School of Health and Life Sciences
BSc in Operating Department
Practice
Programme Handbook
April 2012
2
Contents
Page
Introduction
5
Map
6
Contact Information
7
Programme Specification
8
Programme Aims
8
Programme Learning Outcomes
8
Programme Structure
11
Module Summaries
12
Placement Timetable Overview
15
Assessment Strategies and Procedures
16
Assessment Regulations
16
Programme Specific Regulations
16
Consideration of Special Factors
17
Additional Assessment Information
18
Student Support Mechanisms
19
GCU Learn
19
My.Caledonian Portal
20
Learning Development Centre and Academic Development Tutors 20
Student Guidelines for Supporting and Developing Students
21
Equal Opportunities
21
Health and Safety
21
Students with Disabilities
21
Student Representation
21
Student Staff Consultative Group
21
Student Leaders Programme
22
Attendance Policy
23
Change of Contact Details
23
Working Time Directive
23
Self Registration
23
Consent to Participate in Practical Procedures
23
Codes of Student Discipline
23
Simulated Operating Theatre
24
3
Social Networking Sites
24
Student Complaints
24
Hospital Libraires
24
Personal and Professional Development Planning (PDP)
24
Book List
25
Useful Websites
26
Credit Control and Debt Management Policy
27
Appendix 1 - Attendance Monitoring and Reporting Document
28
Appendix 2 - Assessment Schedule
35
Appendix 3 - University Assessment Procedures
37
Appendix 4 - Referencing Guidelines
42
Appendix 5 - Student Instructions for the Presentation of Assignments
51
Appendix 6 - Policy on the Retention of Student Work
53
Appendix 7 - Assessment Matrices for SCQF Levels 7, 8 & 9
55
Appendix 8 - Student Performance Feedback
59
Appendix 9 – Code of Student Discipline
63
Appendix 10 - School of Health Code of Professional Conduct and
75
Fitness to Practise: Policy and Procedures for Staff and Student Guidance
Appendix 11 - Credit Control and Debt Management Policy
4
103
Introduction
Dear Student
Welcome to the BSc in Operating Department Practice Programme.
This handbook is designed as a general guide to the Operating Department Practice
Programme. If you require more detailed information, it is contained in the full Programme
Specification Document, which is available from the Programme Leader and in the library.
Before you begin your first clinical placement, you will be given a copy of the “Students’
Practice Placement Handbook” which will provide you with additional information about all
aspects of clinical placements.
Successful completion of this Programme means that you are eligible to apply for registration
as an Operating Department Practitioner with the Health Professions Council.
If you cannot find the information that you require within this handbook, please contact a
member of the programme team who will be able to help you. Contact details can be found
on page 7.
We know that for many of you this will be your first involvement with a University course
and that you may be slightly daunted by it all. Please be assured that all members of the
teaching and support staff are here to make your experience as pleasant, informative and
enjoyable as possible.
Finally, we do hope that you enjoy undertaking this Programme and that you will be
successful in achieving what you have set out to do.
The Programme Team
5
The University Campus
6
Contact Information
Members of staff can be contacted by direct dialling. Phone 0141 331 followed by the
extension number shown below. Room numbers are shown in brackets and e-mail addresses
are also indicated. The telephone number for Glasgow Caledonian University is 0141 331
3000.
Ext. No.
Dean of School of Health and Life Sciences
Veronica James (A204) E-mail Veronica.James@gcu.ac.uk
8323
Head of Department of Psychology and Allied Health Sciences
Vincent McKay (A239) E-mail V.McKay@gcu.ac.uk
8385
Programme Leader, Dip (HE) in Operating Department Practice
Claire Lewsey (A328) E-mail Claire.Lewsey@gcu.ac.uk
8345
Module Leaders
Ailsa Connelly (A328) E-mail Ailsa.Connelly@gcu.ac.uk
8728
Agnes Lafferty (A328) E-mail Agnes.Lafferty@gcu.ac.uk
3498
Fiona Ritchie (A328) E-mail Fiona.Ritchie@gcu.ac.uk
3534
Life Sciences Lecturers
Allison Grant (C219) E-mail: A.W.Grant@gcu.ac.uk
3232
Jim Reilly (C132) E-mail J.Reilly@gcu.ac.uk
3403
Sadie Gow (C214) E-mail : S.M.Gow@gcu.ac.uk
3736
Ann Corbett (C220) E-mail : Ann.Corbett@gcu.ac.uk
8069
Programme Administrator
Michele Lowe (A502) E-mail: M.Lowe@gcu.ac.uk
The ODP programme team operate an “open door” policy.
7
8308
Programme Specification for Students
Educational Aims of the Programme
The overall aim of the programme is to prepare safe, competent and caring Operating
Department Practitioners who are able to deliver high quality care in all areas of perioperative
practice. The programme will promote the development of the graduate skills necessary to
ensure evidence based practice, lifelong learning and interdisciplinary collaboration in order
to meet the challenges of the changing healthcare environment, enabling graduates to become
and remain fit for practice.
In order to achieve the overall programme aim, the following programme objectives have
been identified:
To prepare students to be proficient in the role of an Operating Department
Practitioner in anaesthesia, surgery and post-anaesthesia care, to the level required to
be eligible to apply for registration with the Health Professions Council.
To provide students with a robust theoretical underpinning in perioperative practice.
To provide a diverse range of learning opportunities, both during practice placement
and within the University, to enable students to link theory to practice to gain clinical
competence, which reflect the learning outcomes of the CODP BSc curriculum.
To develop students’ skills, knowledge and attributes to promote collaborative
working through the use of interprofessional education, peer support, independent and
lifelong learning, reflection and other transferable skills.
To develop the caring, clinical and technical skills necessary to practice in an
autonomous, accountable and professional manner, enabling students to respond to
the challenges of demanding and evolving practice.
To develop students’ 21st century graduate skills to enable them to deliver evidence
based care and treatment to the perioperative patient.
Programme Learning Outcomes
Knowledge and Understanding
On completion of the programme the student should be able to:
A1. Develop knowledge of biological sciences relative to clinical interventions within
the perioperative care period.
A2. Develop an understanding of health and social policy issues as they affect service
delivery and professional practice.
8
A3. Demonstrate a critical understanding of the principles of perioperative care and
promote an interprofessional approach to patient centred, professional practice.
A4 Develop knowledge of the safe and effective use of equipment used for diagnostic,
monitoring or therapeutic purposes within the perioperative environment.
A5 Develop knowledge of the principles of perioperative practice related to clinical
procedures and interventions, within the context of interprofessional team work.
A6 Demonstrate knowledge of aspects of psychology and sociology relevant to
develop and maintain effective communication and interpersonal relationships with
patients and colleagues.
A7 Demonstrate a broad and integrated knowledge of the physiological, social and
psychological impact of surgery and anaesthesia on a diverse range of patients.
A8 Develop a critical understanding of the ethical principles and legal implications of
perioperative care which underpin professionally accountable practice and allow
the student to acknowledge their limitations.
A9 Develop a critical understanding of the complex and changing nature of operating
department practice, applying knowledge of the principles of evidence based
practice to ensure clinical effectiveness.
A10 Demonstrate detailed knowledge of all aspects of the prevention and control of
infection in the healthcare setting, with particular reference to the perioperative
environment.
A11 Demonstrate a comprehensive knowledge and understanding of pharmacology and
medicines management.
A12 Develop knowledge of leadership theories and the principles of change
management.
Cognitive / Intellectual Skills
On completion of the programme the student should be able to:
B1
B2
B3
B4
B5
B6
Utilise effective information retrieval skills to identify and manage relevant
resources to inform professional practice.
Demonstrate skills of critical reflection on personal and professional practice.
Embrace the concept of interprofessional education, lifelong learning and
continuing professional development to maintain and develop skills and
knowledge to enable continuing fitness to practice.
Critically evaluate, analyse and synthesize research and clinical practice, in order
to promote best practice and conform to the principles of clinical governance.
Integrate theory and practice based knowledge in order to inform and justify
professional practice.
Critically evaluate the role of audit in contemporary practice.
9
Professional / Practical Skills
On completion of the programme the student should be able to:
C1
C2
C3
C4
C5
C6
C7
C8
C9
C10
C11
C12
C13
C14
C15
C16
C17
C18
C19
C20
C21
Demonstrate competence in the role of the ODP in anaesthesia, surgery, postanaesthesia and critical care, while caring for a diverse range of patients.
Demonstrate achievement of the HPC Standards of Proficiency required for
eligibility to register as an Operating Department Practitioner.
Demonstrate the personal values of caring practice and respect for individuals.
Apply an understanding of normal and altered human anatomy and physiology
across the life-span when interpreting physiological monitoring.
Based on knowledge of normal and altered physiological parameters identify
critical deviations from normal and initiate appropriate interventions.
Critically evaluate and effectively manage risks and hazards associated with the
patient and the perioperative environment.
Practice in a manner which creates and maintains an environment which
promotes the health, safety and security of patients, colleagues and self.
Demonstrate a systematic approach to the physical and psychological preoperative assessment of patients.
Demonstrate a patient centred approach to assessment, planning, delivery and
evaluation of effective individualised care throughout the perioperative period.
Monitor, reflect on and evaluate the quality of operating department practice and
contribute to quality assurance processes.
Participate as a skilled member of the interprofessional team respecting the
contribution of self and others.
Demonstrate and promote professional, ethical and legal approaches to
perioperative practice by practising in accordance with the HPC Standards of
Conduct, Performance and Ethics.
Demonstrate personal and professional accountability and autonomy in the role of
an Operating Department Practitioner.
Promote clinical effectiveness by applying the principles of evidence based
practice to perioperative practice.
Demonstrate safe, effective and proficient use of medical devices used for
diagnostic, monitoring or therapeutic purposes within the perioperative
environment.
Demonstrate accurate use of numeracy, literacy and information technology.
Apply a comprehensive understanding of perioperative technologies to operating
department practice.
Apply a comprehensive knowledge and understanding of pharmacology and
medicines management to the safe administration of drugs.
Utilise best evidence to create an optimum environment for the care and treatment
of the perioperative patient.
Demonstrate enhanced skills in line with the role of the ODP.
Maintain accurate and up to date perioperative records in a variety of formats.
10
Transferable / Key Skills
On completion of the programme the student should be able to:
D1
Develop study and ICT skills to underpin effective learning.
D2
Demonstrate personal and professional accountability and apply this to the role of
an Operating Department Practitioner.
D3
Develop knowledge and understanding in the context of operating department
practice, which can be transferred within different clinical settings.
D4 Demonstrate critical thinking and problem solving skills in a wide range of
situations.
D5
Develop a diverse range of communication skills, including written, oral,
listening and presentational.
D6
Develop leadership, organisational and time management skills and apply these
to own workload and that of the perioperative team, taking account of available
resources.
D7
Establish, maintain and promote effective relationships with patients, carers and
members of the interprofessional team.
Programme Structure
The programme is designed to meet the requirements of the HPCs Standards of Education
and Training (2009) and the Standards of Proficiency for Operating Department Practitioners
(2008) to enable students to be eligible to apply for registration with the HPC. It has also
been developed to meet the CODP BSc curriculum (2011), which requires programmes to
achieve a balance of no less than 60% practice based learning and to be delivered over three
years. In order to meet these requirements and to ensure that sufficient practice placement
learning opportunities are available, years one and two of the programme will be delivered
over a three trimester, extended academic year. Year three will be delivered over a standard
university two trimester year. Considerable efforts have been made to ensure that student
learning in practice is recognised and accredited.
The programme consists of seven ODP specific modules, all of which contain a clinical
practice placement and four interprofessional learning (IPE) modules, which will be delivered
as part of the School’s wider IPE framework.
Students will normally undertake the programme on a full time basis over a minimum of
three years and a maximum of five years. All modules on the programme are compulsory,
with each student undertaking:
120 SHE Level 1 / SCQF Level 7 credits, in year one
120 SHE Level 2 / SCQF Level 8, credits, in year two
120 SHE Level 3 / SCQF Level 9 credits, in year three
11
Module Summaries
Introduction to the Perioperative Environment
This module provides the opportunity for students to gain knowledge, understanding and
clinical experience in caring for patients undergoing surgery and anaesthesia. This module
will introduce students to the patient journey within the perioperative environment and lay
the foundations of perioperative practice which will be built on in subsequent modules. This
module will explore safe and professional practice, teamworking, patient care and the role of
the ODP. The module aims to provide the students with a sound understanding of the basis
of safe perioperative care and includes a four week placement to allow contextualisation of
their learning.
Foundations of Practice in Health and Social Care
The module will introduce students to current developments of policy and processes that
direct the delivery of Health and Social care.
The module will enable students to identify key principles of partnership working through an
awareness of the qualities and attributes of Health and Social care professionals.
The module will enable students to begin to develop an understanding of their professional
identity and of others within the inter-professional team.
Principles of Surgical & Anaesthetic Practice
This module provides an introduction to the specialties of anaesthetic and surgical practice
within the perioperative environment. It provides a context based perspective on
interprofessional working in perioperative practice. The student will learn the fundamental
principles and practices of a surgical and anaesthetic practitioner. They will develop the skills
and knowledge required to practise safely, under the supervision of a qualified mentor, during
16 weeks of clinical placement.
Introduction to Psychology & Sociology
This module introduces students to the fundamental principles of sociology and psychology,
illustrating key ways in which an understanding of the impact of both social context and
individual differences is crucial to different practice settings in health and social care. The
psychological and sociological theory will be relevant to, and may be used to underpin,
important health and social care related issues. This module provides a good basic foundation
in sociology and psychology in relation to health and social care. The module aims to
complement the Health and Social care curriculum by providing students with the tools to
develop into reflective practitioners.
Principles of Post Anaesthesia Care
This module provides the opportunity for students to gain knowledge, understanding and
clinical experience in caring for patients recovering from elective surgery and anaesthesia.
The module will explore the assessment, delivery and evaluation of evidenced based, safe
postoperative care for a range of patients in a range of surgical specialties and will enable the
students to gain experience in the recognition and management of commonly occurring post
12
operative complications. The module provides the students with a four week clinical
placement to enable them to develop and consolidate their previous airway management,
patient assessment and treatment skills. The students will have the opportunity in their
clinical placement to hone their skills in communicating with patients, including those who
have altered levels of consciousness. In addition, the students will be introduced to the
endocrine system and the management of diabetes in the perioperative patient. Finally, the
students will explore the role of the ODP in post anaesthetic care and in effectively managing
the continuity of patient care from theatres to other departments.
Developing Professional Practice
This module provides the opportunity for students to develop their professional practice in
the role of a surgical and anaesthetic practitioner. The module will examine the
cardiovascular and respiratory systems in greater depth and will focus on developing the
student’s skills and knowledge in maintaining the patient’s cardiovascular homeostasis,
particularly in relation to invasive monitoring and blood transfusion. It will also introduce
the topics of drug administration, the musculoskeletal and immune systems and orthopaedic
surgery. The module provides clinical placement opportunities to enable the student to build
on and consolidate their previous experience.
Care of the Patient with Complex or Specialised Needs
This module provides the opportunity for students to gain knowledge, understanding and
clinical experience in caring for patients undergoing complex, specialised, non-scheduled and
emergency surgery and anaesthesia. The module will explore the assessment, delivery and
evaluation of perioperative care for a range of patients, including those undergoing;
paediatric surgery, surgically assisted child birth and emergency or non scheduled surgery.
The module aims to provide extensive clinical placement opportunities to enable student to
build on and consolidate their previous experience. By the end of the module students should
be able to apply an understanding of a diverse range of complex, specialised and emergency
situations to the care of patient.
Research in Health and Social Care Practice
This module provides an opportunity for students to gain understanding of the research
process and the place of research in the professional
lives of health and social care practitioners. Expertise will be developed in understanding the
variety of approaches to research. Skills will be
developed in relation to appraising research articles and evaluating their strengths and
weaknesses. By the end of the module students should
be equipped to consider a research proposal and critique research studies that have been
published in the arena of health and social care.
Enhancing Surgical and Anaesthetic Practice
This module will enhance the students’ ability to function as integral members of the
perioperative team. The student will be introduced to enhanced surgical and anaesthetic
skills. They will be encouraged to consider and, under supervision, adopt the role of the
13
manager and leader in perioperative care of patients with challenging needs. They will be
introduced to the theories of change management and managing conflict. The module will
also encourage the students to consider the theories of human factors / non-technical skills in
perioperative care and the importance of debriefing sessions for staff following critical /
distressing incidents.
Investigating Effective Clinical Practice
This module is normally situated primarily in the practice setting or after a recent practice
placement; it integrates the profession specific process, the environment and effective
practice processes. It is designed to enable students to further develop their self direction,
understanding of governance issues and critical enquiry abilities. The practice focus is on
developing the student's ability to synthesise and evaluate the contextual factors and evidence
base for practice.
Managing Postanaesthetic and Critical Care
This module will provide the student with the opportunity to consolidate their practice in
caring for patients in the immediate postoperative period. It will enable students to participate
in the management and prioritising of postanaesthetic and critical care. Students will have a
period of reducing supervised practice in caring for, receiving and transferring highly
dependent, critically ill and ventilated patients. They will adhere to national and local policies
with respect to patient safety, medicines management and early warning scoring systems.
A trimester calendar can be accessed at
http://www.gcu.ac.uk/theuniversity/calendar/2012_2013.
14
Course Module and Placement Overview
Weeks
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17 18
Fi rs t yea r
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 16 17 18 1
2
3
4
5
6
7
8
9
10 11 12 13 14 15 H
H
1
2
3
4
5
6
7
8
9
10 11 12 13 14 15
U
U
U
U
U
U
U
U
U
U
U
U
U
U
U
P
P
P
P
U
U
U
p
p
p
p
p
p
p
p
p
p
A
A
H
H
H
P
P
P
P
P
P
P
A
A
H
H
H
Intro to perioperative environment (40 Credits)
P
P
P
P
A
H
H
H
Placement 1
U
P
P
P
P
Pl a cement 4
U
P
P
P
P
P
P
P
Principles of S & A practice
A
H
H
H
Pri nci pl es of pos t a na es ca re (30 credi ts )
U
U
U
U
U
P
P
P
P
P
U
U
U
U
P
P
P
A
A
H
H
H
U
P
P
P
Pl a cement 10
(60 credi ts )
A
A
H
H
P
P
Pl a cement 2 a na es theti cs
(40 credi ts )
P
A
P
P
P
P
P
H
P
Pl a cement 3
P
P
P
P
P
P
U
P
P
P
Pl a cement 7
P
P
P
P
P
P
A
Recovery a nd cri ti ca l ca re (credi ts 40)
A
H
Pl a cement 8
H
Fi ni s h here
Pl a cement 11
5 s tudy da ys
Placement 1
Placement 2
Placement 3
Placement 4
Placement 5
Placement 6
Placement 7
Placement 8
Placement 9
Placement 10
Placement 11
P
Compl ex (40 credi tsPl) a cement 6
Inves ti ga ti ng Effecti ve Pra cti ce (20 credi ts ) onl i ne
Enha nci ng S & A Pra cti cePl a cement 9
P
Res ea rch i n Hea l th a nd Soci a l Ca re Pra cti ce (20 credi ts ) onl i ne
Devel opi ng Prof Pra cti ce (30 cred)Pl a cement 5
Thi rd yea r
U
Intro to Psychology & Sociology for H & S Care Practitioners (20 credits)
Foundations of Practice in Health & Social Care (20 credits)
Second yea r U
19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52
5 s tudy da ys
2 weeks anaesthetic practice and 2 weeks circulating practice
6 weeks anaesthetic practice
2 weeks anaesthetic practice and 8 weeks surgical practice
4 weeks recovery practice
3 weeks anaesthetics and 4 weeks surgical practice
8 weeks anaesthetic and surgical practice in Paediatrics, obstetrics or emergency surgery
7 weeks anaesthetic and surgical practice in Paediatrics, obstetrics or emergency surgery
7 weeks anaesthetic and surgical practice in Paediatrics, obstetrics or emergency surgery
8 weeks advanced skills
5 weeks recovery/critical care
7 weeks anaesthetic and surgical practice
15
interprofessional learning module
module containing practice placement
clinical placement
Assessment Strategies and Procedures
A variety of assessment strategies will be used within the programme. The assessment
strategy for each module will be discussed with you at the beginning of the module
and submission dates for any course work will be confirmed. A copy of the
assessment schedule is available in appendix two.
Assessment Regulations
The Glasgow Caledonian University Assessment Regulations apply to this
programme and is available at:
http://www.gcu.ac.uk/registry/secretariat/documents/UniversityAssessmentRegulation
s2011_12.pdf . A concise guide to the regulations can be found in appendix three
Programme Specific Regulations
The following exceptions to the GCU assessment regulations apply to the programme.

The minimum length of study is three years. Normally, the maximum period
within which a student must complete the programme is five years. This
period includes the successful completion of all assessments. In the situation
where a student is not in attendance at the university, the maximum break
from the programme is one academic year.

Due to time constraints and practice placement elements, students may not be
registered on a second full time programme of study while enrolled on the BSc
in Operating Department Practice.

For all modules assessed by coursework and examination, except Developing
Professional Practice (level 2), the overall pass mark for the module will be
40% subject to the attainment of a mark of at least 35% in each of the
coursework and examination elements of the assessment. In cases where the
coursework comprises two or more separate pieces of work, the 35%
minimum attainment applies to every piece of coursework. In cases where the
examination comprises two or more separate components, the 35% minimum
applies to every component of the examination.

In the module Developing Professional Practice (level 2), there will be a
minimum pass mark of 80% for the drug calculation class test element of the
assessment. A minimum attainment of 35% for the remaining coursework
element of the module will be required.

Students must have passed any carried modules, which include a clinical
placement assessment, by the end of November of the next academic year.
This is to ensure that all clinical placement assessments at one level are passed
before a student can undertake clinical placement assessments at the next
level.
16

Compensation for failure in a single module, where a student has passed all
other modules, at any one level, will not normally apply.
Compensation/condonement of a fail in any module with a clinical placement
assessment is not permitted.

Normally only two attempts are permitted for the clinical placement
assessment element of any module.

Where an aegrotat award is conferred, this does not provide eligibility to apply
for registration with the Health Professions Council.
You must also comply with the School’s Referencing Guidelines which can be found
on the ODP programme site on GCU Learn and in appendix four. Assignments must
be presented for marking in the exact manner that is prescribed by the School.
Information on how to present assignments can be found in appendix five. You are
strongly advised to always retain a copy of all the assignments that you submit to the
University. A copy of the policy on the retention of student work can be found in
appendix six.
Assignments will be marked against the School’s agreed assessment matrices. A copy
of the assessment matrices for SCQF levels seven, eight and nine can be found in
appendix seven. Information about the University’s General Marking Criteria can be
accessed at: http://www.gcu.ac.uk/student/coursework/regulations/marking.html.
Students will be issued with feedback on all assignments in accordance with the
policy on student performance feedback which can be accessed at
http://www.gcu.ac.uk/quality/handbook/Documents/GCU_GSDS.pdf .
Students are requested that they should submit their course work on time, not missing
submission dates without good reason. A special factors form may be completed and
submitted by the student, if they feel that their performance in an assessment has been
affected by adverse events.
Consideration of Special Factors
Your performance in examinations, course work or written assessments (including
projects and dissertations) may be affected by poor health or other personal demands.
These are called Special Factors. A Consideration of Special Factors Form (CSFF) is
the form provided when you need to tell the University about any circumstances that
you feel have affected your academic performance and/or caused your absence from
an assessment, i.e. coursework or exam. The University will only accept notification
for consideration of special factors by means of a CSFF, e.g. it cannot accept
notification by e-mail, discussion with members of staff, letter etc. Full details on how
to complete the form can be found at:
http://www.gcu.ac.uk/student/exams/special/index.html
17
Additional Assessment Information
Electronic submission via Blackboard and Turnitin UK
In addition to a hard copy of your assignments, you are required to submit an
electronic copy, so that your assignment can be screened with the anti-plagiarism
software, Turnitin. You can do this by logging onto the GCU Learn site for each
module and selecting the “assignments” button on the left hand side of the screen.
Then click “view/complete” for the assignment that you wish to submit. When the
Turnitin page appears, click “submit” and follow the instructions. You will receive an
electronic receipt from Turnitin to confirm submission of your coursework. Please see
the additional information below:
When submitting a coursework via Turnitin please ensure your document complies
with the following:
o Do not submit the standard School coursework front cover with your
electronic version of your coursework (only the paper copy must have the
front cover sheet attached).
o The electronic file must be saved as one of the following file types *.doc or
*.rtf. If you are using Microsoft Word save the file with the suffix ‘.doc’ if you
are using any other software, including Microsoft Works, ‘save as’ a file with
the suffix “.rtf”. If in doubt save the file as a Rich Text File (*.rtf) - e.g
coursework1.doc or coursework1.rtf. NB: TurnitinUK will not accept
Microsoft Works files with file extension *.wps.
o Although saving the file as a Rich Text File may change the formatting of the
document a little do not worry about this, as long as the content is intact. It is
important though that the formatting of the paper copy of the assignment that
you submit is of a good standard.
o You must submit your electronic copy of the assignment, by 13:00 on the day
of submission, into the Turnitin assignment box as shown in the instructions
below. The box closes exactly at 13:00, so make sure you leave yourself
plenty of time to submit the coursework electronically. Do not submit your
assignment into the digital dropbox section in Blackboard.
What is tripartite assessment?
Tripartite clinical assessment is a formative, but important part of the overall
assessment strategy of the programme. Students will undertake one tripartite
assessment, at the end of the second year. Tripartite assessment is an assessment that
will take place in the clinical area and will involve the student, the student’s mentor
and a member of the programme team jointly evaluating the student’s clinical
competence against a list of agreed competencies. The aim of the tripartite clinical
assessment is to measure each student’s progress towards gaining clinical
18
competence. During the assessment, the student will be observed caring for patients
undergoing surgery and anaesthesia. The assessment will examine the student’s ability
to care for patients undergoing complex surgery and anaesthesia.
What is Objective Structured Clinical Examination?
Objective structured clinical examinations (OSCEs) involve the student being
assessed in a planned, structured and objective way. Each student rotates among one
or more timed assessment stations. At each station a specific clinical skill or area of
theoretical knowledge is tested and measured against a set of objective criteria. The
student is expected to demonstrate the criteria within a specified time. Each
examination will consist of between one and two stations.
Aim of OSCEs
OSCEs provide the opportunity to test a wide range of skills in a relatively short
period of time (Rideout, 2001). The aim of using OSCEs within the programme is to
test the student’s clinical skills and theoretical knowledge across a broad range of the
syllabus.
Clinical Assessment Documents
For each clinical placement you will be issued with a clinical assessment document.
This document must be completed by you and your mentor and provides an account
of the learning which you have achieved in the clinical area. Only original clinical
assessment documents may be used. Photocopies of clinical assessment documents
are not acceptable as proof of having achieved a satisfactory pass.
Student Support Mechanisms
GCU Learn
GCU Learn is a virtual learning environment. During your induction to the university
you will receive a username and password so that you can access the GCU Learn site.
The site is available at: http://blackboard.gcu.ac.uk/ Once you have accessed the site,
you will see that there are various headings. One of these is the programme portal,
which can be found under the heading of: Operating Department Practitioner Site.
Here you will find information about the ODP programme and copies of University
guidelines and policies to help with your studies. When you enter the GCU Learn site,
you will see that there is also a link to each of the modules within the programme.
Module information, such as the module timetable and lecture notes, will be posted on
these pages and some module leaders may also use these pages to provide you with
additional information about the module.
19
You are required throughout the course to engage with the GCU Learn site and access
your university email regularly. In particular, you are required to:
 Print out your lecture notes in advance
 Check your university emails and module GCU Learn sites:
o Every 2 days during the five-week university placements
o Once per week during practice placement and assessment periods
 Contact the IT helpdesk immediately should you ever have problems with IT
passwords.
We hope that you find these pages useful and would welcome any feedback about
their content.
My. Caledonian Portal
This is a Web-based system which can be accessed through any computer that has
access to the internet. It will allow you to access University news, information and
other services, to self register as well as view and update personal details, view exam
results and access the student email system. Information on how to access
My.Caledonian will be given to you during the induction week. Guidance on how to
use this is provided in the Student’s Guide to University IT Services which you
should already have a copy of. If you don’t have this booklet please inform the
Programme Leader.
Learning Development Centre and Academic Development Tutors
The Learning Development Centre (LDC) is based in room A203 and consists of a
team of tutors who are available to work with students on a group or where necessary,
an individual basis to support you with academic and ICT skills. The LDCs are staffed
by Academic Development Tutors and ICT skills Tutors who understand the demands
of student life and are experienced in assisting students achieve their academic
potential.
In the School of Health and Life Sciences, the LDC provides support to all students
from first year to postgraduates. The LDC provides a mixture of workshops, small
group sessions, one to one appointments and tailored teaching. The staff aim to be
approachable and supportive, helping you develop the skills required to succeed at
University. Each programme has a named Academic Development Tutor who works
alongside the academic staff to design learning development teaching aligned to your
assessment and professional requirements.
The ICT skills Tutor can provide support and training in different aspects of using
ICT for study and work and can assist in allowing you to make the most of new
technologies. The contact details of your Academic Development Tutors and ICT
skills Tutor can be found on GCULearn.
20
Student Guidelines for Supporting and Developing Students
There are a variety of guidelines in place for supporting and developing students.
These can be accessed at:
http://www.gcu.ac.uk/quality/handbook/Documents/GCU_GSDS.pdf.
A range of services are provided, including:
• Counselling and advice
• Health
• Chaplaincy
• Financial advice
• Careers advice
• Sports and recreation
Central Services for Students:
The main information area can be found at The Base which is on the ground floor of
the Saltire Centre. You can either drop in or telephone 0141 273 1000. For more
information see: http://gcu.ac.uk/student/index.html
Equal Opportunities
The university is committed to the principles of promoting equality of opportunity by
eliminating discrimination and disadvantage, and recognising the benefits of diversity.
The equality & diversity site is available at:
http://www.gcu/allinclusive/edp_oct05.doc
Health and Safety Regulations
The University’s Health and Safety Regulations can be accessed at:
http://www.gcu.ac.uk/healthandsafety/index.html.
Students with Disabilities
The University has a range of services available to support students who have a
disability. A guide to these services can be found at:
http://www.gcu.ac.uk/student/disability/index.html.
There is also an Academic Disability Coordinator within the School of Health.
Student Representation
All GCU students are automatically members of the Students' Association. Details of
the activities of and support for student representatives provided by the Students’
Association can be found at http://www.caledonianstudent.com/representation.
Student Staff Consultative Group
Student/Staff Consultative Groups are one of the principal mechanisms used within
the university to evaluate the student experience on programmes and to feed back
details of actions resulting from the evaluation to students. There are two
21
representatives elected by the class on commencement of the programme. Student
participation is actively encouraged by the programme team.
Student Leaders Programme
PASS Leaders are eligible to sign up for the
Student Leaders Programme which is run by the Students’ Association. Student
Leaders aims to develop the leadership and employability skills of GCU students who
are involved in volunteering and/or mentoring activities within GCU or in the
community. This is a great way to get University-wide recognition for the hard work
you put into PASS and on completion you will receive a certificate signed by the
Principal and Student President to add to your CV.
There are three levels to the programme – Bronze, Silver and Gold – so you can
progress and further develop your skills each year. To participate in the Bronze level
as a PASS Leader, you must:

Attend PASS Leader training and fully participate in your role as a PASS
Leader for at least one trimester;

Register with the Student Leaders Programme;

Complete the Bronze Leadership seminar on Blackboard;

Attend one Personal Development Seminar of your choice; Complete a
development log, evidencing 3 activities undertaken within you role and how
they have helped you to develop key leadership competencies.
Once you have successfully completed the Bronze level, you can sign up for Silver
and then Gold.
After completing each level of the programme you are invited to an annual Student
Leaders Awards Ball where you will receive a certificate recognising your
achievements. One student will also receive the Glasgow Caledonian Student of the
Year Award and win a trophy and prize.
Further information is available from:
http://www.gcu.ac.uk/caec/employability/peerassistedstudysupport/leaderspass/
22
Attendance
The programme fully adheres to the GCU’s Attendance Monitoring and Absence
Reporting Policy and Procedures, which requires full attendance. A copy of the policy
is available at: http://www.gcu.ac.uk/guidelinesandpolicies/ and also in appendix one.
When students are in the university, they are required to sign to confirm their
attendance at the beginning of each morning and each afternoon session. Some
university sessions are considered to be mandatory and students must complete these
before undertaking the related clinical placement. When students are in clinical
placement they are required to complete a clinical attendance record. All clinical
placement hours are mandatory and, as such, any clinical hours missed by a student,
who is unfit to work, must be completed before the end of the programme.
Change of Contact Details
If during the programme, you change your contact details (address, telephone number,
or name) please ensure that you change it on My.Caledonian Portal. It would be of
great assistance if you could also inform one of the programme team. We use these
contact details for mailing programme information and results and therefore it is vital
that they are kept up to date.
Working Time Directives
During your time in the University, the standard week will be 32 hours. During
clinical placements you will be required to work for 37.5 hours per week and this may
involve working a variety of shift patterns.
Self-Registration
You are required to self-register at the university annually. Details of how and when
to proceed with annual online self-registration can be accessed at
http://www.gcu.ac.uk/student/registration/.
Consent to Participate in Practical Procedures
In line with custom and practice throughout Operating Department Practice education,
you may be asked to participate, as a recipient, in practical procedures. One example
of this may be having your blood pressure measurement taken. Informed consent is a
pre-requisite to participation in practical procedures. This will be discussed in greater
detail as part of the module, Introduction to the Perioperative Environment.
Thereafter you will be expected to sign a consent form which will be countersigned
by your academic advisor. Once signed the consent form does not alter, in any way,
your right to withdraw consent, at any time, during a practical procedure.
Codes of Student Discipline
You are required to abide by the Glasgow Caledonian Code of Student Discipline at
all
times.
This
code
can
be
accessed
at
http://www.gcu.ac.uk/student/about/regulations/index/html. In addition to this you are
required to adhere to the School of Health and Life Sciences Code of Professional
23
Conduct which relates to students undertaking a health programme. You are bound by
rules of confidentiality as stipulated in this code. Details of this code and the action
that may be taken against you if you break the code can be found in appendix 10.
Simulated Operating Theatre
The following rules must be adhered to when using the Simulated Operating Theatre
(SOT).
Students may only enter the SOT with the prior agreement of the university staff.
Food and drink may not be taken into the SOT.
The following dress code must be adhered to at all times:
 Only trainers with light-coloured soles to be worn.
 Scrub suits and hats must be worn.
 No jewellery to be worn, with the exception of plain wedding bands.
All personal possessions should be padlocked in lockers prior to the beginning of the
sessions.
Social Networking Sites
You are reminded that social networking sites must never be used to discuss issues
related to the clinical areas as this will be deemed a serious breach of confidentiality.
You must never post messages which refer either directly or indirectly to patients,
other students or members of staff from the clinical area. Furthermore you must never
refer to the clinical area in which you are working. This issue will be further explored
during the first few weeks of your course.
Student Complaints
The University has a Complaints, Mediation and Resolution Procedure in place. It is
designed to be used by students who wish to make a complaint about any service
within the University. It may only be used if there is no other formal University
procedure available to the complainant. For example, complaints regarding
assessment procedures would be dealt with under the assessment regulations rather
than the Complaints, Mediation and Resolution Procedure. The Complaints,
Mediation
and
Resolution
Procedure
can
be
accessed
at
http://www.gcu.ac.uk/student/about/complaints.html.
Hospital Libraries
You will have access to on site hospital libraries and other study facilities whilst
during your clinical placements. The campus library facilities are available to you
during your clinical placements with continuous electronic access to the various ejournals and e-books.
Portfolio of Personal and Professional Development
Personal and professional development planning (PDP) runs throughout the
programme. PDP is an integral part of the learning process which will assist you to
gain maximum benefit from your studies. You will be issued with a portfolio during
the module, Introduction to the Perioperative Environment, for you to use during the
24
programme. This portfolio is for your own personal use and to use as a focus for
discussions with your academic advisor and mentor. There will be sessions timetabled
throughout the programme to explore PDP with a session specifically in Trimester 1of
Year 1 to introduce the concept of PDP. You will be assigned an Academic Advisor
who will meet regularly with you to support you through the process of personal and
professional development planning and review your individual strengths and learning
needs. On completion of your studies, your programme PDP will evidence your
progress and provide an account of your experiences and skills for prospective
employers. Learning to use and develop your portfolio should assist you in your
professional career as maintaining a portfolio is mandatory in order to meet the Health
Professions Councils requirements for re-registration.
Book List
The following list of books has been developed as a guide. It is not necessary for you
to purchase all the books on the list. All the books listed below are held in the
University library, with some also held in hospital libraries or within the clinical
areas. If you do wish to purchase any books to help you with your studies, the first
three on the list are recommended.
Hughes, S.J., Mardell A. 2009, Oxford Handbook of Perioperative Practice Oxford,
Oxford University Press
Wicker, P., O’Neil, J. 2006, Care of the Perioperative Patient, Oxford, Blackwell
Publishing. (Available as an e-book)
Al-Shaikh, B., Stacey, S. 2007, Essentials of Anaesthetic Equipment 3rd edn,
Edinburgh, Churchill Livingston
Birkenhead, A.R., Rowbotham, D.J., Smith G. 2006, Textbook of Anaesthesia 5th edn,
Edinburgh, Churchill Livingstone
Clancy, J., McVicar, A.J., Baird, N. 2002, Fundamentals of Homeostasis in
Perioperative Practice London, Routledge (Available as an e-book)
Dougherty, L 2008, The Royal Marsden Hospital Manual of Nursing Procedures. 7th
ed. Oxford, Wiley-Blackwell
Health Professions Council 2009, Guidance on Conduct and Ethics for Students,
London
Health Professions Council 2008, Standards of Proficiency, Operating Department
Practitioners, London
Health Professions Council 2008, Standards of Conduct, Performance and Ethics,
London
25
McArthur-Rouse, F. J., Prosser, S., 2007, (eds) Assessing and managing the acutely
ill adult surgical patient. London, Wiley-Blackwell. (Available as an e-book)
Parahoo, K. 2006, Nursing Research: principles, process and issues 2nd edn, London,
MacMillan.
Pinnock, C. Lin, T. Smith, T. 2009, Fundamentals of Anaesthesia 3rd edn London,
Greenwich Medical Media
Rothrock, J. C. 2010, Alexander’s Care of the Patient in Surgery. 14th edn, St Louis:
Mosby.
Simpson, P.J., Popat, M.T. 2002, Understanding Anaesthesia 4th edn Oxford,
Butterworth Heinemann
Smith, B., Rawling, P., Wicker, P., Jones, C., 2007, Core Topics in Operating
Department Practice: Anaesthesia and Critical Care. Cambridge, Cambridge
University Press (Available as an e-book)
Smith B., Rawling P., Wicker P., Jones C. 2010, Core Topics in Operating
Department Practice: Leadership and Management Cambridge, Cambridge
University Press
Totora, G. J., Derrickson, B., 2008, Principles of Anatomy and Physiology 12th edn,
New York, Wiley & Sons
Waugh, A., Grant, A. 2010, Ross & Wilson: Anatomy and Physiology in Health and
Illness 11th edn, Edinburgh, Churchill Livingstone
Woodhead, K. Wicker, P. 2005, A Textbook of Perioperative Care London,
Churchill Livingston
Useful Websites
www.aagbi.org
www.afpp.org
www.codp.org
www.betterblood.org.uk
www.ccmtutorials.com
www.das.uk
www.lifelonglearning.co.uk
www.frca.co.uk
http://resus.org.uk
www.sign.ac.uk
www.uktransplant.org.uk
www.valleylabeducation.org
www.anatomy.tv
26
Credit Control and Debt Management Policy
Contained within this document are the terms and conditions under which debt owed
to Glasgow Caledonian University is controlled. The aim of the Credit Control and
Debt Management Policy of Glasgow Caledonian University is to ensure that the debt
profile of the University is managed effectively, that debt owed to the University is
converted into cash in a timely manner, that debt converted to cash is maximised and
any potential bad debt is minimised. The policy, which can be accessed at
http://www.gcu.ac.uk/media/gcalwebv2/international/Credit specifically covers the
collection of Student Fees and provides details on when, where and how to pay,
incentives to students to pay early or by payment plan, sanctions available to the
University to effect payment and help available to students should they have
problems.
27
Appendix One
Attendance Monitoring and Reporting
Document
28
APC11/14 /2
22 September 2011
GLASGOW CALEDONIAN UNIVERSITY
Attendance Policy for all Glasgow Caledonian University Students
1. Attendance Policy Statement
1.1 Glasgow Caledonian University requires, during term time1, all students,
Undergraduate, Post Graduate Taught and Post Graduate Research, to
undertake/attend all scheduled individual contact sessions, teaching sessions,
seminars, tutorials, laboratory classes, work placements and requisite research
activity, as appropriate, associated with the programme of study on which they are
registered. The University will monitor students’ attendance and will take
appropriate action, including reporting to the requisite authorities (UKBA, SAAS,
Student Loans Company, etc), those students whose attendance is unsatisfactory.
2. Attendance Monitoring and Absence Reporting Procedures
Attendance Monitoring and Absence Reporting procedures are detailed in
Appendix 1
3. Reporting of Attendance
Students whose attendance does not meet the requirements of this Policy will be
reported, as appropriate, by Student Administrative Services to the following
bodies in accordance with their procedural regulations:




Student Award Agency for Scotland
Student Loans Company
UK Border Agency
Overseas Loans Agencies
4. Student Absence
4.1 Students whose attendance is interrupted by illness or other medically related
condition for more than 5 working days are required to submit a medical
1
This information is detailed in the University Academic Calendar approved annually by Senate: term-time and
holiday or vacation times are defined by the University’s academic calendar. Where programmes do not follow the
usual September to June pattern, term-time means any period when a student is scheduled to be undertaking
academic work. For example, when a student should be:

attending classes and lectures etc;

preparing for exams;

undertaking coursework activities;

preparing essays, dissertation or thesis.
29
certificate to their School Programmes Office. Failure to do so may result in the
student being withdrawn and the matter reported to the appropriate bodies by
Student Administrative Services.
4.2 Students who are absent for any reason other than medical matters are required
to inform their Programme Office immediately, together with the reason for their
absence and their expected date of return. Students who are not covered by
medical certification will be expected to return immediately, unless they are
provided with written authorisation by their Programme Leader to be absent for a
specific and stated length of time. If the authorised absence extends for a period
beyond which a student reasonably may be expected to continue their programme
of studies, the student’s registration will be suspended, their studies deferred and
the appropriate authorities notified accordingly.2
4.3 Students who are absent from an assessment or failed to submit coursework,
for reasons beyond their control, must follow the procedure as detailed under the
“Consideration of Special Factors” page 39, Appendix 6 of the University
Assessment Regulations:
http://www.gcu.ac.uk/registry/secretariat/documents/UniversityAssessmentRegula
tions2010_11_000.pdf
4.4 Overseas students who wish return to their home country to complete their
programme of study by submission of coursework or dissertation may be
permitted to do so at the discretion of their Programme Organiser and Dissertation
Tutor. They must apply for authorisation from their School, normally from their
Programme Leader or nominee. They will be required to show evidence that they
are returning home (e.g.travel documents) and they will be informed that their
date of last attendance will be reported to the UKBA and their leave to remain
revoked from their date of departure. If they need to return to the UK for
programme related matters, they will be required to obtain a new visa. If the
period of required return to the UK exceeds 6 months a CAS will be issued by
Student Administrative Services. If the period of required return is six months or
less the student will not require a CAS and may apply for a student visitor visa for
leave to re-enter the UK.
Failure to obtain authorisation prior to departure from the UK will result in the
student being reported to UKBA as having discontinued their studies. The School
must inform Student Administrative Services when a student returns to their home
2
Paragraph 470 of the UKBA Policy Document: “Tier 4 of the Points Based System – Policy Guidance (version 09/11) states:
“It is your responsibility to judge whether a student’s absence is authorised or unauthorised. For example, if a student will be
absent for a prolonged period, perhaps because they are ill or pregnant, you may decide this is authorised. You must judge
whether or not they will then be able to pick up their studies straight away without repeating a previous period of study. If they
need to repeat, you and the student should probably agree that they will need to defer. See ‘Sponsorship ends’ for details of how
to report that”.
Paragraph 474 (Under “Sponsorship ends”) states:
“If a student defers their studies after they arrive in the UK, their permission to stay will no longer be valid as they will not be
actively studying. As well as telling us about their deferral you must also advise them to leave the UK. When they are ready to
resume their studies they will have to make a new application for a visa”.
http://www.ukba.homeoffice.gov.uk/sitecontent/documents/employersandsponsors/pbsguidance/guidancefrom31mar09/sponsorguidance-t4-050911.pdf?view=Binary
30
country to complete their study as detailed in the Attendance Monitoring and
Absence Reporting Procedures (Appendix 1)
5. UKBA Compliance
5.1 All reporting to the UKBA will be carried out by Student Administrative Services
using the Sponsor Management System. The University must report to the UKBA
all Tier 4 students who:








arrive at the University, but fail to register and matriculate within 5 working
days of the latest start date for their programme of studies. Students who
decide to defer their start date will notify Admissions who will amend the start
date on the CAS;
fail appear to begin their programme of studies (students in this position will
withdrawn from the University and reported to UKBA by Student
Administrative Services within 10 working days of the latest start date of their
programme);
fail to meet the University attendance requirements;
are suspended from the University;
decide to transfer to another institution;
change significantly their circumstances, including moving to study at a
different campus within the University (UKBA must be informed of the
change of study location) or who complete the course of study earlier than
planned;
have breached the conditions of their immigration permission;
decide to return to their home country as detailed in point 4 above.
5.2 Any suspicions the University may have that a student is breaching the conditions
of their leave to remain (permission to be in the United Kingdom), must be reported to
the UKBA Compliance Officer (tel: 1066) who will investigate and determine
whether a report must be provided to UKBA.
5.3 In all cases where students are reported to the UKBA, Student Administrative
Services will write to the student informing them of the action taken.
6 SAAS Compliance
All students who are funded by the Students Award Agency Scotland (SAAS)3 are
required to attend their programme of studies from the start date as detailed by the
annually approved University Academic Calendar.
Students who have not completed their registration and, where appropriate,
matriculation within 10 working days of the start date of their programme will be
withdrawn and reported to SAAS accordingly. In such instances SAAS and the
Student Loans Company will withdraw funding with immediate effect. The University
is required to report to SAAS all SAAS funded students who:
3
This includes the payment of fees to the University even if no other financial award is received by the student.
31



fail to register and matriculate within 10 working days of their programme
start date;
fail to meet the University’s attendance requirements;
are suspended by the University
APPENDIX 1
STUDENT ADMINISTRATIVE SERVICES: STUDENT RECORDS &
FUNDING SUPPORT
Attendance Monitoring, Absence Reporting and Student Withdrawal Procedures
Introduction
1 Student Administrative Services is required to maintain accurate information
regarding student attendance at GCU and regularly report, as required, to the
relevant authorities. It is essential that Schools provide attendance and
withdrawal information in accordance with these procedures and within
appropriate timescales in order that the University may meet the statutory
information requirements placed on it by the following external authorities:






UKBA for International students,
SAAS for SAAS funded students,
HESA,
The Scottish Funding Council,
The Student Loans Company,
Local Authorities for Council Tax purposes.
2 The regulations within Tier 4 of the UKBA Points Based System require the
University to unsure that effective procedures are in place for the monitoring of
students and the immediate reporting of those students who are not compliant with
the attendance requirements of their visa and leave to remain in the UK. The
University is required to regularly demonstrate to UKBA that it is fully
compliant with the Tier 4 monitoring and reporting requirements for
international students in order to annually maintain the status of Highly
Trusted Sponsor on which its recruitment of overseas students is dependant.
3 In addition SAAS now require a weekly update of all student attendance
information in order that it may maintain student fees and student loan data on a
current and accurate basis. Failure to provide accurate current data under the
SAAS requirements effective from 2011/12 may adversely impact on University
funding.
Procedures
4 The following procedures are applicable to All Students:
32







If a student fails to attend all classes on their programme of study for a period
of 5 working days, the School /Department/Division should make contact with
the student. If the student is ill they should ask their doctor for a ‘Fit Note’
covering the period of absence beyond 5 working days.
In the case of International Students undertaking a Dissertation or Research
Thesis, regular contact, including face to face meetings, must be maintained to
ensure that the student is maintaining a full and active part in their programme
of studies. If the student is not fulfilling their scheduled contact requirements
or the University cannot guarantee that they will be able to maintain their
duties as sponsor during the write up period, then sponsorship must be
withdrawn and the student required to return home to complete their studies4
If no response is received within 5 working days or the response is
unsatisfactory, the School should inform Student Records and Funding
Support (SRFS) immediately by completing the proforma ARSR 8 5
A letter will be sent by SRFS to the student requesting that they contact their
School/Division within five working days. If the student complies with this
and indicates a return to study the School/Department should contact SRFS
and confirm that the student will be returning to continue on their programme.
If the student does not make contact within the timescale, the School must
inform SRFS immediately. A second attendance letter will then be sent
informing the student that they are now ‘withdrawn’. Schools will be notified
that this letter has been sent and should complete a Withdrawal Form ARSR3.
This information will be reported to the appropriate external authorities.
If the student is absent for other than medical reasons they should be informed
that they are expected to return to classes immediately. If they require a short
period of authorised absence for any reason e.g. compassionate leave of
absence, then this must be authorised in writing by the Programme Organiser
with a specific date of return, normally not more than 10 working days,
explicitly stated in the authorisation letter.
Any authorised absence must be on the basis that the student will be
reasonably expected to resume their programme without adverse effect to their
studies or their expectation of progression. Where it is unreasonable, following
a period of authorised absence, to expect a student to pick up their studies and
proceed normally within the same Trimester, the student should be counselled
accordingly, their registration suspended and the student advised to defer until
See “Writing Up (postgraduate students) paras 424 & 425 Tier 4 of the Points Based System – Policy Guidance, version
09/11”
http://www.ukba.homeoffice.gov.uk/sitecontent/documents/employersandsponsors/pbsguidance/guidancefrom31mar09/sponsorguidance-t4-050911.pdf?view=Binary
4
5
The Unsatisfactory Attendance Proforma (ARSR8) and the Student Withdrawal Form are not currently in ISIS, but can
accessed using the following link:
Path: Login to My Caledonian > Staff tab > Scroll down to Administration Staff box, click on University Documents > Click on
Academic Registry Documentation > Click on Student Records > Under Student Records Proforma, click on Attendance Letter
Proforma
33

an appropriate point of return. SRFS must be notified immediately, using the
Withdrawal Form (ARSR3), in order that they may report to the appropriate
authorities accordingly.
Students who are failing to attend part of their programme, but have not
missed 5 consecutive days, should be counselled as to why they are not
attending. They should not be reported to Student Records in the first
instance, but advised that they are required to attend all classes and any failure
to observe this requirement will result in a report being made to the
appropriate authorities.
5 In the case of the withdrawal of International students UKBA will be notified
immediately by SRFS using the UKBA SMS system.
It is critical in order to maintain the University’s Tier 4 Licence and Highly Trusted
Sponsor status that all absences and withdrawals are reported immediately to
UKBA.
6 In the case of home students, this information will be communicated to SAAS, as
appropriate, via the weekly attendance monitoring returns.
CBA /SR/JULY/10/Amended/EBF/Aug/11/Sept/11/Oct/11
34
Appendix Two
Assessment Schedule
35
Assessment Schedule
Trimester 1
Year 1
Level 1
Module
Assessment
Introduction
to
the
Perioperative Environment
30 min class test, formative, week 6
40 credits
1 .5 hour class test, week 10, 50%
Infection control OSCE, week 15
Trimester 2
Module
Principles of Surgical &
Anaesthetic Practice
Assessment
Anaesthetic machine OSCE, week 13/14
Trimester 3
Assessment
1500 word assignment, week 13, 50%
1.5 hour Class test, week 2, 50%
40 credits
Clinical assessment, week 12
1500 word assignment, week 15, 50%
Clinical assessment, week 14
Foundations of Practice in
Health & Social Care
Group presentation, 30%
1500 word reflective assignment, 70%
20 credits
Introductory Psychology
& Sociology for Health
&
Social
Care
Practitioners
Multi- disciplinary group poster presentation
40%
2000 word essay 60%
20 credits
Year 2
Level 2
Developing
Practice
Professional
Clinical assessment, week 14
Blood transfusion OSCE, week 15
30 credits
1 hour online drug calculation class
test, week 15, 50%
Research in Health &
Social Care Practice
1000 word assignment research questions and
methods, 25%
20 credits
2000 word research critique, 75%
1500 word assignment, week 15, 50%
Principles
of
Anaesthetic Care
Post
Clinical assessment, week 6
3000 word assignment, week 11, 100%
30 credits
Care of the Patient with
Complex/Specialised
Needs
Formative Tripartite assessment , in
placement 7/8
2500 word case study, week 3, 50%
40 credits
Clinical assessment, week 12
2 hour class test, week 13, 50%
Year 3
Level 3
Investigating
Practice
Effective
20 credits
Evaluative report, 100%
Managing Post
Anaesthetic and Critical
Care
Recovery OSCE, week 7
40 Credits
4000 word written assignment, week 12, 100%
Clinical assessment, week 12
Enhancing Surgical &
Anaesthetic Practice
Poster presentation & linked 2000 word
assignment, week 1, 50%
60 credits
5000 word reflective portfolio of enhanced
skills, week 14, 50%
Completion of Cleanliness Champion, week 12
36
Appendix Three
University Assessment Procedures
37
University Assessment Procedures
A Concise Guide for Students to the Assessment Procedures at Glasgow Caledonian University 2012/2013
This concise guide is a summary of the University’s assessment procedures and does not supersede
the University Assessment Regulations. Students are strongly advised to consult the full assessment
regulations, appendices and assessment/graduation processes which are available from Student
Administrative Services (Examinations Office) or the Directorate of Governance and Academic Quality
(H213)
and
on
the
University’s
Exams
Guide
Webpage
(http://www.gcal.ac.uk/student/exams/). Students must ensure that they understand
individual programme regulations, where these apply. These are normally contained in your
Programme Handbook and will be available from your Programme Organiser.
1.
Assessment
 Each module is assessed by either coursework or written examination or a combination of
both. Coursework is normally undertaken during the trimester in which the module is delivered
and examinations are held at the end of the trimester in which the module is completed.
 There will be one resit diet of examinations in August, for levels 1, 2, 3 and M of programmes.
Resit examinations for level 4 (Honours level) may be permitted at the discretion of
Assessment Boards, normally at the August resit diet.
2.
Entry to Examinations
 Only students registered on programmes (and the corresponding modules) at GCU and who
have completed the appropriate programme of learning are allowed to sit examinations.
Students must ensure that they have completed the registration procedure, including the full
payment of fees. Students who are not in attendance at the University must register before
they can enter any assessment or be eligible for any award. This category includes distance
learning students, placement students, students who are registered but not in attendance and
students repeating outstanding modules.
 Absence from an examination without good reason will be considered an attempt.
3.
Failure at the First Diet
 Students who fail at the first diet, including those who, for good reason, are unable to sit the
written papers or complete required coursework, will normally be permitted to enter these
assessments at the next resit diet.
 An Assessment Board may, however, require a student to undertake a further formal
programme of study, which may include repeating an individual module or an entire level of
the programme.
4.
Failure at the Resit Diet
 Students who fail in 20 credit points only (one module or two half-modules) at the resit diet, will
normally be allowed to carry that module to the next level, with the requirement of attendance at
defined elements of the module delivery determined by the Assessment Board.
 At the discretion of the Assessment Board, students who fail in up to 40 credit points may be
permitted to carry the credits to the next level. Attendance will be specified at defined elements of
the module. Discretion will only be permitted in cases where a student may take the
equivalent of 20 carried credits in each of the two Trimesters, i.e. 20 credit points in
Trimester A and 20 credit points in Trimester B.
 The carrying of up to 40 module credit points will be allowed only where the Assessment
Board believes that the student would be able to succeed in the carried module(s) and that
the student could reasonably be expected to successfully complete the next level.
 Students who fail in more than 20 credit points, and who are not permitted to proceed, will
normally be required either to repeat the outstanding modules with attendance or to withdraw
from the programme. Students who are required to withdraw will be given guidance, advice and
38
support as to their future options. Counselling will be given by the student’s academic advisor or,
where this is not possible, another appropriate member of academic staff.
 An Assessment Board may allow the student to drop failed module(s) and take replacement
module(s), provided that the replacements ensure the delivery of the learning outcomes of the
programme. The combined number of attempts allowed for the original and the replacement
module(s) shall not exceed that which would have been allowed for the original module.
 Postgraduate programmes: Candidates who fail at the second diet will normally be asked to
withdraw from the programme and be given guidance, advice and support as to their future
options.
5.
Failure to Submit Coursework
 Students must not miss coursework deadlines, or assessments taking place within scheduled
class meetings, without good reason. Any coursework submitted late may be marked as zero.
Where there is good reason, a written explanation from the student, enclosing any
documentary evidence (e.g. medical certificate), should be submitted to the module leader.
 Students who know in advance that they will be unable to submit coursework by the due date
or attend an assessment during scheduled class hours, must inform the module leader and
supply appropriate documentary evidence so that, if possible, alternative arrangements may
be made. Good reasons for non-attendance would include hospital appointments, court
appearances and jury service.
 Failure to submit coursework by the due date or to attend assessments, without good reason,
may lead to a student being required to repeat a module with attendance or, in extreme
cases, to withdraw from the programme.
 The University operates an Attendance Policy at levels 1 and 2 and students are expected to
attend at least 80% of seminars, tutorials, workshops and practical classes. Some
programmes may have more stringent minimum attendance requirements and students
should consult their programme handbooks.
6.
Progression through Programmes
Progression
 Students who pass in all modules at the first diet shall proceed to the next stage of the
programme and be awarded the approved credit points for those modules.
 The module pass mark for undergraduate programmes is normally 40%.
 The pass mark for postgraduate programmes is specified in programme handbooks.
 The overall pass mark for modules assessed by coursework and examination will be
subject to the attainment of a mark of no less than 5% below the overall pass mark in
each individual component of the assessment. In cases where certain elements of
coursework are deemed essential, the module descriptor will specify these elements
and the minimum mark required. Students should consult their module handbooks for
specific requirements.
Distinction
When a student has shown special merit in the final level assessment, the Assessment Board
may recommend that the award be granted 'with Distinction'. Full regulations on awards with
distinction
are
in
section
33
of
the
University
Assessment
Regulations
(http://www.gcal.ac.uk/student/exams/).
39
Compensation (See Sections 11-19 of the University Assessment
Regulations and Appendix 4)
 Assessment Boards may allow the overall performance of a student to compensate for failure
in up to 20 credit points of module(s) at that level.
 Automatic compensation will be applied when a student obtains an overall mark of between
1% and 5% less than the pass mark for the module and has achieved an overall aggregate
mark across all modules at that level of at least 5% greater than the pass mark. Where the
failed module has more than one assessment component contributing to the overall mark, a
minimum mark of at most 10% less than the normal pass mark for each of the components
must also be achieved (the 10% rule may also apply where certain elements of coursework
have been deemed essential and students should consult their module handbooks for specific
details).
 Assessment boards can allow discretionary compensation in a failed module but only where
this involves raising any mark by no more than 1% point.
 An Assessment Board has the discretion to award a pass in a module as a result of Special
Factors.
 Individual programme regulations will specify those modules to which compensation may not
apply.
 Compensation will not normally apply in a final level project or dissertation.
7. Honours Awards
The following Honours classification scheme applies to all programmes except where stated in
programme specific regulations



A student can be awarded a Bachelors degree with Honours with 480 credit points, of which a
minimum of 90 are at SHEH. The Honours classification will calculated on the basis of the
best 180 SHEH and SHE3 credits, of which a minimum of 90 must be at SHEH. The
Dissertation/Project must be included.
For direct entrants to level 4 only, the classification will be calculated on the basis of the best
90 SHEH level credits plus the next best 30 level credits at SHE3 or above.
The Programme Regulations will specify the criteria to be achieved for students to qualify for
any particular Honours classification, using the following overall average marks as a guide in
the first instance:
First Class
Second Class (upper division)
Second Class (lower division)
Third Class


> = 70%
60-69%
50-59%
40-49%
Where the overall average is within 3% of attaining the 50, 60 and 70% boundaries (i.e.57-59%
etc.), the Assessment Board will also take into account the student’s Honours profile. In the
event of cumulative average marks being recorded as a fraction, the marks will be rounded up to
the next whole number, e.g. 59.2 to 60. The profile of marks may only be used in classification of
an Honours award where the candidate sits within the 3% classification boundary.
Honours Classification in terms of profile is determined using the following module marking
scheme:
First class
Second class (upper division)
Second class (lower division)
Third class
Failure
70-100%
60-69%
50-59%
40-49%
below 40%
40

8.
Assuming the assessment of an Honours student is based on the equivalent of nine modules,
to attain a particular class of degree a student should normally:
i)
have reached that standard or higher in 120 of the 180 credit points
ii) have a performance in no more than 30 credit points which is more than one division below
that standard
iii) have attained a pass mark in all modules. Failure in up to 30 credit points only will be
compensated at the discretion of the Assessment Board for the award of second class lower
division and third class honours.
Conduct of Examinations
 Students who have a disability and require special examination arrangements should inform
the Disability Service as soon as possible in the academic session so that special
arrangements can be made in liaison with the Programme Organiser.
 It is the students’ responsibility to find out examination dates and locations from the
designated University notice boards or the Exams Timetable link on the Exams Guide
(http://www.gcal.ac.uk/student/exams/).
 Students must arrive outside the examination room at least 15 minutes before the start time
and have their matriculation cards available for inspection.
 Smoking, including smoking breaks, is prohibited at all University examinations. Consumption
of food or drink is permitted at the discretion of the Senior Invigilator.
 Students are only permitted to use books, instruments including electronic calculators, notes
or other materials or aids that have been specifically permitted for use in the examination in
question. A random check of electronic calculators may be carried out. No other books,
instruments, notes, loose paper (written or blank), other materials or aids whatsoever may be
handled or consulted during an examination. The use of electronic multimedia devices is
prohibited. Mobile phones, smartphones and any other electronic media devices, including
MP3 players, must be switched off.
 Students must not pass any information from one to another, work in collusion with any other
person or copy from another student or engage in any similar activity. Failure by any student
to observe this and any other instruction will be regarded as a very serious matter by the
University and may result in that student being referred to the Senate Disciplinary Committee.
 Any student who falls ill during an examination must inform the invigilators of their condition.
They should also submit a Consideration of Special Factors Form (CSFF) (See also section
11 – Academic Appeals).
9.
Assessment Results
Trimester A
 Students will be able to see their results after results have been confirmed by module leaders.
 An individual letter detailing each student’s performance for all modules which have been
assessed will be issued by the School responsible for the programme.
 Results may also be published on Divisional notice boards in the form of Pass/Fail/Defer
recommendations.
 It should be noted that all Trimester A results are provisional recommendations. The
Assessment Board will meet in May/June to make final decisions on progression and awards.
Trimester B
 Following the trimester B assessment period, the Assessment Board will publish its decisions,
normally within 2 days of the Board meeting.
 Results may also be published on Divisional notice boards in matriculation number order.
Students must be aware of their own matriculation number in order to identify their results.
 Each student will receive a letter detailing their performance in all modules, normally within
seven working days of the Assessment Board. This letter will be posted to the student's home
address as notified to the University.
August Exam Diet
 Results will normally be available around the second week in September.
41
 Results may also be published on Divisional notice boards and each student will receive a
letter detailing their performance in all modules, normally within seven working days of the
Assessment Board, posted to the student's home address as notified to the University.
10. Plagiarism
 Plagiarism is defined in the Assessment Regulations as the deliberate and substantial
unacknowledged incorporation in students' work of material derived from the work (published
or unpublished) of another. It is considered by the University to be a very serious offence and
can result in severe penalties.
 The regulations concerning this area are complex and students are strongly advised to study
Appendix 7 of the University Assessment Regulations.
11. Absence from a Scheduled Examination/Notification of Special Factors
 Any student who considers that their performance in an assessment has been adversely
affected by circumstances beyond their control, including absence from any formal, written
paper, must inform the University, using the Consideration of Special Factors Form (CSFF),
available from School/Divisional offices and the Examinations Office. Guidance on the
completion and submission of a CSFF can be found in the Assessment Regulations
(Appendix 6) and on the Exams Guide web pages.
12. Application for Permission to take Examinations at Other Institutions
 Students are expected to attend the University for normal first diet examinations in December
and April/May and, for students who have resits, the August resit diet.
 For all students who are required by programme regulations to be located elsewhere during
an examination diet and are unable to attend examinations, e.g. work placement, the host
department will make suitable alternative arrangements.
 Students who are unable to attend the University for the August resit diet may take an
examination resit outside the University, provided their permanent residence is over 500 miles
from Glasgow (this does not include holidays or non-placement summer employment) or they
are unable to travel to Glasgow for medical reasons.
 Students may apply for this service by completing a request form provided by the
Examinations Office. The completed form must be submitted to the Academic Registrar no
later than 4 weeks prior to the start of the August diet. No exception will be made for
submission outwith this timescale.
13. Appeals

Appeals against the decision of Assessment Boards can be considered on the following
grounds:
1. material administrative error
2. extenuating personal circumstances which for good reason were not notified to the
University within seven days of the last assessment date.
 Where a student has grounds for appeal, they must complete an Academic Appeals form
within two calendar weeks of receiving notification of the decision of the Assessment Board,
setting out the grounds for appeal in full and enclosing any supporting documentation or
medical certificates.
14. Useful Web Links
For useful information on University regulations and policies and advice on examination
procedures, go to the Student Homepage at http://student.gcal.ac.uk/ and the Exams
Guide at http://www.gcal.ac.uk/student/exams/.
42
Appendix Four
Referencing Guidelines
Brief Guide to Construction and Citation of References.
Contents
43
1.0
Introduction
Page 2
2.0
Text Citation
Page 3
3.0
How to Construct a Reference List
Page 5
4.0
Referencing Electronic Material
Page 8
5.0
Copyright
Page 10
In academic work, it is essential that the work of others is acknowledged. When citing other
peoples’ comments, reference is made to that in both the text and in a reference list at the end
of the end of the essay/ document. This enables others who read your work to follow up on
references in which they may be interested. The School of Health uses the Harvard system,
the most widely used citation system in academia. This guide aligns with both Refworks and
with the system used by the University’s Effective Learning Service. Other versions of
Harvard do exist and so students are advised to ensure that the system in this document is
followed.
1. Introduction
For essays, assignments and or reports students are expected to:

Make references to specific sources to justify statements or arguments in the text.
You must always acknowledge the source when you refer to the work of another. All
sources should be cited whether the work is directly quoted or where you have
paraphrased, summarised or used attributed arguments to support your discussion.
Diagrams or illustrations must also be referenced appropriately. Failure to
acknowledge your source(s) whether it is deliberate or unintentional amounts to
Plagiarism which is a very serious offence. Students are referred to the University
Assessment Regulations http://www.gcu.ac.uk/student/about/regulations/index.html .

Provide a reference list at the end of the text. The Reference list should contain all
references cited in the text. This is different to a Bibliography, where other material
that has been read, excluding the material acknowledged in the reference list, is listed.
You should be consistent and accurate when referencing both in the text and in the
reference list (e.g. author, date etc.). The Harvard system of referencing is the system
used in the School of Health. However, students in other Departments may be asked
to use the numerical system (Vancouver) for Final Year Projects which are written in
‘paper’ format. Students must check with their Studies Advisor what reference system
is to be used for their Final Year Project. Do not assume which system you must use,
please check.
44

Students should not reference ‘Handouts’ provided in class. You should reference the
primary source of the information if provided by your tutor or use the texts and
articles recommended to you.
1.1 Definitions
Authors- The person or persons who authored the material should be noted (or corporate
body or organisation if relevant). For anonymous work (where author’s name is unknown)
use ‘Anon’ instead of the author’s surname. Where a number of individuals have been
involved but no single person or persons have clear ownership for the source then the ‘Title’
may be used instead of the authors’ names e.g. Dictionaries.
Dates- Specific date of publication must always be noted. The exceptions to this are when
only an approximate date is known then ‘ca’ before the date in square brackets may be used
or if no date is known, then ‘no date’ in square brackets should be stated.
1.2 Primary and Secondary Sources
Information may be obtained from either a:

Primary source- refers to written work by the original author, e.g. a study you read
firsthand in a journal.
or
 Secondary source- refers to what someone else says about the original author e.g. a
study that you read about in a textbook or where an author in a journal refers to
another study. You should avoid relying on secondary sources and read primary
sources wherever possible. Secondary sourcing should only be used where it is
difficult to locate the primary source and where you are confident that the secondary
source author has represented the original author accurately.
2.0
Text Citation
2.1 Primary Sources
If details taken directly from a particular part of a document are being used then the page
number must follow the date in parenthesis.
e.g.
The details of weather patterns stated in Paterson (2001, p.56) ….
If the author’s name occurs naturally within a sentence, then year of publication follows in
brackets without repeating the author’s surname. First name or initials are not included in the
text.
e.g. As stated in Paterson (2001) the weather………….
If author’s surname does not occur naturally, then surname and date of publication must be
stated.
e.g. The results of a recent study (Paterson, 2001) identified …..
If there are two authors, both names should be stated.
e.g.
As stated in Paterson and Smith (2001), the weather……….
e.g.
As the results of a recent study identified………. (Paterson & Smith, 2001)
45
(N.B. Use ‘and’ if the citation is part of the sentence as above, but use ampersand (&) if the
text citation is in brackets and also at the end in the reference list.)
When referencing within the body of the text: if there are more than two authors then ‘et al.’
(which means ‘and others’) should be used after the first author’s name. However, a full
listing of names should appear in the reference section at the back; if there are more than 6
authors then, in the reference list, use et al. after the sixth author.
e.g.
The proportion of people studying health programmes at Glasgow Caledonian has
been identified as …….. (Johnston et al, 1999).
If citing multiple sources, these should be listed in chronological order within the same
brackets, with the earliest source cited first. The sources should be separated by semi-colons.
e.g.
Some patients with schizophrenia demonstrate post-morbid impairments in
mentalising capacity (Frith & Corcoran, 1996; Corcoran et al, 1997; Pickup & Frith,
2001).
When citing more than one work by the same author(s) published in the same year, then add a
lower case letter after the year to distinguish the sources.
e.g.
The results of a recent study (Jones, 2005a) support the earlier findings which stated
…(Jones, 2005b).
e.g.
As stated recently by Jones (2005a) people ……..however this differs from Jones’
(2005b) previous publication which identified…………….
N.B. This does not refer to the number of times you mention the same source in an essay. It
should only be used if you have more than one source from the same author(s) in the same
year.
You should not put a web address or URL (e.g. www.scottishexecutive.org.uk) as a text
citation. State the author and date of the source only. If the author is a corporate body or
organisation then cite the appropriate name and date (e.g. Scottish Executive, 2006).
If there is a need to be more specific, include the page number.
e.g.
The definitions listed in Stewart (1998, p.234) explain exactly how…
If citing material lifted directly from a source the quote should be placed inside quotation
marks in the text and the reference should include the page number.
e.g.
“………………………..” (Jeans, 2004, p.25)
In addition, direct quotes which extend beyond a single line should appear indented on a new
line with single line spacing used. The remainder of the text will generally be 1.5 line
spacing.
e.g.
The need to develop social service workers was recently noted;
“…employers of social service workers are committed to promoting practicebased learning and continuing professional development.” (Scottish Executive,
2004, p.9)
Personal communications, which are rarely an appropriate source in academic work, should
be referenced as follows;
46
e.g.
The replacement of all computers will take place next year according to K. Gray
(Personal communication, July 5th, 2004).
2.2 Secondary Sources
When referring to a source quoted in another source then both must be cited in the text, but
only the publication you read is cited in the reference list.
e.g.
A study by Miles (1978 cited in Paterson, 2005) demonstrated…
Miles, as cited in Paterson (2005), demonstrated…
2.3 Use of Diagrams or illustrations
Diagrams, graphs, tables, illustrations etc., if directly quoted, must be referenced in the same
way as a direct quote in the text. If you produce a table or diagram of your own but it is
adapted from the work of another you must state in the reference after the diagram:
e.g.
(Adapted from Smith, 2005, p.24, table 42)
e.g.
Only 50% of patients were in hospital for 10 or more days (National Statistics Office
1985 cited in Amazon, 2005, p. 267).
3.0
How to Construct a Reference List
In the Harvard system, references are listed in alphabetical order of authors’ names. When
including a number of publications by the same author, these are listed in chronological
order, most recent first, and by letter if more than one publication by the same author in a
single year.
e.g.
Albert, H. 2001, Housing across the ages, 3rd edn, Longman, Edinburgh.
Holly, B. 1999, Historic buildings in Scotland, HMSO, Edinburgh.
Piston, G. 2002, Stress levels in students, British Medical Journal, 2(1), 87-98.
Smith, P. 2005a, Living in Glasgow, 3rd edn, Longman, Edinburgh.
Smith, P. 2005b, Healthy living, Longman, Edinburgh.
3.1 Books with Personal Authors
Author’s Surname, Initials. Year of publication, Title, edition (if not first edition), Publisher,
Place of Publication.
e.g.
If One Author:
Conn, P.M. 1995, Neuroscience in medicine, Lippincott, Philadelphia.
Downie, G. 2008, Pharmacology and medicines management for nurses, 4th edn,
Churchill Livingstone, Edinburgh.
Smith, P. 2005, Living in Glasgow, 3rd edn, Longman, Edinburgh.
e.g.
e.g.
If Two Authors:
Baxter, C. & Royal College of Nursing. 2001, Managing diversity and inequality in
health care, Bailliere Tindall, published in association with the Royal College of
Nursing, Edinburgh, New York.
Smith, P. & Jones, K. 2005, Living in Glasgow, 3rd edn, Longman, Edinburgh.
More than six Authors:
Tolson, D., Nolan, M., Ferguson, D., Brown, J., Begley, P., Cole, S., et al. 2010,
Partnership in practice project. Developing an intervention to promote partnerships
between cared for individuals, family carers and community nurses. Glasgow
Caledonian University, Glasgow.
47
3.2 Reference to a Contribution in a Book
Contributing Author’s Surname(s), Initials. Year of publication, “Title of contribution.” in:
Title of book, Initials, Surname of author or editor of source publication, Publisher, Place of
Publication, pp. Page numbers of contribution.
e.g.
Ferguson, D. 2008, “Rehabilitation.” in: Occupational Health Nursing, ed. K. Oakley,
2nd edn, Wiley, Chichester, pp. 253 -270.
e.g., Bell, J. 2005, "Doing your research project : a guide for first-time researchers in
education, health and social science" in The big book of research, ed. A. Smith, 4th
edn, Open University Press, Buckingham, pp. 267-280.
3.3 References to Journal Articles
Author’s Surname(s), Initials. Year of Publication, “Title of article”, Journal Title, Volume
Number, Part Number, pp. Page numbers.
e.g.
Austin, S. 2008, "Safer demands smarter: the evolution of workplace
training", Occupational Hazards, vol. 70, no. 8, pp. 51.
Piston, G. 2002, “Stress levels in students”, British Medical Journal, vol. 2, no. 1, pp.
87-98.
3.4 Reference to a Conference Paper
Authorship, Year, “Full title of conference paper”, followed by Full title of conference,
Editor or name of organisation, Location, Date, Publisher, Place of publication, pages of
paper pp.
e.g.
Bennett, S., Lockyer, L. & Agostinho, S. 2004, "Investigating how
learning designs can be used as a framework to incorporate learning objects", Beyond
the comfort zone: Proceedings of the 21st ASCILITE conference, eds. R. Atkinson, C.
McBeath, D. Jonas-Dwyer & R. Phillips, Perth, 5-8 December, pp. 116.
Oliver, R. 2002, "Winning the toss and electing to bat: maximising the opportunities
of online learning", Proceedings of the 9th improving student learning conference, ed.
C. Rust, Oxford, pp. 35.
Sharpe, R., Beetham, H. & & Ravenscroft, A. 2003, "Using active representations of
knowledge to support tutors to change their practice", 8th Annual SEDA conference.
3.5 Reference to a Newspaper Article
Author’s Surname(s), Initials. Year, Title of article, Full title of Newspaper, Month and day,
before the page number of the article.
e.g.
Brown, A. 1995, The health of the nation in crisis, Scotland on Sunday, June 4
p.5.
Regeneration 'continuing'. 2008, The Plymouth Evening Herald. Jul 18, p. 4.
Helen, R. A. E. 2008, Fit for the festivities. Evening Chronicle. Dec 1, p. 2.
3.6 Reference to a Publication from a Corporate Body (Government Department or
Organisation)
Name of Issuing Body may be part of the title. Year, Title of publication, in italics if a
separate element. Report Number in brackets if relevant, Publisher, Place of publication.
e.g.
Great Britain. Department of Health. Medical Devices Agency. 2002, Guidance
on the sale, transfer of ownership and disposal of used medical devices : supplement
to 'Medical Device and Equipment Management for Hospital and Community-based
Organisations' (DB9801), HMSO, London.
Manson-Smith, D. & Scottish Consumer Council. 2008, The legal system of Scotland,
4th edn, HMSO, Edinburgh Scotland.
48
Royal Commission on civil liberty. 1966, (Black Report) (Comnd. 4879) HMSO,
London.
Scottish Executive. 2000, Allied Health Professions now and into the future. HMSO,
Edinburgh.
World Health Organisation. 2005, Voluntary Projects in East Africa. (FK3- 2678459)
HMSO, Geneva.
3.7
Reference to a Thesis
Author’s Surname, Initials. Year of publication, Title of Thesis, Name of institution to which
the thesis was submitted.
e.g. Singleton, K. 2010, The functional characterisation of the acidic domain of NArginine Dibasic Convertase, Glasgow Caledonian University.
Wood, B.M. 2009, Design as an economic development enabler, Glasgow Caledonian
University.
3.8 Programme or Series
Series title, the number and title of the episode should be given as well, the transmitting
organisation, the channel, the full date and time of transmission.
e.g.
Disco, Episode 54, Who shot DJ (1982) TV, BBC1. 1982, September 15th 19.30 hrs.
Individual contributions within a programme should be cited as contributors.
e.g.
Blair, Tony (2001) Interview, In: Tonight. TV, BBC2. 2001, March 21st 23.00
hrs.
3.9 Unpublished works
You may occasionally have access to a document before it is published and will therefore not
be able to provide full details:
e.g.
Bloggs, J. (in press) A new book that I have written, Vanity, London.
3.10 Personal Communications
When refering to a more informal personal communication such as a letter or phone call, you
should provide as much detail as possible. You must ask for permission from the source
before using the material.
e.g.
Smith, D. 2007, Accessing practice education in rural areas. (Letter) (Personal
communication, 16th October 2007)
3.11 Acts of Parliament
Short title, in italics, with Key words capitalized, which includes the year followed by the
chapter number in brackets. Key words of titles are capitalized. Place of publication:
Publisher
e.g.
The Scottish Government 2004, Higher Education Act, HMSO, Scotland Edinburgh.
For Acts prior to 1963, the regal year and parliamentary session are included:
e.g.
Road Transport Lighting Act 1957, (5&6 Eliz. 2, c.51), HMSO, London.
4.0
Referencing Electronic Material
British Standard BS 5605:1990, which details the Harvard system, does not include guidance
for referencing electronic sources; however, the principles of the Harvard system have been
49
carried into referencing these newer sources of material. The guidelines given here are based
on current accepted practice.
4.1
Reference to Web Pages/sites and e-books
Author’s/Editors Surname(s), Initials. Year, Title in italics [online]. (Edition if not first
edition). Publisher, Place of publication if ascertainable. Available at: URL [Accessed Date].
e.g.
Daly, J. & MyiLibrary, 2005. Professional nursing : concepts, issues, and
challenges. Springer, New York, NY. [online] Available from:
http://www.myilibrary.com?id=181155&Ref=Athens [Accessed on 26th March
2010].
e.g
Earle, S. & Dawsonera, 2007. Theory and research in promoting public health.
London ; Thousand Oaks Calif.; Milton Keynes England: Sage; In association with
The Open University. [online] Available from:
http://www.dawsonera.com/depp/athens?url=http://www.dawsonera.com/depp/reader/
protected/external/AbstractView/S9781849202299 [Accessed on 26th March 2010].
If no author is identified:
e.g.
People and Health, 2005, [CD-ROM], Edinburgh, Gee
Available at: libweb.gcal.ac.uk/ E-books [Accessed 23 October 2006]
Library Services: Glasgow Caledonian University. [online]. Available from:
http://www.gcal.ac.uk/library/ [Accessed 10th October 2007].
4.2
Reference to e-journals
Author’s Surname(s). Year, “Title of article”, Journal Title [online],Volume Number Part
Number, page numbers. Available from: URL [Accessed Date].
e.g.
Aiken, L.H., Buchan, J., Sochalski, J., Nichols, B. & Powell, M. 2004, "Trends in
international nurse migration", Health affairs, [Online], vol. 23, no. 3, pp. 69.
Available from:
http://content.healthaffairs.org/cgi/reprint/23/3/69?maxtoshow=&HITS=10&hits=10
&RESULTFORMAT=&author1=Barbara%2BNichols&searchid=1&FIRSTINDEX=
0&resourcetype=HWCIT&ck=nck. [3 February 2101].
Korb, K. B. 1995, Persons and things: book review of Bringsjord on RobotConsciousness, Psychology [online], 6(15). Available from:
http://pstcprints.esc.soton.ac.uk/archive/00000462/ [Accessed 20 May 2004].
Hamill, C. 1999, Academic essay writing in the first person: a guide for
undergraduates, Nursing Standard, [Online] 21 Jul., 13 (44), p. 38-40. Available at:
http://libweb.anglia.ac.uk/ejournals/333 [Accessed 12 June 2005].
4.3
Reference to mailbase / listserv e-mail lists
Author’s Surname, Initials. Day Month Year, “Subject of message”, Discussion List [online]
Available from, list e-mail address [Accessed Date].
e.g.
Brack, E. V. 2 May 2004, Re: Computing short courses, Lis-link [online]. Available
from: jiscmail@jiscmail.ac.uk [Accessed 17 June 2004].
4.4
Personal Electronic Communications (e-mail)
50
Sender’s Surname, Initials, (Sender’s e-mail address), Day Month Year. “Subject of
Message” in italics. E-Mail to Recipient’s Initials. Surname in capitals (Recipient’s e mail
address).
e.g.
Lowman, D. (deborah_lowman@pbsinc.com), 4 April 2000. RE: Procite and
Internet References. E-Mail to P. CROSS (pcross@bournemouth.ac.uk).
4.5
Publications available from websites
For publications found on the internet the required elements for a reference are:
Author or corporate author, Year. Title of document (Publication number if available), [type
of medium], Place of publication, Publisher (Published year).
Available at: include web site address/URL(Uniform Resource Locator) and additional
details of access, such as the routing from the home page of the source.
N.B. the URL should be underlined [Accessed date]
e.g.
Scottish Intercollegiate Guidelines. 2001, “ Hypertension in the elderly.” (SIGN
publication 20). [internet]. Edinburgh, SIGN (Published 2001). Available at:
http://www.sign.ac.uk/pdf/sign49.pdf [Accessed 19 April 2007]
4.6
Referencing CD ROMs and DVDs
This section refers to CD-ROMs which are works in their own right.
Author’s Surname, Initials, Year, Title in italics, [type of medium], (Edition in brackets if not
first edition), Place of publication, Publisher if ascertainable. Available from:
Supplier/Database identifier or number (optional) [Accessed Date] (optional).
e.g.
Hawking, S.,W., (1994). “A brief history of time: an interactive adventure” [CDROM]. Crunch Media.
5.0
Copyright
When photocopying or downloading material you must comply with copyright regulations.
Information regarding copyright can be accessed from Glasgow Caledonian Library web
pages. http://www.gcu.ac.uk/library/about/Copyright.html
51
Appendix Five
Student Instructions for the Presentation of
Assignments
52
STUDENT INSTRUCTIONS FOR THE PRESENTATION OF ASSIGNMENTS
The front cover of all assignments should give the following information:
1. The title of the module, including SD level.
2. The title of the programme.
3. Student’s full name.
4. Matriculation number.
5. Name of Module Leader.
6. Date of submission.
The following statement must be given on a separate page and signed by the student:
“This assignment is my own work. It has not been, and will not be, presented for assessment for
any other module or piece of work which accrues credit for the award for which I am studying.”
If this statement is not signed, the work will not normally be marked and will be returned to the
student. This will result in the assessment not being considered by the relevant assessment board,
with a consequent delay in the result being confirmed.
All the material used within the assignment must be properly acknowledged to primary and
secondary authors. Please check the Departmental Referencing Guidelines.
A word count should also be provided. Unless you are informed otherwise, a 10% penalty will be
applied to assignments that are 10% above the specified word length. This applies only to
assignments that are over 500 words. The word count should be from the first word of the
introduction to the final word of the conclusion, but exclude reference lists, bibliographies and
appendices. Students should not tally up and deduct in text references.
Full-time students
All assignments must be word processed, using at least a size 12 font, and be double-spaced with
3cm left and right margins. Pages should be numbered.
Part-time students
It is highly desirable that all assignments are word-processed.
Failure to submit assignments by the due date without prior agreement with the Module Leader
will normally result in a mark of zero.
SQG March 1997. Updated AQG November 2001 & May 2002.
53
Appendix Six
Policy on the Retention of Student Work
54
GLASGOW CALEDONIAN UNIVERSITY
POLICY ON THE RETENTION OF STUDENT WORK
From summer 2002 there have been changes to the University Policy on the retention of student work.
The following points outline the practices agreed in order to implement this policy within the School
of Nursing, Midwifery and Community Health.
1. All student scripts / assessments will be retained for a period of one year. It is advisable
therefore that students retain a copy of their work although there is no requirement to
submit two copies.
2. Module leaders will photocopy the feedback sheet for students and make them available for
students to collect.
3. If a student has failed and their script contains interactive feedback, it will be photocopied and
given to the student to inform their resubmission.
4. All students should have an opportunity to look at the feedback on their scripts, but must not
remove their scripts from the building.
Given the above policy, staff would find it very helpful if students could use appropriate folders
for the submission of their work i.e. the work should be held securely but be easily removed for
photocopying, if required.
55
Appendix Seven
Assessment Matrices for
SCQF Levels seven, eight & nine
56
ASSESSMENT MATRICES - LEVEL 7
NOTE
Students are referred in the first instance to address the assignment guidelines. Students should then study the
descriptive indicators in the grid below to discern what is required to achieve a PASS/GOOD/EXCELLENT
grade for their assignment.
Markers of the assignment will also be assessing whether students adhere to the following university guidelines
:Data protection (if appropriate)
Departmental presentation guidelines
Departmental reference guidelines
LEVEL 1
Fail
Pass (40-54% of
sub-section mark)
Good (55-69% of
sub-section mark)
Excellent (70%
or more of subsection mark)
Structure
Work disjointed
Clear introduction,
main body &
conclusion
Attempts to make
some links
between sections.
Logical flow to
work.
Demonstrates clear
links between
content areas,
logical sequence
throughout.
Content
Lacks relevant
selection of
content
Limited relevant
content
Content generally
relevant.
Particularly
relevant content
selected.
Knowledge &
Understanding
Inadequate
identification of
key concepts. Fails
to use supporting
literature
Able to identify
key concepts,
makes reference
to limited
supporting
literature
Demonstrates
knowledge &
understanding of
key concepts,
based on
appropriate
literature.
Comprehensive
description,
demonstrating
sound knowledge
& understanding
of key concepts.
Supported by
reference to a
range of literature.
Application to
Practice
Unable to identify
relevant practice
issues.
Identifies &
describes key
practice issues.
Demonstrates
understanding of
the role &
contribution of
operating
department
practice within
health care.
Demonstrates
understanding of
the role &
contribution of
operating
department
practice within
health care.
57
ASSESSMENT MATRICES - LEVEL 8
LEVEL 2
Fail
Pass (40-54% of
sub-section mark)
Good (55-69% of
sub-section mark)
Excellent (70%
or more of subsection mark)
Structure
Work disjointed
Attempts to make
some links
between sections.
Logical flow to
work.
Demonstrates clear
links between
content areas,
logical flow to
work.
Sustains argument
throughout the
discussion.
Content
Lacks relevant
selection of
content
Content generally
relevant.
Relevant content
selected.
Demonstrates
good balance
between depth &
breadth in content
selection.
Knowledge &
Understanding
Descriptive work.
Unsubstantiated
opinion
Largely
descriptive work,
but evidence of
beginning to
identify alternative
points of view.
Makes reference to
supporting
literature
Demonstrates a
good
understanding of
key concepts,
providing some
comparisons
between
alternative points
of view. Supported
by reference to
appropriate
literature.
Demonstrates
critical thinking by
identifying
strengths &
weaknesses of
various positions.
Supported by
reference to a wide
range of literature.
Application to
Practice
Does not
demonstrate
understanding of
practice issues.
Able to identify
some implications
for operating
department
practice with
reference to the
literature.
Demonstrates
understanding of
relevant practice
issues. Able to
explain operating
department
practice with
reference to
literature
Discerns potential
strengths &
weaknesses of
own / others
practice, based on
evidence from
literature.
Demonstrates an
awareness of
broader
professional /
health care issues.
58
ASSESSMENT MATRICES - LEVEL 9
LEVEL 3
Fail
Pass (40-54% of
sub-section mark)
Good (55-69% of
sub-section mark)
Excellent (70%
or more of subsection mark)
Structure
Work disjointed.
Demonstrates clear
links between
content areas,
logical flow to work
with some
discussion
Provides a clear
logical argument
within the
discussion
Sustains a succinct
argument
throughout the
discussion
Incoherent
argument,
lacks discussion
Content
Lacks selection
of relevant
content
Relevant content
selected.
Demonstrates
good balance
between depth &
breadth in content
selection.
Develops an
interesting,
coherent argument
based on selection
of appropriate
content
Knowledge &
Understanding
Descriptive
work.
Unsubstantiated
opinion
Demonstrates good
understanding of
key concepts,
providing some
comparisons
between alternative
points of view.
Makes reference to
supporting
literature.
Demonstrates
critical thinking by
identifying
strengths &
weaknesses of
various positions.
Supported by
reference to a wide
range of literature.
Demonstrates
critical appraisal
by evaluating the
quality of
available evidence,
based on an
extensive review
of literature.
Application to
Practice
Does not relate
theoretical
concepts to
practice.
Uses appropriate
theoretical concepts
to explore practice
issues
Evaluates potential
strengths &
weaknesses of
own / others
practice, based on
evidence from
literature.
Demonstrates an
awareness of
broader
professional /
health care issues.
Makes well
considered,
justifiable
recommendations
for practice
development,
based on an
extensive review
of literature.
59
Appendix Eight
Student Performance Feedback
60
POLICY ON STUDENT PERFORMANCE FEEDBACK
1. At programme level, details of the practice of Student Performance Feedback
must be provided in Student Programme Handbooks.
2. All modules will have a published student feedback strategy.
3. All Schools/GAPS will adopt the Principles of Student Feedback practice (see
page 2).
4. Student feedback will be given on all forms of assessed work and on any
other group or individual contributions to a module.
5. All modules will provide generic assessment feedback using Blackboard or
some other appropriate method.
6. All modules will set up “bulletin boards” which include the facility for
students to pose questions.
7. All programmes will have a programme portal through which feedback can
be provided on meetings of SSCGs and Programme Boards.
PRINCIPLES OF STUDENT FEEDBACK
For each of the 7 principles of good feedback practice, some practical examples are presented
below. These examples do not represent a comprehensive list nor is any one example
mandatory. However there is an expectation that many modules will use one or more of
these or alternative techniques to satisfy the principles.
A: Facilitating the Development of Self-Assessment
Students can be asked to:
i.
request the kinds of feedback they would like when they hand in work;
ii.
identify the strengths and weaknesses in their own work in relation to criteria or
standards before handing it in for teacher feedback;
iii.
reflect on their achievements and selecting work in order to compile a portfolio;
iv.
set achievement milestones for a task and reflecting back on progress and forward to
the next stage of action;
v.
give feedback on each other’s work (peer feedback) also helps support the
development of self-assessment skills (for example, Gibbs, 1999).
B: Encouraging Teacher and Peer Dialogue
Good examples of feedback dialogue in class include:
i. providing feedback using one-minute papers (Angelo and Cross, 1990);
ii. reviewing feedback in tutorials where students are asked to read the feedback
61
iii.
iv.
comments they have been given and discuss these with peers – they might also be
asked to suggest strategies to improve performance next time;
asking students to find one or two examples of feedback comments that they found
useful and to explain how they helped. Other ways of using feedback dialogue in a
planned way, for assignments, might involve:
(a) having students give each other descriptive feedback on their work in relation
to published criteria before submission; (b) group projects.
C: Clarify Good Performance
Strategies that have proved effective in clarifying criteria, standards and goals include:
i.
providing better definitions of requirements using carefully constructed criteria sheets
and performance level definitions;
ii.
providing students with exemplar assignments with attached feedback;
iii.
increasing discussion and reflection about criteria and standards in class;
iv.
involving students in assessment exercises where they mark or comment on other
students’ work in relation to defined criteria and standards;
v.
workshops where students in collaboration with their teacher devise their own
assessment criteria for a piece of work;
vi.
combinations of the above five have proved particularly effective.
D: Providing Opportunities to Close the Gap Between Current and Desired
Performance
Strategies for teachers that can help students use external feedback to close the gap include:
i.
increasing the number of opportunities for resubmission;
ii.
modelling the strategies that might be used to close a performance gap in class (for
example, model how to structure an essay when given a new question);
iii.
writing down some ‘action points’ alongside the normal feedback they provide. This
would identify for students what they should do next time to improve their
performance;
iv.
asking students to identify their own action points in class based on the feedback they
have just received thereby integrating the process into the teaching and learning
situation and involving the students more actively in the generation and planned use
of feedback.
E: Delivers high quality information to students about their learning
Strategies that increase the quality of feedback include:
i.
making sure that feedback is provided in relation to pre-defined criteria but paying
particular attention to the number of criteria;
ii.
providing feedback soon after a submission;
iii.
providing corrective advice, not just information on strengths/ weaknesses;
iv.
limiting the amount of feedback so that it is used;
v.
prioritising areas for improvement;
vi.
providing online tests so that feedback can be accessed anytime, any place and as
many times as students wish;
62
vii.
focusing on students with greatest difficulties.
F: Encourages positive motivational beliefs and self-esteem
The implication of these studies for teaching practice is that motivation and self-esteem are
more likely to be enhanced when a course has many low-stakes tasks with feedback geared to
providing information about progress and achievement rather than high stakes summative
assessment tasks where information is only about success or failure or about how students
compare with peers. Other strategies that would help encourage high levels of motivation to
succeed include:
i.
providing marks on written work only after students have responded to feedback
comments;
ii.
allocating time for students to re-write selected pieces of work – this would help
change students’ expectations about purpose;
iii.
automated testing with feedback;
iv.
drafts and resubmissions.
G: Provides information to teachers that can be used to help shape the teaching
Strategies are available to teachers to help generate and collate quality information about
student learning and help them decide how to use it include:
i.
using one-minute papers where students carry out a small assessment task and hand
this in anonymously at the end of a class, such as What was the main point of this
lecture? or What question remains outstanding for you at the end of this teaching
session?
ii.
having students request the feedback they would like when they make an assignment
submission;
iii.
asking students to identify where they are having difficulties when they hand in
assessed work;
iv.
asking students in groups to identify ‘a question worth asking’, based on prior study,
that they would like to explore for a short time at the beginning of the next tutorial;
v.
quick evaluation strategies at key points in teaching.
Approved by Academic Policy and Planning Committee 25 May 2005
63
Appendix Nine
Glasgow Caledonian University
Code of Student Discipline
64
CODE OF STUDENT DISCIPLINE
1.
APPLICATION OF CODE
This Code of Student Discipline applies to all students. The Code is non-contractual
and the University reserves the right to alter or withdraw it any time.
This Code is not intended to create rights beyond our legal obligations.
One of the purposes of this Code is to help and encourage students to achieve and
maintain standards of conduct required by the University. It is essential that all
students comply with these standards and understand that if they fail to do so this is
likely to lead to action by the University. This Code also outlines the action that will
be taken when those standards are not met.
We recognise the importance of attempting to resolve issues about discipline within
the University and we will attempt to do so, when that is practicable. This Code
includes a note of the procedures that are designed to aid this.
All students of the University are subject to the jurisdiction of the Principal in respect
of their conduct.
The Principal has overall responsibility for ensuring the consistent application of this
Code.
In what circumstances will this Code apply?
The University will apply the procedures set out in this Code if it contemplates taking
disciplinary action against you (unless the University, in its sole discretion, decides
that it is inappropriate to do so):
2.
Offences
2.1
Some examples of the offences that these procedures normally apply to are:
2.2
Minor Offences
The following is a non-exhaustive list of examples of minor offences:
2.2.1
2.2.2
Violation of the various rules and regulations relating to student
conduct issued from time to time with the authority of the University
Senate. You are deemed to have read regularly (at least at the start of
each Semester) and understood the rules and regulations of the
University relating to student conduct. A copy is available on the
University’s website.
Any of the offences specified in 2.2.1 above when committed in
another institution which students attend as part of a University
course or when committed by students on placements or field trips.
2.2.3 Noise
2.2.4 Anti-social behaviour and/or language
65
2.2.5 Improper use of non-controlled substances (e.g. alcohol and tobacco)
2.2.6 Minor damage to, or unauthorised use of, University property
2.2.7 Minor breaches of safety regulations
2.2.8 IT based anti-social or unreasonable behaviour
2.2.9 Refusing to fulfil minor contractual obligations
Note: A number of minor offences committed by one student or a group of
students may constitute a major disciplinary offence.
2.3
Students’ Association Offences
2.3.1
2.4
The University Senate has empowered the University Students’
Association to act as a disciplinary body in terms of the regulations and
procedures specified in the Students’ Association Code of Discipline
as authorised by the University Senate. You are deemed to have read
and understood the Students’ Association Code of Discipline regularly
(at least at the start of each Semester). A copy is available on the
University’s website.
Major Offences
The following is a non-exhaustive list of examples of major offences:
2.4.1 Offences in connection with examinations or assessments which are
intended to allow the student to obtain an unfair advantage.
2.4.2
Falsification, misrepresentation or misuse of University documents
including degrees, diplomas, certificates and matriculation cards.
2.4.3
Use of the work of other students, past or present, or substantial and
unacknowledged use of published material or violation of copyright
material presented as the student’s own work.
2.4.4
Avoidance or attempted avoidance of security procedures to gain
access to files and work done by users of University computing
equipment.
2.4.5
The use or attempted use of University computing equipment to gain
unauthorised access to computing facilities outwith the University
campus and/or access to web or other IT related material as defined in
the University Regulations pertaining to the use of Information
Technology Facilities.
2.4.6
False pretences or impersonation.
2.4.7
Theft, fraud, misapplication of or gross negligence in connection with
funds or property of any kind.
66
2.4.7
Causing negligent or wilful damage to or on property or premises
owned or controlled by the University or to or on premises to which.
2.4.8
Deliberate and malicious misuse of safety equipment.
2.4.9
Riotous or disorderly conduct affecting good order within the
University or persistently noisy or disruptive behaviour anywhere in
the University.
2.4.10 Assault.
2.4.12 Harassment, discrimination or incitement including harassment,
discrimination or incitement on the grounds of race, sex, sexual
orientation, national origin or religious or political belief, disability,
age, gender, mental status or detailed in the appropriate University
policies available on the University’s website, which you are deemed
to have read regularly (at least at the start of each Semester) and
understood.
2.4.13 The use, abuse or touting of controlled substances.
2.4.14 Contravention of the Copyright Licensing Agency (CLA) Higher
Education Trial License – August 2005 which states as at December
2006:
Students may only scan, for study purposes, books, journals and other
copyrighted material within the terms of fair dealing – 5% or one
chapter of a book or up to 5% or one article from a journal issue (See
University copyright policy for further details).
Single copies only may be taken for personal use. Scanning for
multiple usage may only be undertaken by designated University
personnel.
2.4.15 Unauthorised use of the University’s internet and e-mail connections
as defined in University Regulations pertaining to the use of
Information Technology Facilities .
2.4.16 Contravention of established procedures, working practices or
regulations dictated by current legislation or authorities.
2.4.17 Non-return of any equipment or property loaned from the University.
2.4.18 Any of the offences specified in 2.4.1 - 2.4.18 above when committed
in another institution which students attend as part of a University
course or when committed by students on placements or field trips.
2.4.19 Any conduct or activity of any nature which may bring the University
into disrepute whether such conduct or activity takes place either in the
67
University or outside the University, including violent behaviour,
threatening violence and immoral or obscene conduct.
2.4.20 Failure to comply with the decision of a Dean of School (or equivalent)
in relation to a minor offence or failure to comply with the decision of
the Senate Disciplinary Committee in the case of an appeal against a
decision of a Dean of School (or equivalent) in relation to a minor
offence.
3.
Procedures
3.1
Minor Offences
3.1.1 Where a student is accused of a minor offence the matter shall be dealt
with by the student’s Dean of School (or equivalent) or the Dean of
School (or equivalent) in the School in which the offence took place.
3.2
Major Offences
3.2.1 Except where the allegation is under 2.4.1, 2.4.3 or 2.4.12 above,
where a Dean of School (or equivalent), considers that the alleged
offence is a major offence as defined herein the matter shall be
reported to the Principal immediately.
3.2.2
If the offence is admitted, the Principal shall have the authority to
admonish or reprimand the student or, if the Principal deems it
necessary, to remit the matter for action to the Senate Disciplinary
Committee constituted in accordance with 3.2.6 herein. Where the
matter is remitted for action to the Senate Disciplinary Committee, the
Principal shall have the authority to suspend the student on the grounds
that such suspension would be in the best interests of the University
and/or the other students. Where a student has been suspended the
Senate Disciplinary Committee shall normally meet within seven days.
3.2.3
If the student denies having committed the alleged offence the
Principal shall remit the matter to the Senate Disciplinary Committee
for determination. In that case, the Principal shall have the power to
suspend the student on the grounds that such suspension would be in
the best interests of the University and/or the other students but the
Principal will endeavour to have completed all investigations and
convened a meeting of the Senate Disciplinary Committee within
fourteen days of the first date of suspension.
3.2.4
Where an allegation has been made under 2.4.1 above and notified by
the appropriate Senior Invigilator to the Clerk to Senate, or where an
allegation has been made under 2.4.3 above and notified by the
appropriate Chair of the Assessment Board to the Clerk to Senate, or
where the details and conclusions of an investigative report, made
under the auspices of the University’s Policies in terms of 2.4.12
above, are notified by the appropriate authority to the Clerk to Senate,
the Clerk to Senate shall remit the matter to the Senate Disciplinary
68
Committee for investigation and/or disciplinary action as appropriate,
normally within twenty eight days of the notification.
3.2.5
At any such meetings the Senate Disciplinary Committee shall:
3.2.5.1 Have the right to call for all relevant information including the
right to call and hear witnesses.
3.2.5.2 Take each step under this procedure without unreasonable
delay. The timing and location of meetings will be reasonable
and meetings will be conducted in a manner that the
University considers allows both parties to explain their
respective cases appropriately. The student must take all
reasonable steps to attend meetings they are requested to be
present at. If the student is unable to attend a meeting they
must explain this immediately to the person whom invited
them to the meeting or the person who is conducting the
meeting.
3.2.5.3 The Principal shall not be a member of the Senate Disciplinary
Committee but shall place before it any reports or other
relevant information required by the Committee.
3.2.5.5 Prior to the hearing of the disciplinary matter by the Senate
Disciplinary Committee, the student will be provided with a
written statement of the alleged offence or circumstances
which have led the University to consider taking disciplinary
action and the student will usually receive all relevant
information presented to the Senate Disciplinary Committee.
All written communications with the student shall be made to
the last address notified to the University by the student and
shall be delivered by both first class and recorded delivery or
registered post.
The student will have the right to present relevant
documentation and other information, submit a written
statement to the Senate Disciplinary Committee prior to the
meeting, lead evidence from witnesses and have the right to be
accompanied at the meeting by a chosen representative who
shall have the right of audience on the student’s behalf. Any
written documentation or submission should be delivered to
the Clerk to Senate either by hand or by recorded delivery or
registered post.
3.2.6
The composition of the Senate Disciplinary Committee shall be:3.2.6.1
A chairman to be appointed by the Senate who shall hold
office for a term not exceeding five years in the first instance.
69
4.
3.2.6.2
Three members of the staff drawn from a pool of six
members of appropriate staff approved by the Senate who
shall hold office for a term not exceeding five years.
3.2.6.3
The current President of the Students’ Association.
3.2.6.4
One member of the Students’ Council to be appointed
annually by the Council.
3.2.6.5
Four members of the Senate Disciplinary Committee shall
form a quorum providing that at least two are members of
University staff and one a student.
3.2.7
No member of the Senate Disciplinary Committee directly involved in
the events giving rise to any charge or appeal shall be a member of the
Committee hearing that charge or appeal.
3.2.8
The Committee shall have powers to appoint a legal adviser from
outwith the University to advise the Committee.
3.2.9
The Clerk to Senate or his/her nominee shall act as clerk to the Senate
Disciplinary Committee and shall be responsible for maintaining a
confidential record of the proceedings of the Committee. The Clerk to
Senate shall have powers to prepare orders for the regulation of the
proceedings and business of the Senate Disciplinary Committee.
Penalties
4.1
Minor Offences
4.1.1 The Dean of School (or equivalent) will consider the offence and will
have the authority to issue one or more of the following penalties, as
appropriate, and it will endeavour to communicate its written decision
within seven days of the hearing of the disciplinary matter:
-
verbal warning
charging for damage or loss
banning from facilities for short periods
removal of email account
4.1.2 All such minor offences and resultant penalties shall be recorded using
the Minor Disciplinary Offences Records Form. The Dean of School
(or equivalent) shall ensure that a Records Form is completed and
signed by himself/herself and a copy given to the student. The original
Records Form will be retained in a separate file by the Dean of School
(or equivalent). In the case of an offence dealt with by a Dean of
School (or equivalent) who is not the student’s Dean of School (or
equivalent), a copy of the Records Form will be forwarded to the
student’s Dean of School (or equivalent) for retention.
4.1.3 Students have a right of appeal against decisions of Dean of School (or
equivalent) as set out in Section 5.
70
4.1.4 Should a student fail to comply with the decision of a Dean of School
(or equivalent) or the decision of the Senate Disciplinary Committee in
the case of an appeal against a decision of a Dean of School (or
equivalent), this will constitute a major offence under Section 2.4 of the
Code of Student Discipline.
4.1.5
4.2
Should an individual student accumulate two Records Forms in any six
month period, this will be reported by the Dean of the student’s School
to the Secretary of the Senate Disciplinary Committee for review in
consultation with the Chair of the Senate Disciplinary Committee to
determine whether or not further action is required.
Major Offences
4.2.1 The Senate Disciplinary Committee shall have the power to impose
penalties. The Senate Disciplinary Committee will endeavour to issue
its decision within seven days of the having of the hearing of the
disciplinary matter.
4.2.2
Any student who has admitted a major offence or who is found to have
committed a major offence may be liable to one or more of the
following penalties:(a)
(b)
(c)
(d)
(e)
(f)
(g)
an admonition
a reprimand
a fine
disqualification from appropriate examinations/assessments
suspension for a specified period
expulsion
an order to make good any damage caused to the property of the
University or any other institution attended through membership of
the University.
(h) the withholding of the student’s parchment on graduation.
5.
Appeals: Minor Offences
5.1
The Senate Disciplinary Committee shall be competent to hear appeals against
decisions of the Dean of School (or equivalent) in the case of minor offences.
5.1.1. An appeal may be considered on the following grounds:
5.1.1.1. Evidence is now available which was not or could not
reasonably have been made available to the Dean of School
(or equivalent) at the time of consideration of the offence
(4.1.1 hereof).
5.1.1.2. The decision of the Dean of School (or equivalent) was
unreasonable in the light of the evidence submitted and/or was
harsh and oppressive in relation to the offence.
71
5.1.1.3. There was procedural irregularity or inadequacy in the
conduct of the investigation of the offence carried out by the
Dean of School (or equivalent).
5.1.1.4. The right of appeal to the Senate Disciplinary Committee must
be exercised by written notice which must be lodged with the
Clerk to Senate within fourteen days of the issue of the formal
notification of 4.1.1 hereof.
5.1.1.5. All appeals shall be given preliminary consideration by the
Chair of the Senate Disciplinary Committee and by the Clerk
to Senate who shall be empowered to act on behalf of the
Senate Disciplinary Committee in dismissing appeals that are
incompetent. For example, subject to clause 5.1.1.2 an appeal
cannot be considered if it based only on information which has
already been given full consideration by the Dean of School
(or equivalent) or information which, for no good reason, was
not made available to the Dean of School (or equivalent).
5.2
6.
The decision of the Senate Disciplinary Committee in such appeals shall be
final and not subject to appeal in terms of Section 6.
Appeals: Major Offences
6.1
All students shall have the right to appeal to the Appeal Committee set up by
the University Court against any disciplinary decision made by the Principal
or the Senate Disciplinary Committee.
6.2
An appeal may be considered on any of the following grounds:6.2.1
Evidence is now available, which was not or could not reasonably have
been made available to the Senate Disciplinary Committee at the time
of the original hearing.
6.2.2
The decision of the Senate Disciplinary Committee was unreasonable
in the light of the evidence submitted at the original hearing, and/or the
decision of the Senate Disciplinary Committee was harsh and
oppressive in all of the circumstances.
6.2.3
There was procedural irregularity in terms of the regulations set out in
the Code of Student Discipline which resulted in the student being
significantly disadvantaged.
6.3
The Clerk to Senate shall communicate the details of this right to the student
in writing at the same time as formal notification of the disciplinary decision is
made to the student.
6.4
The Clerk to Senate shall advise the student that any right of appeal to the
Appeal Committee must be exercised by written notice which must be lodged
with the Secretary to Court within twenty-one days of the issue of the formal
72
notification of 6.3 hereof. The Clerk to Senate shall also advise the student
that any written documentation or submission in relation to the appeal must be
delivered to the Secretary to Court either by hand or by recorded delivery or
registered post.
6.5
All appeals shall be given preliminary consideration by the Chair of the
Student Appeals Committee (who is the Chair of Court) and by the Secretary
of the Student Appeals Committee (who is Secretary to the Court) who shall
be empowered to act on behalf of the Student Appeals Committee in
dismissing appeals that are incompetent.
For example, subject to clause
6.2.2, an appeal cannot be considered if it is based only on information which
has already been given full consideration by the Senate Disciplinary
Committee or information which, for no good reason, was not made available
to the Senate Disciplinary Committee.
6.6
The decision of the Appeal Committee shall be final.
6.7
The composition of the Appeal Committee shall be:6.7.1
The Chair of Court (or his/her nominee).
Three members of Court nominated by Court.
Two members of the Senate, who must not be the Principal or
members of the Senate Disciplinary Committee, nominated by Senate.
6.7.2
The Chair of Court shall be Chair of the Appeal Committee. He/she
may, however, nominate one of the other lay members of the
Committee to take the Chair is his/her absence.
6.7.3
Four members of the Appeal Committee shall form a quorum.
6.7.4
The University Secretary shall be the Secretary to the Appeal
Committee.
6.7.5
The decision of the Appeal Committee shall be by majority vote, the
Chair having a casting vote in addition to a deliberative vote which
he/she may use in the event of there being an equal division of votes.
6.7.6
6.8
6.9
The Appeal Committee at its own discretion may appoint a legal
adviser from outwith the University to be in attendance at any meeting.
This legal adviser, however, must not be the same person as the legal
adviser to the Senate Disciplinary Committee.
The student shall have the right to appear in person before the Appeal
Committee and to be accompanied by a chosen representative who shall have
the right of audience on the student’s behalf.
No member of the Senate Disciplinary Committee shall be present when the
appeal to the Appeal Committee is under consideration.
73
6.10
7.
8.
The Appeal Committee shall have the right to prepare orders for the regulation
of the procedure of the appeal hearing and shall have the right to uphold or
reject all or part of the disciplinary decision as it deems right and appropriate.
The Appeal Committee will endeavour to issue a written decision within [7]
days of the date of the hearing of the appeal hearing.
Appeals: Decisions of a Plagiarism Assessor
7.1
The Senate Disciplinary Committee shall be competent to hear appeals against
decisions of a Plagiarism Assessor made under the University Regulations
regarding Plagiarism and Cheating
7.2
An appeal may be considered on any of the following grounds:7.2.1 Evidence is now available, which was not or could not reasonably have
been made available to the Plagiarism Assessor at the time of the
original investigation.
7.2.2
The decision of the Plagiarism Assessor was unreasonable in the light
of the evidence submitted at the original investigation, and/or the
decision of the Plagiarism Assessor was harsh and oppressive in all of
the circumstances.
7.2.3
There was procedural irregularity or inadequacy in the conduct of the
investigation of the offence carried out by the Plagiarism Assessor.
7.3
The Clerk to Senate shall communicate the details of this right to the student
in writing at the same time as formal notification of the decision of the
Plagiarism Assessor is made to the student.
7.4
The Clerk to Senate shall advise the student that any right of appeal to the
Senate Disciplinary Committee must be exercised by written notice which
must be lodged with the Clerk to Senate within fourteen days of the issue of
the formal notification of 7.3 hereof.
7.5
All appeals shall be given preliminary consideration by the Chair of the Senate
Disciplinary Committee and by the Clerk to Senate who shall be empowered
to act on behalf of the Senate Disciplinary Committee in dismissing appeals
that are incompetent. For example, subject to clause 7.2.2, an appeal cannot
be considered if it is based only on information which has already been given
full consideration by the Plagiarism Assessor or information which, for no
good reason, was not made available to the Plagiarism Assessor at the time of
the original investigation.
7.6
The decision of the Senate Disciplinary Committee in such appeals shall be
final and not subject to appeal in terms of Section 6.
Criminal Proceeding
In any case where it is considered that a person may be involved in criminal conduct,
it is the duty of the Dean of School (or equivalent) to whose attention the matter is
74
drawn or, where appropriate, the Disciplinary Board of the Students’ Association to
report the matter immediately to the Chair of the Senate Disciplinary Committee who,
in consultation with the Principal and the Chair of Court, shall consider the case and
decide whether to recommend the Court to report it to the appropriate authority.
9.
Records
The University will keep a record of disciplinary proceedings, including the written
statement setting out the relevant allegations or circumstances surrounding the
potential disciplinary action, all letters sent to or by the University in relation to that,
written statements and minutes of meetings and appeal meetings.
These records will be maintained in accordance with the University’s obligations in
terms of data protection requirements and will be retained in accordance with the
University’s data retention policy.
10.
Questions
Clarification on the terms of this Code can be obtained from the Academic Registry.
75
Appendix Ten
Code of Professional Conduct and Fitness to
Practise: Policy and Procedures for Staff and
Student Guidance
76
SCHOOL OF HEALTH AND LIFE SCIENCES
Code of Professional Conduct and Fitness to Practise:
Policy and Procedures for Staff and Student Guidance
This document outlines the School of Health and Life Sciences' Code of Professional
Conduct and Fitness to Practise. It should be provided to students before the programme
commences. Every year, students will be asked to confirm their compliance with this code.
Staff and students should familiarise themselves with this policy and these procedures.
Students should seek guidance from their Academic Adviser or their Programme Leader
should they be unsure of any aspect of the policy, procedures or guidance notes. Staff are also
asked to ensure they are fully conversant and to seek guidance from the discipline Subject
Lead and/or the Head of Department should they require clarification.
77
Code of Professional Conduct and Fitness to Practise:
Policy and Procedures for Staff and Student Guidance
Contents
Explanatory Notes for the Pre-Joining Health Form ............... Error! Bookmark not defined.
1.0
Immunisation and Health Clearance for Serious Communicable DiseasesError! Bookmark not
2.0 Infection Control Practices ........................................ Error! Bookmark not defined.
3.0 Vision ........................................................................ Error! Bookmark not defined.
4.0 Hearing ...................................................................... Error! Bookmark not defined.
5.0 Speech ....................................................................... Error! Bookmark not defined.
6.0 Dyslexia and other learning difficulties .................... Error! Bookmark not defined.
7.0 Mobility and manual dexterity .................................. Error! Bookmark not defined.
8.0 Chronic or recurrent medical conditions such as diabetes, epilepsy, asthma,
skin conditions (e.g. psoriasis, eczema) ............................... Error! Bookmark not defined.
9.0 Mental Health ............................................................ Error! Bookmark not defined.
10.0 General Health .......................................................... Error! Bookmark not defined.
Additional Sources of Advice and Support ............................. Error! Bookmark not defined.
Pre-Joining Health Form .......................................................... Error! Bookmark not defined.
Code of Professional Conduct and Fitness to Practise – Student GuidanceError! Bookmark not defined.
Personal Behaviour .............................................................. Error! Bookmark not defined.
Behaviour Towards Others .................................................. Error! Bookmark not defined.
Appearance .......................................................................... Error! Bookmark not defined.
Learning ............................................................................... Error! Bookmark not defined.
Duty of Care ......................................................................... Error! Bookmark not defined.
Confidentiality ..................................................................... Error! Bookmark not defined.
Code of Professional Conduct and Fitness to Practise – Procedures for Staff and
Students .................................................................................... Error! Bookmark not defined.
Fitness to Practise Procedures - Offences ................................ Error! Bookmark not defined.
Minor Offences .................................................................... Error! Bookmark not defined.
Students’ Association Offences ........................................... Error! Bookmark not defined.
Major Offences .................................................................... Error! Bookmark not defined.
Fitness to Practise Procedures Flowchart ................................ Error! Bookmark not defined.
Explanatory Notes for the Pre-Joining Health Form
Being fit to practise means having the skills, knowledge, health and character to work
safely and effectively. Fitness to Practise therefore requires all students registered on
Health, named Life Sciences and Social Work programmes within the School of
Health and Life Sciences at Glasgow Caledonian University to demonstrate sufficient
good health and character.
The School of Health and Life Sciences (SHLS) is committed to Fitness to Practise
and to supporting students. The School is committed to the university drive for equal
opportunities, and the enabling of students with impairments. Reasonable adjustments
are discussed with students as early as possible and include expert disability services
or advice whenever available - always noting that health, life sciences and social care
professionals require the ability to perform skilled tasks safely, smoothly and rapidly.
The School welcomes students experiencing disability, recognising and valuing the
positive contributions that they have to offer. Biomedical Scientists, Clinical
Physiologists, Counselling Psychologists, Nurses, Midwives, Allied Health
Professionals, Social Workers and Vision Scientists must be safe practitioners, able to
undertake skills in a competent and proficient manner in order to meet the needs of
service users, as required by the relevant statutory and professional bodies.
In the interests of the health and safety of students and the public, the university must
ensure that all students are medically fit to undertake a programme. A student may be
asked to provide medical certification from an occupational health physician of their
fitness to undertake study on a programme which includes working with clients in
practice settings and within laboratories. This situation may arise when for example,
there has been a period of extended sick leave, or the nature of the condition is such
that it could compromise the student’s ability to work with service users. The School
reserves the right to make a referral to the university’s student occupational health
service for an impartial assessment of fitness to study and to practise.
The purpose of pre-admission health assessment is not only to ensure that all students
are fit to undertake the programme for which they have applied to study, but also to
assist the School in facilitating students’ learning by making identified reasonable
adjustments and/or providing additional appropriate support. Students who have any
impairments are encouraged to declare them in order that their requirements can be
assessed as early as possible to allow for timely implementation of reasonable
adjustments and/or other appropriate support. Impairment of Fitness to Practise is
considered on an individual basis.
The School works closely with the
applicant/student, the School and university student support services, practice
placement providers and with outside agencies appropriate to the needs of the student.
Failure to return the pre-admission health assessment form or making a false
declaration may result in the withdrawal of the offer of a place on a programme and
failure to return the form on time or to give full information may hinder the University
putting in place reasonable adjustments and therefore adversely affect the student’s
learning experience.
79
Although the School and University are fully committed to supporting diverse
students’ needs, where additional support for the student is necessary, this must be
reasonable within the current sphere of practice. It is therefore possible that some
individuals may be unable to complete elements required for registration for reasons
of health or ability. This could be evident when a potential applicant makes enquiries
about a course, or it might only become evident when a student is already on a course,
and/or there is an unforeseen deterioration in the condition or a new condition arises.
1.0 Immunisation and Health Clearance for Serious
Communicable Diseases
1.1
1.2
1.3
National Health Service guidance on standard health clearance checks
recommends that all new health care workers having direct clinical
contact with NHS patients, including students, are offered occupational
health checks and immunisations to ensure immunity to the infectious
diseases listed in the table under ‘Immunisation History’ in the
attached form. There are placements that do not accept students who
have not had the recommended immunisations. Practice placements for
social work students are likely to include environments where they
may be exposed to any of the infectious diseases noted and/or may
involve work with children or adults who are particularly vulnerable to
infectious diseases. Therefore, although it is not yet a requirement, the
School of Health and Life Sciences recommends that social work
students are protected against these infections.
It is recommended that all student health professionals be immunised
against Hepatitis B, a potentially serious blood borne infection which
can be passed between health care workers and patients. Evidence of
immunisation status will be required by the School before clinical
work is undertaken. In the rare event that a student who is a non-carrier
of Hepatitis B does not respond to two of the conventional 3 dose
courses of the standard vaccine, he or she will be asked to see an
occupational health physician who will explain what he/she will need
to do in case of a needlestick injury or other accident involving contact
of broken skin or mucous membrane with body fluids. The student will
then need to sign to confirm that he/she understands this and also
understands the need for regular antigen status checks if working on
exposure prone procedures. Students who are found to be carriers of
the Hepatitis B virus, or any other serious transmissible blood borne
viral infection, such as the human immunodeficiency virus (HIV), will
be informed of any placement provider regulations that may impact on
their access to placements and will be directed to appropriate sources
of advice and support.
If there are students who are not already immune to TB, polio,
diphtheria, tetanus, varicella (chicken pox/herpes zoster), measles, or
rubella (German measles), or if their immunity cannot be confirmed
(e.g. because of incomplete/missing medical records), or if they are
experiencing difficulty getting immunisations from their GP, then the
occupational health (OH) team will administer the required
immunisations for a stated fee.
80
1.4
2.0
Infection Control Practices
2.1
3.0
During the pre-registration programme student health and biomedical
science professionals are likely to come into contact with, for example,
patients who have open wounds, severely compromised immune
systems, and/or serious transmissible diseases and/or tissue/blood
samples. Recognised practices such as hand washing and wearing of
gloves, masks and other protective clothing are required to maintain a
safe environment for all. A student who is unable to take part in such
practices poses a risk to themselves and others, and may be unable to
meet the requirements of the programme.
Vision
3.1
3.2
3.3
4.0
In the case of students from outside the UK, health checks for serious
communicable diseases should be carried out in their own country
before they apply for training at the School of Health and Life
Sciences. Written confirmation will be required. The university’s
student OH service will carry out the necessary tests to confirm the
results of these tests for those overseas students who are admitted to a
pre-registration programme at the School.
In order to complete the requirements for registration Biomedical
Scientists, Clinical Physiologists, Counselling Psychologists, Nurses,
Midwives, Allied Health Professionals, Social Workers and Vision
Scientists need to be able to fulfil their professional functions using
practicable means, which may include technological and personal
support to supplement or replace visual inputs.
Biomedical
Scientists,
Clinical
Physiologists,
Counselling
Psychologists, Nurses, Midwives, Allied Health Professionals, Social
Workers and Vision Scientists need to be able to observe service users,
their living and working environments, their movements and their
responses in detail in order to accurately plan, implement and assess
therapeutic interventions.
Biomedical
Scientists,
Clinical
Physiologists,
Counselling
Psychologists, Nurses, Midwives, Allied Health Professionals, Social
Workers and Vision Scientists need to be able to respond accurately to
written instructions for diagnostic or therapeutic interventions
including administration of medication. They must therefore have
sufficient vision, or an assistant, to read hand written and typed text.
They must also be able to recognise small-scale changes in a patient’s
condition at a reasonable distance. Podiatrists have to be able to carry
out surgical procedures safely.
Hearing
4.1
In order to complete the requirements for registration, Biomedical
Scientists, Clinical Physiologists, Counselling Psychologists, Nurses,
Midwives, Allied Health Professionals, Social Workers and Vision
Scientists need to be able to function successfully in a hearing world,
by lip reading, using fitted hearing aid(s) and/or other adaptations or
assistance if required. They need, for example, to understand what is
said by a softly spoken person in a busy environment and/or to be
supported by a language service professional.
81
5.0
Speech
5.1
6.0
Dyslexia and other learning difficulties
6.1
6.2
7.0
In order to complete the requirements for registration Biomedical
Scientists, Clinical Physiologists, Counselling Psychologists, Nurses,
Midwives, Allied Health Professionals, Social Workers and Vision
Scientists need to be able to communicate effectively with service
users, and/or carers and/or colleagues.
In order to complete the requirements for registration Biomedical
Scientists, Clinical Physiologists, Counselling Psychologists, Nurses,
Midwives, Allied Health Professionals, Social Workers and Vision
Scientists need to be able to access and interpret Standard English
written information, including words and numbers. The ability to
accurately select and administer medication or treatment and/or use
potentially hazardous substances is essential to patient safety. Students
also need the ability to present intelligible written and/or printed
records and reports in English. Accurate recording/reporting is crucial
to service user safety and records/reports may be challenged in court.
Support for students who have dyslexia, or other learning difficulties,
is available at both University and School level.
Mobility and manual dexterity
7.1
7.2
In order to complete the requirements for registration student health
professionals may need to undertake a range of activities which may
involve whole body mobility and manual dexterity such as:
- Basic Life Support procedures.
- Safe moving and handling techniques which comply with health
and safety requirements.
- Professional diagnostic or therapeutic interventions.
- Manual techniques.
- Management of aggression and violence.
Students with limited mobility or dexterity are advised to consult the
programme admissions tutor for information about the specific
requirements of their programme of choice.
8.0 Chronic or recurrent medical conditions such as diabetes,
epilepsy, asthma, skin conditions (e.g. psoriasis, eczema)
8.1
9.0
Students with medical conditions which are controlled with medication
and/or avoidance of circumstances which aggravate the condition and
adoption of behaviours that help to keep the condition under control
will not normally find it difficult to meet the requirements for
registration and practice. However, timely discussion with academic
and placement support staff is advised to ensure that where
adjustments are required to support such students in the management
of their condition these can be reasonably accommodated.
Mental Health
9.1
Biomedical
Scientists,
Clinical
Physiologists,
Counselling
Psychologists, Nurses, Midwives, Allied Health Professionals, Social
82
Workers and Vision Scientists undertake work requiring them to take
safe, rapid and accurate decisions and actions. They also need to be
able to use judgement in listening to and communicating with
vulnerable and distressed people and to maintain stable, acceptable
behaviour in stressful circumstances. Those who have serious mental
health or personality disorders may be unable to demonstrate safe and
effective practice without supervision and hence meet these
requirements.
10.0 General Health
10.1
10.2
Student health professionals undertake work placements requiring
physical activity for several hours a day. Those who have serious
disorders of major organs such as the heart, lungs, kidneys, liver or
who have a systemic illness that undermines their physical stamina,
may be unable to meet this requirement. Exposure to illness
environments might also be detrimental to some students’ general
health.
Study, exams, work, placements and/or the associated travel may be
stressful to some students and potentially could exacerbate
medical/mental health conditions. Students experiencing difficulties
need to be proactive if this is the case and seek help/support without
delay.
Additional Sources of Advice and Support
Skill National Bureau for Students with Disabilities: http://www.skill.org.uk
Royal National Institute for the Blind: http://www.rnib.org.uk
Royal National Institute for the Deaf: http://www.rnid.org.uk
Scottish Association for Mental Health: http://www.samh.org.uk
World of Dyslexia: http://www.dyslexia-parent.com/world_of_dyslexia.html
Glasgow Caledonian University Disability Service: http://www.gcu.ac.uk/student/disability/index.html
Pre-Joining Health Form
This health assessment forms part of the admissions procedures of the School of Health and
Life Sciences at Glasgow Caledonian University. This form must be filled in and returned to:
(name)
..................................
(address)....….....…………….…................ by
.......…….......... (date).
The purpose of pre-admission health assessment is two fold: to ensure that you are fit to
successfully complete the programme for which you have applied to study and to assist the
School in facilitating your learning by making identified reasonable adjustments and/or
providing additional appropriate support. Questions are asked about your past and present
health, and the information you provide will be accessible only to the Occupational Health
staff and will remain confidential; however in order to allow the university to make reasonable
adjustments and provide the necessary support, adequately pertinent information should be
disclosed to the Programme Leader. The attached explanatory notes summarise the purpose
of the questions. Forms of candidates who do not enrol on a programme, of students who
leave the university before completing a programme, and of graduates will be returned to the
student or destroyed within x months of …....
If you have any questions regarding the
purpose of this form and how to complete it, please contact …………………...................
Surname:
Sex:
83
Forenames:
Address:
Postcode:
Home Telephone Number:
Mobile or Contact Number:
Name, address and phone no of General Practitioner:
IMMUNISATION HISTORY
Please complete the following table.
Have you had the following
Immunisation / Test / Infectious
Disease
Tuberculosis (TB) test
Yes
No
Year/date
Test result
where relevant
BCG (TB immunisation)
Poliomyelitis immunisation
Tetanus immunisation
Diptheria immunisation
Chickenpox or herpes zoster infection
Varicella (Chickenpox/herpes zoster)
blood test
Varicella immunisation
Rubella (German measles) blood test
Rubella Immunisation
Measles Immunisation
Hepatitis B immunisation: 1st dose
Hepatitis B immunisation: 2nd dose
Hepatitis B immunisation: 3rd dose
Hepatitis B booster dose
Hepatitis B blood test
Other (specify):
Chronic carriers of blood borne infectious diseases (such as Hepatitis B, Hepatitis C or
HIV) are not necessarily excluded from working or training in a health care setting. If
you have any questions or are unsure as to your current status please contact
……………………………………………………………………
Please answer all the following questions Yes or No and if yes, please give details in the
space provided.
Yes No
Details
1. Are you having treatment of any kind at the
moment?
2. Are you waiting for any treatment or investigation?
84
3. Have you been seen or examined by a doctor in
the last 6 months?
4. Do you have any impairment of sight that is not
fully corrected with glasses?
5. Do you have any impairment of hearing that is not
fully corrected with a hearing aid?
6. Do you have any impairment of speech?
7. Do you have dyslexia or any other learning
difficulty?
8. Do you have any physical limitation which may
affect your ability to practise?
9. Have you ever had any kind of back or neck
problem leading to time off work/school?
10. Have you ever had any kind of problems with your
joints, including pain, swelling or restricted
movement?
11. Do you have any difficulty in standing, bending,
squatting, lifting or any other movements?
12. Do you have any loss of sensation, numbness or
tingling in your hands and/or upper limbs?
13. Have you ever had any neurological condition?
14. Do you have diabetes?
15. Have you ever had seizures, blackouts or
epilepsy?
16. Have you ever had asthma, bronchitis or chest
problems?
17. Have you ever sought help for mental ill health?
Yes
18. Have you ever had anorexia nervosa or bulimia or
any other eating disorder?
19. Have you ever had professional help for a life
crisis or other emotional or psychological stress?
20. Have you ever had a drug or alcohol problem?
21. Have you ever received treatment for a gastric or
bowel problem?
22. Have you ever had heart, circulation or blood
85
No
Details
pressure problems?
23. Do you have any allergies?
24. Have you ever had any kind of skin condition?
25. Have you ever had tuberculosis (TB)?
26. In the last 12 months, have you had a cough for
more than 3 weeks, coughed up blood, or had any
unexplained weight loss or fever?
27. Have you ever had hepatitis or jaundice?
28. Do you have any chronic blood borne viral
infection (e.g. Hepatitis B, Hepatitis C or HIV)?
29. Do you have any other condition not mentioned
above?
Yes
No
Do you smoke?
If so, on average how many per week?
Do you drink
alcohol?
If so, on average how many units per week?
If you have an impairment or a physical or mental health condition, in what way, if any, and to what
extent do you think it could impact on the success of your training programme, including practical
placement work?
COURSE FOR WHICH YOU HAVE APPLIED
Title of Programme:
UCAS Code:
Starting date:
DECLARATION
I declare that all of the above statements and information are true to the best of my
knowledge. I understand that making a false declaration may result in the withdrawal of the
offer of a place on the programme for which I have applied and that failure to return the form
on time or to give full information may hinder the University putting in place reasonable
adjustments and therefore adversely affect my learning experience.
Signature: ___________________________________________________ Date: _____
86
SCHOOL OF HEALTH AND LIFE SCIENCES
Code of Professional Conduct and Fitness to Practise –
Student Guidance
Students in the School of Health and Life Sciences (SHLS) at Glasgow Caledonian
University are viewed as student professionals subject to School, professional and
statutory body requirements in addition to those of Glasgow Caledonian University.
The School of Health and Life Sciences' Code of Professional Conduct and Fitness to
Practise (referred to below as the Code) identifies the behaviour required of students,
complies with professional and statutory bodies and supplements the University
agreement, code, rules and regulations.
Students are expected to have read, understood and agreed to abide by their
responsibilities under the University’s Partnership Agreement and its rules and
regulations including the Code of Student Discipline. Additional requirements are
placed on pre-registration students because successful completion of the academic
qualification entitles them to be considered for admission to a professional body and
makes them eligible to seek registration with the related statutory body. Therefore, all
students are required during their studies to adhere to the standards of conduct,
performance and ethics of that professional body and the related statutory body: the
Institute of Biomedical Science (IBMS), the Registration Council for Clinical
Physiologists (RCCP), the British Psychological Society (BPS), the Health
Professions Council (HPC), Nursing and Midwifery Council (NMC), the Scottish
Social Services Council (SSSC) or the General Optical Council (GOC). It should be
noted that School of Health and Life Sciences students may be treated differently to
students of Glasgow Caledonian University who are not subject to the School of
Health and Life Sciences and other professional and statutory codes.
Students who breach any of the above Codes will be subject to disciplinary action
ranging from admonishment, to withdrawal from their programme of study up to and
including expulsion from the University. An order to make good any damage caused
to the property of the University or any other institution attended through membership
of the University may be made according to the University’s Code of Student
Discipline.
PERSONAL BEHAVIOUR
Students are expected to behave at all times in a manner appropriate to their position
as students of the University studying on professional programmes. Behaviour
including, for example, harassment, discrimination or incitement, assault, the use,
abuse or touting of controlled substances, or offences in connection with examinations
or assessments which are intended to allow the student to obtain an unfair advantage,
will lead to disciplinary action under this Code. Such action will include consideration
of any criminal conviction (including those for offences that are not directly
connected with a student’s studies) or, where relevant, any disciplinary action by an
employer.
87
Students are reminded that The Rehabilitation of Offenders Act (1975) does not apply
to the professional and statutory bodies to which School of Health and Life Sciences
students are seeking membership and should a student be subject to a criminal
conviction or caution, this is never considered “spent”.
Any student who has been subject to a criminal conviction or caution after completing
and submitting the Protection of Vulnerable Groups (PVG) form but prior to
commencing study at the University is required to notify his/her admissions tutor or
programme administrator in writing, before commencing study at the University. In
addition any student who is subject to a criminal conviction or caution subsequent to
commencing study at the University is required to notify his/her programme
administrator in writing. This enables determination of any possible implications in
relation to academic and/or practice education to be considered. Failure to disclose is
in itself a breach of the codes of conduct.
Dishonest behaviour by students engaged in university or practice based education
will be subject to disciplinary procedures and may be subject to legal proceedings.
In the course of their studies students may be placed in positions of trust and any
breach of trust which includes breaches in confidentiality will lead to disciplinary
action under this Code and may result in exclusion from the programme of study.
Plagiarism at any stage of a student’s studies will be considered a breach of the codes
and as such subject to disciplinary action. Investigation and subsequent actions to be
taken will be in accordance with the University’s Plagiarism Policy and Procedures.
Repeated or major offences will be dealt with by a Fitness to Practise Panel.
Students behaviour should reflect positively on the profession, School and University
and any action by a student which brings the profession, School or University into
disrepute shall be considered a breach of the codes and therefore subject to
disciplinary action.
Students must report to the appropriate authority e.g. Subject Lead, Programme
Leader, Practice Educator, Placement Manager, Head of Department any
action/behaviour observed which may put others at risk. Failure to do so may lead to
disciplinary action being taken against the student who failed to report.
BEHAVIOUR TOWARDS OTHERS
Students are expected at all times to comply with University, School, professional and
statutory body and practice placement requirements in their behaviour towards others,
which include:
- being considerate and polite in dealing with fellow students, members of the
university or partner institutions, and the public
- keeping high standards of personal and professional conduct
- behaving with integrity and honesty
- being reliable and dependable
- being punctual
88
-
respecting and maintaining the dignity and privacy of service users, peers,
staff and the public
listening to others and respecting their views
respecting the right of service users to decline to take part in teaching and/or in
services offered
not allowing their views about a person’s lifestyle, culture, beliefs, race,
colour, gender, sexual orientation, age, social status, perceived economic
worth or learning needs to prejudice their interaction with service users, fellow
students, teachers, or other members of the university or partner institutions.
Wherever possible, students should avoid providing ‘care’ to anyone with whom they
have a close personal relationship and if a situation arises where they cannot avoid
doing so, they are required to inform their practice educator/mentor/teacher prior to
any engagement with the service user.
A student must always declare to service users that he/she is a student and not a
qualified professional, and must not recommend treatment or suggest service users
take any action that might be interpreted as advice from a qualified professional.
Students must wear appropriate identification at all times.
APPEARANCE
Students must follow their programme guidelines on standard of dress/uniform as
detailed in the relevant student handbook and/or guidelines provided in relation to:





University based studies
Practical/skills classes
Laboratory classes
Practice based studies
Visits
It is expected that students will maintain appropriate standards of appearance and
personal hygiene at all times so as to avoid causing offence or lead others to question
their professional skills.
Students must wear appropriate identification, and uniform (if required), and they
must recognise that an important part of communication is the use of facial
expression. Showing their faces fully to service users, fellow students and teachers
makes recognition by them easier, while showing one’s face also makes it easier for
service users and fellow students who are hard of hearing to hear and/or lip-read.
LEARNING
The content of the majority of programmes within the School of Health and Life
Sciences is designed to meet the requirements of professional and statutory bodies.
Students are expected to pursue their studies with due diligence, ensuring that they
avail themselves of the educational opportunities provided.
89
Learning is a partnership between students, academic, practice and support staff and
as such requires students to fully engage in the process. It is expected that students
will:







take responsibility for their own learning including participation in personal
development planning (PDP)
identify their learning needs and seek assistance when required
attend university and practice based education diligently
participate fully in the educational experiences provided including being
suitably prepared
participate fully, honestly and constructively in dialogue with their teachers
regarding the quality of the educational process
not jeopardise the health and safety of others
not disrupt the delivery of the teaching and learning experience of fellow
students
Students are expected to have read and understood GCU and School Attendance
Policy. They must notify the appropriate person or department, in accordance with
School and individual programme guidelines, if they are to be absent from any part of
the course, due to sickness or other reasons. Students are expected to make up the lost
learning opportunity. Failure to comply with the School Attendance Policy may result
in the student having to retake and pass the relevant module with attendance prior to
proceeding with subsequent stages of the programme or the student may be
withdrawn from the programme.
If a student behaves dishonestly (including plagiarising or other forms of cheating)
he/she will be subject to disciplinary action in accordance with University and School
Policies.
Students are expected to maintain confidentiality in all aspects of their studies.
It is expected that students will take part as a recipient in skills development classes
and that consent will be a pre-requisite to participation. Written consent will be sought
at the beginning of each academic session. Students must ensure they fully understand
their rights and responsibilities in relation to participation and should seek
clarification from the Programme Leader if they have any concerns or require
clarification.
Students with disabilities are given the opportunity before they begin their university
programme to inform the School and University of any assistance or adjustments they
may require to assist them with their studies. If a student has any specific
requirements to enable him/her to follow his/her programme of study (including any
physical, health or learning requirements), he or she is expected to work with the
School and University support services to address these requirements. Every effort
will be made to provide appropriate support and guidance. To ensure appropriate
support may wherever possible be provided students should report to an appropriate
member of staff within the School (e.g. programme leader or disability coordinator)
any new condition or any changes in a pre-existing condition which may affect his/her
ability to follow his/her programme of study or to take up the associated profession.
90
This will allow the student and the named member of staff to identify the impact, if
any, on the student’s studies. Referral to Occupational Health/Medical Specialist
services may be required to support both the students and the School in assessing
potential impact. The School and University will make every effort to provide
appropriate support and guidance.
DUTY OF CARE
Students of Biomedical Science, Clinical Physiology, Counselling Psychology,
Nursing, Midwifery, Allied Health Professions, Social Workers and Vision Science
must be willing to physically examine and care for service users (which includes
touching) irrespective of the lifestyle, culture, beliefs, race, colour, gender, sexual
orientation, age, social status, or health status of the service user. Although physical
examination is not a requirement for Social Work professionals student social work
professionals must be willing to care for service users irrespective of the lifestyle,
culture, beliefs, race, colour, gender, sexual orientation, age, social status, or health
status of the service user. Students are expected to recognise their scope of practice
and not undertake professional practice without appropriate authority and supervision.
As part of their induction to practice education students have the responsibility to
familiarise themselves with all partner organisations’ guidelines, including health and
safety and codes of conduct and to apply these guidelines accordingly. Breaches of
these guidelines and /or codes of practice will lead to disciplinary action.
Dishonest or inappropriate behaviour by students engaged in practice education will
be subject to disciplinary procedures and may be subject to legal proceedings.
CONFIDENTIALITY
Students may have access to confidential information and are required to comply with
the Data Protection Act. There is also a professional duty to respect confidentiality.
This would include non disclosure of this information to any third party, other than in
accordance with the relevant professional code or in accordance with the law.
Students should only discuss service users within a learning environment ensuring
confidentiality and anonymity are appropriately assured.
Information gained as part of practice education experience can only be used
anonymously in both discussion and written work. Consent must be obtained from a
service user when the student wishes to use the experiences, for example as a ‘case
study’. Service users must not be identifiable by others. Discussion of service users
outwith a structured learning environment is not permitted even if anonymity has been
preserved.
The written informed consent of service users must be obtained before using
identifiable clinical information, such as photographs and videos. Wherever possible,
such material should be anonymous (merely blanking out the eyes of a facial
photograph is not acceptable).
Students are reminded that the transfer of service user documentation and/or
information pertaining to Service Users should not, under any circumstances, be
91
removed from the Service Provider’s approved location. This includes the use of any
electronic devices.
Any breach of confidentiality will be dealt with by way of the School of Health and
Life Sciences' Fitness to Practise procedure. This procedure allows each case to be
determined on an individual basis as to whether it is a minor offence or major offence.
If a breach is deemed, by the Subject Lead, to be a minor breach, the student will be
required to meet with the Subject Lead and an appropriate course of action agreed
following discussion with the student. Again a record will be kept in the student’s file
and their academic adviser notified. This course of action may result in a zero score
for the particular assignment but the student would be given the opportunity to
resubmit as a second diet.
A major offence, or repeated minor offences, will be reported in writing to the Head
of Department and then passed via the Dean of School to the Fitness to Practise
Committee for consideration and action as necessary. The outcome of this could
range from an admonition or reprimand to withdrawing the student from the
programme.
The contents of this document do not absolve students from complying with other
University regulations currently in force. The requirements of the
professional/statutory body and/or University Regulations may be revised from time
to time and students are expected to comply with all revisions, as well as with the
policies/procedures/codes of practice partners.
I HAVE READ, UNDERSTOOD AND AGREE TO ABIDE BY THE ABOVE
CODE OF PROFESSIONAL CONDUCT AND FITNESS TO PRACTISE. I
UNDERSTAND THAT A SIGNED SHEET WILL BE RETAINED BY THE
DEPARTMENT CONFIRMING THIS.
Your Programme Leader will ask you to sign a class register to indicate you have
read, understood and agree to abide by the Code. If you require any clarification or
guidance before signing please do not hesitate to ask your tutor.
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SCHOOL OF HEALTH AND LIFE SCIENCES
Code of Professional Conduct and Fitness to Practise –
Procedures for Staff and Students
Introduction
Successful completion of professional programmes does not equate solely to
academic performance but requires students to have demonstrated professional
attributes and have adhered to the requirements of the Code of Conduct. A student
registered for any award that allows him/her eligibility to apply for consideration for
registration with the appropriate regulatory body is subject to Fitness to Practise
procedures.
Principles
1. All pre-qualifying programmes hosted by the School of Health and Life
Sciences (SHLS) are subject to fitness to practise procedures.
Although this Code focuses on pre-qualifying programmes, it is expected that
ALL students will comply with the ethos of this code. The University cannot
declare a registrant as not fit to practise. It can only advise the
IBMS/RCCP/BPS/HPC/NMC/SSSC or GOC of a registrant’s behaviour,
report the outcome of a student disciplinary hearing or Fitness to Practise
Panel etc. The IBMS/RCCP/BPS/HPC/NMC/SSSC or GOC would decide
independently whether to accept an applicant onto the register where fitness to
practise breaches have been noted.
2. Applicants and Programme publicity
a) Information regarding Fitness to Practise and Professional Codes of
Conduct are available on the School website and the SHLS Student and
Staff Portals.
b) Applicants will be provided with a copy of the SHLS Code of Conduct
when the offer of a place is made.
3. Students and the Code of Professional Conduct and Fitness to Practise
(henceforth referred to as the SHLS Code)
a) Programmes must provide a briefing session on the SHLS Code for all
students starting their programme of study and a follow up session at
the beginning of each successive academic session as part of the
programme transition strategy.
b) SHLS Code documentation and agreement sheet to be signed will be
issued at the session.
c) Attendance at these designated briefing sessions covering all aspects of
the SHLS Code, and the implications of failure to comply with it, is
mandatory for all students.
d) Students are deemed to have read regularly (at least at the start of each
Semester) and understood the SHLS Code of Professional Conduct and
Fitness to Practise regulations and procedures.
e) Students who do not agree to abide by the Code may be required to
withdraw from the programme of study.
93
f) Each programme should ensure that students are made aware of the
support services available to them.
g) Good Character: If a student has a conviction or caution during the
programme. Students should be reminded that they must tell the
programme provider if they have any charges, convictions or cautions
during the programme. The programme provider should investigate in
accordance with the programme regulations. Good character issues
include conduct, behaviour or attitudes that are not compatible with
professional registration as well as any new cautions or convictions.
h) Break in a student’s programme: If a student has a break in an approved
programme, they should be assessed on their return. They should self
declare their good health and good character and the programme provider
should consider whether there is a need to refer the student for further
assessment and support. If necessary, the student should be referred to
occupational health, or additional verification of good character should be
obtained through for example, references or a CRB or PVG check.
4. School procedures for consideration of breaches of the SHLS Code
Report of student misconduct can come from any source, including from the student
himself/herself, fellow students, university or practice placement staff, service users,
or members of the public.
Information relating to the alleged misconduct should be reported to the Subject Lead
in the first instance. In the case of alleged misconduct occurring on a placement,
academic staff members who are supervising the students’ practice based learning,
have a responsibility to inform the Head of Department and Subject Lead immediately
of the alleged misconduct and any details relating to disciplinary procedures within
the placement agency to which to the student may be subject.
The Head of
Department will consider the offence in conjunction with the Subject Lead.
Minor offences/misconduct
Where a minor breach of the Code occurs, the Subject Lead shall document the issues
and an appropriate course of action may be agreed following discussion with the
student. A record will be kept in the student personal file and the Studies Adviser will
be informed. The Head of Department will be notified of the breach.
For all other offences/misconduct which involve a breach of the SHLS Code and call
into question the student’s fitness to practise, the procedure described below shall be
followed.
In addition any personal or health matter arising which calls into question the
student’s fitness to practise or may affect the student’s ability to follow his/her
programme of study or take up the associated profession the procedures described
below shall be followed.

Reports of breaches of the SHLS Code or other questions about a student’s
fitness to practise shall be submitted to the student’s Head of Department in
writing.
94

When a student has committed repeated minor offences or a first or
subsequent major offence, or if the student’s fitness to practise is in doubt for
other reasons, the Head of Department, through the Dean, will report the case
in writing to the School Fitness to Practise Committee, specifying the issue
that needs to be addressed and including any documentation concerning the
matter. The Head of Department shall seek guidance when assessing Fitness to
Practise matters in relation to health or disability. The Head of Department
shall also write to the student, informing him/her that the matter has been
referred to the School Fitness to Practise Committee for consideration,
explaining the reasons behind the referral, and enclosing a copy of the report.

Composition of the School Fitness to Practise Committee shall include an
external member, the Dean/Vice Dean/experienced academic within the
student’s discipline, 1 experienced academic outwith the student’s discipline, a
student association representative and 1 appropriate member of the GCU
academic staff from outwith the Department. A proportion of the panel will
have received disability equality training to advise on disability issues should
they arise. The Associate Dean Learning Teaching and Quality shall be in
attendance.

The Dean/Vice Dean of the School shall chair the Committee and shall
appoint one of the other two School staff Committee members as Secretary to
the Committee. None of the members of the Committee shall have previously
been involved with the matter or have a personal interest. Five members
constitute a quorum. The Chair has the casting vote if necessary. The
Secretary to the Committee will ensure that appropriate legal advice is
obtained through the office of the Academic Registrar if required.

The written referral will be considered by the Chair of the Committee with the
Secretary. The Chair has authority to decide if it is appropriate for a student to
remain on the programme while Fitness to Practise procedures are taking place
or if the student should be suspended on a temporary basis pending the
outcome of the hearing. Advice maybe sought from other members of the
Committee if required. The student and the Head of Department/Subject Lead
will be informed immediately of the decision taken.

The School Fitness to Practise Committee must meet to hear the student’s case
as soon as practicable and certainly no later than three weeks from submission
of the written referral.

The School Fitness to Practise Committee shall take into consideration the
processes, procedures, protocols and services available within the
University, which the student may/should be referred to, in determining the
outcome of the case.

The student shall be provided with information regarding the procedures and
advised as to who may accompany them to any meetings. At each stage of the
process, the student should be reminded of the support services available to
him/her through the School, the rest of the University, and the Students’
Association. The Secretary to the School Fitness to Practise Committee will
95
write to the student inviting the student to submit a statement and any
supporting statements from witnesses before a specified date. The date
specified for the response to be received must be at least ten days from the
date of the Secretary’s notifying letter.

In the event that the student provides a medical certificate from his/her
General Practitioner indicating that the student is unwell and unable to attend,
the School Fitness to Practise Committee may in its absolute discretion decide
to postpone the hearing until the student is medically cleared to attend or to
proceed in the student’s absence.

The student will send to the Secretary to the School Fitness to Practise
Committee his or her response to the allegation(s) and any supporting
statements from witnesses, together with an indication of whether the matter is
admitted or denied, in advance of the hearing.

The Secretary to the School Fitness to Practise Committee shall arrange for the
case to be heard by the School Fitness to Practise Committee. The Secretary
will send details of the date, time, venue and membership of the committee to
all attendees, including the student and members of the committee, along with
a copy of all the documentation concerning the case, including the student’s
statement and any supporting statements provided.

In accordance with Glasgow Caledonian University’s Appeals Procedure
(http://www.gcu.ac.uk/registry/secretariat/AssessmentRegulations.html)
the
student may be accompanied by a person of their choice. At the hearing the
Head of Department shall present the report and any further relevant
information. The student or his or her representative may make a
statement. The School Fitness to Practise Committee may then ask questions.
Both the Head of Department and the student may request the attendance of
witnesses, who may be asked questions by the student and / or the School
Fitness to Practise Committee. Witnesses cannot be compelled to attend. At
the conclusion of evidence the student or his or her representative shall have
the right to address the School Fitness to Practise Committee. If a student is
unable to or chooses not to attend, the School Fitness to Practise Committee
may in its absolute discretion decide to postpone the hearing until the student
is able to attend or to proceed in the student’s absence.

The Head of Department, the student and the student’s representative shall
then be required to leave so that the School Fitness to Practise Committee can
deliberate and come to a decision.

The evidence presented at the hearing will normally be oral evidence, given by
witnesses appearing in person, however, the Committee may accept a witness's
written statement in certain circumstances.

The Committee shall have power to adjourn to another date, as it thinks fit.

Before imposing a penalty or other requirement, the School Fitness to Practise
Committee shall decide whether the nature of the matter raises specific
96
concerns regarding fitness to practise that require consultation with a statutory
or professional body and/or to seek legal advice. In that event the Committee
may adjourn to consult the relevant professional or statutory body and/or
University legal advice before determining the sanction or other action.
5. Possible outcomes to allegations of breaches of the Code
If the School Fitness to Practise Committee, acting by majority (the Chair shall have a
casting vote in the event of an equality of votes) and taking into consideration the
processes, protocols and services available within the University, finds there has been
a breach of the SHLS Code of Professional Conduct and/or confirmed other matters
affecting the student’s Fitness to Practise then the School Fitness to Practise
Committee may impose a penalty within the categories described under the provisions
below:
i.
ii.
iii.
iv.
v.
vi.
an admonition
a reprimand
attachment of such conditions as it thinks fit to:
the continued pursuit of the student's studies,
his or her general conduct,
disqualification of the student from use of or access to any
University service or facility or premises for such period as the
Committee may decide;
vii.
disqualification from appropriate examinations/assessments and
or practice education
viii. suspension of the student from membership of and/or
attendance at the University for a specified period not
exceeding one year;
ix. withdrawal of the student from the Programme;
x. and/or referral of the matter to the police
a. The School Fitness to Practise Committee may suspend a penalty,
subject to agreed conditions. In addition to any of the above, the
School Fitness to Practise Committee may require, if appropriate, that
any damage be made good.
b. A record of the breach and any outcome shall be kept in the student’s
personal file until graduation or they leave the university whichever
comes first.
c. If no case to answer is found all documentation will be destroyed.
6. Physical or Mental Illness
a. If it appears to those considering an allegation of misconduct that the
student in question is or has been suffering from a mental or physical
illness or mental instability, the proceedings may be adjourned for the
preparation of a medical report.
b. If there is medical evidence that the student is suffering from mental or
physical illness or mental instability, those dealing with the case may
suspend or terminate the proceedings, if it is felt appropriate to do so. It
may be made a condition of suspension or termination of the
proceedings that the student seeks medical treatment and produces
evidence subsequently to confirm that this is being/has been received.
97
7. Recording/Documentation/Follow Up
a. At the termination of the proceedings, the Secretary to the School
Fitness to Practise Committee will write a short report. The report will
set out the issue that was addressed by the Committee, a brief summary
of evidence received, the grounds for the Committee’s findings, the
decisions taken, and the factors taken into account in deciding any
penalties or other actions. A copy of the report shall be sent to the
Committee members, to the student, the Dean and to the Head of
Department. Placement provider(s) and /or professional body and / or
statutory body may be notified as appropriate.
b. A copy of the report will be placed in the student's personal file.
c. Any student who fails to co-operate with the procedures defined in this
document (other than for reasons beyond his or her control) may be
charged (in addition to the original charge) with the disciplinary
offence of contempt of the University Fitness to Practise Procedures.
d. A failure to comply with any penalty imposed under these procedures
shall be referred to the University Disciplinary Committee.
e. Where the decision of the School Fitness to Practise Committee is
withdrawal from the Programme or withdrawal from the University
and the student does not make representation under the University’s
Complaints and or Appeals procedures the Director of Quality &
Academic Registry will be notified for information. School Fitness to
Practise Committees will provide an annual report to the Director of
Quality or delegated authority, which will act to review activity.
8. Procedure on appeal to the University Fitness to Practise Committee
a. A student may appeal in writing within seven days, the decision of the
School Fitness to Practise Committee.
b. Appeals will be submitted and dealt with in accordance with GCU
Appeals Procedures.
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SCHOOL OF HEALTH AND LIFE SCIENCES
Fitness to Practise Procedures - Offences
Minor Offences
Violation of the various rules and regulations relating to student conduct issued from
time to time with the authority of the University Senate. You are deemed to have read
regularly (at least at the start of each Semester) and understood the rules and
regulations of the University relating to student conduct, specified in the GCU Code
of Student Discipline. The following is a non-exhaustive list of examples of minor
offences:
Noise
Anti-social behaviour and/or language
Improper use of non-controlled substances(e.g. alcohol and tobacco)
Minor damage to, or unauthorised use of, University or partner organisation’s
property
 Minor breaches of safety regulations
 IT based anti-social or unreasonable behaviour
 Refusing to fulfil minor contractual obligations




In addition to those specified in the GCU Code of Student Discipline the following is
a non-exhaustive list of examples of School of Health and Life Sciences (SHLS)
specific minor offences:
 A first time / single instance of moderately disrespectful, inconsiderate,
impolite or unreliable behaviour towards service users, fellow students,
members of the university or partner institutions, or the public.
 A first time / single demonstration of inadequate regard for the dignity,
privacy or views of service users, fellow students, members of the university
or partner institutions, or the public.
 Failure to maintain appropriate standards of appearance and personal hygiene.
 Minor disruption of the delivery of the teaching and learning experience of
fellow students.
 Failure to follow instructions/protocols
Note: A number of minor offences committed by one student or a group of students
may constitute a major disciplinary offence.
Any of the minor offences specified above when committed in another institution
which students attend as part of a University course or when committed by students
on placements or field trips will be considered under the SHLS Code of Conduct.
Students’ Association Offences
The University Senate has empowered the University Students’ Association to act as
disciplinary body in terms of the regulations and procedures specified in the Students’
Association Code of Discipline as authorised by the University Senate. You are
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deemed to have read and understood the Students’ Association Code of Discipline
regularly (at least at the start of each trimester).
Major Offences
The following is a non-exhaustive list of examples of major offences:
Those specified in the GCU Code of Student Discipline:
 Offences in connection with examinations or assessments which are intended
to allow the student to obtain an unfair advantage.
 Falsification or misuse of university documents including degrees, diplomas
and certificates.
 Use of the work of other students, past or present, or substantial and
unacknowledged use of published material or violation of copyright material
presented as the student’s own work.
 Avoidance or attempted avoidance of security procedures to gain access to
files and work done by users of university computing equipment.
 The use or attempted use of university computing equipment to gain
unauthorised access to computing facilities outwith the university campus
and/or access to web or other IT related material as defined in the university
regulations pertaining to the use of Information Technology facilities.
 False pretences or impersonation.
 Theft, fraud, misapplication of or gross negligence in connection with funds or
property of any kind.
 Causing negligent or wilful damage to or on property or premises owned or
controlled by the University or to or on premises to which access has been
gained through membership of the University.
 Deliberate and malicious misuse of safety equipment.
 Riotous or disorderly conduct affecting good order within the University or
persistently noisy or disruptive behaviour anywhere in the University.
 Assault.
 Harassment, discrimination or incitement including harassment discrimination
or incitement on the grounds of race, sex, sexual orientation, national origin or
religious or political belief or identified in the appropriate university policies
which you are deemed to have read regularly (at least at the start of tremester)
and understood.
 The use, abuse or touting of controlled substances.
 Contravention of the Copyright Licensing Agency (CLA) Higher Education
Trial License – August 2005 which states as at December 2006:
Students may only scan, for study purposes, books, journals and other
copyrighted material within the terms of fair dealing – 5% or one chapter of a
book or up to 5% or one article from a journal issue (See university copyright
policy for further details). Single copies only may be taken for personal use.
Scanning for multiple usage may only be undertaken by designated university
personnel.
 Unauthorised use of the University’s internet and e-mail connections as
defined in university regulations pertaining to the use of Information
Technology facilities.
 Contravention of established procedures, working practices or regulations
dictated by current legislation or authorities.
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


Non-return of any equipment or property loaned from the University or a
partner organisation.
Any conduct or activity of any nature which may bring the University into
disrepute whether such conduct or activity takes place either in the University
or outside the University, including violent behaviour, threatening violence
and immoral or obscene conduct.
Failure to comply with the Dean of School (or equivalent) in relation to a
minor offence or failure to comply with the decision of the Senate Disciplinary
Committee in the case of an appeal against a decision of a Dean (or
equivalent) in relation to a minor offence.
In addition to those specified in the GCU Code of Student Discipline:
 Breaches of confidentiality
 Repeated minor or first major instance of disrespectful, inconsiderate, impolite
or unreliable behaviour towards service users, fellow students, members of the
university or partner institutions, or the public.
 Repeated minor or first major instance of inadequate regard for the dignity,
privacy or views of service users, fellow students, members of the university
or partner institutions, or the public.
 Repeated failure to maintain appropriate standards of appearance and personal
hygiene.
 Repeated minor or first major instance of deliberate disruption of the delivery
of the teaching and learning experience of fellow students.
 Repeated failure to follow instructions/protocols despite having received
appropriate guidance.
Any of the major offences specified above when committed in another institution
which students attend as part of university studies or when committed by students on
placements or field trips will be considered under the SHLS Code of Conduct.
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Fitness to Practise Procedures Flowchart
FTP documentation to student
Briefing Session
Student signs & returns
Not agree – may be withdrawn
Filed in student record
Confirmed annually
Conviction/Caution during programme
Break in Programme
Inform Programme Leader,
who informs Subject Lead
Self declare good health & character
Programme Leader and Subject Lead
Programme Leader investigates as per
programme regulations
Continue
Further assessment
Continue
Further assessment
Continue
Withdraw
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Withdraw
Continue
Fitness to Practise Procedures upon Receipt of Report of Student
Misconduct
Record in student
Appropriate member of
staff discusses with
student
Minor Offence/
Misconduct
file
Studies adviser,
Subject Lead and
HoD informed
Reported to Subject Lead
Subject Lead informs HoD
Document
Discussion with student
Agree action
issues
Record in student file
All other offences/
Misconduct
Reported to HOD in writing
Studies Advisor
informed
HOD reports, through Dean, to
FTP Committee & writes to student
FTP Chair decides whether continue/
Suspend from practise pending hearing
HODinformed
FTP Secretary requests student statements
FTP Committee hears case
Not proven
Proven
Documentation
destroyed
Penalty agreed
Secretary prepares
report
Sends to Committee
members, HOD, Dean
& Student
Copy in file
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Appendix Eleven
Credit Control and Debt Management Policy
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Contents
1.
2.
3.
4.
5.
6.
Introduction ........................................................................................................................ 3
Students .............................................................................................................................. 3
Overdue Student Debt Collection Procedure – Sanctions applied .................................... 3
Counselling Services and Funding Advice ........................................................................ 4
Sponsorship and Commercial Debors ................................................................................ 4
Overdue Sponsorship and Commercial Debt Collection Procedure .................................. 4
Introduction
Contained within this document are the terms and conditions under which debt owed
to Glasgow Caledonian University is controlled. The aim of the Credit Control and
Debt Management Policy of Glasgow Caledonian University is to ensure that the debt
profile of the University is managed effectively, that debt owed to the University is
converted into cash in a timely manner, that debt converted to cash is maximised and
any potential bad debt is minimised. The University has many sources of income,
which are collected by different methods. This policy specifically covers the
collection of Student Fees, Sponsorship Income and Commercial Debt.
1.
Students
As detailed in the Fees and Refund Policy all students on a programme of study at
Glasgow Caledonian University will be required to pay tuition fees and all other
charges in respect of each academic year of the period of study.
The Fees and Refund Policy provides guidance on funding that may be available to
students together with guidance on the payment terms and methods that apply.
Any student experiencing financial difficulties in repaying their University debts are
invited to contact the Finance Office to discuss their account by telephone on 0141
331 8195 or by email on arstudent@gcu.ac.uk . In addition the University has
experienced members of staff who will be able to provide advice for a wide range of
issues that students may be facing. Full contact details are available in the Counselling
Services and Funding Advice section of this Policy.
Students retain the ultimate liability for the payment of their fees. This applies in the
event of payment default by a third party sponsor, such as the Student Loan Company
or corporate sponsor/employer.
The University reserves the right to apply sanctions against any students who do not
pay their fees, or make satisfactory arrangements to pay, during the course of their
studies. Sanctions that can be applied are detailed in Section 3. The University
reserves the right to claim any late payment charges, interest, legal or other debt
collection costs from students who fail to pay in accordance with any agreements
made with the University.
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2.
Overdue Student Debt Collection Procedure – Sanctions applied
Whilst the procedure to collect monies outstanding is specific to each individual case
the following steps will be taken for all types of outstanding student debt:
1.
First reminder from the University – 14 days after due date
2.
Second reminder from the University – 28 days after due date
3.
Application of sanctions which will include some or all of the following;
 Withholding coursework and examination results
4.
5.
6.

Removal of IT facilities i.e. access to e-mail, Blackboard, Library
Services.

Suspension from classes

Prevented from registering or re-registering unless payment is made or
payment plan is agreed

Prevented from graduating unless payment is made or payment plan is
agreed
Legal Action Notice from the University – student will incur a £30
administration fee when this letter is sent
The University utilises the employment of professional and reputable debt
collection agents, together with any interaction with government agencies as
required.
 Should this action be required a recovery fee equal to 10% of the
outstanding amount will be levied against the student
 Students who leave the University with any outstanding debt will be
traced via the Debt Collection Agency engaged by the University and
debts will be recovered via the appropriate legal process.
Withdrawal from Programme of study
Note: Returned cheques will incur a £30 administration fee.
The University reserves the right to request payment in full prior to registration
or re-registration from any student who has had previous outstanding debts to
the University.
3.
Counselling Services & Funding Advice
The University has a Positive Living Team who can assist students in a wide range of
additional support; they offer both practical and counselling support to help students
be successful in their studies.
The Positive Living Team can be contacted on 0141 273 1143 or e-mail
positiveliving@gcu.ac.uk
or
fill
in
the
online
referral
form
on: www.gcu.ac.uk/student/positiveliving
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4.
Sponsorship and Commercial Debtors
The University’s standard terms and conditions state that all invoices are due for
immediate payment. Exceptions to this must be agreed in advance with the Depute
Director of Finance.
5.
Overdue Sponsorship and Commercial Debt Collection Procedure
Sending reminders to debtors is the responsibility of the Credit control team within
Finance. In most cases this will consist of a prescribed process dictated by time and
responses from the debtor.
Whilst the procedure is specific to each case the following steps will be taken to
recover debt:
1.
2.
3.
4.
Written reminder from the University
Final reminder from the University
Direct Contact from the Credit Control team at GCU
Referral to a Debt Collection Agency
If the student has arranged for the fee to be paid in whole or in part by a sponsor, the
Finance Office will invoice the Sponsor directly. In the event of a sponsor defaulting
on payment, it is the student’s responsibility to pay the fees. The student will receive
an invoice for all outstanding fees. This invoice will be due immediately as per the
standard terms and conditions.
Queries on commercial debt should be made to the Accounts Receivable team by
emailing arcommercial@gcu.ac.uk or calling 0141 331 8195.
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