FACULTY OF HEALTH AND SOCIAL CARE Department of Nursing BSc (Hons) Nursing Student Intake: April 2013 Ormskirk Campus
Module Handbook PUP 2222 Applied Sciences for Health and Wellbeing (One)
Linda Robson email@example.com 01695 657037 Sarah Doyle firstname.lastname@example.org Jackie Pierce Jackie.email@example.com 01695 657298
Module Contacts Catriona Levshankova firstname.lastname@example.org 01695 657032
Mary Farrelly email@example.com 01695 657075
Elaine Hughes firstname.lastname@example.org 01695 657065
Delyth Meirion-Owen email@example.com 01696 657039
Janette Fletcher firstname.lastname@example.org 01695 657095
Turnitin: Interpreting Originality Reports
Appendix A: Turnitin Appendix B: Marking Criteria
to be displayed on Blackboard
INTRODUCTION Welcome to module PUP 2222 Applied Sciences for Health and Wellbeing (One). On successful completion of all the elements within the module, you will be awarded 30 credits at Level 5. This Year 2 life sciences module will build on the Foundation Sciences for Nursing module undertaken in Year 1. The module will focus on the disease process, its pathophysiology, homeostatic effects and the psychosocial factors involved. Therefore you will be introduced to a number of body systems, disease processes and influences and abnormalities that may affect the system including the impact they have on homeostasis. The pharmacological contexts will provide you with a clear understanding of medicines management, which underpins nursing care delivery. You will also learn how illness impacts on the individual/ client behaviour, relationships, adherence to treatment and on the development of therapeutic relationships. The continued development of key skills will enable you to undertake physical clinical assessment of individuals/ clients essential for safe and effective care. You will be supported in the development of a range of clinical assessment skills e.g. nutritional assessment, fluid balance, MEWS and PEWS, pain assessment and medicines management. Throughout the module we will be your module leaders. Our contact details are listed on the cover of this handbook together with details of module contributors. If you wish to arrange a tutorial with a module leader or contributor outside of the timetabled support sessions (in Semester 2), please contact your tutor to arrange an appointment. This will ensure that the tutor is available to see you and will prevent you having a wasted journey. This module handbook should be read in conjunction with your Programme Handbook provided at the start of the course and available in your BlackBoard area, which details important information regarding confidentiality, academic rules, regulations and support. On behalf of all the staff on the module, we would like to offer you a warm welcome and wish you every success in Year 2. We hope that you enjoy the module and gain a lot from it. Mary Farrelly Catriona Levshankova Module Leaders
ONLINE SUPPORT FOR LEARNING
To support independent study you will have access to Blackboard 9.1 (Learning Edge) just as you had in Year 1. The whole module is supported by Blackboard, which will contain links to relevant module materials available on the internet as well as links to electronic journals and books to provide you with flexible 24/7 access. If things change or we need to notify about information on Blackboard we will announce it via email.
On successful completion of the module you will be able to: 1. Demonstrate an in-depth understanding of specific body systems and the pathophysiological basis of the management of a specific disease process. 2. Demonstrate an indepth understanding of the impact of disease on homeostasis. 3. Analyse the psychosocial factors that may impact upon the disease process. 4. Demonstrate a knowledge of the pharmacological/psychosocial interventions relating to identified body systems.
Formative Assessment Within this module a range of formal and informal assessment procedures will be employed during the learning process to support you in achieving the learning outcomes and to improve your performance in the summative assessment. Assessment will be tailored to field specific scenarios and small group activities. You will have the opportunity to practice clinical skills, numerical and drug calculations and participate in activities that aid your understanding of pathophysiology, psychology and sociology.
Summative Assessment The summative assessment is in two parts and both elements must be passed: Part 1 Design and production of an educational resource (e.g. educational resource) relating to a chosen disease process. This must meet Learning Outcome nos 1 & 3; 50% of the mark.
Part 2 Supporting paper. 1500 words; This must meet Learning Outcome nos 2 & 4; 50% of the mark.
In order to pass the module, the mark must be above 40% in each part.
In order to meet the learning outcomes for Part 1, you will need to create one educational resource e.g. a patient factsheet; an educational poster or a PowerPoint presentation. The resource will need to demonstrate your knowledge and understanding of body systems and the pathophysiological basis of the management of a specific disease process (e.g. endocarditis; pneumonia; thyroid condition or gastroenteritis) (LO1) and the psychosocial factors that may impact upon the disease process (LO3). The educational resource that you design will be aimed at a specific target audience. You will need to select your audience from one of the following groups: patients or their relatives; student nurses or junior staff nurses. In order to meet the learning outcomes for Part 2, you will need to produce a 1,500 word supporting paper. The paper needs to explore the effects of the chosen disease process on homeostasis (LO2) and examine the pharmacological/ psychosocial interventions relating to the identified body system(s) (LO4). Look at the learning outcomes 1 to 4 above and ensure that you have covered these. You will need to pass both parts of the assessment at 40% or above to achieve an overall pass for the module. Further assessment guidelines will be given within planned teaching session(s) in the second half of the module (i.e. in Semester 2). Harvard referencing should be used throughout both parts of the assessment. http://www.eshare.edgehill.ac.uk/1133/1/HR_guide_RevisedDec2011.pdf Referencing errors will impact on your overall mark.
Supporting Paper Presentation 1. Clear and legible font (size 12, Times New Roman or Arial); 2. Double spaced; 3. Number pages; 4. Online submission.
Online Submission Date: Friday 19th December 2014 Before 12.00 noon Provisional Marks available by: Tuesday 27th January 2015
Your assignments should be generated electronically and submitted online. Instructions for online submission and the how to view results can be found in Appendix A of this handbook.
Non-submission will result in a fail grade being recorded.
General Submission Requirements
Assignments must be electronically generated and you must keep an electronic copy of your assignment.
Appropriate referencing should take place throughout your assignment, utilising the Harvard Referencing System. Useful information and advice can be obtained via the University’s website at: General Guidance for Academic Skills, including referencing: http://www.edgehill.ac.uk/ls/support/academicskills/#intro Full Harvard Referencing Guide: http://www.eshare.edgehill.ac.uk/1133/1/HR_guide_RevisedDec2011.pdf
In-text authors and dates of publication, the work you include in your reference list and any appendices you attach are not included within the word count. Direct quotations from other sources are included within the word limit. Appendices are not marked and are for information only.
Assignments are expected to adhere to guidance regarding the recommended wordage and failure to do so may influence the final grade awarded.
You are responsible for stating the word count when submitting your assignment.
The marking criteria being used in this assessment strategy are attached in Appendix B of this handbook.
Confidentiality and academic malpractice regulations apply to all assessments.
Please note if you are unable to submit your assignment due to sickness or other exceptional mitigating circumstances, it will be necessary for you to apply to the Head of Department for an extension or to submit an exceptional circumstances form along with appropriate evidence (e.g. a medical certificate/independent evidence).
The details of the external examiner responsible for the assessment of this module can be found within the Health Student Wiki at: https://go.edgehill.ac.uk/wiki/display/health/External+Examiners+-+Student+Info
TURNITIN: INTERPRETING ORIGINALITY REPORTS The Originality Report is a report that highlights text in students’ work that has been submitted through Turnitin and then displays matches with the database that have the same or very similar wording. This consists of all quotes and paraphrases that students have included in their work, as well as phrases, which are favourably similar to other sources. Turnitin compares students’ work with text from: • • •
Published books, documents, journals, and articles; Websites, databases, and information repositories; Work submitted to Turnitin.
The report also includes a Similarity Score, which is a percentage, indicating how much of your essay matched other sources in the Turnitin Databases. If you receive a Similarity Score of 30% this means that Turnitin has identified 30% of your work as being similar to existing work stored in the database. There is NO similarity score that the student should aim for as a target. The Originality Report is usually ready in 5-10 minutes post-submission but can take longer when the demand is high.
HOW TO USE THE ORIGINALITY REPORT EFFECTIVELY
Armed with your similarity score and the list of colour-coded web-based links that matches each source highlighted in your text, you can begin direct comparison for in-depth analysis of the use of sources in your work. Features of this analysis should include: 1. 2. 3. 4.
The amount of textual borrowing; The reliance on sources; The accuracy of citations; The effectiveness of paraphrasing.
The main aim of the report is to help guide the student to rewrite their work to the point that they feel confident about the content, as well as improve academic skills to avoid poor academic practice by recognising the various forms of plagiarism.
There should be no reference within your assessed work to any name or identifying information relating to patients/clients or any staff member of any organisation. Inclusion of such information will result in a failed submission. Where it is relevant to state the name of any organisation, the information should be supported by reference to published documents that are available to the general public and form approved official documentation relating to the operation and provision of that organisation. It would be considered relevant to include the name of an organisation when: ď‚ˇ ď‚ˇ ď‚ˇ
Discussing/debating/analysing published data relating to the performance of that organisation. Discussing/debating/analysing published and approved policy and strategy of that organisation. Discussing/debating/analysing published research/evaluations/audit/opinion, which relates to and names that organisation.
Where the assignment requires reflection or analysis of specific practice/patient/client/service user scenarios, confidentiality must be maintained by the use of pseudonyms. Whilst retaining the essence of the scenario, where necessary some information may be altered to enhance anonymity, e.g., changing the number of siblings/children/place or type of work/accommodation or housing.
For further details relating to both assessment process and regulations, please refer to your Programme Handbook.
LEARNING RESOURCES Please use the library catalogue to access all your print and e-resources. Baillie, L. (2009) Developing Practical Nursing Skills (3rd edition). London: Hodder Arnold. Blair, K. (2011) Medicines Management in Childrenâ€™s Nursing. Exeter: Learning Matters. Blows, W.T. (2012) The Biological Basis of Clinical Observations (2nd edition). Oxon: Routledge. Chamley, C.A., Carson, P., Randall, D. & Sandwell, W.M. (2005) Developmental Anatomy and Physiology of Children: A Practical Approach. Edinburgh: Elsevier. Clancy, J. & McVicar, A.J. (2009) Physiology and Anatomy for Nurses and Healthcare Professionals: a homeostatic approach (3rd edition). London: Hodder Arnold. Coben, D. & Atere-Roberts, E. (2005) Calculations for Nursing and Healthcare (2nd edition). London: Palgrave Macmillan. Dougherty, L. & Lister, S. (2011) The Royal Marsden Hospital Manual of Clinical Nursing Procedures (8th edition). Oxford: Wiley Blackwell. Endacott, R., Jevon, P. & Cooper, S. (2009) Clinical Nursing Skills: Core and Advanced. Oxford: Oxford University Press. Evans, D., Coutsaftiki, D. & Fathers, C. (2011) Health Promotion and Public Health for Nursing Students (Transforming Nursing Practice Series). Exeter: Learning Matters. Gatford, J. D. & Phillips, N. (2011) Nursing Calculations (8th edition). London: Churchill Livingstone Elsevier. Glasper, A., Aylott, M. & Battrick, C. (2009) Developing Practical Skills for Nursing Children and Young People. London: Hodder Arnold. Healy, D. (2008) Psychiatric Drugs Explained. London: Churchill Livingstone Elsevier. Janson Cohen, B. (2012) Memmlerâ€™s The Human Body in Health and Disease (12th edition). London: Lippincott, Williams & Wilkins. Jones, O. (2012) Chavs: The Demonization of the Working Class. London: Verso. Karch, A., Sheader, E., Speake, T. & Griffiths, C. (2010) Focus on Nursing Pharmacology (1st UK edition). London: Lippincott, Williams and Wilkins. Langley-Evans, S. (2009) Nutrition: A Lifespan Approach. London: Wiley-Blackwell. Lawson, E. & Hennnefer, D. L. (2010) Medicines Management in Adult Nursing. (Transforming Nursing Practice Series). Exeter: Learning Matters.
Lenny, C. (2004) The Contact a Family Directory 2011/2012: The Essential Guide to Medical Conditions, Disability and Support. London: Contact a Family. Margeresen, C. & Trenoweth, S. (eds.) (2009) Developing Holistic Care for Long-term Conditions. London: Routledge. Peate, I. & Nair, M. (2011) Fundamentals of Anatomy and Physiology for Student Nurses. London: Wiley-Blackwell. Priest, H. (2012) An Introduction to Psychological Care in Nursing and Health Professions. Oxon: Routledge. Scott, W.N. (2011) Anatomy and Physiology Made Incredibly Easy (1st UK edition). London: Lippincott, Williams & Wilkins. Scott, W.N. (2012) Pathophysiology Made Incredibly Easy (1st UK edition). London: Lippincott, Williams & Wilkins. Shaw, M., Smith, G.D., Thomas, B. & Dorling, D. (2008) The Grim Reaper’s map: an Atlas of Mortality in Britain. Bristol: The Policy Press. Taylor, S. D. & Field, D. (eds.) (2007) Sociology of Health and Health Care (4th edition). Oxford: Blackwell. Walsh, M. (ed.) (2007) Watson’s Clinical Nursing and Related Sciences (7th edition). London: Ballière Tindall. Learning Services has a range of journals, databases and e-books to enable you to search for high quality, evidence-based information. A full list of the resources, supporting information and Frequently Asked Questions can be found on the Health and Social Care subject web pages: http://www.edgehill.ac.uk/ls/subject/health/ http://www.edgehill.ac.uk/ls/subject/social-work/
A discovery service is a single search tool that provides fast and simple access to print and electronic material. Use Discover More to search for print books, eBooks, journals, full-text articles and much more. They search the library catalogue and the majority – although not all – of Edge Hill’s electronic resources. Use the Discover More link in the library catalogue. Key Online databases and journal collections All resources are available through the health subject web pages or the library catalogue. Learning Services has 19,000 journals available online. Cinahl Cochrane Library –full text Proquest Nursing – full text Internurse – full text Wiley Online Library – full text 12
PsycInfo Social Care Online Anatomy TV InterMid â€“ full text Maternity and Infant Care (MWIC) For multi-disciplinary and more specialist resources, there is more information on the health and social care subject web pages. http://www.edgehill.ac.uk/ls/subject/health/ http://www.edgehill.ac.uk/ls/subject/social-work/ E-books Edge Hill has a collection of over 80,000 e-books which can be accessed 24/7. Links are in the library catalogue or subject web pages. MyiLibrary Ebrary Ebsco e-books Ovid e-books (Made Incredibly Easy! Series) Royal Marsden Manual OnLine StatRef Midwifery
APPENDIX A Instructions for Online Submission TURNITIN Ensure front cover sheet is attached and completed prior to submission. Follow the following steps to submit your assignment through Turnitin. 1. Access http://www.edgehill.ac.uk/ 2. Login using your username and password 3. Access Learning Edgehill 4. Access the Module Area 5. Access Module Assessment Area 6. Click on Turnitin Drop Box 7. Complete form add Module Code 8. Click on Browse button to locate your assignment that is saved 9. Double click the file name to start load process 10. Select the upload button 11. Confirm content 12. Click submit You will receive an e-mail to your university account to confirm your assignment is submitted. Save a copy. Non-submission will result in a fail grade being recorded. Access and view feedback through Turnitin You will receive an e-mail to your university account informing you that your grade and feedback is available for view. Follow the following steps to view your grade and feedback: 1. 2. 3. 4. 5. 6. 7. 8. 9.
Access http://www.edgehill.ac.uk/ Login using your username and password Access Learning Edgehill Access the Module Area Access Module Assessment Area Access Turnitin Click on your Assignment title View Grade and Feedback Click reply to comment on feedback
Save a copy of the assignment and store on the Z Drive Contact the Module Lead to report problems encountered with submitting the assignment through Turnitin and viewing your feedback. Please note that guides to submit work through Turnitin are available at: http://www.eshare.edgehill.ac.uk/883/ 14
Assignment Marking Criteria: Academic Level 5 Weighting Descriptor
Relevant knowledge and understanding
75% Application of theory to practice
Level of analysis
Level of investigation and use of supporting evidence
(If relevant) Deep knowledge of the topic, explicitly related to comprehensive knowledge of the discipline(s). Utilises excellent questioning approach to reach an insightful structured conclusion. Thorough, explicit knowledge and understanding of the topic. Clear understanding of the explicit links to some aspects of the wider field.
Deep knowledge and understanding and application of theories and principles to practice.
Excellent analysis and synthesis of elements of the argument, including contrary views with excellent reflection.
Extensive evidence /references used effectively and cited accurately. Draws from a wide range of relevant sources to support discussion.
Thorough, explicit knowledge and understanding and application of theories and principles to practice.
High level of ability to analyse and reflect critically, using a range of perspectives.
Evidence/ references used effectively and cited accurately. Draws from a range of relevant sources to support discussion.
Thorough, explicit knowledge and understanding of the topic. Ability to accurately use terminology.
Thorough, explicit knowledge and understanding and application of theories and principles to practice. Applies theories and principles to situations and practice in comprehensive manner.
Demonstrates the good use of analytical skills and the process of reflection.
Evidence/ references used effectively and cited accurately. Utilises relevant material to support discussion.
Demonstrates analysis of key issues and the ability to use reflective skills, where appropriate.
Evidence/ references used effectively to support discussion and cited accurately.
Sound, partially implicit, knowledge and understanding of topic issues. Ability to use terminology.
Applies theories and principles to situations/ practice.
Demonstrates some analysis of key issues and use of reflective skills, where appropriate.
Demonstrates a developing ability to use evidence/ references effectively and accurately.
Lacks depth and breadth in coverage of the subject matter. Meets assessment outcomes at threshold level.
Identifies fact and principles and applies them to situations/ practice.
Developing some ability to analyse key issues and use of reflective skills, where appropriate, but a tendency to be descriptive.
Broad evidence of reading/ investigation. Some use of references and sources cited.
Good knowledge and understanding of topic issues. Ability to accurately use terminology.
25% Structure presentation and grammar
Excellent structure and standard of presentation. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines. Well-structured and high standard of presentation. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines. Clearly and logically presented. Grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines. Clearly structured and presented. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines. Well structured, presented and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines. Generally satisfactory presentation and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.
Assignment Marking Criteria: Academic Level 5 continued â€Ś Weighting Descriptor
Grade 30-39% (Fail)
20- 29% (Fail)
Relevant knowledge and understanding
75% Application of theory to practice
Level of analysis
Level of investigation and use of supporting evidence
25% Structure presentation and grammar
Basic implicit knowledge of some relevant topic issues. Partial understanding. Assessment outcomes are not met. Inadequate knowledge or understanding of topic issues. Some factual errors. Assessment outcomes are not met.
Demonstrates limited application of theory to practice.
Limited evidence of analysis.
Limited reading/ investigation. Incomplete use of references. Majority of sources not cited.
Spelling and grammatical errors. Limited logical progression. Some inappropriate use of language.
Demonstrates little application of theory to practice.
Little evidence of analysis.
Insufficient reading/ investigation. Incomplete use of references. Most sources not cited.
Many spelling and grammatical errors. Very limited logical progression. In the main inappropriate use of language.
Inadequate knowledge or understanding of topic issues. Several factual errors. Assessment outcomes are not met.
No application of theory to practice.
No evidence of analysis.
Lacks evidence of reading/ investigation. Incomplete use of references. Most sources not cited.
Many spelling and grammatical errors. Disorganised â€“ lacks logical progression and inappropriate use of language.
No knowledge or No application of No evidence No supporting No logical structure. understanding of topic theory to of analysis. evidence. Incomplete sentences. issues. practice. Incomprehensible Many factual errors. content. Assessment outcomes are not met. Late submissions without relevant permission. Evidence of academic malpractice as defined by Institutional Policy. Major breach of confidentiality. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation. Failure to generate assignment electronically.