UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme Specification provides a concise summary of the main features of the programme
and the learning outcomes that a typical student might reasonably be expected to achieve and
demonstrate if he/she takes full advantage of the learning opportunities that are provided.
Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
UCLan
2. Teaching Institution and Location
of Delivery
Preston campus and Westlakes Institute
3. University Department/Centre
School of Community Health and Midwifery
4. External Accreditation
n/a
5. Title of Final Award
FdSc Health & Social Care (Assistant Practitioner)
6. Modes of Attendance offered
Full time and part time
7. UCAS Code
Not applicable
8. Relevant Subject Benchmarking
Group(s)
9. Other external influences
10. Date of production/revision of this
form
NHS Knowledge and Skills Framework(2004,2010),
National Occupational Standards, Skills for Health
Core Standards for Assistant Practitioners(2008),
Skills for Health Expert paper (2011)
Royal College of Nursing, Society of Radiographers,
College of Occupational Therapists, Chartered Society
of Physiotherapists, Royal College of Speech and
Language Therapists. QAA Foundation degree
Qualification Benchmark (2010)
National Service Frameworks (1999-2010);
Skills for Health; Skills for Care;
DOH (2010) Liberating the NHS: Developing the
Healthcare Workforce;
Strategic Health Authority,
Employing Trusts
May 2013
11. Aims of the Programme
To equip students, through the unique use of work based learning and class attendance, with
academic knowledge and skills to enhance their knowledge of the Assistant Practitioner role and its
impact on their current and/or future work within health and social care.
To enable students to analyse relevant academic theories and concepts to enhance their work
performance through work based learning and take into consideration personal and cultural
awareness to work across organisational boundaries and adapt to a changing environment.
To equip students with a range of subject-specific and transferable knowledge and skills to support
their continuing personal, professional and academic development through the use of work based
learning and classroom participation.
Students with Disabilities/Learning Difficulties
The University is concerned to provide an educational experience of the highest quality for
students with disabilities/learning difficulties. We strongly recommend that interested
applicants contact us before applying to find out if we can offer the support you need. We
are always pleased to hear from those enquiring about or applying to the University.
Phone 01772 892593 (telephone/text phone) for advice.
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
A1 Identify the theory and practice underpinning the organisation and context of health provision
and social care delivery.
A2. Analyse and apply theories of communication to the development of relationships and work with
individuals and groups.
A3.Analyse and apply theories relevant to working within a collaborative interprofessional
environment.
A4. Explore the application of relevant knowledge, ethical awareness and experience to the analysis
of issues and practice in relation to equal opportunity, social inclusion, cultural diversity, human rights,
user and carer engagement and work with colleagues.
A5. Integrate and apply relevant theoretical and practical knowledge and skills in a work setting.
A6. Utilise evidence, support and share experience to develop effective practice and decisionmaking.
A7. Demonstrate knowledge and understanding of current European and national legislation, national
guidelines and local policies and protocols which affect work practice
Teaching and Learning Methods
Academic and work-based learning –individual and group discussions, case studies, reports,
presentations, reflective logs / diaries and the application of relevant research based evidence to
support practice.
Assessment methods
Essays, Examination, Personal Development Plans, Reflective accounts, Critical Incident Analyses,
Reports, Skills Log.
B. Subject-specific skills
B1. Identify and apply skills relevant to personal, career and academic learning and development
in a changing environment.
B2. Develop underpinning knowledge of physiological and psychological basis for health and social
care.
B3. Apply models of health promotion to achieve behavioural change in patients and clients.
B4. Work collaboratively with professional colleagues to enhance service provision.
B5. Utilise assessment skills to identify interventions required for patients and clients.
B6. Demonstrate the ability to act within the limits of own competence and authority.
Teaching and Learning Methods
Academic and work-based learning –individual and group discussions, case studies, reports,
presentations, reflective logs / diaries, problem based learning, Virtual Learning Environment
(VLE) and the application of research-based evidence to support learning.
Assessment methods
Essays, Personal Development Plans, Portfolio, Skills log.
C. Thinking Skills
C1. Reflect on and evaluate own life and work experience to enhance knowledge and skills.
C2. Utilise critical analysis to apply key concepts, theories and evidence to relevant issues and
practices.
C3. Present knowledge and information to support structured arguments.
C4. Evaluate and select approaches to problem solving.
Teaching and Learning Methods
Academic and work-based learning –individual and group discussions, case studies, reports,
presentations, reflective logs / diaries, VLE and acquisition of competences in the workplace
Assessment methods
Essays, Personal Development Plans, Portfolio, skills log developed through work based learning.
D. Other skills relevant to employability and personal development
D1. Demonstrate skills in information collection and analysis.
D2. Utilise oral, written and visual communication to support structured argument.
D3. Demonstrate ability to utilise information technology to exchange data.
D4. Utilise appropriate strategies to enhance own learning and development.
D5. Develop strategies to enhance collaboration with others.
Teaching and Learning Methods
Academic and work-based learning –individual and group discussions, case studies, reports,
presentations, reflective logs / diaries and acquisition of clinical competencies.
Assessment methods
Essays, examination, Personal Development Plans, Portfolio, skills log.
13. Programme Structures
14. Awards and Credits
Level
Level 5
Module
Code
PZ2073
PZ2035
NU2335
PZ2066
Module Title
Health Promotion
Management and Leadership
in Health & Social Care
Research Process
Developing Practice
Credit
rating
20
20
20
40
Foundation Degree
Requires 240 credits in total,
120 at level four and 120 at
level five.
Students will also take one of the
following modules (dependent on
work place and scope of practice):
PZ2036
PZ2074
PZ2080
PW2010
PW2020
MW2709
Level 4
PZ1015
PZ1067
PZ1022
PZ1068
Physiological Responses in
Health and Illness
Assisting Rehabilitation
Practice
Management of Long Term
Conditions across the lifespan
Principles and Practice in
Clinical Imaging
Interventions in Mental Health
Practice
Student Initiated Module
Study and Lifelong Learning
Skills
Anatomy, Physiology and
Psychology of Health
Communication and
Collaboration
Foundations for Practice
20
20
20
20
20
20
20
40
20
20
Students will also take one of the
following modules (dependent on
work place and scope of practice):
PZ1046
-
20
Foundation Certificate
Requires 120 credits at Level
four or above.
PZ1105
Mental Health Across the
Lifespan
PW1010 Introduction to Long Term
PW1005 Conditions and End of Life
Care
NU1003 Introduction to Clinical Imaging
Introduction to Unscheduled
Acute Care
Student Initiated Module
15. Personal Development Planning
20
20
20
20
Personal Development Planning is embedded throughout the programme via use of PDP in
portfolios, learning agreements and the personal tutor system.
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic
qualifications, together with appropriate experience and skills required for entry to study.
These criteria may be expressed as a range rather than a specific grade. Amendments to
entry requirements may have been made after these documents were published and you
should consult the University’s website for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
Admission is through Human Resources application process within the relevant NHS Trust.
The selection/interview process will involve Trust personnel, Uclan staff and/or Work Based
Education Facilitator. Selection may involve literacy and numeracy testing.
Admissions decisions will be based on the following standard criteria - Students are expected to
obtain a minimum of 100 UCAS points to include :
GCSE’s (English and Maths C or above)
And one of the following
GNVQ (intermediate and advanced)
BTec National Extended Diploma (3 passes)
BTec National Diploma (Pass, Pass, Pass)
BTec National Subsidiary national Diploma (Distinction)
‘A’ Level ( 100 points equivalent)
Access Course (Pass)
Irish leaving Certificate
Scottish Highers
OCR National Certificate (Distinction)
OCR National Diploma (P2)
OCR National Extended Diploma (P3)
14-19 Diplomas (E)
In the absence of equivalent academic qualification decisions entry, particularly for mature students,
may be based on
experience brought to the course
ability to cope with academic content of the course
ability to discuss current health/social care issues
interest in broadening and building on experience
ability to identify attitudes and values relevant to working with diverse clients.
This will be assessed at interview
- Accreditation of prior learning is available where appropriate
(the course team are available to advise and assist with any APL or APEL application)
Applicants must be employed in a health or social care setting by a seconding Trust and must
remain in employment throughout the duration of the course. In the case of full time study this must
be a minimum of 23 hours per week.
17. Key sources of information about the programme
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School of Health website
Factsheet
NHS Northwest contract. Trusts are informed through NHS Northwest and are required to
bid for inclusion
Course Leader
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
LEVEL 5
Module
Level Code
Module Title
PZ2073 Health Promotion
Management and Leadership
PZ2035 in Health & Social Care
NU2335 Research process
PZ2066 Developing Practice
Physiological Responses to
PZ2036 Health and Illness
Assisting Rehabilitation
PZ2074 Practice
Principles and Practice in
PW2010 Clinical Imaging
Interventions in Mental Health
PW2020 Practice
Management of Long Term
Conditions across the
PZ2080 Lifespan
MW2709 Student Initiated Module
Core (C),
Compulsory
(COMP) or
Option (O)
Knowledge and understanding
A1 A2 A3 A4 A5 A6 A7
C
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O
Subject-specific Skills
B1 B2 B3 B4 B5 B6
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Other skills relevant to
employability and
Thinking Skills personal development
C1 C2 C3 C4 D1 D2 D3 D4 D5
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18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
Module
Level Code
Module Title
Core (C),
Compulsory
(COMP) or
Option (O)
Knowledge and
understanding
Subject-specific Skills
Thinking Skills
Other skills relevant
to employability and
personal
development
A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 D1 D2 D3 D4 D5
PZ1015
LEVEL 4
PZ1067
PZ1068
PZ1022
PZ1046
PZ1105
PW1010
PW1005
NU1003
Study & Lifelong Learning
Skills
Anatomy, Physiology and
Psychology of Health
Foundations for Practice
Communication and
Collaboration
Mental Health Across the
Lifespan
Introduction to Long Term
Conditions and End of Life
Care
Introduction to Clinical
Imaging
Introduction to Unscheduled
Acute Care
Student Initiated Module
C
C
C
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