Assessment Handbook BSc Paramedic Science Level 6

Assessment handbook BSc (Hons) Paramedic Science Level 6

Course Coordinator: Rob Cawston School of Society, Community and Health Faculty of Health and Social Sciences

Contents

Glossary .................................................................................................................................................................3 What is this Handbook for? ................................................................................................................................4 How do I submit my assignments? ...................................................................................................................4 How can I check if my assignment has been submitted? ..............................................................................4 When are my assignments due? ....................................................................................................................4 When do exams take place? ...........................................................................................................................5 ASSESSMENT SCHEDULE . .............................................................................................................................7 Types of assessment .......................................................................................................................................8 Fairness in Assessment ...................................................................................................................................8 Formative Assessment .....................................................................................................................................8 Summative Assessment...................................................................................................................................8 Completing your assessment ..........................................................................................................................8 Planning for your assessments.......................................................................................................................8 How do I know what is expected of me? .....................................................................................................9 Where can I get help with my work? ............................................................................................................9 What happens if I have a crisis and cannot submit or attend my assessment? ................................. 10 What if I am late for a submission or assessment? ................................................................................. 10 How will my work be marked? .................................................................................................................... 10 University Grading System ............................................................................................................................... 10 Plagiarism checking....................................................................................................................................... 11 How do I access my marks and feedback? ............................................................................................... 11 What happens if I fail? ................................................................................................................................. 11 How can I ensure I obey the rules regarding good academic practice? .............................................. 12 How do I avoid breaking the rules? .......................................................................................................... 12 How many credits do I need to pass the year? ........................................................................................ 12 Assessment Explained – At a Glance.............................................................................................................. 13 Feedback ........................................................................................................................................................ 14 Making the Most of Feedback...................................................................................................................... 14 When will I receive my marks and feedback from summative assessments? ..................................... 14 How can I make the most of feedback? .................................................................................................... 14 Feedback Explained – At a Glance.................................................................................................................. 16 Appendix One – Assignment Briefs Semester 1 ....................................................................................... 17 Appendix Two – Assignment Briefs Semester 2 ....................................................................................... 18 2

Glossary Academic Integrity – this phrase relates to academic conduct and means that you ensure that the work you submit is your own and is properly referenced when you submit it Assignment Brief - found in your BREO unit, this is the guide you use for your summative assessment Assessment schedule - this shows you the dates you are expected to submit your work Centrally invigilated exam – this is an exam that will be timetabled during exam weeks and so you must attend on the date, time and venue stated (or online) in order to complete the exam Core unit – this is a unit that you must take to complete the course Feedback – Communication about work you have completed. This can be from academics or peers, in person or electronic.

Formative assessment - this is a supportive assessment (ungraded) that supports you in preparation for your summative submission.

Mitigation – the process to follow if you cannot hand in work, or attend exam.

Moderation – this is the process by which staff check that the grades awarded are fair and consistent. It involves some assignments being first and second marked and then sent to the External Examiner to review grades awarded.

Option unit – this is an elective unit, so you can chose the units that interest you the most Practical assessment – assessed work in a clinical or work based environment, for example doing an assessment in a person’s home or in hospital.

Referral or Resit date – the date given for your 2nd attempt if unsuccessful at your 1st attempt, found in this handbook and on your BREO unit shell Referral or Resit- the opportunity to retake an assignment that you have failed first time round, referral/resit grades are capped at 40% Rubric – table outlining the assessment criteria used to mark your assignments - found in your assignment brief and on BREO Submission date – the deadline for your work to be uploaded/handed in.

Summative assessment- this is your formal assessed work and will be graded i.e. the grade counts to your overall degree – see the rubric on the assignment brief to see how you will be graded.

Threshold expectation – you find these on the UIF and they explain the minimum standard you need to achieve on an assignment to attain the pass mark of 40% Turnitin– the software used by the University to check your work against a database of books, journals, websites and other students’ work to make sure your work is genuine

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What is this Handbook for?

This Assessment Handbook will give you the information needed to help you understand how and when you will be assessed during this year. For each unit you study, there is a full assignment/exam brief in the appendices, detailing specific guidelines to enable you to achieve to a good standard, along with a rubric that shows how your work will be assessed. This Handbook will be available electronically on BREO, via … (your course shell). This means that you can search rapidly for any specific unit assessment information you want when you want it, and giving you 24/7 access from your desktop, laptop or mobile phone. Assessment information will also be available on your individual unit’s BREO sites. A glossary of terms is provided on the previous page.

In Appendices 1 & 2, you will find all your assessments for the whole year. It includes all assignment briefs, including option units N.B. You m ust com plete all core unit assessm ents

and only the assessm ents for the option units you are taking.

How do I submit my assignments?

All written assignments are submitted online through BREO – there are a number of resources to help you learn how to do this. Please see the guidance available to you on the BREO Student Gateway. The cut off point for submissions is 10.00am on the submission date, usually the Friday of that week unless you are given a specific alternative day. Unless you are informed otherwise by your tutor, all your assignments will be submitted via BREO. No emailed assignments will be accepted.

Depending on the nature of your assessment, e.g. artefact, there may be different submission arrangements; where relevant, your unit coordinator will advise you of these. For unit-specific deadlines please see the assessment schedule (Pages5/6), and the individual unit assignment brief that you will find in the appendices.

How can I check if my assignment has been submitted?

• • •

Open the unit, and find the assignment you want to check Click the assignment link Look for the Attempts section.

BREO provides two pieces of information - the number of attempts you have left that you can submit, and secondly - how many attempts you already made. If you have submitted at least once, you will see ‘1’ submitted (or more). ‘Click this link to and you'll see details of your subm ission tim e/ date’ - click again to view what was submitted.

You have three more opportunities to overwrite your first submission before the published deadline in case something goes wrong with your first submission (e.g. wrong file, missing data).

However, the markers will grade the later submission ONLY and there will be no opportunity to submit again after the deadline. You will be able to view the assignment at a later date and will receive feedback.

When are my assignments due?

Your assessment schedule (Pages 5/6) states the date that each assignment is due or exam will take place. In cases of practical assessments, there will be an assessment week noted and specific details will be given in class. Assessments for your units are spread throughout the academic year and 4

whilst, where possible, we have tried to avoid them all being due at the same time, there will be some clashes, so good planning is absolutely essential. Get advice at Study Hub

When do exams take place?

For exams that are centrally timetabled, the dates and times are released closer to the assessment time and you will access this information via BREO. • •

Practical and written examinations are not set via central timetable.

Referral examinations are therefore not required.

P lease be aw are that holidays are not an accepted m itigating circum stance. Therefore, please take care to ensure that you do not book holidays during ex am ination tim es (m ain and referral).

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ASSESSMENT SCHEDULE (in date order) Unit code and title

Core/ Option

Credits

Unit Leader

SEM1-3PAR001-3 The Critically Unwell Patient

Core

30

Core

30

Core

30

Core

30

50%

14th January, 2022

11th February, 2002

50%

Week Commencing 4th July, 2022

Week Commencing 25th July, 2022

50%

4th March, 2022

25th March, 2022

50%

27th May, 2022

24th June, 2022

100%

25th March, 2022

15th April, 2022

0% Pass/Fail

5th August, 2022

26th August, 2022

100%

15th July, 2022

5th August, 2022

None

None

None

R Cawston

SEM1-3PAR004-3 Quality and Safety in Healthcare Practice

Feedback due date and mode

C Gaskill

TYPAR003-3 Minor Injuries and Illnesses

Submission date

R Sargent

SEM2PAR002-3 Transition to Professional Practice for Paramedics

Summative Assessment (Weighting %)

Al Sunderland

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Types of assessment Fairness in Assessment

Assessment tasks are prepared by staff teams at the start of each academic year. Staff check assessments for clarity before submitting them to our External Examiners who, in turn, will check that they are good assessment tasks, clearly written, set at a level that is equivalent to that on other similar courses across the UK and will help you meet the unit’s intended learning outcomes.

Formative Assessment

Formative assessments are assessment tasks that do not count towards your final unit grade, however they are a great way for you to gauge whether you are keeping on top of your studies. The goal of formative assessment is to monitor your learning to provide ongoing feedback and is used by staff to improve their teaching, and by you to improve your learning. More specifically, formative assessments: − − −

Help you identify your strengths and weaknesses and target areas that need work.

Help the teaching team recognise your academic challenges, where you might be struggling and offer support in a timely fashion Help prepare you for summative assessments.

For example, • Draw a concept map in class to represent your understanding of a topic.

• Complete a quiz that tests your understanding of the unit so far.

• Take part in a ‘mock’ assessment.

• Submit a research proposal for early feedback.

Summative Assessment

The goal of summative assessment is to evaluate your learning, during or at the end of a unit, comparing it against agreed standards or benchmarks both within the university and externally. Summative assessments do count towards your final unit grade and are often high stakes, which means that they have a high point value. For example, • • •

•

An end of year practical assessment.

A written assignment.

An end of year written examination.

A presentation.

Completing your assessment Planning for your assessments

By making sure you have identified your submission dates from the assessment schedules, you will be able to develop a study timetable to complete your assignments in a timely manner. You need to work backwards from the submission date, to build in time in the library or online, accessing suitable resources, and to do a thorough proof read and check your referencing is correct. If you are doing a group assessment, you will need to establish a 8

timeframe and meetings with your group from the outset, so there is no last-minute panic.

Get advice at Study Hub and https://lrweb.beds.ac.uk/a-guide-toreferencing/citethemright/

How do I know what is expected of me?

You will be able to find out what is expected of you in each individual assignment by looking at the ‘Threshold Expectations’ included on your assignment brief. These expectations will tell you the minimum you need to do to pass each assessment. In order to surpass the threshold for the assignment (40%), you will need to look at the assessment criteria on the rubric. These criteria will be the standards that you are assessed against, so knowing what level is expected for each grade is important.

Where can I get help with my work?

There are many useful people and resources at the University to help you with the knowledge and skills you need to demonstrate in your assessment. Please see the following list for where you can go for different forms of assistance in the first instance: •

•

•

•

•

•

•

Your classes - the best support you can get to support you to pass your assessments is to attend your classes, as this is where the assignment requirements are discussed with peers and your teaching staff and any queries addressed.

The unit coordinator – this person has designed the assessment and may well be marking it, so they know what they want to see – attend assessment support sessions on your timetable and ask them your questions directly.

Your dissertation supervisor – this person is there to support you from proposal stage to submission. Make sure you establish a schedule of regular meetings and plan milestones for each one to keep you on track. Importantly, listen and respond appropriately to their feedback.

Your Personal Academic Tutor – you should already have been informed of whom your Personal Academic Tutor (PAT) is. This person will be very important to you getting help with any of your assessments or understanding your feedback. If you are not sure who your PAT is then you can find out by accessing SITS or asking your

Course Coordinator Study Hub – this is your place to go to for help with any part of your assessments,

whether you are just starting them and need some help understanding what it is you must do, or you are having trouble creating your assessment. Go to the Study Hub BREO site to see what online resources they can offer and see their events page to attend one of their face-to-face sessions. https://lrweb.beds.ac.uk/studyhub Communication Skills – if you are an international student, the University has created a core programme of timetabled communication skills classes, which you must attend. These will help develop your academic and intercultural communication skills so you can fulfil your potential in assessments.

Student Information Desk (SID) – the SID is where you go for any personal needs or issues. The advisors at the desk will be able to point you to any services such as finance, health and wellbeing, mitigation and careers.

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What happens if I have a crisis and cannot submit or attend my assessment?

It’s important that you take part in and complete all unit assessments. Failure to do so can, in some cases lead to a record of non-engagement and in extreme cases, being exited from your course. The University appreciates that sometimes unforeseen situations outside your control may prevent you from carrying out your academic work. These are referred to as ‘mitigating circumstances’. You must apply for mitigation BEFORE the submission deadline visit the Student Information Desk and ask for a mitigation form. Your ow n course staff

cannot give you an extension.

What if I am late for a submission or assessment?

Late submissions are not accepted as first attempts. If you are late submitting an assessment, even by a few minutes, you will be given a 0% grade as your first attempt. You will then be given a re-sit opportunity at a date specified. Re-sit grades are capped at a D/40% so it is in your best interest to be organised with your submissions. If you turn up late for a practical assessment, you will not be permitted entry. Again, you will need to complete the re-sit opportunity and will be capped at a grade D-/40%.

How will my work be marked?

Most 15-credit units will have one assessment (100% weighted) and 30-credit units, two assessments (e.g. 40/60 or 30/70% weighted). All assessments are marked out of 100%.

Markers are from the teaching team for each unit. Marking standards are assured by the use of second marking and moderation processes, followed by scrutiny by one or more External Examiners. External Examiners are highly experienced academics bought in from other universities to ensure that our marking standards are similar to those on equivalent courses elsewhere in the UK and beyond. We use the following grading system:

University Grading System

Numerical scale

Undergraduate Classification

Post Graduate Classification

First Class

Distinction

100 95 85 78 75 72

10

68 65

Upper Second Class

Merit

62 58 55

Lower Second Class

52

Pass

48 45

Third Class

42 38 35 32 25

Fail

Fail

20 10 0

Plagiarism checking

We use a system called Turnitin to ensure that your work is your own (authentic) and you have not copied or bought your work from someone else. The grade you are initially awarded is provisional, reflecting the quality of the submission and subject to its authenticity being checked. It may also change when Turnitin has been checked and the moderation process is completed and confirmed by the Exam Board.

How do I access my marks and feedback?

Provisional marks and feedback for all assignments are available online in BREO through your My Grades. The same marks will also be available via e-Vision (within 10 working days of them being published in BREO). Find out how to access your grades in BREO here, and how to access E-Vision here.

What happens if I fail?

You get two attempts at any assignment (a first attempt and, if you fail your first attempt a re-sit for which the mark will be capped at 40%). For both of these assessment attempts, we use the same marking/second marking/moderation and External Examiner scrutiny outlined above to ensure that valid and appropriate marks are awarded.

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How can I ensure I obey the rules regarding good academic practice?

Cheating at University is a very serious matter. You may be tempted to buy an assignment online (these are called essay mills), copy someone else’s work or incorrectly cite an author or lend someone else your work. DON’T! You will be caught and it will be recorded on your student record. You will be referred to the Academic Conduct Panel as either an ‘academic concern’ or academic offence’ depending upon the nature of your offence, the level of study and whether you’ve been caught before. If your offence is deemed as a concern, you will be required to attend a meeting with a staff member to make sure you understand your mistake and the severity of the issue. If you are deemed to have committed an offence, your case with be reviewed by the Academic Conduct Panel made up of senior academics who will determine the outcome. If you are on a professional course, e.g. social work or nursing, there are often very serious consequences following an academic concern, as this type of behaviour is a reflection of poor professional integrity. A serious academic offence or repeated offences could result in your being referred to the University’s Fitness to Practice Panel and you losing your place on the programme. How do I avoid breaking the rules?

By being well organised, giving yourself time for your assessments and if you need an extension, applying for mitigation before the submission date. Another way to protect yourself from the temptation to cheat is to use the resources available to learn how to develop your own academic integrity, use the Academic Integrity Resource on BREO https://breo.beds.ac.uk/ultra/organizations/_61949644_1/outline and https://lrweb.beds.ac.uk/a-guide-to-referencing

How many credits do I need to pass the year?

At the end of the academic year you must have achieved 30 credits in order to be offered the opportunity to retake any failed elements of the course and attempted and passed at least 90 to be considered for progression with a resit, progression with a retake or be compensated (unit result must be 30% or above). Please check your course information form if there are any exceptions to this. If you pass 120 credits, you will automatically progress to your next level.

There are a maximum of four attempts (first attempt and resit attempt at the assessment for the first sitting of the unit and the same again if you are recommended to retake the whole unit). If you fail a unit and need to retake it, you will be expected to pay for the unit again.

Overall failure in the second attempt at the unit will lead to you being exited from the programme.

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Assessment Explained – At a Glance

13

Feedback Making the Most of Feedback

Throughout your course, you will receive feedback in a variety of forms and from different sources. These forms of feedback all play a vital role in your learning process. Some of this feedback will be oral, for example when a tutor comments on your contribution in class, or when you meet with your Personal Academic Tutor (PAT) to review your progress, or when Unit Co-ordinators give class and/or individual feedback after formative assessments.

Sometimes you will also get peer feedback, for example, when fellow students respond constructively to something you say or do or when students are asked to mark each other’s mock or formative work. Much of your feedback will be written, and this includes marks and comments on written work, on group presentations, and practical examinations. You may also receive audio feedback where appropriate. In particular, − − −

Feedback identifies strengths and areas for development in your work and gives advice on ways in which you can improve your grade in future work.

Feedback is developmental and as such forms a fundamental part of the learning process.

Feedback can be both oral and written, and whatever form it takes, you should expect it to be clear, constructive, and delivered in a timely manner.

When will I receive my marks and feedback from summative assessments?

Your level of study and course will determine how quickly you get your feedback. These timescales are indicated on your assignment brief • •

Foundation Year and Level 6 – 15 working days L4/5 and Level 7– 20 working days

Marking attempts to provide you with (a) an indication of how the mark was derived, using the rubric, (b) encouragement to you, through identification of positive aspects of your work – how you met the assessment criteria, and (c) guidance to you, regarding elements of your work that you could strengthen. This is called 2Q feedback – what you did well, and how you can improve in the future. This feedback may be given in written or audio format and will be available to you on the BREO unit shell. You will be notified when your grade is available by each unit co-ordinator; the nature of it will differ according to the type of assessment and when the assessment happens throughout the academic year. In addition to this, we use the rubric to show you the standard of each of the elements of your work and an indication of how your final mark was calculated

How can I make the most of feedback?

One of the best things you can do with feedback is to use it to create a plan as to what you can improve on before your next assessment. However, before you do this you might need to ensure you have all the understanding needed to create a plan (use the Study Hub actionplanning template). Firstly, consider if you are in the right state of mind to digest your

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feedback. You may be excited or disappointed by your grade and perhaps coming back to your feedback later would be more beneficial. Take a breath!

Next, you need to make sure you understand the feedback you have been given. If you are not sure about any of it then go to person who marked it or your Personal Academic Tutor and ask for some clarification, and then consider how you could improve for next time. If you do not know how you could improve, try taking your feedback to the Study Hub team, or looking on their webpages at Study Hub, to see if they can give you some direction.

Also, think about these top tips: 1. Do not just focus on the mark, particularly if this was lower than you were hoping.

2. Read (or listen) to the comments carefully making note what you did well and what needs to be improved, and try to apply this in the next piece of work you are submitting.

3. Do not get defensive about critical elements in feedback; learning to accept constructive criticism as an important part of your academic development.

4. If you are unclear about what you need to do to improve your work, contact the unit co-ordinator or marker directly to make an appointment to discuss your work.

5. If it is clear that you have a problem which is picked up repeatedly make sure you discuss this with your Personal Academic Tutor and get referred to student support if appropriate

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Feedback Explained – At a Glance

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Appendix One – Assignment Briefs Semester 1 Core units

17

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

14/01/2022

Week Commencing

11/02/2022

Week Commencing

Key assignment details Unit title & code

The Critically Unwell Patient (PAR001-3)

Assignment number and title

Assignment One

Assignment type

Coursework – Case Study (CW-CS) First person writing style

Weighting of assignment

50%

Size or length of assessment

2500 Words

Unit learning outcomes

1.

Demonstrate the following knowledge and understanding •

2.

Demonstrate the following skills and abilities •

ABT2020_V1

Reflect upon paramedic practice in life threatening situations and critically analyse the factors that influence the effective management of these situations

Manage patients effectively within clinical practice and in simulation to the level expected of the Paramedic as defined by the Health and Care Professions Council (HCPC)

What am I required to do in this assignment?

Summative •

Critically analyse a case presentation from practice of a ‘critically unwell’ patient that has influenced your personal and professional development.

•

(Your essay must be accompanied by written verification from your mentor that the topic has been selected by you from your practice experiences in agreement with your mentor).

Additional Guidance •

Identify a critically unwell case from practice that allows you to construct a convincing argument for the most appropriate paramedic intervention(s). o You should focus on 2 or 3 interventions and critically analyse your rationale for this case, this needs to be mapped against contemporary evidence-based practice. o Your discussions should interpret and validate against approved scope of practice. o As a key part of your writing, you should have a forward-looking perspective that synthesises your case against future practices and the profession’s direction.

•

Add your mentor verification form as an appendix.

•

Your case study must be accompanied by a signed statement from your mentor verifying that permission has been sought from the patient/service user to discuss their case. If you do not include your verification form with your submission, this will trigger a ‘fail’ grade for the respective grading domain. See the grading rubric for clarification.

Presenting Your Work Assignment is written using the following: • • •

Font size - 12 Font type – Arial or Calibri Line spacing - 1.5 – 2.0.

The following links offer guidance on presenting your work.

• • •

https://lrweb.beds.ac.uk/studyhub-library/self-help-resources/ https://lrweb.beds.ac.uk/a-guide-to-referencing https://lrweb.beds.ac.uk/studyhub-library/what-we-offer/

What do I need to do to pass? (Threshold Expectations from UIF)

•

Evaluate relevant contemporary evidence-based practice regarding acute clinical conditions.

•

Reflect on the development of your paramedic practice and interventions available in managing a critically unwell patient, whilst considering the underpinning theories of Paramedic Science and evidence-based medicine.

•

Demonstrate your understanding of the most appropriate paramedic interventions and treatment options with reference to contemporary academic literature and research.

How do I produce high quality work that merits a good grade?

• • • •

Clear focus on all elements of the task in a constructive and critical manner.

The issues identified are all highly relevant and are analysed in an insightful and considered manner demonstrating significant skills of synthesis.

A broad range of high-quality evidence and literature is utilised skillfully to support discussion and critical analysis.

Referencing is correct and follows the guidelines to consistently support and enhance the work.

How does this assignment relate to what we are doing in scheduled sessions?

• • •

The aim of this unit is to develop your knowledge and skills in relation to the assessment and care management for patients with acute conditions.

Such conditions have the potential to become life threatening within a short period of time and therefore require prompt assessment and stabilisation.

A structured system-based approach to patient assessment will be adopted throughout the unit to enable you to differentiate between normal body function, deterioration and dysfunction.

Assignment Brief How will my assignment be marked?

Your assignment will be marked according to the threshold expectations and the criteria on the following page.

You can use them to evaluate your own work and consider your grade before you submit.

ABT2020_V1

Grading Domains

Evaluate relevant contemporary evidencebased practice regarding acute clinical conditions.

70%+ st (1 Class)

62-68% (2:1)

52-58% (2:2)

The case presentation chosen is relevant, appropriate and clearly focuses on all elements of the task in a constructive, critical and reflective way to support and enhance contemporary paramedic practices.

The case chosen demonstrates and supports contemporary exploration of practice/s.

The case chosen is relevant to current practice and provides sufficient scope of enquiry and evaluation.

The key elements and rationale for choosing the case have been presented and supported with appropriate literature.

A rationale is provided for its identification and use; however, this could be more detailed and requires more depth.

30% Weighting

Reflect on the development of your paramedic practice and interventions available in managing a critically unwell patient, whilst considering the underpinning theories of Paramedic Science and evidence-based medicine.

30% Weighting

Demonstrate your understanding of the most appropriate paramedic interventions and treatment options with reference to contemporary academic literature and research.

20% Weighting

The evaluation of evidence is constructive.

A consistently high standard has been seen that validates the interventional enquiry of this work.

A good standard of work which has both reflected and considered the chosen practice interventions.

The threshold expectations have been satisfied to a good standard, with some superficial aspects seen.

Insight and effective interpretations have been introduced and explored with rigor.

There is good evidence of a reflective behaviour towards both practice and the underpinning science.

There is evidence of reflection to explore the interventional focus against an evidence-base.

A scientific viewpoint for evidence-based medicine is seen as a common thread throughout.

The evidence and literature selected has been presented to a high standard.

Effective evaluation and recommendations are made that support the focus of this work.

There is a clear appreciation of and for the evidence and literature chosen.

Good relationships have been constructed to support paramedic interventional theory and practice.

42-48% (3rd Class)

35-38% (Fail)

Threshold Standard The case chosen has allowed for a review of contemporary theories to be explored., however, they have been superficial in quality.

There has been a basic approach towards evaluation that does not fully explore the topic beyond a descriptive position.

The threshold standards have been satisfied; however, the narrative is descriptive and often superficial.

The use of evidence-based medicine is identified but could be better employed.

A scientific viewpoint is being introduced.

The selected interventions are suitable; however, they are superficially explored.

The literature chosen is contemporary and good attempts have been made to analyse and present this in a logical format.

There is some evidence of theories and underpinning approach to the task.

There is some correlation between theory and practice.

Understand of the appropriate interventions is superficial at times.

Improved selection of evidence can be made.

Only some of the tasks have been addressed.

Demonstration of evaluation is limited or poorly presented.

The rationale for selecting the chosen case is inappropriate or limited in supporting study.

There is no mentor verification form submitted with the main article. Emailed forms cannot be accepted. (35% = maximum grade for this domain)

Had focused on some elements of the task set in an overly descriptive manner, and at times poorly structured way.

There is limited evidence to demonstrate understanding and appreciation for both interventions and evidencebased medicine.

0-32% (Fail) The case study does not support the assignment brief and the selected theories to underpin / support evaluation has not been established.

Multiple errors are seen with a poor focus.

Had not addressed the task sufficiently to meet the requirements of Level 6 Undergraduate study. There is a lack of both focus and organisation.

The overall reflection is poorly constructed and lacks a framework of enquiry.

The literature identified has not been integrated well and the discussion / analysis used to underpin practice have been poorly constructed.

There is a poor control of understanding towards appropriate paramedic interventions.

The understanding of the appropriate interventions is frequently superficial.

There is an inadequate level of discussion, analysis or understanding of the chosen material.

Grading Domains

Use and Quality of Referencing 10% weighting

70%+ st (1 Class)

62-68% (2:1)

Referencing is correct and adheres fully to the Harvard guidelines, and consistently supports and enhances the quality of the work.

Referencing is correct, consistently supporting and enhancing the quality of the work.

An appropriate number of references are used, generally cited correctly, and have been integrated.

Occasional errors seen.

With few errors seen.

Presentation is good showing attention to detail.

Written expression is also good with a very small number of errors seen.

Presentation is generally good showing some attention to detail.

No significant errors seen.

Presentation is excellent showing significant attention to detail.

Presentation and Written expression 10% Weighting

Written expression is also excellent with no significant errors seen.

52-58% (2:2)

Written expression is generally clear with some errors seen.

42-48% (3rd Class)

35-38% (Fail)

Threshold Standard

0-32% (Fail)

A relevant number of references seen but they could be integrated more effectively with fewer errors in presentation.

The overall quality and number of references incorporated / integrated is poor.

Presentation is broadly acceptable, but improvements could have been made.

Presentation is poorly presented, and improvements should have been made.

Presentation is generally poor, requiring much more care.

Meaning is generally clear but does not always get to the point.

An unacceptable number of written expression errors and problems.

Written expression lacks clarity and type errors were seen.

There are errors noted throughout.

Frequent errors seen.

Had failed to support the majority of the assignment with adequate references, with referencing errors seen throughout.

Appendix Two – Assignment Briefs Semester 2 Core units

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Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

04/03/2022

25/03/2022

Key assignment details Unit title & code

Transition to Paramedic Practice for Paramedics (PAR002-3)

Assignment number and title

Assignment 1

Assignment type

Coursework – reflective writing (CW-RW)

Weighting of assignment

50%

Size or length of assessment

2500 words (+10% allowance)

Unit learning outcomes

1.

Demonstrate the following knowledge and understanding •

2.

Demonstrate the following skills and abilities •

ABT2020_V1

Critically reflect on and present your personal achievements and development as a paramedic fit for employment and prepared for future learning

Contribute to the learning and development of colleagues and juniors through effective role modelling and structured teaching

What am I required to do in this assignment?

Summative Assessment •

Construct your professional portfolio, in line with the HCPC Standards of Continuing Professional Development

Additional Guidance: •

Your assignment should make use of a report format using sectional headings and must have a contents page. All headings and subheadings are included in your word count, however, your contents page is not.

•

All evidence used to support your work must be included as Appendices (not included in your overall word count).

•

Your assignment should be split as follows: o o o

•

An introduction that includes a summary of your Practice History (500 words) An in-depth statement detailing how you have met the HCPC Standards for CPD (1500 words), A reflective account and development plan exploring your plan for learning beyond registration (500 words)

Care should be taken to ensure you accurately and effectively reference your work.

Presenting Your Work You should format your document as follows: • • •

Font size: 12pt Font type: – Arial or Calibri Line spacing: – 1.5 – 2.0

Links to any Study Hub self-help guides relevant to your assessment or a generic signpost/link to the StudyHub guides • • •

https://lrweb.beds.ac.uk/studyhub-library/self-help-resources/ https://lrweb.beds.ac.uk/a-guide-to-referencing https://lrweb.beds.ac.uk/studyhub-library/what-we-offer/

What do I need to do to pass? (Threshold Expectations from UIF)

•

Identify and reflect on achievements and challenges you have faced in developing as a paramedic, acknowledging the limits of your competence and acting accordingly.

•

Articulate how clinical supervision and preceptorship in healthcare can support professional development and promote safe practice.

•

Construct a personal development plan for learning beyond registration.

How do I produce high quality work that merits a good grade?

• • • • •

Had focused clearly on all elements of the task in a thoughtful and constructively critical manner.

The issues are all highly relevant and are analysed in an insightful and considered manner demonstrating significant skills of synthesis.

Referencing is correct. It follows the guidelines given to the letter and consistently supports and enhances the work.

Presentation is excellent showing significant attention to detail. Written expression is also excellent with no significant errors seen.

Shows a broad and critical understanding of the knowledge and theory base. Also demonstrates significant levels of application and synthesis regarding the evidence analysed.

How does this assignment relate to what we are doing in scheduled sessions?

The assignment will: • • • •

Assist you in making the transition from student to registered paramedic practitioner.

Assist you in developing skills and strategies for facilitating learning for service users, carers and colleagues, reinforcing your role in influencing others.

Explore support systems for the paramedic and discuss expectations of the lifelong learner and future professional development.

Give you opportunities to prepare for employment as a paramedic by developing a CV.

Assignment Brief

How will my assignment be marked?

Your assignment will be marked according to the threshold expectations and the criteria on the following page.

You can use them to evaluate your own work and consider your grade before you submit.

ABT2020_V1

Grade Domain

Identify and reflect on achievements and challenges you have faced in developing as a paramedic, acknowledging the limits of your competence and acting accordingly.

30% Weighting

Articulate how clinical supervision and preceptorship in healthcare can support professional development and promote safe practice.

30% Weighting

Construct a personal development plan for learning beyond registration.

20% Weighting

42-48% (3rd Class)

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

The presentation includes excellent reflection on the achievements and challenges faced when developing as a paramedic.

The presentation includes good reflection on the achievements and challenges faced when developing as a paramedic.

The presentation includes sound reflection on the achievements and challenges faced when developing as a paramedic.

The presentation includes adequate reflection on the achievements and challenges faced when developing as a paramedic.

Excellently acknowledges the limits of their competence and how they acted accordingly.

Very good acknowledgement of the limits of their competence and how they acted accordingly.

Sound acknowledgement of the limits of their competence and how they acted accordingly.

Adequate acknowledgement of the limits of their competence and how they acted accordingly.

Has Generally clear understanding of the HCPC Standards for CPD.

Has a good understanding of the HCPC Standards for CPD.

Has an adequate understanding of the HCPC Standards for CPD.

Articulates the investigation and analysis of how clinical supervision and preceptorship in healthcare can support professional development and promote safe practice.

Evaluates how clinical supervision and preceptorship in healthcare can support professional development and promote safe practice.

Explores how clinical supervision and preceptorship in healthcare can support professional development and promote safe practice.

Describes how clinical supervision and preceptorship in healthcare can support professional development and promote safe practice.

Offers some comment on how clinical supervision and preceptorship in healthcare can support professional development and promote safe practice.

Does not consider how clinical supervision and preceptorship in healthcare can support professional development and promote safe practice.

Constructs a personal development plan that includes an excellent reflection of their personal development.

Constructs a personal development plan that includes a good reflection of their personal development.

Constructs a personal development plan that includes sound reflection of their personal development.

Constructs a personal development plan that includes an adequate reflection of their personal development.

Constructs a personal development plan that includes an inadequate reflection of their personal development.

Constructs a personal development plan that does not include reflection of their personal development.

Justifies what steps they need to progress beyond registration.

Appraises what steps they need to progress beyond registration.

Classifies what they need to progress beyond registration.

Lists what steps they need to progress beyond registration.

Has little insight into what steps they need to progress beyond registration.

Offers no insight into what steps they need to progress beyond registration.

Has a strong understanding of the HCPC Standards for CPD.

Threshold Standard

35-38% (Fail)

0-32% (Fail)

The presentation includes inadequate reflection on the achievements and challenges faced when developing as a paramedic, poorly acknowledging the limits of their competence, and acting accordingly.

The presentation lists achievements and challenges faced when developing as a paramedic, and rarely acknowledges the limits of their competence and how they acted accordingly.

Has a barely adequate understanding of the HCPC Standards for COD.

A poor understanding of the HCPC Standards for CPD.

Grade Domain

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

Communication and expression

Expression and structure are excellent throughout and enhance the argument.

Expression and structure are consistently clear and enhance the argument.

Expression and structure are generally clear and make the argument readily accessible.

Grammar, spelling and structure are of a very high standard with very minor errors, meeting high professional standards

Grammar and spelling are of a high standard, with few errors, and consistently meet professional standards

Grammar and spelling are good, with few errors, and generally meet professional standards

Consistently insightful use of a range and variety of relevant knowledge and materials, including primary sources, to support, develop and hypothesise the argument.

Consistently good use of a range and variety of relevant knowledge and materials, including primary sources, to support and develop the argument.

Sound use of relevant knowledge and materials to support the argument, including some primary and varied sources.

10% Weighting

Use of references 10% Weighting

Referencing fully meets course requirements in text and reference list, with very few slips in consistency, clarity or format

Referencing overall consistently meets course requirements in text and reference list with few slips in consistency, clarity or format

Referencing generally meets course requirements, in text and reference list, but may include slips in consistency, clarity or format

42-48% (3rd Class) Threshold Standard

35-38% (Fail)

Expression and/or structure demonstrate basic understanding of the argument.

Expression and/or structure make the argument difficult to access.

Grammar and spelling adequately meet professional standards

Grammar and spelling are below acceptable professional standards

Adequate use of relevant knowledge and materials to support the argument, showing limited analysis

Limited use of relevant materials to support the argument, showing no or very limited analysis

Inconsistent referencing, in text and/or reference list, which may not fully meet course requirements.

Absent or very poor referencing, in text and reference list, which does not meet course requirements

0-32% (Fail) Expression and/or structure make the argument incoherent.

Grammar and spelling are significantly below acceptable professional standards

Very limited or absent use of relevant materials to support the argument, showing no or very limited analysis.

Absent or very poor referencing, in text and reference list, which does not meet course requirements

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

25/03/2022

15/04/2022

Key assignment details Unit title & code

Minor Illnesses and Injuries (PAR003-3)

Assignment number and title

Assignment One

Assignment type

Presentation - VIVA (PR-VIVA)

Weighting of assignment

100%

Size or length of assessment

Equivalent to 2500 words,

Unit learning outcomes

1.

Demonstrate the following knowledge and understanding •

Critically review the assessment and decision-making process around minor injuries and illness

2. Demonstrate the following skills and abilities •

ABT2020_V1

Apply effective clinical practice and analyse assessment processes in the context of contemporary evidence

What am I required to do in this assignment?

Formative •

Peer presentations – micro presentations in-class to develop confidence in presenting your clinical material. Lecturer feedback will be provided.

Summative •

Create a 30-minute presentation to a body of peers and teaching staff. Your individual presentation must explore a minor illness or injury. (30-minute presentation, including a 10-minute discussion for questions, equiv. 2500 words, 100%).

Additional Information •

You will select a minor injury or illness that you have either encountered in practice, or you can select a commonly encountered minor illness or injury that you have an interest in.

•

You will prepare a 20-minute presentation on your chosen subject and a further 10 mins of questions by the panel.

•

Your presentation may include PowerPoint, flipchart, and handouts.

•

You should ensure that you have a comprehensive knowledge of your chosen subject and be able to discuss at depth the causes, presentation, potential complications, treatment, and ongoing management of the condition.

Links to any Study Hub self-help guides relevant to your assessment or a generic signpost/link to the StudyHub guides • • •

https://lrweb.beds.ac.uk/studyhub-library/self-help-resources/ https://lrweb.beds.ac.uk/a-guide-to-referencing https://lrweb.beds.ac.uk/studyhub-library/what-we-offer/

What do I need to do to pass? (Threshold Expectations from UIF)

•

Develop a presentation relevant to topic

•

Identify and analyse a case review that evaluates contemporary evidence-based literature regarding a minor illness or injury.

•

Your presentation should focus on the ‘underpinning theories of Paramedic Science and explore the challenges associated with treatment and referral options in practice.

•

A 10-minute discussion period is to be included as part of your presentation.

How do I produce high quality work that merits a good grade?

• • • • •

Had focused clearly on all elements of the task in a thoughtful and constructively critical manner.

The issues are all highly relevant and are analysed in an insightful and considered manner demonstrating significant skills of synthesis.

The presentation skills used were eloquent and engaged the audience in a manner that facilitated significant learning. The teaching/ presentation aids utilised were innovative and of high quality.

Referencing is correct. It follows the guidelines given to the letter and consistently supports and enhances the work.

A broad range of high-quality literature is utilised skillfully demonstrating significant skills of critical analysis.

How does this assignment relate to what we are doing in scheduled sessions?

The assignment will: • • •

enable you to manage people with minor illnesses and injuries in a range of settings thus avoiding unnecessary and inappropriate use of hospital services. focus on the management of minor illness and injury by paramedics.

Support you in the development of assessment skills to differentiate minor and potentially major illnesses or injuries. Sorting these out and managing them appropriately is challenging, but essential for modern-day health care where fast access to primary health care and appropriate use of resources is key.

Assignment Brief

How will my assignment be marked?

Your assignment will be marked according to the threshold expectations and the criteria on the following page.

You can use them to evaluate your own work and consider your grade before you submit.

ABT2020_V1

Grade Domain

Develop a presentation relevant to topic 20% Weighting

Identify and analyse a case review that evaluates contemporary evidence-based literature regarding a minor illness or injury.

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

42-48% (3rd Class) Threshold Standard

35-38% (Fail)

0-32% (Fail)

The presentation skills used were eloquent and engaged the audience in a manner that facilitated significant learning.

The presentation skills used were of high quality and engaged the audience in a manner that clearly supported learning.

The presentation skills used were of good quality and engaged the audience in a manner that facilitated learning.

The presentation skills used were acceptable and began to engage the audience in a manner that facilitated learning.

The presentation skills used were poor in terms of quality and rarely engaged the audience in a manner that helped learning.

The presentation skills used were of poor quality and did not engage the audience.

Very little could be learnt.

The teaching/ presentation aids utilised were innovative and of high quality.

The facilitation/ presentation aids utilised were helpful and of high quality.

The facilitation/ presentation aids utilised were helpful and of good quality.

The facilitation/ presentation aids utilised were acceptable, enhancements could be made.

The facilitation/ presentation aids utilised were poor and should have been enhanced further.

The facilitation/ presentation aids utilised were very poor and unclear.

Had focused clearly on all elements of the task in a thoughtful and constructively critical manner.

Had focused on key elements of the task in a generally thoughtful and constructively critical manner.

Had focused on the main elements of the task set in a reasonably structured manner with some evidence of depth.

Had focused on some elements of the task set in a reasonably structured manner but lacked depth at times.

Had focused on one or two elements of the task which was delivered in a poorly structured manner and was lacking in depth.

Had not focused on the elements of the task and lacked any structure. It was very descriptive and lacked depth.

The issues are all highly relevant and are analysed in an insightful and considered manner demonstrating significant skills of synthesis.

A broad range of relevant issues are analysed in a considered manner demonstrating skills of synthesis.

A range of relevant issues are analysed demonstrating good skills of analysis.

The relevance and analysis of selected issues is at times superficial. Limited comprehension is demonstrated on some.

The relevance and analysis of selected issues is at times superficial. Limited comprehension is demonstrated on some.

The relevance and analysis of selected issues is at times superficial. Limited comprehension is demonstrated on some.

30% Weighting Your presentation should focus on the ‘underpinning theories of Paramedic Science and explore the challenges associated with treatment and referral options in practice.

30% Weighting

42-48% (3rd Class) Threshold Standard

Grade Domain

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

Use of supporting literature

A broad range of highquality literature is utilised skillfully demonstrating significant skills of critical analysis.

Relevant and highquality supporting literature is included and there is evidence of critical analysis of this.

Relevant supporting literature is included and there is evidence of critical analysis of this although that analysis could be improved in places.

Some relevant supporting literature is included but this lacks breadth and quality in terms of its analysis.

Some supporting literature is included but this lacks relevance, breadth and quality in terms of its analysis.

Some supporting literature is included but this lacks relevance, breadth and quality.

Literature was from superficial public websites

Referencing is correct.

It follows the guidelines given to the letter and consistently supports and enhances the work.

Referencing is correct, consistently supporting and enhancing the quality of the work. Few errors seen.

An appropriate number of references are used and generally cited correctly and integrated well with few errors seen.

A relevant number of references seen but they could be integrated more effectively with fewer errors in presentation

A very small number of relevant references seen. They could have been integrated more effectively. There were several errors in citation and syntax.

The references were superficial and irrelevant. There were not integrated effectively and rarely supported the work.

Referencing and citation did not follow the guidelines for presentation

10% Weighting

Use and quality of referencing (text and final reference list) 10% Weighting

35-38% (Fail)

0-32% (Fail)

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

27/05/2022

24/06/2022

Key assignment details Unit title & code

Transition to Professional Practice for Paramedics (PAR002-3)

Assignment number and title

Assessment 2

Assignment type

Practical Other (PR-OT) Third person writing style

Weighting of assignment

50%

Size or length of assessment

2500 words (+10% allowance)

Unit learning outcomes

1. Demonstrate the following knowledge and understanding •

Critically reflect on and present your personal achievements and development as a paramedic fit for employment and prepared for future learning

2. Demonstrate the following skills and abilities •

ABT2020_V1

Contribute to the learning and development of colleagues and juniors through effective role modelling and structured teaching

What am I required to do in this assignment?

Summative Assessment •

Compile an evidenced based teaching plan for teaching an aspect of knowledge or a skill to a junior colleague. Support the plan with an evidence-based rationale for the content of the teaching session and for your proposed approach to facilitating learning.

Additional Guidance: •

The teaching session should be: o aimed at a current 3rd year student on the BSc Paramedic degree program (Level 6 Study) who will teach. o can be either a theoretical or practical aspect of the program but must be an area or skill that is completed in the 1st year and used in practice.

•

The assignment should be written in two parts: o o

•

Firstly, written as a plan detailing the components of the session and how this should run.

Secondly, the components of the session should be supported by literature and evidence for your teaching session.

A Scheme of Work is included in your BREO shell and should be completed and attached to your work as an Appendix. Ensure you clearly reference elements of your Scheme of Work in your main body of text.

Presenting Your Work You should format your document as follows: • • •

Font size: 12pt Font type: – Arial or Calibri Line spacing: – 1.5 – 2.0

Links to any Study Hub self-help guides relevant to your assessment or a generic signpost/link to the StudyHub guides • • •

https://lrweb.beds.ac.uk/studyhub-library/self-help-resources/ https://lrweb.beds.ac.uk/a-guide-to-referencing https://lrweb.beds.ac.uk/studyhub-library/what-we-offer/

What do I need to do to pass? (Threshold Expectations from UIF)

•

Evaluate educational strategies for supporting teaching and learning in the practice setting.

•

Propose a short peer-assisted learning session to teach junior colleague(s). This should include a Scheme of Work/Session Plan.

•

Provide an evidence-based rationale for the content of the session and for the approach planned to facilitate learning.

How do I produce high quality work that merits a good grade?

• • • • •

Had focused clearly on all elements of the task in a thoughtful and constructively critical manner.

The issues are all highly relevant and are analysed in an insightful and considered manner demonstrating significant skills of synthesis.

Referencing is correct. It follows the guidelines given to the letter and consistently supports and enhances the work.

Presentation is excellent showing significant attention to detail. Written expression is also excellent with no significant errors seen.

Shows a broad and critical understanding of the knowledge and theory base. Also demonstrates significant levels of application and synthesis regarding the evidence analysed.

How does this assignment relate to what we are doing in scheduled sessions?

The assignment will: • • • •

Assist you in making the transition from student to registered paramedic practitioner.

Assist you in developing skills and strategies for facilitating learning for service users, carers and colleagues, reinforcing your role in influencing others.

Explore support systems for the paramedic and discuss expectations of the lifelong learner and future professional development.

Give you opportunities to prepare for employment as a paramedic by developing a CV.

Assignment Brief How will my assignment be marked?

Your assignment will be marked according to the threshold expectations and the criteria on the following page.

You can use them to evaluate your own work and consider your grade before you submit.

ABT2020_V1

Grade Domain

70%+ (1st Class)

Evaluate educational strategies for supporting teaching and learning in the practice setting.

Had focused clearly on all elements of the task in a thoughtful and constructively critical manner.

The issues are all highly relevant and are analysed in an insightful and considered manner demonstrating significant skills of synthesis.

52-58% (2:2)

42-48% (3rd) Threshold Standard

Had focused on key elements of the task in a generally thoughtful and constructively critical manner.

Had focused on the main elements of the task set in a reasonably structured manner with some evidence of depth.

Had focused on some elements of the task set in a reasonably structured manner but lacked depth at times.

Had focused on some elements of the task set in a poorly structured manner and lacked depth

Had focused on only one element of the task set in a poorly structured manner and lacked depth

A broad range of relevant issues are analysed in a considered manner demonstrating skills of synthesis.

A range of relevant issues are analysed demonstrating good skills of analysis.

The relevance and analysis of selected issues is at times superficial. Limited comprehension is demonstrated on some.

The relevance and analysis of selected issues is at superficial.

Limited comprehension is demonstrated.

The relevance and analysis of selected issues is at superficial.

Limited comprehension is demonstrated on all aspects of the work.

62-68% (2:1)

35-38% (Fail)

0-32% (Fail)

30% Weighting

Propose a short peerassisted learning session to teach junior colleague(s). This should include a Scheme of Work/Session Plan.

20% Weighting

Provide an evidencebased rationale for the content of the session and for the approach planned to facilitate learning.

30% Weighting

The Scheme of Work is of a high quality and easily maps to the needs of the audience.

The Scheme of Work is included and shows some innovation to the chosen topic.

The Scheme of Work is included and shows some attention to detail.

Shows a broad and critical understanding of the knowledge and theory base.

Shows a critical understanding of the knowledge and theory base.

Shows a good understanding of the knowledge and theory base.

Also demonstrates significant levels of application and synthesis regarding the evidence analysed.

Demonstrates good skills of application and synthesis regarding the evidence analysed.

Demonstrates sound skills of application and analysis regarding the evidence analysed.

The Scheme of Work is included, however, is superficial regards content.

The Scheme of Work is included; however, the plan is not logical, or it lacks content.

No Scheme of Work included, or where it has, the quality is far below a Level 6 standard.

Shows an understanding and application of some relevant aspects of the knowledge and theory base.

Shows little understanding and application of some aspects of the knowledge and theory base.

Shows no understanding and application of all aspects of the knowledge and theory base.

Some skills of analysis demonstrated regarding the rather limited evidence analysed.

Poor skills of analysis demonstrated regarding the rather limited evidence analysed.

Lacks skills of analysis demonstrated regarding the rather limited evidence analysed.

Grade Domain

Communication and expression 10% Weighting

Use of references 10% Weighting

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

Expression and structure are excellent throughout and enhance the argument.

Expression and structure are consistently clear and enhance the argument.

Expression and structure are generally clear and make the argument readily accessible.

Grammar, spelling and structure are of a very high standard with very minor errors, meeting high professional standards

Grammar and spelling are of a high standard, with few errors, and consistently meet professional standards

Grammar and spelling are good, with few errors, and generally meet professional standards

Consistently insightful use of a range and variety of relevant knowledge and materials, including primary sources, to support, develop and hypothesise the argument.

Consistently good use of a range and variety of relevant knowledge and materials, including primary sources, to support and develop the argument.

Sound use of relevant knowledge and materials to support the argument, including some primary and varied sources.

Referencing fully meets course requirements in text and reference list, with very few slips in consistency, clarity or format

Referencing overall consistently meets course requirements in text and reference list with few slips in consistency, clarity or format

Referencing generally meets course requirements, in text and reference list, but may include slips in consistency, clarity or format

42-48% (3rd) Threshold Standard

35-38% (Fail)

Expression and/or structure demonstrate basic understanding of the argument.

Expression and/or structure make the argument difficult to access.

Grammar and spelling adequately meet professional standards

Grammar and spelling are below acceptable professional standards

Adequate use of relevant knowledge and materials to support the argument, showing limited analysis.

Limited use of relevant materials to support the argument, showing no or very limited analysis.

Inconsistent referencing, in text and/or reference list, which may not fully meet course requirements.

Absent or very poor referencing, in text and reference list, which does not meet course requirements

0-32% (Fail) Expression and/or structure make the argument incoherent.

Grammar and spelling are significantly below acceptable professional standards

Very limited or absent use of relevant materials to support the argument, showing no or very limited analysis.

Absent or very poor referencing, in text and reference list, which does not meet course requirements

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

04/07/2022

Week Commencing

25/07/2022

Week Commencing

Key assignment details Unit title & code

The Critically Unwell Patient (PAR001-3)

Assignment number and title

Assignment Two

Assignment type

Observed Structured Clinical Exam (PR-OSCE)

Weighting of assignment

50%

Size or length of assessment

Equivalent to 2500 Words (30 minutes)

Unit learning outcomes

1.

Demonstrate the following knowledge and understanding •

2.

Demonstrate the following skills and abilities •

ABT2020_V1

Reflect upon paramedic practice in life threatening situations and critically analyse the factors that influence the effective management of these situations.

Manage patients effectively within clinical practice and in simulation to the level expected of the Paramedic as defined by the Health and Care Professions Council (HCPC)

What am I required to do in this assignment?

Summative Assessment •

Complete a simulated cardiac arrest scenario, including a discussion, to support your Advanced Life Support (ALS) approach.

Additional Information •

If a critical fail is trigger during the OSCE, the following will apply. In this instance of a critical fail, either 35% or a lower grade based on performance, will be recorded. You will have a second attempt after the exam board has confirmed your grade. Please see the OSCE sheet for more information on what constitutes a critical fail.

What do I need to do to pass? (Threshold Expectations from UIF)

•

Successfully discharge the Advanced Life Support algorithm in the care of a simulated cardiac arrest of either an adult or paediatric patient.

•

Demonstrate a comprehensive understanding of evidence-based practice (EBP) to support your care decisions.

•

Identify a leadership approach in the management of your simulated scenario.

•

Provide a structured but concise assessment summary of a patient with an acute condition supported by an evidenced based rationale for the assessment.

•

Evaluate assessment outcomes, propose a differential diagnosis and make judgements regarding the most likely diagnosis based on available evidence.

•

Formulate a plan to manage the presenting acute condition including relevant pharmacology.

How do I produce high quality work that merits a good grade?

•

• • •

Consistently conveyed through the rationale given, a comprehensive, thorough and in-depth understanding of the principles, knowledge and evidence linked to the activity. The assessment was completed to a high standard with excellent appreciation for theory to practice challenges.

Expertly initiated and maintained communication throughout. Was both responsive and supportive, utilising excellent interpersonal skills throughout. The required skill/s were expertly and confidently performed / delivered.

A confident, purposeful and measurable performance that showed, to a high standard, an effective and dynamic appreciation of theory to practice. The management was safe, prompt, and effective.

A very confident assessment which considered all aspects of care and decision-making to deliver a timely and effective care plan.

Pharmacology was accurate and effective where the JRCALC was used as a tool to support existing knowledge for safe practice.

How does this assignment relate to what we are doing in scheduled sessions?

• • •

This unit aims to develop your knowledge and skills in relation to assessment and care management for patients with acute conditions.

Such conditions have the potential to become life threatening within a short period of time and therefore requires prompt assessment, interventions and stabilisation.

A structured system-based approach to patient assessment, intervention/s, management and stabilisation will be adopted throughout the unit to enable you to differentiate between normal body function and dysfunction.

Assignment Brief How will my assignment be marked?

Your assignment will be marked according to the threshold expectations and the criteria on the following page.

You can use them to evaluate your own work and consider your grade before you submit.

ABT2020_V1

Grade Domains

Successfully discharge the Advanced Life Support algorithm in the care of a simulated cardiac arrest of either an adult or paediatric patient.

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

The performance was very confident, efficient and safe.

The performance was safe.

The performance was considered appropriate and safe.

The required skill/s were expertly and confidently performed / delivered.

The majority of the skill/s required were performed consistently with reasonable confidence that demonstrated fluency.

However, some skill/s was lacking in confidence and fluency, requiring improvement.

42-48% (3rd Class) Threshold Standard The performance was considered safe.

However, the skills performed were inconsistent and were limited in confidence and fluency.

15% Weighting

Identify a leadership approach in the management of your simulated scenario.

15% Weighting

The performance was considered unsafe.

Some skill/s were performed with minimal confidence and fluency to fully demonstrate understanding.

0-32% (Fail) The overall performance was considered unsafe.

The majority of the skills required were not demonstrated at an appropriate level or expected standard.

If a critical fail is triggered a grade of 35% or lower, depending on overall performance, will be applied.

30% Weighting

Demonstrate a comprehensive understanding of evidence-based practice (EBP) / algorithm to support interventions and care decisions.

35-38% (Fail)

Comprehensively conveyed / demonstrated to support underpinning rationale. In-depth understanding of the underlying principles and evidence-based practices were consistently linked to the activity.

The student's manner and behaviour were consistent in generating confidence with close attention to professional standards and the needs of the patient.

Expertly initiated and maintained communication throughout.

Competently initiated and maintained good communication.

Was both responsive and supportive, utilising excellent

Was both responsive and supportive, utilising good and varied interpersonal skills throughout.

The student's manner and behaviour were professional and engendered some confidence.

Patient/client dignity was maintained, and key relevant needs were met.

The student's manner and behaviour were generally professional and promoted patient/client dignity.

Initiated and

Initiated and maintained some useful communication but was limited in some aspects of the verbal and non-verbal skills utilised.

maintained some good communication with some strengths seen in terms of verbal and non-verbal skills utilised.

The performance generated confidence beyond a minimum standard.

Key patient/client needs were met.

The student's manner and behaviour did not generate sufficient confidence.

Confidence was below the required standard for Level 6 undergraduate study.

Some elements were broadly professional and generally maintained patient/ client dignity but only to a minimum standard.

The decisions had no clear correlation to evidence-based practice.

Began to achieve some effective communication but this was limited in both the variety and depth of the interpersonal skills utilised.

Poor communication and interpersonal skills were demonstrated.

Was not responsive to any communication cues.

Grade Domains

70%+ (1st Class)

62-68% (2:1)

interpersonal skills throughout.

Provide a structured but concise assessment summary of a patient with an acute condition supported by an evidenced based rationale for the assessment.

15% Weighting

Evaluate assessment outcomes, propose a differential diagnosis and make judgements regarding the most likely diagnosis based on available evidence.

15% Weighting

Consistently conveyed through the rationale given, a comprehensive, thorough and in-depth understanding of the principles, knowledge and evidence linked to the activity.

The assessment was completed to a high standard with excellent appreciation for theory to practice challenges.

A confident, purposeful and measurable performance that showed, to a high standard, an effective and dynamic appreciation of theory to practice.

The management was safe, prompt, and effective.

Conveyed through the rationale given a broad and in-depth understanding of the principles, knowledge and evidence linked to the activity.

The assessment was safely executed with aspects of competent practice.

52-58% (2:2)

Threshold Standard

35-38% (Fail)

Was responsive where required

Was generally responsive where required.

Was not responsive to some communication cues.

Conveyed through the rationale given a good and generally broad understanding of significant principles, knowledge and evidence linked to the activity.

Some relevant rationale was identified and was broadly accurate in terms of the knowledge and principles expected.

Some relevant rationale was identified but was only superficially linked to the knowledge and principles expected at this level.

The assessment was safe, with aspects of good practice.

A good and purposeful assessment that was reactive to the information provided in a timely manner.

A good assessment which considered and managed the information presented.

Actions were confidently delivered.

There was a good level of underpinning knowledge which was seen to inform practice; however, some time management could be improved.

The management was safe and very clear.

42-48% (3rd Class)

The management was safe and clear.

A safe assessment was completed; however, its concise approach can be improved.

An adequate decisionmaking display which considers diagnostic differences.

The underpinning evidence was superficial, however, did satisfy to an acceptable standard.

The management was safe.

0-32% (Fail)

The rationale provided was either was effectively linked.

The assessment was not timely and lacked structure.

The assessment was fragmented and had aspects of poor structure.

An inadequate decision-making display which considers some diagnostic difference.

The underpinning knowledge was poor and at an unacceptable standard The management was unsafe in some areas.

Poor decision making which did not consider diagnostic differences.

The underpinning evidence was lacking and of an unacceptable standard.

The management was unsafe.

Grade Domains

Formulate a plan to manage the presenting acute condition including relevant pharmacology.

10% Weighting

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

A very confident assessment which considered all aspects of care and decisionmaking to deliver a timely and effective care plan.

A broad and effective awareness and management focus which was reactive to the information provided.

A good management which showed a general awareness of safe management for the presenting condition.

Pharmacology was to a confident standard with a few minor errors.

Pharmacology shows a good level of understanding; however, improvements could be made.

Pharmacology was accurate and effective.

JRCALC was as a tool to support existing knowledge for safe practice.

JRCALC was utilised to support efficient practice.

JRCALC was used consistently.

42-48% (3rd Class) Threshold Standard A safe management, however, was superficial in aspects of care delivery.

The pharmacological understanding was at a safe, yet basic standard.

JRCALC used appropriately.

35-38% (Fail) Poor management of the presenting acute condition.

Poor understanding of relevant pharmacology.

JRCALC used at times.

0-32% (Fail) Unable to formulate a plan to manage the presenting acute condition.

Unacceptable understanding of relevant pharmacology that was unsafe.

JRCALC not used effectively.

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

15/07/2022

05/08/2022

Key assignment details Unit title & code

Quality and Safety in Paramedic Practice (PAR004-3)

Assignment number and title

Assignment One

Assignment type

PR – Project

Weighting of assignment

100%

Size or length of assessment

4000 words (+10% allowance)

Unit learning outcomes

1.

Demonstrate the following knowledge and understanding •

2.

Demonstrate the following skills and abilities •

ABT2020_V1

Conceptual understanding of the local service provisions with regard to quality and patient safety and identify an aspect of that service that requires improvement.

Critically evaluate service improvement initiatives in order to make recommendations for best practice.

What am I required to do in this assignment?

Formative Assessment •

Week 20 – Provide individual briefings that outline your chosen dissertation topic and your approaches to inquiry. Lecturer feedback will be provided.

Summative Assessment •

A case review, exploring an aspect of local service provision and critically analyse the relationships of quality, safety, and care delivery, identifying and recommending evidence-based practice (EBP) improvements.

(Your project must be accompanied by written verification from your workplace mentor or manager that discussions and agreement have taken place to identify the area of development discussed in this assignment).

If you do not include your verification form with your submission, this will trigger a ‘fail’ grade for the respective grading domain. See the grading rubric for clarification.

Additional Information: •

Your case review should identify a local service provision that you encounter while attending placement.

•

You must provide clear discussions on the following:  Quality Improvement mechanism  Safety  Care delivery There should be a clear association, in your work, with/for evidence-based practice (EBP).

• •

•

A literature review must be included as part of your body of work, where you must include your search methodology.  When deciding on the approach to your case review, you should consider existing literature: o Qualitative, o Quantitative, o Cross-sectional, or o Systematic review.

Your verification form must be included as an appendix.

Presenting your work: • • •

Font size - 12pt Font type – Arial or Calibri Line spacing – 1.5 – 2.0

The following links offer guidance on presenting your work: •

Writing your Literature Review: https://lrweb.beds.ac.uk/media/0nbb1ugm/dissertation-literature-review.docx

•

Dissertation Systematic Literature Review Methodology https://lrweb.beds.ac.uk/media/0nbb1ugm/dissertationliterature-review.docx

•

Case Study (StudyHub guide) https://lrweb.beds.ac.uk/media/222mr2fv/case-studies.docx (While you are being asked to write a Case Review, not a Case study, by using a combination of these links you will begin to appreciate the combined focus required in your writing).

•

Other common resources:  https://lrweb.beds.ac.uk/studyhub-library/self-help-resources/  https://lrweb.beds.ac.uk/a-guide-to-referencing  https://lrweb.beds.ac.uk/studyhub-library/what-we-offer/

What do I need to do to pass? (Threshold Expectations from UIF) •

Identify a specific aspect of service provision that requires improvement and explore the feasibility of this with your practice educator.

•

Conduct a critical review of relevant evidence supporting the focus related to the paramedic environment.

•

Apply a change management process that considers the optimisation of quality, safety, and care delivery.

How do I produce high quality work that merits a good grade?

You should: • Deliver a consistent and insightful article that demonstrates your critical appreciation for both the topic and the process.

• Present significant and critically evaluative skills that explore and expand the contemporary evidence you select.

• Ensure your work is accurately and effectively cited and referenced.

• Validate through effective academic discussion your theory to practice interpretations, justifying the positions you establish.

How does this assignment relate to what we are doing in scheduled sessions?

The assignment will: • • •

introduce and expose you to Service Improvements in health care, quality, and patient safety. enable you to analyse and suggest improvements to practice that enhance quality and where appropriate patient safety within a specific area of health care practice. enable to you to engage in process and recognise a distinguishing feature of the graduate paramedic; the ability to critically analyse the existing evidence for current practice and formulate views and judgements about how the quality of future practice might be developed and evaluated. Graduate paramedics, through such processes, can be active participants in service developments that are important to the quality improvement agenda in health care.

Assignment Brief How will my assignment be marked?

Your assignment will be marked according to the threshold expectations and the criteria on the following page.

You can use them to evaluate your own work and consider your grade before you submit.

ABT2020_V1

Grading Domain

Identify a specific aspect of service provision that requires improvement and explore the feasibility of this with your practice educator.

20% Weighting

70%+ (1st Class) A highly relevant topic with insight, consistency, and a broad critical understanding.

There are significant applications of service improvement that enhances the work.

A broad and critical understanding of both knowledge and theory base.

Conduct a critical review of relevant evidence supporting the focus related to the paramedic environment.

Demonstrates significant evaluation and interpretation skills regarding the evidence analysed.

25% Weighting

Apply a change management process that considers the optimisation of

The focus has been consistent and measurable. The validating approach to change

62-68% (2:1)

52-58% (2:2)

The selected focus is clear and contemporary, with a strong rationale for quality, safety, and care delivery.

The chosen service provision is identified well.

Analysis is seen with a service improvement appreciation.

Shows a critical understanding of the material introduced.

The discussions employed are consistent and demonstrate a propositional lens to practice solutions, regarding the evidence analysed.

Focus on key aspects of change management is seen with investigative links to practice.

A suitable rationale, showing a concern for analysis of quality, safety, and care delivery is seen, however, improvements can be made.

Focus is seen showing a good understanding of the selected service provision.

There is evidence of a critical review, however, lacks consistency and control at times.

A good range of improvement scrutiny is seen, with some good skills of analysis.

42-48% (3rd Class) Threshold Standard The chosen service provision is adequate; rationale for selection is provided, however, is superficially explored.

Aspects of analysis are seen.

There is structure but lacks depth at times.

35-38% (Fail)

0-32% (Fail)

The identification and subsequent rationale are inadequate in both depth and theory.

Had failed to identify, apply, and analyse an aspect of service provision in a manner consistent with that expected of Level 6 undergraduate study.

There is no mentor verification form submitted with the main article.

Emailed forms cannot be accepted. (35% = maximum grade for this domain)

Understanding and application of relevant evidence is seen across the theory-base. There are some analytical skills observed regarding the limited evidence presented.

Focus and integration can be improved.

The evidence presented is descriptive and often lacks control and scrutiny.

A change management model has been selected and adequately

The use of change management is vague and lacks focus.

Key issues are superficially presented leading to a generalization of the relationship to practice.

Minimal attention is given to quality,

Has failed to use or include the evidence effectively.

There is no focus or appreciation for quality, safety, or care delivery in practice.

Has failed to include sufficient discussions of change management processes, expected

Grading Domain quality, safety, and care delivery.

(25% Weighting

Use of Evidence and References 15% Weighting

Issue Handling and Depth of Discussion 15% Weighting

70%+ (1st Class)

42-48% (3rd Class)

62-68% (2:1)

52-58% (2:2)

management shows an excellent understanding of optimizing practice.

Evidence of a modifying behaviour is seen, demonstrating skills of synthesis.

The discussions are reasonably structured with some depth.

The evidence is contemporary and effectively supports the ongoing direction of work.

The evidence is generally well chosen; however, improvements could be made.

The evidence selected is generally good, however, how it is integrated requires refinement.

Evidence is included, however, how the integration demonstrates limited comprehension.

Referencing is correct. It follows the guidelines given to the letter and consistently supports and enhances the work.

Referencing is correct, consistently supporting and enhancing the quality of the work.

An appropriate number of references are used and generally cited correctly and integrated well with few errors seen.

A relevant number of references seen but they could be integrated more effectively with fewer errors in presentation.

The issues are all highly relevant and analysed in an insightful and considered manner demonstrating significant skills of synthesis

A broad range of relevant issues are analysed in a considered manner demonstrating skills of synthesis.

A range of relevant issues are analysed demonstrating good skills of analysis.

Had focused on some elements of the task set in a reasonably structured manner but lacked depth at times.

Few errors seen.

Threshold Standard embedded into the discussions.

35-38% (Fail)

0-32% (Fail)

safety, or care delivery optimisation.

for Level 6 undergraduate study.

Evidence is weak or not sufficiently contemporary.

The evidence employed is either missing or poorly selected in the supporting of both the topic and/or direction.

Key issues are identified with some evidence of analysis

An inadequate number of references are seen with poor integration. There are errors seen throughout.

Had failed to address some of the tasks and was poorly structured.

Discussions were descriptive in nature and lacks depth.

Had failed to support the assignment with adequate references and referencing errors are seen throughout.

Had failed to address the task in a manner consistent with that expected at undergraduate level study.

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

05/08/2022

26/08/2022

Key assignment details Unit title & code

Minor Illnesses and Injuries (PAR003-3)

Assignment number and title

Assignment Two

Assignment type

Placement Assessment Document (PR-PLAC)

Weighting of assignment

0%, Pass/Fail

Size or length of assessment

Equivalent to 2500 words,

Unit learning outcomes

1.

Demonstrate the following knowledge and understanding •

Critically review the assessment and decision-making process around minor injuries and illness

2. Demonstrate the following skills and abilities •

ABT2020_V1

Apply effective clinical practice and analyse assessment processes in the context of contemporary evidence

What am I required to do in this assignment?

Formative Assessment: •

• •

Your PAD will be audited at set points through the year where you will be expected to have achieved the following: o Semester One – 33% o Semester Two – 66% o Semester Three – All completed.

Where required, Personal Development Plans can be used to support your progress.

Feedback will occur via your PebblePad system

Summative Assessment: •

You will be continually assessed in practice by a Practice Educator (PEd.) on the criteria adapted from the Health and Care Professions Council, Guidance on Conduct and Ethics for Students (2016).

•

Towards the end of your placement year, your PEd. and Personal Academic Tutor (PAT) will meet with you to agree on your progress needs working towards your final year submission.

•

While the placement documentation is a continuous document you are expected to underpin your progress by: o o o

Completing all summative elements of practice at independent level.

Identifying 2 service users to provide feedback on your practice.

Practicing in accordance with your level of study and ensure appropriate professional conduct.

•

You will enter this information in your PebblePAD and submission will occur automatically after you have shared with your assessor and saved your progress.

•

DO NOT ACCESS your PebblePad via ATLAS as your work will not be saved. Only use your PebblePad Dashboard.

What do I need to do to pass? (Threshold Expectations from UIF)

•

Complete all summative elements of practice at the required standard as independent.

•

Identify at least two service-users to provide feedback and reflect on your practice.

•

Practice in accordance with and at the required standard and level of study required whilst ensuring appropriate acknowledgement to your professional conduct throughout.

How do I produce high quality work that merits a good grade?

•

This is a pass/fail assessment and so the threshold expectations must be achieved.

How does this assignment relate to what we are doing in scheduled sessions?

• •

You will be able to apply the skills and knowledge you have gained during lectures and practical sessions to then apply to practice under the watchful guidance of an experienced Practice Educator.

By doing this you will be able to develop your personal professional knowledge by bridging the gap between theory to practice.

Assignment Brief How will my assignment be marked?

Your assignment will be marked according to the threshold expectations and the criteria on the following page.

You can use them to evaluate your own work and consider your grade before you submit.

Grade Domains

Threshold Standard

Marginal Fail

Fail

Complete all elements of practice at the required standard as independent

Complete all elements of practice at the required standard as independent.

Not all elements of practice at the required standard as independent were completed.

No elements of practice were completed to the required standard of independent.

Identify at least two service-users to provide feedback and reflect on your practice.

Identified at least two service-users to provide feedback and reflected on their practice.

Less than two service users were identified to give feedback, or no reflection of your practice was given.

No service user feedback was provided, and no reflection of your practice given.

Practice in accordance with and at the required standard and level of study required whilst ensuring appropriate acknowledgement to your professional conduct throughout.

Practice in accordance with and at the required standard and level of study required whilst ensuring appropriate acknowledgement to their professional conduct throughout.

If a Personal Develop Plan is in place, it must not be restrictive to progression

Practice in accordance with and at the required standard and level of study required whilst ensuring appropriate acknowledgement to their professional conduct throughout.

If a Personal Develop Plan is in place, it must not be restrictive to progression

Your practice was deemed to be not in accordance with and at the required standard and level of study required whilst ensuring appropriate acknowledgement to your professional conduct throughout.

Personal Development Plan in place, PEd and PAT unwilling to allow the student to progress.

ABT2020_V1