1. FdSc HEALTH & SOCIAL CARE PRACTICE
COURSE HANDBOOK
ACADEMIC YEAR 2019/20

2. CONTENTS Page WELCOME TO YOUR COURSE 1
MEET THE COURSE TEAM – WE ARE ALL HERE TO HELP YOU SUCCEED! 2
THE FdSc HEALTH & SOCIAL CARE PRACTICE AIMS – WHAT WILL YOU LEARN? 3
WHAT SHOULD I BE ABLE TO DO AT THE END OF MY COURSE? 4
WHAT WILL I LEARN IN THE FIRST YEAR?
FIRST YEAR MODULES
FIRST YEAR TIMETABLE
WHAT WILL I LEARN IN THE SECOND YEAR?
SECOND YEAR MODULES
SECOND YEAR TIMETABLE
WHO DO I CONTACT IF I NEED SUPPORT?
HOW WILL I LEARN?
YOU WILL ALSO LEARN FROM FEEDBACK FROM ASSESSMENTS
VIRTUAL LEARNING ENVIRONMENT –
HOW WILL I BE ASSESSED?
ASSESSMENT SCHEDULE
ASSESSMENT REGULATIONS
HOW DO I FEED BACK MY VIEWS ON THE COURSE?
AND FINALLY, A FEW LAST WORDS FROM STUDENTS

3. Address: Vicarage Rd, Darlington DL1 1JW Phone: 01642 738777
Wanting to be an Associate Practitioner (Agenda for Change Band 4) means that you care about service to the patient, have a caring and inquisitive nature, you love problem-solving, you question things and you enjoy a challenge.
At Teesside University we have designed an innovative and interesting course to help you reach your goal and like all Teesside University graduates become confident, critical and creative, articulate, adaptable and aspiring.
You will be studying at Teesside University's Darlington Campus
Address: Vicarage Rd, Darlington DL1 1JW
Phone: 
Opening Times: Monday – Thursday 8.00 a.m. – 9.00 p.m.
Friday 8.00 a.m. – 5.00 p.m.
Closed Saturday and Sunday
Teesside University Middlesbrough Campus Library is open 24 hours a day 365 days a year.

4. Welcome to the FdSc Health & Social Care Practice!
“Don’t be scared, there is support every step of the way and you can do it!”
Year 2 Student
WELCOME TO YOUR COURSE
On behalf of the course team we would like to welcome you to the Foundation Degree (FdSc) Health & Social Care Practice. As you take your first steps on this two-year course run by Teesside University in partnership with local and National health and social care providers, we hope that you will find this course enjoyable, rewarding and a challenging prospect!
This Course Handbook is designed to give you specific information relevant to your course which we hope you will find useful throughout your studies.
You will also receive a Module Guide for each specific module detailed in the timetable, which will give you useful information specifically for that module.
This handbook should be looked at in conjunction with the School Student Guide: which provides important information relevant to all students in the School of Health & Social Care (SOHSC) and the University Student Handbook:
You’ll find that we’re keen to help you to make the most of your time here. This handbook is intended to give you an overall idea of what to expect from your course, especially your first year.
Any questions, please just ask one of your tutors or you may find some answers and reassurance in the quotations from former students on the course which can be seen in the speech bubbles such as this one above.
Welcome to the FdSc Health & Social Care Practice!
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5. MEET THE COURSE TEAM – WE ARE ALL HERE TO HELP YOU SUCCEED!
Mary Nesbitt
Senior Lecturer
Christine Brown
Senior Lecturer
Clare Marron
Senior Lecturer
Paula Shirley
Senior Lecturer
Graham Jones
Senior Lecturer
Fiona MacGregor
Lecturer/Senior Lecturer
ext. 5196
Vicki Russell
Senior Lecturer
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6. THE FOUNDATION DEGREE, HEALTH & SOCIAL CARE PRACTICE COURSE
The course aspires to enable you to undertake a journey of personal and professional development in a supportive student-centred environment. It will enhance your capacity and capability in practice, helping you achieve your full potential at work. Furthermore, the course will provide opportunities for you to continue your professional development by enabling you to identify and plan for your future learning needs.
THE FOUNDATION DEGREE, HEALTH & SOCIAL CARE PRACTICE COURSE
AIM – WHAT YOU WILL LEARN
The overall aims of the course are to:
Develop the student’s ability to be an efficient, effective, safe and motivated practitioner within the workplace/practice setting in the context of their role within health and social care.
Develop the student’s ability to work autonomously within a multidisciplinary team.
“I initially only wanted to do the course to progress onto my nurse training and saw it as a bit of a stepping stone, however one year in, I can honestly say I have learned a lot and my practice has improved because of it”
1st year student
The NHS/Private and Social Care Sectors are undergoing great change, therefore it is important for you and your employer that you maintain your skills and knowledge, adopting a flexible approach to practice. Technologies and available knowledge, change constantly and service users’ expectations and demands for more effective services have a great impact; you will need to be flexible and adapt to change and this is why the Foundation Degree aims to develop your commitment to lifelong learning.
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7. “I’m a much more reflective practitioner”
WHAT SHOULD I BE ABLE TO DO BY THE END OF MY COURSE?
The learning outcomes of the FdSc Health & Social Care Practice course are listed here.
Please share these with your line manager.
In terms of your knowledge and understanding you should be able to:
Critically analyse ideas, concepts and frameworks associated with holistic perspectives of health and social care within a range of contexts.
Critically analyse and apply the ethical and legal considerations and constraints specific to your field of practice.
Demonstrate a detailed knowledge of scientific principles associated with your field of practice.
Critically analyse the impact of local, national and international evidence-based practice influences on health and social care provision and the development of health and social care in the UK.
Critically analyse the determinants of health and wellbeing and approaches to health improvement and wellbeing within your field of practice.
Demonstrate a detailed knowledge of the guidelines for the safeguarding of individuals.
In terms of your cognitive and intellectual development, you should be able to:
Critically analyse, interpret and apply data/evidence from a variety of sources that informs your field of practice.
Critically analyse information and experience in order to become a reflective practitioner within a person-centred approach.
Demonstrate intellectual flexibility and openness to new ideas in order to continue to strive to enhance and improve practice.
Utilise an evidence-based approach to employ balanced, logical and supported arguments to rationalise your decision-making within your scope of practice.
“Introduction to Anatomy and Pathophysiology helped me understand patient’s conditions holistically, recognising deterioration and how one system effects the other”
“Always believe in your abilities, seek guidance from your tutor in time of need, as they will guide you to reach your goal. I did!”
“For me the course has so far done a great job in improving my time management and my search and retrieval skills”
“I’m a much more reflective practitioner”
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8. YOU SHOULD ALSO BE ABLE TO DO THESE BY THE END OF THE COURSE
In terms of your practical and professional skills you should be able to:
Apply safe and effective practice within an agreed scope of practice and range of environments associated with your field of practice.
Facilitate the effective delivery of holistic care using a person-centred approach.
Assist in the evaluation of health and social care practice and contribute to decision-making processes.
Act with increasing autonomy and direction within defined guidelines.
Facilitate the health improvement and protection of the health and safety and wellbeing of others.
Critically analyse own values, beliefs and assumptions and those of others to promote value-based practice.
Act in accordance with the legal, professional, ethical and procedural boundaries of your role.
Maintain appropriate relationships to facilitate collaborative working across a wide range of teams and agencies.
Apply risk assessment and management knowledge and skills to promote and ensure safety.
In terms of skills that can be transferred to many different kinds of careers you should be able to:
Adopt a range of roles within a team and contribute to the effective working of the team.
Reflect upon and apply core interpersonal skills to your field of practice.
Participate in quality assurance/governance strategies used to evaluate practice and promote service improvement.
Reflect systematically on performance and implement strategies to promote self-awareness and Continuing Professional Development.
Use a range of information technology relevant to your field of practice and personal learning and development.
Communicate information, advice, instruction and profession-specific knowledge effectively to others.
“I have developed not just on a professional level but on a personal one, thanks to this course”
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9. COURSE ROUTES
The course offers two routes through the two practice modules: in Year 1 through Foundations of Practice and in Year 2 through Orientations of Practice.
Competency Route – where you work with and be observed by your Practice Mentor to achieve your practice competencies.
The Non-competency Route – where you will be working as a lone worker without direct supervision, but you will be allocated a Practice Supervisor who will have three meetings with you to discuss the evidence required from practice experience.
Within the course you will be taught with a variety of students from other disciplines within health and social care, such as:
Nursing (all areas) Theatre Radiography Physiotherapy Biomedical Care Homes
Drug and/or Alcohol Abuse Centres GP Practice
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10. WHAT WILL I LEARN IN THE FIRST YEAR?
The first year is at Level 4 Higher Education (HE), and most students recruited will have gained their previous knowledge and skills through work-based learning and qualifications. The course recognises the need for a range of support mechanisms to allow you to take the step into HE, and the learning environment from the beginning of the course is conducive to good study habits where you are given time and the opportunity to reflect on your learning and progress. A fundamental feature of the learning approach is dialogue within the classroom which is actively encouraged. You will be provided with an Academic/Personal Tutor and Practice/Work-based Mentor in addition to the module tutors and team detailed on the previous page.
The first year of the course supports the development of your academic and study skills with a module entitled Learning to Learn: An Introduction to Academic Study Skills (see next page for details of attendance). The academic year is 32 weeks long (excluding Christmas and Easter breaks).
Foundations of Practice
(FDS1027-N)
(60 credits)
Learning to Learn: An Introduction to Academic Study Skills
(FDS1043-N)
(10 credits)
Introduction to  Anatomy and Pathophysiology (AHH1070-N) 
(20 credits)
Specialist Module
(30 credits)
On successful completion of Level 4 (the first year) you will have gained the required 120 credits by passing the modules above and detailed next. .
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11. FIRST YEAR MODULES Introduction to Anatomy and Pathophysiology
Learning to Learn: An Introduction to Academic Study Skills FDS1043-N (10 credits)
A 16-week module delivered across Term 1 and the majority of Term 2 which will provide you with all the tools necessary to succeed. Module Leader is Paula Shirley
Introduction to Anatomy and Pathophysiology
AHH1070-N (20 credits)
A 14-week module taught in Term 1 in which you will learn about the normal body systems, how they interact and what happens during certain disease processes.  Module Leader is Graham Jones.
Foundations of Practice
FDS1027-N (60 credits)
A 32-week module which spans the whole academic year. This is a work-based module in which you will follow and complete a series of both generic and specific competencies within the workplace, supported by a Practice Mentor from your area of work and an Academic Tutor from within the Foundations Studies team.
You will produce a portfolio which will contain all competencies in addition to a number of pieces of written Essential Evidence. Module Leader is Christine Brown.
“Don’t worry about feeling anxious, everyone will be feeling the same. All the staff in the FD team are there for you, encouraging and supporting you all the way. Good luck and enjoy!”
Specialist Module
(30 credits)
The specialist module is dependant upon your area of work and these will be confirmed at the beginning of the academic year. Most of the specialist modules are delivered in Term 2.
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12. FIRST YEAR TIMETABLE
(This is only an example and the timetable may be subject to change regarding time allocations).
Level 4 Year 1
9.00am – 12noon
1.00 p.m pm
2.00pm – 5.00pm
Term 1
Weeks 1 -14
Foundations of Practice
(Core module)
Learning to Learn: An Introduction to Academic Study Skills
(Core Module)
Introduction to Anatomy and Pathophysiology
Term 2
Weeks 15 – 20
Specialist Option Module
Term 3
Weeks
Self-Directed Study 9
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13. WHAT WILL I LEARN IN THE SECOND YEAR ?
The second year is at Level 5 Higher Education and builds on the knowledge and skills gained from Year 1, enabling you to explore and develop lines of enquiry. You will be taught how to, and encouraged to think and write more analytically, how to recognise good quality evidence and to use this evidence within your academic writing.
As with the first year, classroom discussion is encouraged. However to reflect working at a higher level of education, teaching and assessment strategies will challenge your developing mind of enquiry. You will continue to be supported by an Academic Tutor/Personal Tutor and Practice/Work-based Mentor, in addition to the module tutors and team detailed earlier in this handbook.
Orientations of Practice
(FDS2004-N)
(60 credits)
Investigating Evidence and Contributing to Change
SIH2006-N
(20 credits)
For 17 weeks only
Specialist module(s)
(40 credits)
On successful completion of Level 5 you’ll have gained another 120 credits by passing the modules listed on this page. You will then have 240 credits in total and will be awarded the FdSc Health & Social Care Practice. You will be invited to the University’s Graduation Ceremony.
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14. SECOND YEAR MODULES Orientations of Practice FDS2004-N (60 credits)
A 28-week module which spans the whole academic year. This is a work-based module in which you will follow and complete a series of both generic and specific competencies within the workplace supported by a Practice Mentor and Academic Tutor within the University.
You will produce a portfolio which will contain all competencies in addition to a number of pieces of written Essential Evidence. Module Leader is Mary Nesbitt.
Investigating Evidence and Contributing to Change
SIH2006-N (20 credits)
A 17-week long module which will concentrate on examining what constitutes good quality data. Module Leader is Vicki Russell.
“In the beginning I was so nervous that I didn’t have the ability to finish the first year, however I managed to complete the second year and it has given me confidence to continue with further studies and I feel so proud of what I have achieved.”
Specialist Module(s)
(40 credits)
Dependant upon your area of work expertise you will be able to choose one from a number of option modules.
There is also an option to study a Negotiated Learning module if there are no modules available which suit your work environment.
As with the first year, some specialist modules may run on a different day. 11
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15. Investigating Evidence and Contributing to Change
SECOND YEAR TIMETABLE
(This is only an example as the timetable may be subject to change regarding times allocations)
9.00am – 11.00am
11.30am – 1.30pm
2.30pm – 4.30pm
Term 1
Weeks 1 – 14
Evidence Based Practice
(Core Module)
Orientations of Practice
Specialist Option Module
Term 2
Weeks 15 – 20
Investigating Evidence and Contributing to Change
Weeks 21 – 28
Self-Directed Study
Level 5 Year 2
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16. WHO DO I CONTACT IF I NEED SUPPORT?
STOP and ACT
If you think you have a learning need, please contact the School of Health and Social Cares Disability Co-ordinator.
Name: Catherine Hutchinson
Contact:
Telephone
Student Life
Your place to go for support, advice and collaboration to inspire and empower your learning and life.
Online and in our new future-facing £12.5m Student Life building at the heart of Middlesbrough campus, we’re here to help you get the most out of everything that university has to offer.
Find out more: tees.ac.uk/studentlife
Academic Support
If you are experiencing difficulty coping with the material in any module, please explain the problem to the Module Leader. It is primarily the module team’s responsibility to deal with these difficulties. If you can’t resolve the problem in this way, then you can approach the Course Leader.
“When your tutors say they are happy to help, they actually mean it!”
Course Leader Details
Name…………………………………..
Contact…………………………………
Attendance
A record of your attendance is kept and patterns monitored. If you are going to be sick or absent for any reason(s) you need to notify student records at SOHSC-Student Absence
You should also inform your Manager in the workplace, following your workplace procedure.
If you feel unable to cope this is the number for the
Emergency counsellor
Your Academic/Personal Tutor is also here to offer pastoral support with any issues happening in your personal life which may impact on your ability to study. It may be worth making a note of their contact details here:
Academic/Personal Tutor is:…………..
Contact details are:………………………
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17. HOW WILL I LEARN? Presentations
The confidence and skills required to give effective presentations are acquired over the whole duration of your course. These skills are useful in many walks of life and contribute greatly to the usefulness of your degree in many areas of employment.
Group Tutorials by Appointment
Group tutorials consist of small groups of students and a tutor discussing
individual student’s project work or team efforts. These are interactive and are intended to promote the exchange of ideas, thought showers, analytical skills and feedback on project work. Group tutorials normally occur at regular intervals during the course of a project.
“The academic year is like climbing a steep hill, but once you achieve the summit, the view is spectacular!”
Individual Tutorials by Appointment
Individual tutorials take place with one student discussing their work or their general progress and pastoral situation with one member of staff.
Lectures and Briefings
Lectures and briefings are used to impart knowledge to larger groups. These tend to be tutor-led and aim to inform, inspire and engage. But don’t expect just to sit and listen! These types of sessions are not passive and include note- taking, question and answers and/or small group debate activities. They are usually illustrated by a wide range of media.
“I wasn’t fully aware of the depth of the number of e-resources and LibGuides available to me until starting this course.”
“Embrace this tremendous opportunity and if you really want to succeed, YOU WILL. All the help and support you need is available to you. If I can do it at 58 years old, it suggests that the lecturers can even teach an old dog new tricks!”
Seminars
Seminars enable structured discussion and analysis to take place between groups of students and a tutor.
Seminars are interactive and they facilitate the free exchange of ideas through which you learn the process of argument and reason. At times you may be asked to present a short, researched talk on a particular subject after which the group will discuss the matters raised.
Independent Learning
This is a very important part of the course particularly in Year 2. Your success will depend on your ability to develop the skills that will enable you to learn independently, using your own initiative and resourcefulness to achieve your goals.
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18. YOU WILL ALSO LEARN FROM FEEDBACK FROM ASSESSMENTS
“Use the support you have around you. It sometimes feels like you are the only one struggling but in reality you’re not. You will only struggle for as long as you allow yourself to. Ask your tutors and peers if you feel lost. The best support I had were the people doing the course with me”.
YOU WILL ALSO LEARN FROM FEEDBACK FROM ASSESSMENTS
Throughout your studies you will receive feedback from tutors that will be in a variety of forms. It is important that you receive and respond to feedback. The following hints and tips were produced by the Students’ Union.
Feedback feeds learning. Feedback is not simply something you receive after your assessments have taken place but is a continuous part of the learning experience and comes in many forms.
All opinions count. Feedback can come from many different people including: Module Leaders, tutors, fellow students, employers or you can even give feedback to yourself through reflection. All can be valuable to you.
Feedback has different forms. These include: written comments about your work, verbal comments from your tutors, discussion with peers inside and outside of the classroom and electronic feedback.
Help feedback to work for you. Use your feedback to develop knowledge about yourself; your strengths and weaknesses.
Open your mind to feedback. Try not to focus on the mark, look at the feedback too. If you didn’t get 100% then there is room for improvement; the feedback will show you where you need to improve. If you are disappointed with your mark give yourself some time before you look at your feedback, but don’t ignore this. If you don’t know where you went wrong you will make the same mistake again.
Accept praise. Don’t be afraid or embarrassed to acknowledge your successes.
Don’t look back in anger. Try not to take negative feedback personally. Constructive criticism is there to help you improve your performance. It should never be destructive criticism; if you feel it is please contact the Course Leader.
Make a negative positive. If you are unhappy with your mark go and see someone on the teaching team for more feedback. If you have to resubmit, discussing your feedback with the tutor will help make sure that you don’t make the same mistakes.
Don’t hesitate, just ask! All of the teaching time are here to help you, don’t be afraid to come and talk to us, that’s what we are here for.
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19.
is the University’s Virtual Learning Environment (VLE), accessed through the internet:
You’ll be introduced to early in your first academic year. It will be used during your course in various ways; for example keeping you in touch with the course and module information,
online discussions, wikis, blogs, useful links, online assessment and also copies of module briefs/handbooks will be held there.
It is therefore important that you actively engage in the use of the environment. You’ll
be expected check for postings on a regular basis.
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20. HOW WILL I BE ASSESSED?
You will encounter a number of different assessment methods as you progress through the course. The assessments cover a wide range, from exams to assignments and many others in between but the pass mark for all is 40%.
There are two main classes of assessment: Formative and Summative.
Deadlines for Assessment
As adult learners it is your responsibility to attend examinations and to submit work for assessment as required; usually online. You may apply for an extension to your submission date of up to seven days through your Module Leader but will need a valid reason to support this request.
Where an extension has not been approved, in course assessment work submitted late will receive a maximum mark of 40% provided it is submitted within seven calendar days of the published deadline. Where an extension has not been approved in-course assessment work submitted more than seven calendar days AFTER the published deadline will not be marked. Please ensure that all assessments are submitted on or before the hand-in date; be prepared and allow yourself plenty of time to complete the assessment.
In some personal circumstances you may not be able to meet assessment deadlines. If this happens, please contact your Module Leader, Academic/Personal Tutor or Course Leader for advice and support. Further information can be found in the School Student Guide or within this handbook.
Formative assessment is used to aid your learning. This is where you are set an assignment or activity, that receives either a mark or some feedback but does not count towards the final module mark.
With summative assessments the mark counts towards the final module grade.
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21. Core modules are illustrated for Year 1 and Year 2.
ASSESSMENT SCHEDULE
Subject
Wk6
Wk7
Wk8
Wk9
Wk10
Wk11
Wk12
Wk13 Wk 14 15 16 17 18 19
Wk20
Wk21
Wk22
Wk23 24 25 26 27 28
Learning to Learn
Foundations of Practice
Week 32
Anatomy & Pathophysiology
Introduction to Health & Social Care Practice **
Investigating Evidence and Contributing to Change
Orientations of Practice
 Xx
Developing Health & Social Care Practice**
Core modules are illustrated for Year 1 and Year 2.
Modules marked ** are an example of a specialist module. Assessment schedules vary for specialist modules; please see specific Module Guide for details of assessment schedule.
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22. ASSESSMENT REGULATIONS
The FdSc Health & Social Care Practice operates in accordance with the University Regulations for foundation degree students.
External Examining
Students often ask questions about how we know that their degree is broadly of the same standard as degrees awarded for similar courses by other universities. In the UK we have a system called External Examining which is one of several ways that we confirm that standards are met. An External Examiner is generally an experienced lecturer from another University/Higher Education Institution, who offers an independent view as to whether the work of students on the course is of the correct standard. The External Examiner does this by looking at a sample of work (e.g. assignments, exam answers, dissertations), discussing the work with your lecturers and normally attending the assessment boards to endorse results. They then produce an annual report which highlights any good practice they have seen and allows them to report any concerns they may have. They also confirm in their Report that academic standards and achievement are comparable with the UK Higher Education sector. The External Examiners’ reports are made available to students via the ‘courses’ tab in e-vision and are also considered annually at relevant
Course Boards.
The main External Examiner for your course is Julie Holland who works at the University of Chester. Sometimes, your modules may have a different External Examiner and your Module Leader can provide details on request.
Please note that students are not permitted to contact External Examiners directly and External Examiners will not respond to any communication from individual students. If you have any concerns about your course then please speak to your Course Leader.”
“Feeling stressed and anxious is normal, we have all been there and we have still achieved” .
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23. HOW DO I FEED BACK MY VIEWS ON THE COURSE?
The School Student Guide gives information about how we seek and value your feedback about your course. .
You Said/We Did
You said.
“Lessons where patients come in to talk to us were really interesting and we learned a lot. Can we have more please?”
Action: We will continue to access relevant service users to enhance the student experience where it is felt appropriate to do so.
You said:
In the second year towards the end of the year, can we have more self-directed study to enable us to spend time in the Library working on our assessments?”
Action: For both first and second years the timetables have been written to incorporate more self-directed study prior to the submission of assessments where this is practicable. We recognise that our students are work-based learners and have limited Library time in their day release from work, therefore this change will help greatly. .
The School of Health & Social Care (SOHSC) relies on student feedback as a key method of assuring and enhancing the quality of its learning and teaching. Your feedback is very important to us and we will invite you to give constructive feedback on your learning experiences both formally and informally at various points in your course of study, for example by evaluating University teaching during and at the end of each academic year and in some instances at the end of a module.
Evaluation is usually online and can take the form of a SOHSC evaluation and/or participation in the annual National Student Survey (NSS). As a result of evaluations both in house and nationally, actions have and will be taken to improve the quality of the course and student satisfaction; both of which are extremely important to us. Please participate in the NSS at the end of your course and tell us what we can do better or simply what we have done well!
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24. And finally, a few last words from FdSc Health & Social Care Practice students….
“Try and enjoy the whole experience – the two years go over so quickly.”
“Don’t waste time, get on with your studies. This course opens up a whole new way of thinking and brings new found confidence and friends!!”
“Staff are approachable across all avenues – if you do not wish to speak in person, then don’t be afraid to them!”
“Being a mature student, the confidence I have gained following this course is unbelievable, age is not a barrier, I now feel anything is possible to achieve.”
Good Luck!
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25. DISCLAIMER
The information contained in this handbook is, as far as possible, accurate and up to date at the time of printing.
The express permission of Teesside University must be obtained to reproduce any, or all of this
publication, other than for personal use or for those purposes permitted by law.
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