Attachments

 

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Quality Handbook

 

 

AQH-B2-3a Undergraduate Programme Specification Template

August 2015

 

 

 

Faculty of Health Sciences & Wellbeing

School of Nursing & Health Sciences

 

 

BSc Healthcare Science: Life Sciences

Blood Sciences

Infection Sciences

Cellular Sciences

Genetic Sciences


 

 

2019-2020

 

 

PROGRAMME SPECIFICATION

 

 

 

 

 

 

 

 

 

Version History

 

 

 

Version

Occasion of Change

Change Author

Last Modified

1.0

Version presented for approval

Dr A Cunningham

30/3/11

2.0

Amendments following institutional approval

Dr A Cunningham

17/11/11

3.0

Revisions at annual review after first year of operation

Dr. R. Pullen

May 2013

4.0

Revisions to project 

Dr. R. Pullen

Sept 2013

5.0

HCS202 & HCS203 replaced with HCS226. HCS106 replaced with HCS116

Updated programme specific regs

Dr J Armstrong

Aug 2016

6.0

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

Dr J Armstrong

Aug-Sept 2016

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SECTION A: CORE INFORMATION

 

  1. Name  of programme

 

Healthcare Science (Life Sciences) in (Genetic Sciences), (Blood Sciences), (Cellular Sciences) or (Infection Sciences)

 

  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, 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 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 & Health Sciences

 

  1. Programme Studies Board? BioSciences

 

  1. Programme Leader: Michelle Payne

 

  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

 

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

50 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 (new programmes only)

 

  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 in the NHS within the chosen specialism. The programme delivers the Modernising Scientific Careers (MSC) Healthcare Science Practitioner Training Programme (PTP) Life Sciences curriculum and is a partnership between the University and the NHS. The teaching and learning methods employed reflect this dual purpose of fitness to practice in terms of competence as well as the required knowledge, skills and associated qualities and behaviours. 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.

 

The teaching and assessments on the programme have been constructively aligned with the intended outcomes of student achievement and reflect progressive development through the programme. Integration of traditional lecture- and laboratory-based learning with active, experiential and enquiry-based learning, promotes inclusivity of different learning styles and cultural backgrounds. 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.

 

The programme is designed to promote advancement in terms of academic understanding from fundamental knowledge and skills towards their application within clinical laboratory medicine disciplines and related translational research. A central aim is to provide a curriculum that is informed by current and emerging developments in research and professional practice. There has recently been significant investment in a ‘Living lab’ which provides a true interdisciplinary education environment reflecting advances in laboratory medicine, in particular the increasing use of Point of Care technology and the provision of personalised medicine. This environment also promotes opportunity for inter-professional learning as well as contribution of the patient perspective through involvement of practitioners and patient, carer, and public involvement (PCPI) participants. Furthermore, there is an increasing amount of experiential learning undertaken in the integrated placements to support academic learning and promote progression through each stage of the programme. Both curriculum and professional portfolios are used to provide evidence of the experiential knowledge and skills developed. 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.

 

  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 (academic placement coordinator, administrative placement officer 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) Life Sciences curriculum contains a large proportion of work-based training which will be unpaid and 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 contains 10 weeks work-based training, Stage 2 contains 15 weeks work-based training, and Stage 3 contains 25 weeks work-based training. The availability of training places is underpinned by Trust need based on workforce planning.

 

 

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 which is accredited by the Institute of Biomedical Science, and a curriculum and work-based training (Practitioner Training Programme) which is accredited by the National School of Healthcare Science and approved by the Health and Care Professions Council. 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.

 

 

  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

 

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 Recognise the role and professional practice of healthcare scientists

K3 Understand the importance of health and safety in the work place

K4 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:

 

S5 Analyse and interpret biomedical data using appropriate techniques

S6 Evaluate and synthesise information, arguments and analyses supported by evidence from appropriate sources

S7 Employ an analytical approach to an important research question in healthcare science

S8 Recognise safety and ethical issues within a scientific investigation

S9 Effectively perform and demonstrate quality control compliance using a range of relevant methods

 

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:

 

K5 Articulate using appropriate terminology fundamental knowledge of cellular and physiological processes relevant to human health and disease

K6 Differentiate the clinical laboratory specialities specific to the investigation of disease processes

K7 Explain the principles of current techniques underpinning modern healthcare science

K8 Effectively benchmark the principles and practices relevant to the routine investigations and procedures within healthcare science (Life Sciences)

 

 

 

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:

 

S10 Evaluate the application of a range of established techniques that form the basis of pathological diagnosis

S11 Evaluate the relevance and significance of scientific information

S12 Apply research and analytical methodologies to an individual research project

S13 Effectively apply the competence and professional standards of conduct expected of a Biomedical Scientist in a practice-based setting

S14 Professionally perform routine tasks expected of a Healthcare Science Practitioner (Life Sciences)

 

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:

 

K9 Explain the pathophysiology of clinically relevant human diseases

K10 Summarise advanced understanding of current biomedical specialities and their application to patient care

K11 Theoretically underpin how emerging science and technology will impact the future of healthcare delivery

K12 Appraise the role of quality assurance systems within healthcare science (Life Sciences) and apply principles of this to the context of professional practice

 

Note:

The title BSc (Hons) Healthcare Science is a dedicated title by which the graduate must have gained all the required university credits and must also have successfully completed the Practitioner Training Programme. A student who fails to do both of these cannot be awarded the title in BSc (Hons) Healthcare Science and they cannot register with HCPC as a Healthcare Science Practitioner – Biomedical Scientist.  An Aegrotat degree does not allow the student to register with HCPC. 

 

Interim awards

In cases, where the student does not fulfil all the above requirements for the BSc (Hons) Healthcare Science degree, they could be eligible for a University interim award of:

  • Certificate of Higher Education in Healthcare Science
  • Diploma in Higher Education in Healthcare Science

As mentioned above, none of these allow registration with HCPC or carry accreditation by IBMS.

 

 

 

 

 

 

  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 (ie 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 Appendix.

 

The Healthcare Science programme is designed to meet the requirements of the Health Education England Healthcare Science Programme Board PTP Life Sciences curriculum, as well as the Institute of Biomedical Science (IBMS) and the UK Health and Care Professions Council (HCPC) Standards of Proficiency. The programme is constructed to promote advancement in terms of academic understanding from fundamental knowledge and skills towards their application within clinical laboratory medicine disciplines, and consists of three stages, with core modules at Stages 1 (level 4) and 2 (level 5), and a mix of core and optional modules available at Stage 3 (level 6), depending on the subject specialism. 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 allow achievement of 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: Life Sciences and the specific routes (Blood Sciences, Infection Sciences, Cellular Sciences, Genetic Sciences) are shown: 


 

 

 


Stage 1 (level 4)

Module

Code

Credits

Fundamental Skills in Biomedicine

HCS111

20

Human Physiology

HCS102

20

Chemistry for the Biosciences

HCS112

20

Molecular and Cellular Biology

HCS113

20

Microbes and Host Defences

HCS114

20

Clinical and Professional Practice for Healthcare Science

HCS116

20

 

 

 

 

 

 

 

 

 

 

In stage 1 (level 4), all Healthcare: Life Sciences 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 (level 5) and 3 (level 6). Four core modules (HCS102, HCS112, HCS113, HCS114) in Stage 1 of the programme introduce students to human physiology, cell biology, chemistry and biochemistry, genetics, molecular 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). A skills module (HCS111) will provide students with the tools to acquire the fundamental skills required in biomedical and healthcare sciences. This includes development of basic competency in laboratory skills and an understanding of laboratory health and safety, as well as science study skills.

 

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 life sciences rotational work-based placements in hospital Trusts. The aim of these ‘tasters’ is to provide students with a broad appreciation of the range of work undertaken within healthcare science and provide a motivational element as they work towards a career in the NHS. Students will start their portfolio of evidence and complete relevant sections of the Work-based Learning Guide for year 1 of the PTP Life Sciences curriculum.

 

Stage 2 (level 5)

 

Module

Code

Credits

Pathophysiology and Therapeutics

HCS201

20

Blood Science

HCS206

20

Research and Analytical Skills for Biosciences

HCS226

20

Molecular and Cellular Analysis

HCS227

20

Infection and Immunity

HCS228

20

Professional Practice and Work-based Training for Life Sciences

HCS230

20

 

In stage 2 (level 5), all Healthcare: Life Sciences students will undertake a common second year. Students are introduced to the clinical specialities within laboratory medicine, as well as an appreciation of the biology of disease and its analysis (HCS206, HCS227, HCS228). Students will further develop their practical skills beyond the basic competencies, with direct experience of a range of techniques relevant to the diagnosis and investigation of disease. An integrative module in Pathophysiology and Therapeutics (HS201) will provide students with a holistic understanding of selected disease processes and the scientific basis of pharmacology and the therapeutic management of disease, enabling students to reflect on the broader role of clinical laboratory specialisms.

 

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. Students will also have the opportunity to work in a state of the art Instrumentation Analysis Laboratory as well as the Point of Care Centre. To extend the range of transferrable skills, analytical and problem-solving skills are introduced at this Stage, which will enable students to appreciate some of the issues related to the laboratory investigation of disease.

 

Work-based training: The first large discipline-specific element of work-based training is delivered in HCS230. Students will undertake 15 weeks of integrated work-based training in a specialist discipline where they will gain the knowledge, skills and experience of routine investigations in their specialist area. Students will continue their portfolio of evidence and complete relevant sections of the Work-based Learning Guide for year 2 of the PTP Life Sciences curriculum.

 

For stages 2 and 3, the University, placement provider and student will agree and sign work-based learning contracts upon commencing the discipline specific work-based training.

 

Stage 3 (level 6)

The final year of the programme focuses on the theoretical and practical knowledge underpinning the specialisms within clinical laboratory medicine, 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 commence in stage 3, and students will undertake 25 weeks of integrated work-based training in a specialist discipline (HCS331). Students will progressively develop an understanding of the importance of patient-centred care, evidence-based practice, clinical audit and multidisciplinary team working.

 

The core/optional modules are defined by the specialism undertaken, in line with the indicative content specified by the Healthcare Science: Life Sciences curriculum, and are outlined below:

 

Blood Science:

 

Core Modules

Code

Credits

Clinical Biochemistry

HCS304

20

Clinical Immunology

HCS328

20

Haematology and Transfusion Science

HCS329

20

Advanced Professional Practice and Work-based Training for Life Sciences

HCS331

30

Healthcare Science Research Investigation

HCS325

30

 

 

Infection Science:

 

Core Modules

Code

Credits

Medical Microbiology

HCS309

20

Clinical Immunology

HCS328

20

Advanced Professional Practice and Work-based Training for Life Sciences

HCS331

30

Healthcare Science Research Investigation

HCS325

30

Optional Modules (one from four)

 

 

Cellular Pathology

HCS303

20

Clinical Biochemistry

HCS304

20

Human Genetics and Genomics

HCS308

20

Haematology and Transfusion Science

HCS329

20

 

Cellular Science:

 

Core Modules

Code

Credits

Cellular Pathology

HCS303

20

Advanced Professional Practice and Work-based Training for Life Sciences

HCS331

30

Healthcare Science Research Investigation

HCS325

30

Optional Modules (two from five)

 

 

Clinical Biochemistry

HCS304

20

Human Genetics and Genomics

HCS308

20

Medical Microbiology

HCS309

20

Clinical Immunology

HCS328

20

Haematology and Transfusion Science

HCS329

20

 

Genetic Science:

 

Core Modules

Code

Credits

Human Genetics and Genomics

HCS308

20

Haematology and Transfusion Science

HCS329

20

Advanced Professional Practice and Work-based Training for Life Sciences

HCS331

30

Healthcare Science Research Investigation

HCS325

30

Optional Modules (one from four)

 

 

Cellular Pathology

HCS303

20

Clinical Biochemistry

HCS304

20

Medical Microbiology

HCS309

20

Clinical Immunology

HCS328

20

 

 

 

 

 

  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. Links are provided to enable access to web-based tutorials, webinars and videos, which are central to the learning experience.

 

Work-based training

Work-based training takes place in recognised training laboratories that meet the criteria for an IBMS 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. Training within a clinical laboratory specialism provides the opportunity to demonstrate quality control compliance using a range of core and specialised methods and techniques, completion of the relevant competencies (as defined in the Life Science training manual for each specialism) and finalise evidence relating to the HCPC Standards of Proficiency.

 

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

 

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)

 

  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, media summary, 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)

Observed Clinical Experience (OCE)

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 Bioscience Horizons (an online journal which publishes undergraduate and taught masters bioscience research).

 

A range of additional coursework assessments are included at different stages, which progress from short descriptive essay writing, oral presentation and media summary (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 four working weeks, promoting constructive feed-forward throughout the programme. Past examination papers are provided for revision purposes, and 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.

 

PTP Portfolio assessment strategy

The assessment of competence will be performed in the workplace by registered Healthcare Science Practitioners or equivalent who in addition to their professional training, are also qualified assessors (which is checked by audit). Training for mentors is provided by the University for those NHS staff who wish to undertake this role. Their assessment skills are reinforced through CPD support days provided by 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. 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 Observed Clinical Experience (OCE) as specified in the Work-based Learning Guide. The completed portfolio of evidence built up by the trainee is then moderated by a clinical mentor 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. The final assessment is by the module lead at the University.

 

In addition, completion and external verification of the Institute of Biomedical Science (IBMS) registration portfolio for the certificate of competence is required in order to gradate with the named award and enable registration with the HCPC as a Biomedical Scientist.

 

 

  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, 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 with an NHS trust.

 

 

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: Life Sciences is accredited by the National School of Healthcare Science, the Institute of Biomedical Science (IBMS) and approved by the Health & Care Professions Council (HCPC) and leads to eligibility to join the HCPC register as a Biomedical Scientist following graduation.

 

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 line with the HCPC professional code of conduct for Biomedical Science, and 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 component 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 qualities and behaviours (including respect, honesty, and responsibility) and is monitored on the programme through the clinical placement modules by University Fitness to Practice regulations. 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 (HCS111, HCS116, HCS230, HCS226, HCS331, HCS325), 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.

 

The programme team have a close partnership with NHS employers and regular stakeholder meetings between employers, PCPI participants and the programme team provide a platform for ongoing review and development. This enables employers to inform the University of any relevant changes within clinical laboratory medicine which may impact on the employability of graduates. The University offers a short course for NHS staff who act as mentors for students of Healthcare Science. The University (in collaboration with Northumbria University) also holds annual ‘Train the Trainer’ events for updates on issues within the education sector and NHS and for exchange of other relevant information.

 

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 50 weeks work-based training and students have to pass the placement modules (HCS116, HCS230, HCS331). Completion of this programme entitles the graduate to join the HCPC register as a Biomedical Scientist. Students are also entitled to join the Academy for Healthcare Science accredited voluntary register for Healthcare Science Practitioners.

 

  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: Life Sciences programmes are currently accredited:

National School of Healthcare Science until 2019

Institute of Biomedical Science until September 2017

Approved by the Health and Care Professions Council

 

The relevant PSRB(s) is/are:

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

Institute of Biomedical Science (IBMS): https://www.ibms.org/

Health and Care Professions Council (HCPC): http://www.hcpc-uk.org/

 

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 Biomedical 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 Occupational Health clearance and be subject to competitive interview by the hospital placement provider (which is aligned to NHS values-based recruitment). Subject to meeting these criteria, students will transfer to the appropriate BSc Healthcare Science.

 

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?

No

 

 

If yes, to which Stages?

Stage 1

 

Stage 2

 

Stage 3

 

Stage 4

 

 

 

 

  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)       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 (eg. 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 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 Healthcare Science Practitioner, 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 (eg. ‘sim man’ which will enable interactive learning of human physiology and pharmacology).
  • A brand new MALDI-TOF MS and nanoHPLC MALDI spotter for both 2D-gel based proteomics and bacterial identification.
  • A number of flow cytometers, including a brand new BD Accuri bench top flow cytometer for cell based assays
  • 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)

 

 

The University will pay for the Disclosure and Barring Service (DBS) check.

 

  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 – Life Sciences

 

 

Stage 1

 

Module

Code

Core / Option

Modes of T&L

Modes of Assessment

LO K1

LO K2

LO K3

LO K4

LO S1

LO S2

LO S3

LO S4

Fundamental Skills in Biomedicine

HCS111

Core

L, LP, W, DS, IS, GW, RE

P, E

 

 

TD

 

TD

TDA

TDA

 

Human Physiology

HCS102

Core

L, LP, W, DS, IS, GW

Ex, Pr

TDA

 

 

 

TD

TDA

TD

 

Chemistry for the Biosciences

HCS112

Core

L, LP, W, DS, IS, GW

Ex, LR

TDA

 

T

 

TDA

TDA

TD

 

Molecular and Cellular Biology

HCS113

Core

L, LP, W, DS, IS, GW

Ex, LR

TDA

 

T

 

TDA

TDA

TD

 

Microbes and Host Defences

HCS114

Core

L, LP, W, DS, IS, GW

Ex, MS

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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, LR = Laboratory Report, MS = Media Summary, 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 K5

LO K6

LO K7

LO K8

LO S5

LO S6

LO S7

LO S8

LO S9

Pathophysiology and Therapeutics

HCS201

Core

L, LP, W, DS, IS, GW

Ex, LR

TDA

 

TD

 

TD

TDA

 

 

 

Blood Science

HCS206

Core

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

Ex, C

TDA

TDA

TDA

 

TDA

TDA

 

 

 

Research and Analytical Skills for Biosciences

HCS226

Core

L, LP, W, DS, IS, RE, EBL

Ex, RP

 

 

TD

 

TD

TDA

TDA

TDA

 

Molecular and Cellular Analysis

HCS227

Core

L, LP, W, DS, IS, GW

Ex, SC

TD

TDA

TDA

 

TDA

TDA

 

 

 

Infection and Immunity

HCS228

Core

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

Ex, LR

TDA

TDA

TD

 

TDA

TDA

 

 

 

Professional Practice and Work-based Training for Life Sciences

HCS230

Core

DS, IS, PPr, W

PTP

 

 

 

TDA

 

 

 

 

TDA

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Modes of T&L: CBL = Case-Based Learning, DS = Directed Study, EBL = Enquiry-based Learning, 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, 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 K9

LO K10

LO K11

LO K12

LO S10

LO S11

LO S12

LO S13

LO S14

Cellular Pathology

HCS303

Option

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

Ex, C

TDA

TDA

TD

 

TDA

TDA

 

 

 

Clinical Biochemistry

HCS304

Option

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

Ex, EA

TDA

TDA

TDA

 

TDA

TDA

 

 

 

Human Genetics and Genomics

HCS308

Option

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

Ex, EA

TD

TDA

TDA

 

TDA

TDA

 

 

 

Medical Microbiology

HCS309

Option

L, LP, W, DS, IS, GW

Ex, EA, Co

TD

TDA

TDA

 

TDA

TDA

 

 

 

Healthcare Science Research Investigation

HCS325

Core

LP, IT, DS, IS, RE, EBL

SE, Po, RR

 

 

D

 

 

TDA

TDA

 

 

Clinical Immunology

HCS328

Option

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

Ex, LR

TDA

TD

TD

 

D

TDA

 

 

 

Haematology and Transfusion Science

HCS329

Option

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

Ex, C

TDA

TDA

TD

 

TDA

TDA

 

 

 

Advanced Professional Practice and Work-based Training for Life Sciences

HCS331

Core

DS, IS, W, PPr

RE, PP, PTP

D

D

D

TDA

D

D

 

TDA

TDA

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Modes of T&L: CBL = Case-Based Learning, DS = Directed Study, EBL = Enquiry-based Learning, 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, SE = Supervisor evaluation

T = Taught, D = Developed, A = Assessed


PART B   -  Programme  Regulation/s

 

Name of programme: Healthcare Science (Life Sciences) in (Genetic Sciences), (Blood Sciences), (Cellular Sciences) or (Infection Sciences)

 

Title of final award: BSc with Honours Healthcare Science (Life Sciences) in (Genetic Sciences), (Blood Sciences), (Cellular Sciences) or (Infection Sciences)

 

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

 

Accreditation: Healthcare Science (Life Sciences) programmes are accredited from 2015-2019 by the National School of Healthcare Science and from 2016-2021 by the Institute of Biomedical Science (IBMS), and approved by the Health and Care Professions Council (HCPC).

 

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

3)       For work-based modules (HCS116, HCS230, HCS331), every element of assessment must attain a pass mark (40%)

4)       Maximum period of registration on a programme of study will be 5 years for full-time students

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

HCS111

Fundamental Skills in Biomedicine

20

HCS102

Human Physiology

20

HCS112

Chemistry for the Biosciences

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

 

HCS201

Pathophysiology and Therapeutics

20

HCS206

Blood Science

20

HCS226

Research and Analytical Skills for Biosciences

20

HCS227

Molecular and Cellular Analysis

20

HCS228

Infection and Immunity

20

HCS230

Professional Practice and Work-based Training for Life Sciences

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

HCS325

Healthcare Science Research Investigation

30

HCS331

Advanced Professional Practice and Work-based Training for Life Sciences

30

 

 

Optional modules: Choose modules to the value of 60 credits from the following list (choice depends on specialism)

 

 

Code

Title

Credits

HCS303

Cellular Pathology

20

HCS304

Clinical Biochemistry

20

HCS308

Human Genetics and Genomics

20

HCS309

Medical Microbiology

20

HCS328

Clinical Immunology

20

HCS329

Haematology and Transfusion 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%.