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FACULTY OF HEALTH AND SOCIAL CARE Department of CPD Undergraduate Studies Cardiac Care September 2013 Ormskirk Campus

Module Handbook HEA 3167 Cardiac Care

Module Leader Chris Jones jonesch@edgehill.ac.uk 0151 5296242


CONTENTS

Introduction

Page 3

Learning Outcomes

Page 4

Assessment Strategy

Page 5

Assignment Guidance

Page 6

Assessment Submission

Page 7

Turnitin: Interpreting Originality Reports

Page 9

Confidentiality

Page 10

Learning Resources

Page 11

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Appendix A: Instructions for online submission Appendix B: Marking Criteria Timetable

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INTRODUCTION

Welcome to module HEA 3167 Cardiac Care. On successful completion of all the elements within the module, you will be awarded 20 credits at Level 6. This module is designed to develop your ability to envision the phenomenon of heart disease in its epidemiological, physiological, pharmacological and sociological aspects. It is intended for people who may assist in the treatment, support or rehabilitation of people who suffer from this condition. Throughout the module I will be your module leader and my contact details are listed on this handbook cover. If you wish to arrange a tutorial outside the timetabled support, please contact me to arrange an appointment. This will ensure that I am available to see you and will prevent a wasted journey for yourself. 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 within the Faculty of Health and Social Care, I would like to offer you a warm welcome, I hope that you enjoy this module and wish you every success.

Chris Jones Module Leader

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ONLINE SUPPORT FOR LEARNING

To support independent study you will have access to Blackboard 9.1 (Learning Edge). This online area contains links to relevant module materials available on the internet as well as links to electronic journals and books to provide flexible 24/7 access.

LEARNING OUTCOMES

On successful completion of the module you will be able to: 1. Critically engage in debates relating to the cause, spread, investigation, treatment and rehabilitation of patients with cardiac disease. 2. Critically evaluate the effectiveness of interventions made in the care of patients with cardiac disease. 3. Apply reasoned scepticism to research as it applies to cardiac care. 4. Apply critical analysis to matters of public policy to the treatment and rehabilitation of patients with cardiac disease.

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ASSESSMENT STRATEGY

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. This will include contributions to on line discussions and quizzes.

Summative Assessment The summative assessment for this module will be: Assignment You will be expected to prepare an article for a named journal. The article will relate to a subject of your choice. You will prepare the article in accordance with the ‘advice to authors’ of the named journal. There will be no expectation that you are published. However, the essay will resemble the format and style of the target journal. 4000 notional words; This must meet Learning Outcome nos 1, 2, 3 and 4; 100% of the mark

In order to pass the module, the overall aggregate mark must be above 40%.

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ASSIGNMENT GUIDANCE

You will be expected to choose your own subject for your summative assessment. Be careful that your subject will allow you to address the learning outcomes for the module. Please note that the learning outcomes are intended to allow you the maximum scope for interpretation in deciding what you are to write about. Be careful that you avoid simple description of your subject. You are expected to take an analytical approach to the subject you choose. Debate and the weighing of differing arguments will attract more marks than simple description. A selection of successful essays, have been included in the content area, for you to see how successful essays have been constructed by previous students.

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ASSIGNMENT SUBMISSION

Online Submission Date: 16th December 2013 Before 16.00 Provisional Marks available by: 30th December 2013 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.

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General Submission Requirements (For written assessments) 

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 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

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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.

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CONFIDENTIALITY STATEMENT

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:   

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.

ACADEMIC MALPRACTICE AND THE PROFESSIONAL REGISTRANT

Students should be aware that as a registrant of a Professional Body, any proven academic malpractice issues, such as plagiarism or any other type of malpractice as outlined in the university's regulations and procedures in respect of academic malpractice, may be reported to that (professional) body and or the commissioning agent. In addition, the university reserves the right to deny subsequent re attempts in accordance with the university's regulations and procedures in respect of academic malpractice.

For further details relating to both assessment processes and regulations, please refer to the CPD Undergraduate Student Handbook.

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LEARNING RESOURCES

Please use the library catalogue to access all your print and e-resources. Humphries, M. (2011) Nursing the cardiac patient, Chichester, West Sussex, U.K: WileyBlackwell, 2011. Barold, S. (2010) Cardiac pacemakers and resynchronization therapy step by step an illustrated guide, Chichester, West Sussex, UK: Wiley-Blackwell. Bojar, R. (1951) Manual of perioperative care in adult cardiac surgery, Chichester, UK: Wiley-Blackwell, c2011. Brubaker, P.H. (2002) Coronary Artery Disease: Essentials of Prevention and Rehabilitation Programs, Human Kinetics Leeds. Callum, K.G. (2000) ‘Percutaneous Transluminal Coronary Angioplasty: A Report of the National Confidential Enquiry into Perioperative Deaths’ London: National Confidential Enquiry into Perioperative Deaths. Chest Pain: Advanced Assessment and Management Skills / Edited by John Albarran and Jenny Tagney. Oxford: Blackwell, 2007. Foxall, F. (2010) Cardiac arrhythmia recognition an easy learning guide, Keswick [England: M&K Update. Jowett, N.I., & Thompson, D.R. (2007) Comprehensive Coronary Care, Foreword, Roger Boyle. Edinburgh: Baillière Tindall/Elsevier. Kenny, T. (2008) The nuts and bolts of cardiac pacing, Chichester, West Sussex, UK: WileyBlackwell, 2008. National Health Service (2000) National Service Framework for Coronary Heart Disease: Modern Standards and Service Models. London: Department of Health. National Heart Forum (1999) Social Inequalities in Coronary Heart Disease: Opportunities for Action. London: The Stationery Office. NCEPOD (2008) The Heart of the Matter: Death Following a First Time Isolated Coronary Artery by Pass Graft. Nicholson, C. (2007) Heart Failure, A Clinical Nursing Handbook. Chichester: John Wiley and Sons. Ramsdale, D.R. (2001) Illustrated Coronary Intervention: A Case-orientated Approach. London: Martin Dunitz. Stress and the Heart (electronic resource): Psychosocial Pathways to Coronary Heart Disease London: BMJ Books, c2002.

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Thow, M. (2009) Exercise leadership in cardiac rehabilitation for high risk groups an evidence-based approach Chichester, West Sussex, U.K; Hoboken, NJ: John Wiley. Valentin Fuster, Eric J. Topol (Eds) (2004) Atherothrombosis and Coronary Artery Disease Philadelphia: Lippincott Williams & Wilkins, 2004. Yu Cheuk Man (2008) Cardiac resynchronization therapy, Malden, Mass: Blackwell Futura. Journals  Journal of Clinical Effectiveness  Journal of Trauma  Ambulance Practice Journal  Accident & Emergency Nursing (UK)  British Medical Journal  Journal of Medical Ethics  British Journal of Anaesthesia  Anaesthesia and Analgesia 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 PsycInfo Social Care Online Anatomy TV InterMid – 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/ 12


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 HM(Library) August 2013

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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


APPENDIX B Assignment Marking Criteria: Academic Level 6 Weighting Descriptor

Grade 90-100%

(1st Class)

80-89%

(1st Class)

70-79%

(1st Class)

Relevant knowledge and understanding

75% Application of theory to practice

Level of investigation and use of supporting evidence

Excellent evidence of the ability to critically analyse and evaluate concepts and theories. Excellent synthesis of elements to support a substantial conclusion.

Discussion is fully supported by reference to an extensive range of contrasting source material. Accurate use of the current Harvard referencing system.

Outstanding organisation of material, discussion is articulate and fluent. Excellent concise use of language, grammatically sound, presented in accordance with assignment guidelines.

Excellent evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.

Critical use of an extensive range of relevant further reading/research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Excellent organisation of material, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with assignment guidelines.

Strong evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.

Engages with an extensive range of relevant further reading/research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Work is clearly and logically structured, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with assignment guidelines.

(If relevant) Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity. Contributes own ideas to current knowledge base.

Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity.

Demonstrates comprehensive knowledge and understanding. Evaluates a range of wider issues and perspectives. Strong evidence of independent thought and creativity.

Outstanding evidence of application of theory to practice. Is able to critically evaluate all aspects of theory and practice. Demonstrates an outstanding ability to use reflective skills in a critical and analytical manner where appropriate. Excellent evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate. Strong evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate.

25% Structure presentation and grammar

Level of analysis

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Assignment Marking Criteria: Academic Level 6 continued ‌ Weighting Descriptor

Grade 60-69%

Relevant knowledge and understanding

(ii.ii)

40-49%

(3rd Class)

30-39%

(U)

20-29%

(Fail)

25% Structure presentation and grammar

Level of analysis

Level of investigation and use of supporting evidence

Demonstrates the ability to critically analyse and evaluate concepts and theories in some depth, drawing together ideas and perspectives in order to reach a balanced and supportable judgement. Demonstrates the ability to critically analyse and evaluate concepts and theories, drawing together ideas and perspectives.

Good use of a range of relevant further reading/ research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Work is clearly and logically structured, discussion is articulate and fluent. Very well written, grammatically sound, presented in accordance with assignment guidelines.

Good use of relevant further reading/research findings to illustrate and extend the discussion. Accurate use of the current Harvard referencing system.

Work is well structured and aids clarity and coherence of the discussion or argument. Well written with few grammatical errors and presented in accordance with assignment guidelines. Work is clearly structured and supports developing discussion or argument. Clearly written and presented in accordance with assignment guidelines. Few grammatical errors. Work tends not to flow and is disjointed in places. Spelling/ grammatical errors are present. Work requires careful proof reading. Work is disjointed/ disorganised with many spelling/ grammatical errors, which impede the flow of the work. Work requires careful proof reading.

(If relevant) Thorough knowledge and understanding of key and a range of wider issues and perspectives. Good evidence of independent thought and creativity.

Good evidence of application of theory to practice. Demonstrates a well developed ability to use reflective skills in a critical manner where appropriate.

Sound knowledge and understanding of key and some wider issues. Clear evidence of independent thought and creativity.

Clear evidence of application of theory to practice. Demonstrates an ability to use reflective skills where appropriate.

Meets the assessment outcomes at threshold level. Adequate knowledge and understanding of key issues. Limited evidence of independent thought and creativity.

Limited attempts to apply theory to practice. Developing the ability to use reflective skills where appropriate.

Demonstrates a developing ability to critically analyse and evaluate concepts and theories.

Adequate use of further relevant reading/research findings in support of the discussion. Largely accurate use of the current Harvard referencing system.

Assessment outcomes are not met. Limited knowledge and understanding of the key issues. Very little evidence of independent thought and creativity.

Theory is applied to practice in a superficial manner. Difficulty in selecting appropriate theory.

Work has a tendency to be descriptive in places. Discussion is not developed. Little evidence of critical thought.

Reading is limited from a narrow range of sources. Valid points are made without the supporting literature/theory.

Assessment outcomes are not met. Key issues are not addressed. There is evidence of misunderstanding/ errors. No evidence of independent thought and creativity.

Only occasional application of theory to practice.

Many areas of description. No evidence of critical analysis or critical thought.

Narrow reading, key texts not accessed. Work is generally unsupported Inaccurate/ incomplete use of referenced material. A substantial number of referencing errors/ omissions.

(ii.i)

50-59%

75% Application of theory to practice

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Assignment Marking Criteria: Academic Level 6 continued ‌ Weighting Descriptors

Grade 10-19%

(Fail)

1-9%

(Fail)

0%

Relevant knowledge and understanding

75% Application of theory to practice

Level of analysis

Level of investigation and use of supporting evidence

If relevant) Assessment outcomes are not met. There is evidence of significant misunderstanding.

No application of theory to practice.

No evidence of critical analysis. Work is descriptive throughout. No evidence of critical thought.

Very little reading evident. Work is unsupported. Many referencing errors/omissions throughout the work.

Assessment outcomes are not met. No knowledge of understanding of key issues.

No application of theory to practice.

Work is a descriptive narrative.

No evidence of reading to inform approach.

25% Structure presentation and grammar

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.

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High levels of disorganisation. No logical progression to lines of discussion. Numerous spelling/ grammatical errors, which seriously impede the flow of the work. Work is very disorganised, difficult to read and understand. No attempt at discussion. Language used is inappropriate.


TIMETABLE Each session will be released at 06.00 each Tuesday. They will be left on BlackBoard for the rest of the module. Week 1 Sept 10 2013 2

Subject Introduction to coronary care Anatomy and physiology of the heart

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Who gets heart disease?

4

Chest pain assessment

5

Investigating coronary heart disease

6

Acute coronary syndromes

7

Managing myocardial infarction

8

Nursing patients in coronary care

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The management of complications

10

Cardiac rehabilitation

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Rhythm change and pacemakers

12

Percutaneous interventions and by pass grafting

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Palliative care in heart disease

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Tutorial

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Tutorial

16.12.2013 Submission date

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Hea 3167 handbook sept13  
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