Emails and Messages
You can contact the module team by using the e-mail messaging facility within the
Moodle site. This is how we will contact you, through your student email so please check you student email on a regular basis.
2

Title of Module: Special Care Neonatal Nursing
Code: SCQF Level: 10
(Scottish Credit and
Qualifications
Framework)
Credit Points:
20
School: Health, Nursing & Midwifery
Module Co-ordinator: Linda Hannah
ECTS: 10
(European Credit
Transfer Scheme)
Summary of Module
This module is designed for practitioners who are currently employed in the field of neonatal nursing with the knowledge and skills to care for babies receiving special care.
Special care is that provided for all babies who could not reasonably be looked after outwith the hospital environment. Babies receiving special care may require respiratory and cardiac monitoring, additional respiratory support and on-going establishment of oral feeds or treatment for jaundice. Special care also includes babies who are recovering from more specialist treatment prior to being discharged. Special care may be provided in a ward setting out-with the neonatal unit this is often referred to as transitional care.
Learning will be facilitated by classroom teaching, on- line packages, simulation sessions in the clinical skills laboratory, and practice placements within the neonatal unit under the supervision of clinical/subject experts.
The theoretical content will include sessions on the following topics:-
Obstetric reasons associated with admission of the neonate, and impact of mode of birth on neonatal condition.
Review of neonatal normality.
Reception and assessment of the new-born baby, preparation of the caring environment and parental support (clinical day).
Respiratory and cardiac complications in the neonate.
The normal gastro intestinal tract, nutritional growth and development.
Thermoregulation and infection control and management
3

Care of the baby with Neonatal Abstinence Syndrome.
Child protection.
Family centred supportive care and discharge planning
Learning Outcomes
At the end of this module the student will be able to:
L1. Critique the perinatal conditions which impact on the health and wellbeing of the neonate at birth.
L2. Utilise a systems based approach detailing how deviations from the norm are recognised and managed.
L3. Critically evaluate the management of nutrition, growth and screening surveillance within special care.
L4. Evaluate the ethos of family centred care, encompassing parental support, child protection, patient safety, development and supportive care and discharge planning.
L5. Appraise and evaluate the roles and responsibilities of the multidisciplinary team in providing individualised on-going care.
4

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings
During completion of this module, there will be an opportunity to achieve core skills in:
SCQF Level 10. Knowledge and
Understanding (K and U) Recognise infants at risk prior to birth, ability to assess the condition of infants at birth. Critically understand the needs and management of the compromised infant.
Practice: Applied
Knowledge and
Understanding
SCQF Level 10.
Plan, implement and evaluate an individualised and family centred care pathway. Critique and apply information, evidence and research from a variety of sources. Institute evidence based practice and skills.
SCQF Level 10. Generic Cognitive skills
Independent self- directed study-creativity/ original thought.
Critical analysis, thinking and reasoning. Reflection.
Communication,
ICT and Numeracy
Skills
SCQF Level 9.
On-line discussion and dialogue, writing skills, literature review.
Communication: utilising a variety of technique, intra and cross disciplinary discourse.
ICT skills to inform practice and for personal development.
Information retrieval- e journal and textbook, on line discussion.
Autonomy,
Accountability and
Working with others
SCQF Level 10.
Self- directed learning.
Accountability to peers for contributions to on-line discussion.
Pre-requisites:
Face to face induction day
Co-requisites
Before undertaking this module the student should have undertaken the following:
Module Code:
Other:
Module Title:
Module Code: Module Title:
5

Learning and Teaching
The teaching and learning approach employed within this module will focus on a problem solving and professional analysis of practice mode. Students will be taught in classrooms, clinical environment and simulation within simulation laboratories, focussing on problem based situations taught by subject experts from clinical areas. Students will enter into dialogue with peers and teaching staff by means of discussion forums and scenario based learning techniques
Learning Activities/Categories:
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Modified Lecture
Student Learning
Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
20
Clinical simulation lab sessions 9
Tutorials/Seminars
On line discussion and problem based learning
Independent learning
Assessment and PDP
10
9
140
12
The theoretical /academic assessment for this module consists of :-
Formative - Scottish Multidisciplinary Maternity Development Programme – a simulation based OSCE relating to assessment and resuscitation of the newborn. This will take place on the 10 th March 2015
On Line multiple choice questions, problem based scenarios and discussion forums on a regular basis (this enables students to reflect on their learning and highlights areas that requires further study and also alerts teaching staff to areas where students may be experiencing difficulty, enabling further support to be put in place ).
Summative –A 3000 word essay which will focus on the principles and ethos of the special care environment. Students will address all the learning outcomes and will incorporate knowledge, understanding and evidence based research in their answer.
6

(N.B. (i) Assessment Outcomes Grids for the module (one for each main assessment category) can be found at the end of this descriptor which clearly demonstrates how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student
Handbook.
Equality and Diversity
UWS is committed to adhering to current legislation;
The Equality Act (2010) and acknowledges that while the university aspires to comply with all relevant legislation, there is a need to move beyond simple compliance to ensure that the principles, strategies and priorities set out in this scheme are upheld and achieved. Within this programme, quality of care, inclusiveness and employability are achieved by provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to all prospective students.
•Promotion of confidence and knowledge of their rights as a student and employee
•Promotion of respect and knowledge of client diversity, their needs, rights and the associated practitioner responsibilities.
The above aims, s upported by the staff’s belief in fairness and equal opportunities; guide content, teaching and learning, assessment and evaluation, regardless of any difference or equality protected characteristic as defined in the
Equality Act (2010).
UWS is committed to:
• Eliminating discrimination, harassment, victimisation against people with the following “protected characteristics”: age, disability, gender reassignment; marriage and civil partnership, pregnancy and maternity, race, religion or belief; sex and sexual orientation.
• Advance equality of opportunity and foster good relations between persons who share a relevant protected characteristic and persons who do not share it
• Develop and publish equality outcomes, with reference to the relevant evidence, and publicly set out the steps that will be taken to achieve them.
• Report periodically on progress against outcomes, and review outcomes at least every four years.
• Publish gender pay gap figures and black and minority ethnic employment rates and disabled people employment rates.
• Demonstrate how we have taken into account evidence of the impact on equality in the design of key policy and service delivery initiatives and what difference this has made.
7

• Take reasonable and proportionate steps to consult and involve representatives of employees, service users and other relevant groups identified as having an interest in the design of policies and delivery of when setting equality outcomes, developing action plans and reviewing progress.
• Consider how to ensure that equality factors are considered as part of public procurement activities.
Disability
Disability disclosure is encouraged throughout recruitment, selection and the duration of the students’ participation within the programme. Emphasis is placed upon confidentiality of information, the benefits of disclosure to the participating student and assurance that no detriment to progress will be experienced.
UWS is committed to:
• promote equality of opportunity between disabled people and other people
• eliminate discrimination under the Equality Act
• eliminate disability-related harassment
• promote positive attitudes towards disabled people
• encourage participation by disabled people in public life
• take steps to take account of disabled people’s disabilities, even when that involves treating disabled people more favourably than others.
Sex:
UWS is committed to:
• eliminating discrimination and harassment
• promoting equality of opportunity between men and women
• Gathering information on how their work affects women and men
• Consulting employees, service users, trade unions and other stakeholders
• Assessing the different impact of policies and practices on both sexes and use this information to inform work
• Identifying priorities and set gender equality objectives
• Plan and take action to achieve gender equality objectives
• Publish a gender equality scheme, report annually and review progress every three years
• Publish an equal pay policy statement (for listed bodies with 150+ staff) and report on progress every three years.
8

Race:
UWS is committed to:
• eliminating unlawful racial discrimination;
• promoting equality of opportunity between persons of different racial groups, and;
• promoting good relations between persons of different racial groups
• prepare a written statement of its policy for promoting race equality
• assess the impact of its policies, practices and procedures on students and staff of different racial groups
• monitor student admission and progress, and staff recruitment and career progress by racial group;
• include in its written statement the arrangements for publishing the policy and results of assessment and monitoring; and
• take such steps as are reasonably practicable to publish annually the results of its monitoring.
The School of Health, Nursing and Midwifery believes that educator and practitioner diversity are central to achieving quality health care.
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)
Learning Resources
The following materials form essential underpinning for the module content and ultimately for the learning outcomes:
Baston H and Durward H (2010) Examination of the Newborn. A Practical Guide.
London Routledge
Charmley, C., Carson, P., Randall, D. & Sandwell, M. (2005) Developmental
Anatomy and Physiology of Children: a practical approach. Edinburgh, Elsevier.
Coughlin, M.E. (2014) Transformative Nursing in the NICU. Trauma-Informed
Age-Appropriate Care. New York. Springer.
Lomax A (2011) Examination of the Newborn: An Evidence Based Guide
Chicester. John Wylie and Sons Ltd
Moore,K.L., Persuad T.V.N., Torchia, M.G. (2013) Before we are Born
Essentials of Embryology and Birth Defects 8 th Ed .Philadelphia, Elsevier.
Sinha S, Miall L, Jardine L (2012) Essential Neonatal Medicine. London. Wiley-
Blackwell
9

Attendance Requirements
It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study. Please refer to UWS Regulation 5.7.
Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance
Learning (D/L) (ie.Virtual Campus): (Provided viable student numbers permit)
Paisley: Ayr: Dumfries: Hamilton:
D/L Virtual
Campus:
Other:
Course Reference Numbers (CRNs) (if known)
Paisley: Ayr: Dumfries: Hamilton:
D/L Virtual
Campus: not known
Trimester(s) for Module Delivery
(Provided viable student numbers permit).
Trimester 1 Trimester 2 Trimester 3
Other:
10

Moodle:
This module is delivered via the Virtual Learning Environment (VLE) Moodle currently used by UWS http://moodle.uws.ac.uk Here you should use your student login details as directed and follow all of the simple guides to gaining the best from your Moodle environment. In this module the primary mode of teaching will be the
VLE and therefore students are urged to become familiar with it. For help and assistance use the links highlighted as well as the guides and introductory module
Induction to Moodle for HNM. Moodle will be the environment in which our discussions will take place and through which all taught materials will be stored and presented.
Via Moodle you will be able to access ‘ My UWS Library’. Here you will be guided on areas such as; library staff, literature searching, e-book access as well as referencing guidance. It is essential that you refer to this guidance for all your submissions as you are expected to conform to UWS Referencing Guidance for all your submissions. The library staff can also help you to explore the literature and offer additional support resources within the university.
Some additional external resources for quality literature and statistics can be found at: http://www.euro.who.int/en/what-we-do/data-and-evidence/databases http://www.knowledge.scot.nhs.uk/home.aspx http://www.gcph.co.uk/ http://www.scotpho.org.uk
The student is expected to carry out a significant element of independent study in order to align the teaching activities within the module and to meet the learning outcomes. In this particular module there will be a number of on-line activities. You are expected to input to these, not only in terms of their support for your own learning and the support that your input offers your peers, but also to allow the module team to gauge the direction the class are taking within the module. This is essential as it allows the module team to offer early support and intervention if required.
For some students, this will be the first time they have studied for a while and for many the first online module that they have undertaken. The advantages of studying online may include:

Flexibility for you to work in the ways that suits you best- using online resources on or off campus, at places and times to suit yourself

The ability to communicate with others studying online, undertaking collaborative group activities and providing discussion to support and enhance your learning experiences

Forming an online community of learners
11


The potential to support active and independent learning through self-study activities, personalised instruction and undertaking a variety of tasks
However, there are also disadvantages which may include:

Online learning is a new way of learning for many and involves different strategies and techniques to be effective; it takes time to learn online effectively

Online learning requires students to be independent, taking decisions regarding the pace and level of study

Without face-to-face contact, online learners can feel isolated from their tutors and peers
Online learning can involve learning new technologies as well as new learning skills
Being an online learner means taking responsibility for your own learning and study patterns, learning independently and identifying your own learning needs. As well as the module staff, your fellow students will be a key resource for your online learning.
Please do not be afraid to use them and remember if you are not sure about something someone else will be thinking exactly the same thing!!
Being an online learner is about being prepared, proactive and professional
Getting Started
Before you start this module it is a good idea to navigate and familiarise yourself with the module format. Please take time and have a look in all the folders for this module and familiarise yourself through the Introduction to Moodle for HNM site.
Online Blended Learning
The focus of this module is to promote active and independent learning and to support you with your learning there are several learning activities throughout this module in addition to classroom based contact which you will be guided towards completing on different weeks.
Discussion Activities
These are focused activities which are generally reflective in nature. In some of these you will be asked to consider your own experiences and opinions and at times will be asked to share these with your peers. It is anticipated that through the multidisciplinary participation on this module a wider perspective and greater insight on the themes being discussed will be achieved. However, please remember that there is a professional etiquette with all discussion boards and ensure you are courteous and respectful of other opinions at all times. When talking to others on the discussion board take time to read and appreciate what is being said and reflect upon your own opinions before contributing. This will enable you to maximise your own individual contribution and also benefit others. It is expected all students will participate in on line work, this is not optional
12

Practical Activity
Practical activities are tasks where you use what you have learned or which will assist you to produce something of practical value. These activities enable you to apply aspects of the module to your own professional practice.
Reflective Activity
Reflective activities ask you to undertake critical consideration of some aspect of your own practice or an issue associated with the module. You may find it useful to add some of these reflections to your own professional portfolio or PDP in your own workplace.
Staff Roles
During this module, the Module coordinator will be the main contact for you, either online, by email or by telephone. You will come across the other module team members during the module and their individual contact details are outlined within the Module Handbook.
We want you to enjoy the module and very much value your on-going participation and feedback. Good Luck and enjoy!
13

1. The purpose of assessment
The main purposes of assessment are to:
Improve student learning
Measure performance includes motivating and enabling students to develop responsibility for their own learning for example, to assess the level of knowledge, understanding or skill*; assess readiness to proceed to further learning; or grade performance for award purposes
(*a skill may be subject-specific, or it may relate to the development of more general skills (sometimes referred to as
‘transferable skills’), which prepare a student for graduate employment – such as critical, analytical problem-based learning
Evaluate student achievement skills, organisational skills, and interpersonal/communication skills) with respect to the Intended Learning Outcomes (ILOs) of a module and/or programme
As such, assessment should be perceived as
“a continuous and interactive process that enhances the learning process, measures student achievement and assures the quality of the learning experience ”.
(Extract from UWS Assessment Handbook for Staff: Effective Practice in
Assessment, Session 2014/15)
2. Assessment expectations at different levels of study assessment
The Scottish Credit and Qualifications Framework (SCQF) has different levels, which indicate the level of difficulty of a particular module/ qualification in factors such as:

Knowledge and understanding (mainly subject based)

Practice (applied knowledge and understanding)

Generic cognitive skills (e.g. evaluation, critical analysis)

Communication, numeracy and IT skills

Autonomy, accountability and working with others
14

SCQF Level 7 8 9 10 11
Demonstrate and/or work with:
• An overall appreciation of the body of knowledge that constitutes a subject/discipline/ sector.
• Knowledge that is embedded in the main theories, concepts and principles of the subject/ discipline/ sector.
• An awareness of the dynamic nature of knowledge and understanding.
• An understanding of the difference between explanations based on evidence and/or research and other sources, and of the importance of this difference.
• A knowledge of the scope, defining features, and main areas of the subject/ discipline/sector.
• Specialist knowledge in some areas.
• A discerning understanding of a defined range of core theories, concepts, principles and terminology.
• Awareness and understanding of some major current issues and specialisms.
• Awareness and understanding of research and equivalent scholarly/acade mic processes.
• An understanding of the scope and defining features of a subject/discipli ne/sector, and an integrated knowledge of its main areas and boundaries.
• A critical understanding of a range of the principles, principal theories, concepts and terminology of the subject/ discipline/ sector.
• Knowledge of one or more specialisms that is informed by forefront developments.
• Knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of a subject/ discipline/sector.
• A critical understanding of the principal theories, concepts and principles.
• Detailed knowledge and understanding in one or more specialisms, some of which is informed by, or at the forefront of, a subject/ discipline/sector.
• Knowledge and understanding of the ways in which the subject/discipline/ sector is developed, including a range of established techniques of enquiry or research methodologies.
• Knowledge that covers and integrates most, if not all, of the main areas of the subject/ discipline/sector
– including their features, boundaries, terminology and conventions.
• A critical understanding of the principal theories, concepts and principles.
• A critical understanding of a range of specialised theories, concepts and principles.
• Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.
• A critical awareness of current issues in a subject/discipline/sector and one or more specialisms.
To help you understand the assessment expectations, be aware of the SCQF level for this module
– this is shown in bold in the table above.
In addition, the University standard marking and grading scheme (Regulatory
Framework 2014/15) supports the award of marks and grades – as well as a pass fail approach in some assessment:
Grade
Pass
Fail
Definition
Pass
Fail
Descriptor
Student has met the criteria for
‘pass’ as specifically defined in the module descriptor
Student has not met the criteria for
‘pass’ as specifically defined in the module descriptor
15

Grade Numerical range (%)
A1 90-100
Definition Descriptor
A2
A3
80-89
70-79
Exceptional Student work is exemplary and exceeds the threshold standard by a significant margin. It displays exceptional knowledge and understanding; insight, originality and exceptional ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of almost complete autonomy and independent judgement relative to threshold expectations.
Outstanding Student work significantly exceeds the threshold standard. It displays a consistently thorough, deep and extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of autonomy and independent judgement relative to threshold expectations.
Excellent Student work very much exceeds the threshold standard. It displays a consistently thorough, deep and/or extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of autonomy and independent judgement relative to threshold expectations.
B1
B2
C
D
E
N
60-69
50-59
40-49
30-39
Very good Student work is well above the threshold standard. It displays a consistently very good level of knowledge and understanding;
Commendable high ability in analysis, evaluation, problem solving or other process skills; high ability in professional practice skills (where relevant) including exercise of significant independent judgement relative to threshold expectations.
Good
Highly competent
Student work is clearly above the threshold standard. It displays generally good knowledge and understanding; good ability in analysis, evaluation, problem solving or other process skills; evidences highly competent performance of professional practice skills (where relevant).
Satisfactory
Competent
Student work is at the threshold standard. It displays generally satisfactory knowledge and understanding in most key respects; competence in analysis and most other process skills; evidences competent performance of professional practice skills (where relevant).
Unsatisfactory Student work is marginally below the threshold standard. It displays some knowledge and understanding but this is incomplete or partial; limited ability in analysis and other process skills; evidences lack of or partial competence in professional practice skills (where relevant).
1-29 Very Student work is well below the threshold standard. It displays unsatisfactory very limited knowledge and understanding; evidences very limited or no analytical or other process skills; very limited competence over the range of professional practice skills.
0 (at first diet)
0-100 at second or assess subsequent diet
No work to There is no work to be assessed at first diet, or there is incomplete or no engagement with re-assessment
16

Types of assessment
There are 2 main types of assessment within a module:
Formative assessment
This involves ongoing engagement in module-related learning activities –the feedback received aids learning by helping students to understand and address current levels of knowledge/ understanding/ skill.
Formative assessment also provides information to staff about student experience, and where there may be a need to focus teaching efforts to support and enhance student performance.
Summative assessment
This involves the completion/submission of work that is marked/graded – the results of which generate credit which contribute towards some type of award.
There may be up to 3 summative assessments within a module at UWS.
3. Academic Support for Assessment
What is Academic Support is study support for assessment – provided at academic support? module level (and beyond), and available to all students.
Academic support helps students settle into and progress through programmes of study, providing opportunity:
1. To explore new and different ways of studying;
2. To find more effective ways of learning.
Every programme (and module) incorporates academic support. This helps develop students’ approaches to the many different aspects of undergraduate and post-graduate level of study, such as thinking critically; researching; writing; working in groups; giving presentations; and preparing for assessments.
What other
University
Services can provide you with academic support?
Feedback is a type of academic support.
Academic support is delivered not only by Module and Programme
Teams
– but also by wider Support Services from within the University, for example:

Librarians/ Subject Librarian/ Library Staff

Effective Learning Tutors

Disability Services Staff
See the website for details: http://www.uws.ac.uk/current-students/student-support/
17

Student Responsibility
“Students have a responsibility to actively and honestly engage in the assessment process ”

All students have a responsibility to ensure they have received a copy of the programme handbook applicable to their programme of study.

All students have a responsibility to ensure that they are fully acquainted with the information on student responsibilities, programme specific regulations and procedures, and University academic regulations, procedures, information, services and organisations contained in the programme handbook provided by the University
(Extract from the UWS Assessment Handbook for Staff: Effective Practice in
Assessment, 2014/15, Principle 10)
Feedback is when you receive comments about your work/progress – you should receive feedback on both formative and summative assessments. There are lots of different types of feedback, all of which should be regarded as useful – don’t shrug off positive feedback – don’t get defensive when feedback is critical.
Some examples of types of feedback are:
1. A grade or mark on an assignment
2. Individual written comments on an assignment on a feedback sheet
(sometimes described as a rubric or marking grid )
3. Verba l and written comments on your work/progress from a mentor in clinical practice
4. Formal and informal discussions with lecturers, personal tutors and staff from wider University support services
5. Postings on the VLE (moodle) – sometimes described as group feedback
6. Group discussions with fellow students
– sometimes described as peer feedback
For further guidance on feedback: Refer to the School of Health Nursing and
Midwifery feedback leaflet entitled ‘ Feedback-Feedforward – Making the most of feedback: Guidance fo r Students’ (dated August 2012
18

OVERALL MODULE ASSESSMENT
Formative Assessment requirements
Formative Assessment
Activity
Resuscitation OSCE
10/03/2015
Week Explanation/Guidance
6
1-12
Instruction manual provided beforehand with MCQ to complete.
Teaching and practical scenarios on the day. see page 12 On-line discussions
Problem solving activities
1-12
Expected Timing of Feedback
Immediately
Within 1-2 weeks
Within 1-2 weeks
19

Summative assessment - submission requirements
Summative Assessment Activity
(including assignment title/question, where appropriate)
Category 1
Special Care
Assignment
Deadline* for
Submission
(Date)
Deadline* for
Submission
(Time)
Mode of submission
Trimester 2 diet 05/05/2015 12 Midday Turnitin
Trimester 3 diet 05/08/2015 12 Midday Turnitin
Expected timing of feedback
4 weeks from submission date
4 weeks from submission date
*Deadline submission date and time indicate the latest point of submission
Students are permitted to submit summative assessments before these deadlines. Attention should be paid to the availability/ provision of academic support sessions prior to any submission.
In the event of an emergency
EMERGENCY
ARRANGEMENTS
In the event of a University emergency which will knowingly result in loss of access to moodle/turnitin, you shall be informed via announcement in moodle, and advised of alternative arrangements for assessment submission.
No student will be penalised as a result of a University systems failure out with their control.
20

Late submission arrangements and penalties
Coursework may not normally be submitted more than one calendar week after the due date
Late submission of coursework without prior agreement
1. Coursework submitted after the due date without prior agreement with the Module
Co-ordinator will be penalised by the reduction of ten points from the 100 available, from the mark awarded provided that the work is submitted within one calendar week of the due date.
NB If the module is a pass/fail grade and there is a late submission without prior agreement, the penalty shall be that a fail is recorded.
Agreed extension to coursework deadlines
1. Extensions to coursework deadlines on the basis of good cause may be determined by the Module Co-ordinator, without penalty.
2. The agreed revised date for submission will thereafter be deemed to be the due date for submission.
3.
The penalty for ‘ late submission of coursework’ will then apply to any work submitted after the agreed revised date for submission, provided that the work is submitted within one calendar week of the due date
The due date for submission should normally lie within the University trimesters dates
What does this mean?
This means extension to coursework can only be granted if this permits management within the timescales for presenting results to Subject
Panels
21

Summative assessment vs module learning outcomes
Learning outcome
1 Critique a perinatal condition that will impact on the health and wellbeing of the neonate at birth
2 Utilise a systems based approach detailing how deviations from the norm are recognised and managed
3 Critically evaluate the management of nutrition, growth and screening surveillance within the special care environment
4 Evaluate the ethos of family centred care within the special care environment (encompassing parental support, child protection, patient safety, developmental supportive care and discharge planning)
5 Appraise and evaluate the roles and responsibilities of the multidisciplinary team in providing ongoing care post discharge
Category
1 x x x x x
Academic support arrangements to support summative assessment
Trimester Diet
2
Special
Care
Module
1 st
2 nd
3rd
Details of Academic Support Provision to Support Assessment

Details of assessment are in the module handbook and are discussed in class at introduction to the module and at the end of the module by the module coordinator

Draft work can be submitted to the module team for review and feedback
(Not submitted within one week of submission date)

Should any other academic support be required, students are referred to the appropriate staff (Librarians/Effective Learning Tutors/Enabling
Support Staff)

Meet with Module Coordinator to discuss assignment feedback and further guidance given for assignment resubmission

Draft work can be submitted to the module team for review and feedback
(Not submitted within one week of submission date)

Should any other academic support be required, students are referred to the appropriate staff (Librarians/Effective Learning Tutors/Enabling
Support Staff)

As 2 nd diet
22

Preparing for Academic Support Sessions to Support Assessment
NB: Attendance at an academic support session does not equate with guaranteeing a pass in an assessment category
What should you do if you cannot make the academic support session(s)?
What should you bring to the academic support session(s)?
Email Linda Hannah to let her know. She will provide you with the materials you need and also arrange a one to one session with you should you require this.
Any draft work which you have developing. Bring a notebook to take any notes on feedback. Have any questions ready to be discussed.
Feedback arrangements for summative assessment(s)
Category
Category 1
Type(s) of feedback When to expect feedback
Approx 4 weeks following submission
Feedback will be available via
Turnitin and on a one-to-one basis should the student request this.
What to do with feedback
Regard all feedback as useful
– don’t shrug off positive feedback – don’t get defensive when feedback is critical.
For further guidance on feedback – refer to the School of Health Nursing and
Midwifery feedback leaflet (Feedback-Feedforward
– Making the most of feedback:
Guidance for Students, August 2012)
Specifically:
For category 1 – Ensure all learning outcomes are being discussed and reviewed within the essay.
UWS referencing guidelines are being followed
23

Assessment Title - The Ethos of the Special Care Environment
Assessment Guidelines
Weighting 100%
Method of assessment
Explanation
Weighting for this assignment is 100% so this means that only the marks from this assignment contribute to the overall mark.
This is the form the assessment takes e.g. case study, essay, reflective piece of work, seminar presentation, poster presentation.
This assessment is in the form of an essay.
Pass mark
Word count
Referencing
The pass mark for the assignment is 40%
You will be provided with a word count for the essay which for this assignment is 3000 words. (+/- 10%). This means the wordage can range between 2700-3300 words
Additional
Assessment
Guidelines
Ensure you follow the UWS referencing guidelines you will find information on Moodle. Ensure your references are current within the last 5 years, if you need to cite an older reference then you should give a reason why it is still relevant in todays’ practice.
Remember academic writing is very formal make sure you ask someone to proof read your work for spelling, punctuation and grammar inconsistencies.
It is advisable that you send in draft work for the module team to read and provide you with feedback. Especially if you have not studied for a while and are not used to academic writing.
Ensure all learning outcomes are addressed within the work.
24

Category 1 Learning outcomes
Category 1 assessment marking criteria
1. Critique the perinatal conditions which will impact on the health and wellbeing of the neonate at birth.
2.Utilise a systems based approach detailing how deviations from the norm are recognised and managed.
3.Critically evaluate the management of nutrition, growth and screening within special care.
4.Evaluate the ethos of family-centred care etc.
5.Apparaise and evaluate the roles and responsibilities of the MDT etc.
Identify a condition which has an impact on the fetus in utero and also has an impact on the baby at birth necessitating admission to the neonatal unit. E.g. Hypoglycaemia,
Jaundice, Thermoregulation
Provide an assessment of the baby using a systems based approach, e.g. If you chose Jaundice as your condition then you would want to consider the Haematological system, the liver, and the skin. You should be providing examples of how this condition manifests itself in comparison to a normal baby.
You should be comparing and contrasting the literature in terms of the nutritional and growth requirements of these infants. E.g. In a jaundiced baby it is essential if the baby is breast feeding that positioning and attachment is optimal. If the baby requires phototherapy how will breast feeding be facilitated for this infant. There should also be a discussion re the importance of the relevant screening tests for this infant.
Ensure you are evaluating the literature in terms of the positive and negative aspects of FCC (if there are any?) and how this relates to the baby you have chosen for the essay.
Again in terms of the jaundiced baby – is it feasible for the baby to spend long spells receiving kangaroo care from his/her mother? How does this impact on the treatment for jaundice in comparison to facilitating bonding/attachment for the family?
This will depend on the condition you have chosen e.g. a baby who is jaundiced is unlikely to need a high level of MDT input, perhaps a visit by the Neonatal Liaison Nurse. However a baby with NAS will require a number of MDT members to support the family.
Learning
Outcomes
1
2
3
4
5
25

Understanding key verbs to support academic writing of this assessment
Verb Definition/Explanation
Critically analyse
Appraise
Make comments or judgements about something in a detailed way to say how much something is worth after you have carefully examined it to give an official opinion about the value of (something) to give your opinion about the condition, quality, or importance of
(something or someone that you have studied or examined)
Utilise
Evaluate
To use something in an effective way e.g. utilise a systematic approach regarding an infant’s condition
When you evaluate something, you are making a judgment, one that most likely results from some degree of analysis.
26

Marking and
Feedback Criteria
Introduction and conclusion
LO1. Critique the perinatal conditions which impact on the health and wellbeing of the neonate at birth
A1 A2 A3 B1 B2 C
Exceptional ability in ‘ setting the scene’ and providing a summary of the essay
Exceptional knowledge and understanding; insight, originality and exceptional ability in analysis, evaluation, problem solving or other process skills; including evidence of high degree of almost complete autonomy and independent judgement relative to threshold expectations.
Outstanding ability in ‘ setting the scene’ and providing a summary of the essay
Displays a consistently thorough, deep and extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; including evidence of high degree of autonomy and independent judgement
Excellent ability in
‘setting the scene’ and providing a summary of the essay
Displays a consistently thorough, deep and/or extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; including evidence of high degree of autonomy and independent judgement
Very good ability in
‘setting the scene’ and providing a summary of the essay
Displays a consistently very good level of knowledge and understanding; high ability in analysis, evaluation, problem solving or other process skills; including exercise of significant independent judgement
Good ability in
‘setting the scene’ and providing a summary of the essay
Displays generally good knowledge and understanding; good ability in analysis, evaluation, problem solving or other process skills
Satisfactory ability in
‘setting the scene’ and providing a summary of the essay
Displays generally satisfactory knowledge and understanding in most key respects; competence in analysis and most other process skills
D
Unsatisfactory ability in ‘setting the scene’ and providing a summary of the essay
Displays some knowledge and understanding but this is incomplete or partial; limited ability in analysis and other process skills
E
Very unsatisfactory ability in ‘setting the scene’ and providing a summary of the work
Displays very limited knowledge and understanding; evidences very limited or no analytical or other process skills
%
10
15
27

LO2. Utilise a systems based approach detailing how deviations from the normal are recognised and managed
Exceptional knowledge and understanding; insight, originality and exceptional ability in analysis, evaluation, problem solving or other process skills; including evidence of high degree of almost complete autonomy and independent judgement relative to threshold expectations.
Displays a consistently thorough, deep and extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; including evidence of high degree of autonomy and independent judgement
LO3.Critically evaluate the management of nutrition, growth and screening surveillance within special care
Exceptional knowledge and understanding; insight, originality and exceptional ability in analysis, evaluation, problem solving or other process skills; including evidence of high degree of almost complete autonomy and independent
Displays a consistently thorough, deep and extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or
Displays a consistently thorough, deep and/or extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; including evidence of high degree of autonomy and independent judgement .
Displays a consistently thorough, deep and/or extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem
Displays a consistently very good level of knowledge and understanding; high ability in analysis, evaluation, problem solving or other process skills; including exercise of significant independent judgement
Displays generally good knowledge and understanding; good ability in analysis, evaluation, problem solving or other process skills
Displays a consistently very good level of knowledge and understanding; high ability in analysis, evaluation, problem solving or other process skills; exercise of significant
Displays generally good knowledge and understanding; good ability in analysis, evaluation, problem solving or other process skills
Displays generally satisfactory knowledge and understanding in most key respects; competence in analysis and most other process skills
Displays generally satisfactory knowledge and understanding in most key respects; competence in analysis and most other process skills
Displays some knowledge and understanding but this is incomplete or partial; limited ability in analysis and other process skills
Displays very limited knowledge and understanding; evidences very limited or no analytical or other process skills
Displays some knowledge and understanding but this is incomplete or partial; limited ability in analysis and other process skills
Displays very limited knowledge and understanding; evidences very limited or no analytical or other process skills
15
15
28

LO4. Evaluate the ethos of FCC, encompassing parental support, child protection, patient safety, developmental supportive care and discharge planning judgement other process skills; including evidence of high degree of autonomy and independent judgement .
Exceptional knowledge and understanding; insight, originality and exceptional ability in analysis, evaluation, problem solving or other process skills; including evidence of high degree of almost complete autonomy and independent judgement
Displays a consistently thorough, deep and extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; evidence of high degree of autonomy and independent judgement solving or other process skills; including evidence of high degree of autonomy and independent judgement.
Displays a consistently thorough, deep and/or extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; including evidence of high degree of autonomy and independent judgement independent judgement
Displays a consistently very good level of knowledge and understanding; high ability in analysis, evaluation, problem solving or other process skills; including exercise of significant independent judgement
Displays generally good knowledge and understanding; good ability in analysis, evaluation, problem solving or other process skills
Displays generally satisfactory knowledge and understanding in most key respects; competence in analysis and most other process skills
Displays some knowledge and understanding but this is incomplete or partial; limited ability in analysis and other process skills
Displays very limited knowledge and understanding; evidences very limited or no analytical or other process skills
25
29

LO5. Appraise and evaluate the roles and responsibilities of the MDT in providing ongoing individual care.
Reference list is relevant and up to date as per UWS guidelines.
Exceptional knowledge and understanding; insight, originality and exceptional ability in analysis, evaluation, problem solving or other process skills; including evidence of high degree of almost complete autonomy and independent judgement
Entirely accurate, relevant and up to date and adhering to UWS
Referencing
Guidelines
Displays a consistently thorough, deep and extensive knowledge and understanding ; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; evidence of high degree of autonomy and independent judgement
Displays a consistently thorough, deep and/or extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills including evidence of high degree of autonomy and independent judgement .
Displays a consistently very good level of knowledge and understanding; high ability in analysis, evaluation, problem solving or other process skills; including exercise of significant independent judgement
Displays generally good knowledge and understanding; good ability in analysis, evaluation, problem solving or other process skills
Mainly accurate, relevant and up to date and adhering to
UWS
Referencing
Guidelines
Displays generally satisfactory knowledge and understanding in most key respects; competence in analysis and most other process skills
Partly accurate, relevant and up to date and adhering to
UWS
Referencing
Guidelines
Displays some knowledge and understanding but this is incomplete or partial; limited ability in analysis and other process skills
Displays very limited knowledge and understanding; evidences very limited or no analytical or other process skills
Not accurate, relevant and up to date and adhering to UWS
Referencing
Guidelines
Not included at all
10
10
30

Turnitin
Turnitin UK is a UK based service which allows educational institutions to carry out electronic comparisons of submitted work against other electronic sources. These sources include databases of electronic journals, the internet and other student’s work.
Turnitin will be opened for the summative assessment to allow it to be used to improve academic writing and improve referencing technique. It may take a full 24 hours for an originality report to be generated for an overwritten or resubmitted paper and therefore students are advised to submit their final copy in advance of the submission date. This delay is automatic and allows resubmission resubmissions to correctly generate without matching to the previous draft.
A submission made to Turnitin generates an Originality Report. The Originality Report is the result of comparison between the text of the submission, against the search targets selected for the assignment which may include billions of pages of active and archived internet information, a repository of works previously submitted to Turnitin, and a repository of tens of thousands of periodicals, journals, & publications. Any matching or highly similar text discovered is detailed in the Originality Report that is available in the assignment inbox. Turnitin UK is used within the university as an electronic plagiarism detection service.
Originality Reports provide a summary of matching or highly similar text found in a submitted paper. When an Originality Report is available for viewing, an icon will appear in the report column of the assignment inbox. Originality Reports that have not yet finished generating are represented by a greyed out icon in the reports column. Reports that are not available may not have generated yet.
31

Academic Writing
Introduction
This should demonstrate that you have fully understood the question and indicate the structure of the essay. You should provide just a little background/context and indicate the reasons/rationale for choosing the topic
Main body/findings
This is the main substance of your essay. The structure will vary according to the nature of the material being presented, with headings and sub-headings used to clearly indicate the different sections. A detailed critique of the topic area should be undertaken, it is not sufficient to simply describe a situation.
Having clearly identified the topic area you then need to carry out a search of appropriate literature.
Conclusion a. Give an overview of your essay b. Conclude the main points made within the essay. c. No NOT offer new insights within this section of your work, rather you should include them in the main body of your assignment
References
The reference list will provide full details of all the sources to which you have made reference within your text.
Please refer to the UWS Referencing Guidance http://www.uws.ac.uk/about-uws/services-for-students/library/guides-and-onlinehelp/
For further guidance on academic writing please see: http://www.uws.ac.uk/current-students/study/study-skills/guides-for-writing/
32

Academic Misconduct
Cheating and Plagiarism - Many assessments are based on written assignments. This work is expected to be your own work and evidence of copying – whether it be from a classmate, a book, the internet or any other source – will results in disciplinary measures being taken. The Centre for Learning and Teaching (CLT) have developed a range of guidance for students on academic writing and referencing, including plagiarism, which is located on the CLT student web site at: http://www.uws.ac.uk/clt/students/studyskills/index/aspp
To get more information on how to avoid plagiarism, select the ‘Guides to: Writing’ section.
Cheating and plagiarism in University assessments may be regarded as either Major or Minor Offences under the
University Code of Discipline
Attendance
Poor attendance is a matter which is taken very seriously by the School and the University. There is a minimum attendance in each theoretical module of 75%- absence of greater than 75% will result in you being referred to the Fitness for Practice process. Please refer to the Student Attendance & Engagement Policy & Procedures and UWS Regulatory Framework for further details. (Both are available from the Library and the University’s website: http://www.uws.ac.uk/students/student_admin/reggdpl.asp
Module evaluation
You will be invited to evaluate the module at its completion.
33

Your assignment should be submitted via TURNITIN UK via Moodle and should be of a satisfactory standard of preparation as follows:
 It should contain a title page (as overleaf).

It should be word processed using size 12 Arial font and 1.5 line spaced
 Correct spelling and grammatical conventions should be respected.
 It should include a contents page and all pages should be numbered.

Word count stated on the title page (excluding references)
 Observe word limit stated. 10% will be deducted if work is over or under by +/- 10% of word limit.
 Referencing must be as per UWS Referencing Guidelines.

Written feedback will be given in line with University policy on assessment.
 Extensions to the submission date for assignments may only be considered with prior agreement by the Module Coordinator.
Students should apply for mitigation through the correct procedure.
Please refer to: http://www.uws.ac.uk/students/student_admin/examass.asp
34

Section 1: To be completed by the Module Co-ordinator prior to issuing to students
Module Code
Module Title
Assessment title
Assessment wordage (if applicable)
Submission deadline (Date and
Time)*
*The assessment must be submitted prior to this deadline to avoid penalty
Date:
Time:
(If the submission is via drop box, the time must be
9am)
Section 2: To be completed by the student prior to submitting assessment
Word count
Banner ID number
(this is an 8 digit number, preceded by the letter ‘B’, eg
B00123456)
Have you been granted a formal extension?
YES / NO (delete as appropriate)
If yes:
Name of staff member who granted extension*:
Revised submission deadline for formal extension:
* Not all staff are permitted to grant extensions – please ensure any extension is granted by a staff member approved to do so for this module/assessment.
Your assessment submission should be inserted here.
NOTE
If submitting electronically, please refer to guidance on how to name your file prior to submission.
35

36