FORM I
Module Study Guide
Role Development (within a
negotiated workbased context).
College of Nursing, Midwifery and Healthcare
Module Code
NS70028W-Z
Level
7
Credits
20
AY2013-2014
Version No 01
© UWL 2013
Location
Fountain House – The Reading Hub and Berkshire Institute of the University of West
London
http://www.uwl.ac.uk/about-us/our-location/berkshire-hub
Module Study Guide Role Development CLynch June 2013
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Role Development (within a negotiated
workbased context)
Module Study Guide
Contents
Page No.
Module Leader and Teaching Team Details
4
Facts and figures
4
Section A
Overview and Content
1
2
3
4
5
6
7
8
Welcome and Introduction to the Module
Administrative and Technical Support
Timetable/Venue/Rooms
Student Support and Guidance
Content of the Module
Aims of the Module
Learning Outcomes
Learning Resources
Section B
Assessment and Feedback
9
10
11
12
13
14
15
Assessment: General Information
Details of Assessment
Summative Assessment Grid
Statement on Plagiarism
Evaluation of the Module
Personal Development Plan (PDP)
Frequently Asked Questions (FAQ)
Section C
Module Course
16
Guide to Learning Sessions
Module Study Guide Role Development CLynch June 2013
5
5
6
6
9
10
10
10
19
21
23
23
25
26
26
28
Page 3 of 37
Module Leader and Teaching Team Details
Module Leader
Catherine Lynch
Field and School
College of Nursing, Midwifery and
Healthcare.
Email
Catherine.lynch@uwl.ac.uk
Phone
07867 787277
Location
10th Floor Paragon House
External Examiner(s)
The External Examiner(s) for this module are listed below. Please note that this is
provided for information only; students are not permitted to enter into any correspondence
with External Examiners.
Name
Jacqui Harte
Job Title
Senior Lecturer
Institution
University of Central Lancashire
Facts and Figures
Module Code
NS70028Z
Level
7
Credits
20
Total Guided Learning Hours
200
Consisting of:
Teaching Contact Hours 42
Guided Independent Study Hours 158
Placement Hours 0
Assessment:
Percentage of final marks assessed by:
Exam 0%
Coursework 100%
Practical 0%
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Section
A
Overview and Content
1.
Welcome and Introduction to the Module
Dear student,
Welcome to the College of Nursing and Midwifery, and to the University of West London.
We are very pleased to welcome you to this Role Development module. In this module we
will help you to critically examine your current role as a practitioner, we will help you identify
gaps or blind spots in your professional persona and assist you in designing a
comprehensive learning plan to enable you to make a real change and improvement in the
way in which you contribute to your organisation.
This module is designed to increase your capacity to learn from the problems, challenges
and achievements that you encounter at work. You will explore a range of self-diagnostic
tools to identify personal areas of focus and you will employ innovative problem solving
strategies, so as to develop your role in the context of your field of professional expertise
The purpose of this Module Study Guide (MSG) is to provide you with an introduction to the
module aims, learning outcomes, indicative content, resources and assessment. You will be
able to access the Programme Handbook, and the Student Handbook through our intranet
and also via the blackboard site for this module, which will provide you with information
about the facilities available to you as a student whilst you are studying at this university.
You will be guided through the content of the module by the module team. This module will
build on your current capabilities and explore and apply a number of advanced key skills.
Thus, the module learning experience will provide the opportunity for you to enhance your
personal skills set and provide a base for the work you will undertake in your journey to
achieve your Master’s degree.
Catherine Lynch
Module Leader.
2
Administrative and Technical Support
Administrator for this module: Lisa Rodrigues (lisa.rodrigues@uwl.ac.uk)
Telephone: 0208 209 4312
Library and IT Support and Training at Fountain House, Reading: Mike Sharrocks
(mike.sharrocks@uwl.ac.uk) Telephone: 0208 209 4470
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3.
Timetable/Venue/Rooms
Role Development module –Blended Learning Framework
Teaching week numbers: (12 weeks)
◄ Semester 1 – w/c 30th September – w/c 16th Dec 2012 ►
2
Face to
face 1
Elearning
1
3
Oct 16th
Face to
face 2
5
6
7
E-learning 2
◄Theme 2 –Advancing your
development ►
8
Nov
21st
Face to
face day
3
9
10
11
12
E-learning
3
◄Theme 3 – Evaluating your
development
Formative
assignmen
t
◄Theme 1 –
Introduction to self
assessment tools►
4
Summative
assignment
1
Oct 2nd
Room bookings:
Please check the notice board on Floor 10 of Fountain House for room bookings.
4.
Student Support and Guidance
Blackboard
All the key information you require to complete this module will be made available through
the University’s Virtual Learning Environment, Blackboard. Please check the module site
regularly for additional resources or information made available while the module is
running. Updates or changes will be communicated to you via Blackboard
announcements and/or email – so please also ensure that you check your student email
account regularly.
Logging on
Log on to Blackboard at http://online.uwl.ac.uk using your normal UWL username and
password.
Help and support
There are Help Pages at http://uwl.ac.uk/blackboard - these provide guidance for all
students in making use of the University's online learning platforms.
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All technical issues with Blackboard, Turnitin and PebblePad should be reported to the IT
Service Desk. You can do so by:
• Talking to staff in any IT Suite or Library
• Calling 0300 111 4895 (internal phone extension 2222) 24hrs a day 365 days a year
• Emailing itservicedesk@uwl.ac.uk
Learning Support
Learning Support is free and available to all UWL students. Your first point of contact
for any enquiry about support available for writing, maths, structuring essays, revision
techniques, or any other support you require with academic skills is
learning.support@uwl.ac.uk .
The University also offers you the opportunity to test and improve your own academic
and employability skills throughout your course. A series of self-diagnostic tests on
employability, academic writing, numeracy, digital skills and referencing is available
online, and can be accessed wherever and whenever you have an internet
connection. As well as the tests, there are associated resources which are intended
to help you improve your skills. Both the self-diagnostic tests and resources can be
found on the Study Support Online community inside Blackboard . Look for the link to
Study Support Online when you log on at http://online.uwl.ac.uk
One-Stop-Shop
Students can benefit from a variety of support services during their studies. The OneStop-Shop offers professional services which are free, impartial and confidential. They
offer information, advice and guidance to students in a variety of ways e.g. face to face,
telephone, email, Skype.
They aim to answer all your questions, or direct you to someone who you can talk to.
They are located on the ground floor in the Teaching Centre at St. Mary’s Road, Ealing
with a satellite service at Paragon and Reading, including drop-in sessions (these are
advertised on each site).
Opening hours:
Monday to Thursday
Friday
9.00 to 5.00pm
10.00 to 5.00pm
For further information on each area go to:
http://www.uwl.ac.uk/students/Support_for_students.jsp
Email: onestopshop@uwl.ac.uk
Telephone: 020 8231 2573 / 2991 / 2739
The University Library
The University Library provides a wide range of services, resources, advice and help
to support teaching, learning and research across the institution. There are two
physical libraries:
 The main campus Library in St Mary’s Road, which comprises of four floors
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

The Health Library on the second floor of Paragon House
There is also a virtual library at the Berkshire Hub providing access to all our eresources and which is fully supported with professional Library and IT help
and advice.
All students are automatically members of the Library. The Unique card is also the
Library card, and borrowing rights are automatically set according to course and
status. Self-service machines are available at all Libraries, allowing for independent
borrowing when service desks are not staffed.
The Academic Support Librarians provide help and support throughout the learner
journey, running training sessions on a regular basis on topics such as Refworks and
referencing, or database search strategies, and offering one-to-one advice on finding
detailed resources for assignments by appointment.
Further information including opening hours and contact details is available at:
http://library.uwl.ac.uk/use/sites/opening_hours.html
Centre for Employability and Employer Engagement
The Centre for Employability and Employer Engagement brings together the careers
service, the employment service, work placements and volunteering to provide
information and support for the employability and employment of all students.
We offer a welcoming and supportive environment in which you can discuss your career
options, identify your skills and abilities and make informed decisions about your future.
You can register with the Centre and get access to: part time work both on and off
campus; careers advice; placements; volunteering activities; graduate opportunities and
much more, all of which will help you to enhance and develop your employability skills.
To register: www.uwl.ac.uk/work
Our Careers Service offers you



advice and guidance on a wide range of careers issues, including CVs, job
hunting, assessment and selection procedures
careers workshops on topics like preparing your CV, interviews and job searches
a careers resource area with careers information, employer literature, a range of
useful software packages, and intranet and internet search facilities
Our Employment Service offers you



direct notification of the latest part-time and graduate vacancies, tailored to your
interests and subject areas
employment advice
employer presentations on campus
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5.
020 8231 2700
employment.services@uwl.ac.uk
@ UWLCareers
University of West London Careers &
Employment Service
Content of the Module
The content of the module is represented here in the form of three themes – each will be
covered by a 50/50 face to face and e-learning deliver.
Theme One: Introduction and using the self assessment tools.
This is your starting point for the module, introducing you to planning your learning and
using self assessment tools to identify your areas for development over the module. The
theme will explore how you are managing self and self-image - developing self
awareness, and the use of self-diagnostic tools to assess levels of competence against a
range of Competence Frameworks
Theme two: Advancing your development
This theme is focused around the development of areas you have chosen to focus on,
looking at the key Advanced Practice skills and how these can help you develop
competence in your chosen field. It will explore using others to develop – Action learning
sets (ALS), Working effectively with others through understanding of and expertise in
group dynamics. Consideration of theoretical frameworks will be explored, for example;

Quinn’s Competing Values Framework

Pedller, Burgoyne & Boydell self development work

Kolb Experiential learning

Goleman’s Emotional competence/intelligence

Impression Management (Bolino and Turnley)

Conflict management (Thomas)

Personal vs. organisational Power (French & Raven, Buchanan, Kakabadse)
There three: Evaluating your development
The final theme will equip you with the tools and techniques to evaluate your development
to date. It will examine how you can measure your progress, how you can recognise that
change in your professional role has taken place and how you can use that to consider
alternate ways of working for potential role development and developing others.
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6.
Aims of the Module
The aim of this module is to enable you to undertake a structured piece of workbased learning that will enhance your ability to develop your role as an advanced
practitioner.
7.
Learning Outcomes
Learning Outcomes (generic)
By the end of the module, the student will be able to;
1. In relation to negotiated work and academic criteria, agree a personal development
plan relevant to the demands of a managerial or professional post within a relevant health
or social care organisational context or environment.
2. Within defined and negotiated guidelines, implement a personal development plan that
achieves the agreed timetable and resource constraints.
3. Collect and analyse information to help gauge progress towards agreed learning
outcomes.
4. Record and reflect on work-based learning opportunities to identify achievements,
difficulties and coping strategies.
5. Use relevant theoretical or conceptual frameworks consistent with the Level 7
indicators (Appendix 1) to analyse the workplace learning activity.
6. Demonstrate competence in use of intellectual, transferable and practical skills
consistent with the Level 7 indicators (Appendix 1).
and specifically will be able
1.To analyse and critically evaluate the role of the advanced practitioner within a specialist
context.
2.To formulate strategies to progress your career towards becoming an advanced
practitioner
8.
Learning Resources
The College of Nursing, Midwifery and Healthcare Library is at Paragon House,
Brentford. The Library provides access to relevant books, journals, DVDs and study
spaces as well as specialist advice from Academic Support Librarians.
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Paragon House Library: opening hours
Term / Vacation
Opening hours & service hours
Mon, Tues, Thurs
08:30 - 19:45
Wed
08.30 - 17.45
Fri
10:00 - 17:45
Sat
11:00 - 16:00
Sun
CLOSED
The Academic Support Librarians
The Academic Support Librarians for your programme are available as a point of
contact for all questions and problems relating to learning resources, large or small,
including giving advice on locating relevant resources in support of your studies - for
example, you may be having difficulty in defining database search criteria or
methodologies, or identifying relevant research studies in the journal literature.
The Librarians are:
Marc Forster
Tel: 020 8209 4033
email: marc.forster@uwl.ac.uk
Paragon House
(Library – 2nd Floor)
Pam Louison
Tel:
020 8209 4038
e-mail: pam.louison@uwl.ac.uk
Paragon House
(Library – 2nd Floor)
On-line learning resources (e-books, e-journals, journal reference databases)
The University subscribes to a range of on-line learning resources that enable you to
carry out literature searches as well as gain access to journal articles and electronic
books.
A list of these resources, along with information regarding access and passwords,
can be found on the Library website at:
http://library.uwl.ac.uk/eresources/index.html
Passwords
Most on-line resources are e-direct password protected.
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Your username is your student i.d. number. Your password is the one you are
currently using for student e-. If you have any problems with your password, phone
the IT helpdesk at: 0300 111 4895.
Access
Accessing on-line resources is via Library Website:
library.uwl.ac.uk
Identifying Relevant Research Studies and other Journal Literature – Searching the
databases
Click on Databases A-Z
The title of each database is the clickable link which takes you to the search screen
once you have entered your username and password. (Same as used for student email
e.g. Underneath the entry for Medline are links to three on-line demos on how to
search the database:
Medline Basic Search Guide
Medline Simple Subject Heading Search
Medline Combining Subject Headings
Click on each in turn to find out how to search the database.
Databases you are likely to use:
CINAHL
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EBM Revie
EBSCOHost (general)
EBSCOhostA-to-Z (journal full text)
EMERALD
HELMIS
Medline
MHIC (Health Management Information Consortium)
Nationalelectroniclibraryfor health (gateway for health information)
Proquest ABI/Inform
ZETOC (citation database from British Library)
Scholar.google
Useful Web-sites information
www.anzhealthpolicy.com
www.bond.org.uk/lte/furtherinfo.htm
www.bized.ac.uk
www.dfes.gov.uk
Department for Education and Skills
www.doh.gov.uk
www.hbr.com
www.healthcarecommission.org.uk
Department of Health
Harvard Business Review
Healthcare Commission
www.healthcareworkforce.org.uk
www.health.gov.au
www.health.vic.gov.au
www.icpress.co.uk
www.ita.doc.gov
www.kmnetwork.com
www.leadingyoungpeopletosuccess.com
www.mintel.co.uk
www.dh.gov.uk/PolicyAndGuidance/HumanResourcesAndTraining/NHSWorkforceScorecard
www.nhsemployers.org.uk
www.institute.nhs.uk
www.sdo.lshtm.ac.uk NHS Service and Delivery Organisation
Module Study Guide Role Development CLynch June 2013
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www.statistics.gov.uk
www.SuccessFactors.com
www.themanager.org
www.csip.org.uk
After the Database Search – Finding your Journal Articles
Once you’ve identified journal articles you wish to read, and have saved the
references, you now have the task of obtaining the articles themselves. There are 3
sources which are most easily searched in the following sequence:
Source 1: The Library E-Journals Portal
The university makes available a wide selection of journals accessible and
downloadable through the Library website. When journals are accessible on-line, they
are usually known as ‘e-journals’.
To make them easy to access, rather than providing links to each publisher’s website,
we have a central A-Z list of them all which you can access from a link on the Library
website and through your e-direct username and password
Enter the journal name [e.g. British Journal of Nutrition] identified in the reference, in
the box shown above and click on Go. If the journal is available to us on-line then its
title will appear below the box in red. Click on it. You may then be asked to choose
one of several options. Choose any that ‘covers’ the publication year(s) you’re
interested in.
Use the rest of the reference (year or volume(part), page numbers) to find the article
and a link to download it.
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For an on-line demo of how to download an e-journal article click the link in the
E-journals page like this:
Click here to learn how to download an e-journal (guide opens in a new window).
If the journal isn’t available to us on-line in this way…….try Source 2
Source 2: The Library print Collections
The University has a small collection of print titles, mainly those which have no on-line
presence, but also older volumes which aren’t included in a title’s on-line access.
The Library Catalogue will tell you if the journal is on the Library shelves.
There’s a link on the Library website:
Click Our Catalogue
Click on More Search Options on the next screen to obtain this screen:
Change ‘Format’ to Journal, Magazine, Newspaper
and enter the name of the Journal into Title
The entry will let you know which volumes are available for photocopying. You may
need to ask at the Service desk if the volume is in store.If you are a Distance learning
student, contact your librarian and they will get an article scanned for you if the
relevant journal is in the print collection.
If the journal isn’t available to us in this way…….try Source 3
Source 3: The University’s Inter-Library Loan Service
If all else fails….we will attempt to obtain a copy of the article from other sources such
as the British Library. This will cost £1 per article:
Fill out a form at the Service desk to apply. Distance Learning students
e-mail: WHILL@uwl.ac.uk
Reading Books On-line
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Many books can now be read on your computer screen. They can be accessed from
anywhere and at any time. There are no overdue fees.
Access is easy. Click Our catalogue on the Library website (library.uwl.ac.uk)
If you know which one you’re looking for
…… then enter the author surname and title and then click on Search.
Or if you don’t…
Click More search options below the search box.
and select E-Books from Collection. You can then search by a subject word or
phrase (e.g. nutrition or public health) within the e-book collection.
Search Results
e-book identifies a title as such
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Accessing the Book
Click on the book’s title.
You will now see a clickable link to take you to where it can be accessed…..
You'll need your e-direct username and password.
Here is a typical title page:
The contents page on the left consists of clickable links. You can search for
significant words; bookmark and underline texts as well as make notes.
E-books available in your subject include the following:
Critical thinking and writing for nursing students
Price, Bob; Harrington, Anne,
http://prism.talis.com/uwl/items/612834?query=price+harrington&resultsUri=items%3Fquery%3Dpri
ce%2Bharrington
Study skills for nursing and midwifery students
Scullion, Philip A; Guest, David A
http://prism.talis.com/uwl/items/587347?query=scullion+study+skills&resultsUri=items%3Fquery%3
Dscullion%2Bstudy%2Bskills
If you are based at Fountain House, you can order books to be sent to you from
Paragon House by e-mailing; PAR.LibraryRequests@uwl.ac.uk . You can then
return the books at Fountain House if you wish.
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Sconul Access
Do you have another university library near to your home? If so you may be able to
gain access and to borrow books or access articles through the Sconul Access
scheme. Go to:
www.access.sconul.ac.uk
for a list of colleges and links to their catalogues. Download and fill out a form and
send it to:
Gillian.Briggs@uwl.ac.uk
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Section
B
Assessment and Feedback
9.
Assessment: General Information
You must achieve a minimum mark of 50% in your assessment in order to pass the
module and achieve 20 academic credits at the academic level studied.
You are entitled to two attempts. If you have a referral at the first attempt you will be
required to retake the assessment in a period laid down by the Assessment Board,
usually four weeks after the original results are published. *Please note: you cannot
score higher than 50% in resubmitted work.
A full description of the Regulations for programmes can be found in your UWL
Student Handbook.
Deadlines
The deadline for all submissions is 12:00pm on the essay deadline day. You will
submit your assignments using Turnitin (instructions will be given).
Receipt
Turnitin generates a receipt which you should ensure you keep safe.
If you do not submit a first attempt and have not informed your Module Tutor nor
provided appropriate written evidence then you will not be entitled to a second
attempt and therefore cannot complete the programme. If you submit your
assessment late then you may follow the ‘5 day rule.’ This means that if you submit
within 5 working days of the submission date then it will be marked. However if the
work is awarded a pass mark this will be capped at 50%.
You must retain a copy of your work in case of loss.
Mitigation
The Regulations governing Mitigation can be found in the Student Handbook. Claims
for Mitigation should normally be submitted within 10 working days of the date of the
examination/submission. Claims for Mitigation submitted after the cut-off date, will
only be considered if you provide a supporting statement to support your inability to
submit within 10 working days.
Copies of the current University of West London Student Handbook can be accessed
online.
You must refer to the UWL Student Handbook regarding mitigation.
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Guidelines in Respect of Confidentiality
During your studies you will be required to draw and reflect on your practice
experiences and use these in assessments, group discussions and experiential
learning etc. It is therefore important that client and patient confidentiality should be
maintained in all times. It is your responsibility to ensure that any information that
would identify a patient or client is omitted from all written assessments.
Within any of the activities associated with your studies you must ensure that you:
Maintain complete anonymity of any material that may be required to complete an
assignment. Do not write down or share any information by which a patient/client,
their relatives and health professionals could be identified.

Maintain confidentiality in the classroom in any group discussions, enquiry based
learning sessions etc.

Do not include names or addresses of places of work/practice etc. It is
acknowledged that you may be required to use local information that is currently in
the public or professional domain (e.g. statistical information regarding public
health trends, policies and procedures which may be specific to a Trust or Unit),
and further guidance will be provided by module leaders in specific assignments.

Do not copy patient/clients’ notes within your assignments.

Do not include any copied documents naming individual organisations, which are
not already in the public domain.

Do not hold on computer or disc personal details relating to patients /clients,
colleagues.

Be selective and only use information which is absolutely essential.

Use appropriate pseudonyms for patient/client and place of work (e.g. hospital in
the South of England).
The above should be adhered to for all stages of your studies - i.e. draft notes,
reflective diaries, group discussions and final drafts.
Please note that using information in the public domain i.e. from trust websites, trust
publications etc. should not be considered as a breach of confidentiality. However,
you should gain consent from the managers to include within your
assignments/workbooks. The College of Nursing, Midwifery and Healthcare views any
breach on patient, client and organisational confidentiality extremely seriously and a
penalty will be incurred.
Penalty for breaches of confidentiality
If an assignment is received which breaches confidentiality it will be returned without
giving a mark to the student and the amended version will, when re-submitted by a
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given date be regarded as a second attempt resubmission. If the assignment is
successful it will consequently attract a maximum mark of 50%. Breaches of
confidentiality in the resubmitted work will be awarded 0%
10. Details of Assessment
Submission of formative and summative assessments.
You will find a link to the Turnitin Assignment submission from the Assessments area of
the Blackboard course menu. There will be separate submission boxes for the formative
and summative assignment. In addition there will be a separate box for submission of
your summative assignment if you have been given an extension, and also if you need to
submit a second attempt. Please familiarise yourself with the boxes and make sure you
submit to the correct box.
You will need to ensure that your assessment is uploaded as a single document, and in
the correct format (e.g. a Word document or PDF – the acceptable file formats are
displayed on screen when you come to submit via Turnitin).
When submitting, please enter your student ID number in the “submission title” box. The
document itself should contain your student ID number in a header or footer; your name
should not be visible on the work.
Turnitin generates an Originality Report, and you are encouraged to make use of this
facility as a support tool to help you ensure the source material in your assignment is
correctly referenced before final submission. You will be able to submit revised drafts of
your work up until the assignment due date. Only the final version will be marked by your
tutor.
At the due date and time, no further submissions or changes are possible. Whatever is in
the Turnitin inbox at this time will be regarded as your final submission.
Formative Assessment - Assessment 1
Assessment task: Learning contract and summary
Weighting: Formative
Date/time/method of submission: Via Turnitin by 12md on 15th October 2013.
Word count or equivalent: 1000
Assessment criteria: Against the assignment guidelines using the Level 7 marking
grid.
Assessment briefing:
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The first part of the assessment requires you to review the literature and complete a
learning contract which should show the detail your learning action plan, with clear
timelines, aims, goals and how you plan to achieve them. This is normally presented
in a grid or table and should be attached as an appendix. The main part of the work, a
summary of your proposed learning plan (1000 words) should take an academic
report/essay format and follow the guidance in part 2 below.
1. To complete the learning contract, select two aspects of your professional life
which you have identified as in need of development in order to advance your
practice. You will need to identity relevant academic and role related materials
(e.g. a job/person specific description, competencies from your professional
organisation, Skills for Health, Skills for Care, the various self assessment
tools from the module content/reading list etc) so as to produce a personal
development plan to advance your practice in a specialist area or specific
context. This will also require that you identify relevant academic and workrelated criteria that can be used for a self-assessment of personal
development needs for example, an appraisal format, SWOT analysis, or 360
degree review.
2. In the summary, provide a brief rationale for your choice of topics. Give an
indication of the sources of information that you will draw upon for ideas as
your learning progresses. In addition to course texts you should consider
current sources such as DoH policy documents, or professional and
management journals. Outline how you will develop your competence in these
domains in more detail.
The summary should also include some discussion and rationale for:



Your personal learning goals and success criteria which should be linked to the
performance indicators in appendix 1
Developmental activities, timetable and resources
Steps for mentoring and recording progress.
Timing of feedback: Within 15 working days of submission date.
Summative Assessment - Assessment 2
Assessment task: Role Development Report
Weighting: 100%
Date time/method of submission: 18th December 2013 at 12md
Results: 20th January 2014. Ratified at Assessment Board: March 2014
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Word count or equivalent: 2,000 words
Assessment criteria: Achievement of the learning outcomes for the module.
Assessment briefing:
This report, which will be submitted at the end of the module, will consist of:




A brief rationale/context for the steps, activities, research undertaken and the
learning achieved.
An evaluation of the learning experience against the agreed academic and
work related criteria set in the learning contract.
Discussion of the knowledge, skills and the application of theory to practice as
appropriate to the Level 7 indicators (Appendix 1)
A reflection on learning successes, achievements, difficulties and coping
mechanisms that will help to identify further developmental needs and plans
11. Summative Assessment Grid
Type of
assessment
Module
learning
outcome
Word
Due date
count or (week no.)
equivalent
Theoretical Formative
ALL
1000
3
Theoretical Summative
ALL
2000
12
Threshold
NA
Pass mark Weighting
Formative
0%
50%
100%
12. Statement on Plagiarism
Plagiarism is defined as the presentation by a student of work for assessment which
is not his/her own, in the sense that all or part of the work has been copied from that of
another person (whether published or not) without attribution, or the presentation of
another's work as if it were his/her own. Any student who knowingly permits another
student to plagiarise his/her own work will also be regarded as having breached the
General Regulations. Self-plagiarism can also occur if a student does not reference their
own, previous, work.
See also: Student Handbook Section 3. University Regulations and Student Code of
Conduct
For further advice on plagiarism go to the UWL website:
http://www.uwl.ac.uk/students/current_students/Advice_to_students_on_plagiarism.jsp
Module Study Guide Role Development CLynch June 2013
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As detailed in Section 4 above, the Learning Support Team are available to help with
any issues you may have with academic writing and referencing.
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13. Evaluation of the Module
Evaluation of the module
Modules are evaluated by module tutors and students, using a variety of tools and
activities, in order that any identified change is supported by evidence obtained from
all participants.
During the module, a number of evaluative elements will be included.
Mid Module Evaluation
This may be a brief verbal discussion, facilitated by the module leader, or a short
questionnaire. The purpose will be to determine that the module content and
approach is moving towards meeting the aims and learning outcomes satisfactorily. It
gives all students the opportunity to make suggestions. It will be timetabled and
normally takes place on about week 7 of the module.
Final Evaluation
Written
A standard College evaluation form will be distributed to all students for completion on
the last session of the module.
In preparation for this, it is hoped that students will reflect on the strengths and
weaknesses of the module in advance of the session. Time will be provided in the
session for distribution and completion of the form. The module leader will use the
evaluation forms to compile a report for review by the Programme Leader and Subject
Head, which will be discussed at the Programme Committee resulting in an action
plan to improve the student’s experience.
Verbal
A discussion will also take place on the last session of the module. This will be led
either by the module leader or by another lecturer (giving students the opportunity to
provide their own feedback, which they may find difficult to do with the module leader)
whenever possible. Once again this will be timetabled to ensure there is sufficient
opportunity for open discussion.
Students are invited to feedback to the module leader at any other time they feel
there is an issue of quality to raise.
The Module Team will review the evaluation as part of the continuing development of
the learning experience, evaluating and assuring quality of content, teaching methods
and outcomes related to student needs.
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14. Personal Development Plan (PDP)
Students will develop their own Personal Development Plan (PDP). Students will
identify learning needs against the module learning outcomes and the areas around
which they are going to develop.
Students will draw up a plan of work and identify key milestones that will enable them
use the self assessment tools, identify areas for further development, design a
learning plan and negotiate within their workplace a way forward to ensure the
desired learning takes place with the time constraints of the module.
Students will further identify and discuss their learning needs with the module leader
and their supporting colleagues. It is strongly suggested that students identify a work
based buddy to support them through this intense period of self development. This
work can contribute to student’s professional portfolio and be of significant use at
appraisal and peer review.
15. Frequently Asked Questions (FAQ)
What is the role of the Module Tutor?
The Module Tutor is normally the Module Leader of the module you are taking at the
time. The tutor’s role is to guide you through the learning package and to be a source
of advice and practical assistance if and when you feel you need it. You may call on
the tutor for a number of reasons, for instance:





to help you to interpret the content of the learning package, in other words
she or he acts as a subject expert
to help you adapt to this way of learning
to motivate you and to encourage you
to help you to construct an academic piece of work for assessment
to provide you with detailed feedback about your work, especially in relation to
the formative assignment
What are my responsibilities as student?
The ultimate responsibility of undertaking and completing this module is your own.
The module team may only give advice and constructive feedback. Specifically, you
will be expected to:





Take the initiative in raising difficulties and in making resourceful use of the
module tutor’s time;
Agree the title and topic of the research proposal with the module tutor
Submit draft work in the agreed time;
Maintain progress of the work in the timescale agreed with the module tutor;
Keep the module tutor informed of the progress being made and of any
Module Study Guide Role Development CLynch June 2013
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


difficulties encountered;
Keep copies of all work;
Use initiative in accessing appropriate resources and in networking relevant
support
Seek approval, where necessary, of Research Ethics Committees (academic
and professional organisations).
How can I get feedback on my work?
Questions will be discussed during the study days and verbal feedback given. You
will have the opportunity to arrange tutorial support in which you can present your
plan of the essay and discuss your choice of question. This is usually done within
your action learning set which will provide you with further support and opportunities
to network and share information with peers. A session will be included in the face to
face days which will allow for opportunity to discuss essay writing techniques and how
to structure essays for those students new to academic work. It is usual for the
module leader/tutor to mark your assignment. Detailed written feedback will be
provided, giving you insight into how the marker arrived at the particular mark
awarded.
Every module has an external examiner who is an appropriately qualified individual
from another university. Their role is to ensure fairness and parity of marking and to
ensure that work presented is at the appropriate academic level. The ratified result
will be sent to you after the Assessment Board meeting although provisional results
may be obtained before.
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Section
C
Module Schedule
16. Guide to Learning Sessions
Theme One – 2nd October 2013 (Week 1)
Topic







Key
Concepts/
Issues






Welcome to programme, and group introductions
Learning skills, development and support
Competence frameworks
Self-assessment: exploration of learning needs in specialist
context
Programme requirements: attendance patterns, assessment
Participant support: UWL and organisational
Action learning sets
Work-based learning/ learning in context
Overview of learning and key concepts relating to role
development
Developing oneself and competency – looking outside the
box
Other’s people’s perceptions of you
Improving the existing
The virtual learning environment: blackboard and electronic
databases.
Teaching/
Learning




Relevance to
Assignments
Underpins assessment 1 - for submission in week 9
Links to LSDS/
Key Skills
Activities
Improving own learning and performance; communication,
problems solving and working with others.
Brief
bibliography
Barker, A. (2009) Advanced Practice Nursing: Essential
Knowledge for the Profession. Jones and Bartlett
Session
Preparation;
Brown, G., Esdaile S., Ryan, S. (2003) Becoming an Advanced
Healthcare Practitioner. Butterworth Heinemann, Ch 1
Lecture
Discussion
Group interaction
Action learning sets
Module Study Guide Role Development CLynch June 2013
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Independent
Learning
Activities; prereading, postreading etc.
Reference to
tutor handouts
Pedler, M., Burgoyne, J. & Boydell, T. (2001) A Managers
Guide to Self Development, 4th edition. McGraw-Hill, Ch 1- 2
Quinn, R. et al (2003) Becoming a Master Manager; a
competency framework, 3rd edition. Wiley, Ch 1
Woodcock, M., Francis, D., The New Unblocked Manager; a
practical guide to self-development. Gower
Bolino, M.C. and Tumley, W.H. "Measuring Impression
Management in Organizations: A Scale Development Based on
the Jones and Pittman Taxonomy," working paper.*
Myers, Isabel Briggs (1980). Gifts Differing: Understanding
Personality Type. Davies-Black Publishing; Reprint edition
(May 1, 1995)
Quinn R., et al., 2003, Becoming a Master Manager; a
competency framework. 3rd Edition Wiley
Thomas, K.W. "Conflict and Conflict Management," in.
Dunnette, M (ed.), Handbook of Industrial and Organizational
Psychology (Chicago: Rand McNally, 1976), pp. 889-935*
.
* Exercises taken from Robbins, SP 2005 Self Assessment
Library: Insights in your Skills, Abilities & Interests. Pearson
Prentice Hall, New Jersey.
Module Study Guide Role Development CLynch June 2013
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Electronic study – via Blackboard
Topic
Key
Concepts/
Issues
Underpinning day 1 (Complete week 1-3 Prior to
submitting Formative assignment)
Self assessment using diagnostic tools contained in the
Compendium
Exploring competing values and other tools.



On line discussion
Group interaction
Electronic completion of learning e-activities
Relevance to
Assignments

Underpins assignment 1
Links to LSDS/
Key Skills
Activities
Improving own learning and performance; communication,
problems solving and working with others.
Brief
bibliography
Mumford, A. (ed.) (1997) Action Learning at Work. London:
Gower Press
Teaching/
Learning
Session
Preparation;
Independent
Learning
Activities; prereading, postreading etc.
Pedler M., Burgoyne, J. & Boydell. T. (2001) A Managers
Guide to Self Development, 4th edition. McGraw-Hill
Head, S (2004) How to avoid a Near Life Experience, 2 nd edn,
Headstart UK
www.businessballs.com
Buchanan, D.A. (1999) Power, politics, and organizational
change: winning the turf game. London: Sage
Module Study Guide Role Development CLynch June 2013
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Face to face day 2 (week 3)
Theme two - 16th October 2013 (week 3)
Advancing your development
Topic





Identification of progress to date and work outstanding
Share knowledge around competence frameworks and
domain mapping and learn from colleagues
Assessing the impact of work-based activities on
organisational processes, practices, structures and culture
Advanced communication using psychology
Peer consulting methodologies
Personal leadership qualities and theories



Discussion
Group interaction
Action learning sets
Relevance to
Assignments

Underpins assignment 1 2
Links to LSDS/
Key Skills
Activities
Improving own learning and performance; communication,
problems solving and working with others.
Brief
bibliography
Brown, G., Esdaile, S., Ryan, S. (2003) Becoming an
Advanced Healthcare Practitioner. Butterworth Heinemann,
Ch 2
Key
Concepts/
Issues
Teaching/
Learning
Session
Preparation;
Independent
Learning
Activities; prereading, postreading etc.

Johnson, G. & Scholes, K. (2001) Exploring Public Sector
Strategy. Financial Times/Prentice Hall. Chapter 8 is
particularly appropriate
Pedler, M., Burgoyne, J. & Boydell, T. (2001) A Managers
Guide to Self Development, 4th edition. McGraw-Hill, Ch 3-5
Yukl, G. (2006) Leadership in Organisations, sixth edition,
Pearson International
Senior, B. and Flemming, J. (2006) Organisational Change,
Third edition, Prentice Hall
Module Study Guide Role Development CLynch June 2013
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Electronic study – via Blackboard
Topic
Underpinning Face 2 Face day 2 – complete between week
3-9
Key
Concepts/
Issues
Exploring competence
Service improvement strategies: benchmarking and whole
systems thinking
Teaching/
Learning


On line discussion
On line group interaction Johnson, G. & Scholes, K. (2001)
Exploring Public Sector Strategy. Financial Times/Prentice
Hall.
Completion of on line e-activities
Relevance to
Assignments

Underpins assignment 1
Links to LSDS/
Key Skills
Activities
Improving own learning and performance; communication,
problems solving and working with others.
Brief
bibliography
Johnson, G. & Scholes, K. (2001) Exploring Public Sector
Strategy. Financial Times/Prentice Hall
Session
Preparation;
Independent
Learning
Activities; prereading, postreading etc.
Quinn, R. et a, (2003) Becoming a Master Manager; a
competency framework, 3rd edition. Wiley, Ch 8
Reference to
tutor handouts
Thomas, P. (2006) Integrating Primary Health Care. Radcliffe,
Ch 1 and 2
.Kakabadse, A. (ed) (1984) Power, politics and organizations: a
behavioural science view. Chichester: Wiley
Kandola, R., Fullerton, J. (2002) Diversity in action, managing
the mosaic, 2nd edition. CIPD
Parker, C. with Stone, B. (2003) Developing Management
Skills for Leadership. Prentice Hall
Module Study Guide Role Development CLynch June 2013
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Theme three - 21st November 2012 (week 8)
Topic

Evaluating your development
The final theme will equip you with the tools and techniques
to evaluate your development to date. It will examine how
you can measure your progress, how you can recognise
that change in your professional role has taken place and
how you can use that to consider alternate ways of working
for potential role development and developing others.
Key
Concepts/
Issues


Discussion around assignment 2
Group interaction
Relevance to
Assignments

Underpins assignment 1
Links to LSDS/
Key Skills
Activities
Improving own learning and performance; communication,
problems solving and working with others.
Brief
bibliography
GUIRDHAM, M. (2002) Interactive Behaviour at Work London:
Prentice Hall/Financial Times - third edition ISBN No. 0273
655906.
Teaching/
Learning
Session
Preparation;
Independent
Learning
Activities; prereading, postreading etc.
Reference to
tutor handouts
Handy, C. (1995) The Empty Raincoat: Making Sense of the
Future. London: Random House.
HENRY, J. ed. (2001) Creative management. London: Sage
NHS Institute for Innovation and Improvement (2006) NHS
Leadership Qualities Framework
www.NHSLeadershipQualities.nhs.uk
ILES, V. and CRANFIELD, S. (2004). Developing change
management skills: a resource for healthcare professionals
and managers. London: NCCSDO
Module Study Guide Role Development CLynch June 2013
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Electronic study – via Blackboard
Topic
Underpinning weeks 9-15
Key
Concepts/
Issues
Creativity and innovation
Service improvement approaches – methodologies and tools
Teaching/
Learning



On line discussion
On line group interaction
On line e-activities
Relevance to
Assignments

Underpins assignment 1 and 2
Links to LSDS/
Key Skills
Activities
Improving own learning and performance; communication,
problems solving and working with others.
Brief
bibliography
Session
Preparation;
Independent
Learning
Activities; prereading, postreading etc.
Reference to
tutor handouts
Arnold, J., Cooper, C. & Robertson, I. (1998) Work Psychology,
understanding human behaviour in the workplace
Biggs, C. (1997) Working and learning together: how to get the
most out of work-based learning. Sheffield: Department for
Education and Employment
Goleman, D. (1998). Working with emotional intelligence.
London: Bloomsbury
Grace, P. (2009) Nursing Ethics and Professional
Responsibility in Advanced Practice, Jones and Bartlett
Guirdham, M. (2002) Interactive behaviour at work, 3rd edition.
Prentice Hall
Robbins, S. (2003) Organizational Behaviour. Prentice Hall
Schön, D. (1991) The reflective practitioner: how professionals
think in action. Aldershot: Arena
Module Study Guide Role Development CLynch June 2013
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APPENDICES
Appendix 1
UNIVERSITY OF WEST LONDON
THEORETICAL MARKING GRID LEVEL 7
An assignment which exceeds the maximum word limit by 10% will be deemed
not to have met the requirements of the assessment and will be referred. The
assignment will be required to be resubmitted and the resubmission capped at
50%
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ORGANISATION AND
COHERENCE




10
CONTENT
 The contents must
clearly relate to the area
of study, and the learning
outcomes being tested,
and demonstrate
originality and creativity.
 Knowledge and
understanding must be
applied to practice.
CLARITY OF EXPRESSION
 Areas must be clearly
expressed, articulate and
fluent.
 Accurate spelling and
grammar.
LEVEL OF ANALYSIS AND
SYNTHESIS
 There should be a clear
critical analysis and
synthesis of issues,
which are well integrated
and evaluated, as
appropriate.
USE OF LITERATURE
SHOWING KNOWLEDGE
AND UNDERSTANDING
including REFERENCING
 The study must
demonstrate an
appropriate use of
academic
literature/research, which
is appropriate to the
study.
 All key sources must be
cited, and a consistent
and accurate use of
Harvard referencing
system must be
maintained.
10-8

The study must be
clearly structured and
presented.
The introduction must
state an aim and
explicitly identify the
relevant arguments and
areas to be addressed.
These areas, once
identified must be
followed up logically in
the main body of the
study.
There must be a firm
conclusion of the areas
discussed.

25


10


30
Excellent
structure,
presentation and
coherence at an
outstanding
standard.
Evidence of
critical
discussion.
25-19
Relevance to
practice and the
module learning
outcomes are
crystallized within
the study.
Application of
theory to
practice, and
practice to theory
is contextualised
appropriately.
10-8
Clearly
expressed,
articulate and
fluent.
Spelling and
grammar
accurate
throughout.
30-22
 Critical analysis,
critical thinking,
and synthesis of
ideas are clear
within the
study.Evaluation
and integration
evidenced
throughout.
25
7-5









25-19



Extensive range,
depth and
complexity, which
is appropriate to
the area of study.
All key sources
cited.
Consistent and
accurate use of
an accepted
referencing
system
Module Study Guide Role Development CLynch June 2013
Good structure,
presentation
and coherently
expressed.
Widely
discussed.
18-12
Clearly
relevant.
Original and
creative.
Application and
integration of
knowledge to
practice.
Meets all the
theoretical
learning
outcomes.
7-5
Articulate and
fluent.
Good spelling
and grammar.
21-14
Well integrated
study with clear
evidence of
critical
analysis/synthe
sis, and
evaluation
relevant to the
area of study.
4-3








18-12


Moderate
range but depth
and complexity
appropriate to
area of study.
Most sources
cited using an
accepted
referencing
system.
There is a
structure to the
work including an
introduction and
conclusion
There is evidence
of discussion,
although this is
relatively weak
11-6
The contents are
relevant,
although the
material contains
some irrelevant
material
There is
application and
integration of
knowledge to
practice (where
appropriate)
The learning
outcomes are
met, although not
all to the same
depth and quality
4-3
The work is
generally
articulate and
reasonably fluent
There are some
errors relating to
spelling and / or
grammar
13-6
There is evidence
of critical analysis
with some
synthesis and
evaluation
2-0








11-6


The range of
material used is
appropriate
although minimal
There are errors
with the
referencing
system
Some attention
paid to the
structure and
organisation/cohere
nce.
Evidence of
discussion.
5-0
Addressed the
aims of the area of
study with some
originality and
creativity.
Applied to practice.
Does not meet all
the theoretical
learning outcomes.
2-0
Meaning clear.
Spelling and/or
grammar needs
some improvement.
5-0
Shows some
critical thinking and
the beginnings of
synthesis and
evaluation.
5-0



Limited use of
academic
literature/research
evidence
Main key sources
cited.
Limited or no use of
an accepted
referencing system.
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