

HCS311

Professional Practice and Work-based Training in physiological sciences 2

30

HCS315

Psycho/social aspects of hearing loss

30

HCS316

Advanced Principles of audiological assessment

20

HCS318

Vestibular Assessment

10

HCS325

Healthcare Science Research Investigation

30

 

 

Progression Regulations

 

To meet the requirements of the National School of Healthcare Science the following restrictions have been approved by Academic Board on the provisions of the university regulations:

 

Modules cannot be compensated so you must pass each module with an overall mark of 40%.

 

 

Interim awards

As the BSc (Hons) Healthcare Science is a dedicated training programme for the Health Education England Healthcare Science Programme Board, then in order to comply with the PTP all students must be able to achieve all of the designated credits which make up the programmes. Any student who fails to do this at any stage cannot be awarded the named title BSc (Hons) Healthcare Science: Audiology as it would misrepresent their ability to practice. Consequently any student who fails to complete stages 1 or 2 of the programme will be transferred to the interim award of Healthcare Science.