Faculty of Health, Social Care and Education
Fundamentals of District
Nursing
Department: Primary Care and Public Health
Module Code: MOD003742
Module Leader:
Kellie Norris
William Harvey Building 2nd Floor
Campus Chelmsford
Extension: 4943
Email: Kellie.norris@anglia.ac.uk
Academic Year: 2013/14
Trimester 2
1
Contents
Fundamentals of District Nursing ................................................................ 1
1 Key Information ........................................................................................... 2
2. Introduction to the Module ........................................................................ 2
3. Intended Learning Outcomes ................................................................... 3
4. Outline Delivery .......................................................................................... 5
4.1 Attendance Requirements ....................................................................... 6
5. Assessment ................................................................................................ 7
6. How is My Work Marked? ........................................................................ 11
7. Assessment Criteria and Marking Standards ........................................ 13
8. Assessment Offences.............................................................................. 14
9. Learning Resources................................................................................. 17
9.1. Library .................................................................................................... 17
10. Module Evaluation ................................................................................. 20
1 Key Information
Module/Unit title: Fundamentals of District Nursing
Module Leader:
Kellie Norris
Chelmsford William Harvey Building 2nd Floor
Extension: 4943
Email: Kellie.norris@anglia.ac.uk
Module Tutors:
Name Jane Young
Young Street
Cambridge
Tel: 0845 196 5773
Email: Jane.young@anglia.ac.uk
Every module has a Module Definition Form (MDF) which is the officially validated record of the
module. You can access the MDF for this module in three ways via:

the Virtual Learning Environment (VLE)

the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue

Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules
All modules delivered by Anglia Ruskin University at its main campuses in the UK and at
Associate Colleges throughout the UK and overseas are governed by the Academic
Regulations. You can view these at www.anglia.ac.uk/academicregs. A printed extract of the
Academic Regulations, known as the Assessment Regulations, is available for every student
from your Faculty Office
In the unlikely event of any discrepancy between the Academic Regulations and any other
publication, including this module guide, the Academic Regulations, as the definitive document,
take precedence over all other publications and will be applied in all cases.
2. Introduction to the Module
The demographics of the population is changing and people are living longer with more complex
needs, as a result, services are needed to support people to live independently in the
community. There is also a move to delivering care in a more integrated system with social care
2
and the third sector, recognising the principles of the NHS constitution, which puts patients at
the
centre of care. Nursing in the home is fundamentally different to caring for people in clinical
settings; qualified District Nurses lead this care and are key to the government agenda of
moving care closer to home and avoiding hospital admissions. This concept is supported by the
NHS Commissioning board policy document,” Care in local communities district nurse vision
and model 2013”.
This module will prepare community nurses to develop the fundamental skills needed for district
nursing in the 21st century. The values and behaviours of compassion in practice will be integral
to this. Areas to be covered will include population and caseload management in a
multidisciplinary setting, overseeing the support and care of patients with long term conditions,
recovering at home from an illness or at the end of their lives and supporting individuals to live
well and remain independent.
.
Service User Statement for All Modules / Programmes
Understanding the perspectives of service users and their carers is central to the development
of health care professionals studying on our programmes. Evidence exists to demonstrate that
the involvement of service users and their carers in the education of health care and social work
students has had a positive impact in three key areas:



Students’ understanding of the service user / carer perspective,
Students’ communication skills
Students’ motivation to improve services (Morgan and Jones 2007).
The Faculty of Health and Social Care and Education is committed to the involvement of service
users and carers in the education of our health care and social work students. This module will
provide the opportunity to engage with the experiences and perspectives of service users and
their carers.
Professional Values
In your chosen profession in health, social work or education there is a core set of professional
values at the heart of practice. These values embrace an ethical and moral code and should
guide you in supporting people in overcoming the challenges that life and/ or society places on
them. These professions will frequently place you a position of having to make ethical decisions
regarding what, in a moral sense, is the right thing to do. These decisions are central to
students within the Faculty of Health, Social Care and Education, as all the students in the
Faculty are engaged in activities that have an impact on people’s lives. In your chosen
profession you are expected to perform a role for the benefit of others (these could be patients,
service users, school children, clients or the general public) who need to know what to expect in
terms of what can be offered and in terms of standards of conduct. Professionalism is
something to be admired and emulated, it is not just a skill or competence, it is about setting
aside your own personal feelings and interests and putting others first. In the FHSCE all
modules will promote the development of professional individuals who are committed to fulfilling
their role.
3. Intended Learning Outcomes
Anglia Ruskin modules are taught on the basis of intended learning outcomes and that, on
successful completion of the module, students will be expected to be able to demonstrate they
have met these outcomes. This module comprises of 50% theory and 50% practice, students
will have a practice placement. Students will be supported in practice by a qualified district
3
nurse mentor or a community practice teacher to enable them to meet the practice component
of the learning outcomes
Learning Outcomes
On successful completion of this module the student will be expected
to be able to:
Knowledge
and 1. Have an in depth knowledge and critical awareness of the key
understanding
political, strategic and local influences on community nursing
practice including commissioning, and how these impact on
patient care
2. Critically evaluate and review how the Joint Strategic Needs
Assessment informs the Joint Health & Wellbeing Strategy to
deliver health and social services to the practice population.
3. Demonstrate a comprehensive understanding and awareness of
the major principles of integrated care across disciplines and
synthesise how it improves the quality of patient care.
Intellectual,
4. Critically review the value of patient involvement in both their own
practical,
care and the development of services.
affective
and
transferable skills 5. Critically evaluate the legal and ethical dimensions of resource
management when managing a complex caseload effectively
and autonomously.
6. Critically analyse and synthesise how the research process
contributes to improved patient outcomes when delivering complex
care to patients in the community.
These learning outcomes can be understood in the following ways:
These learning outcomes can be understood in the following ways:
1.
It is critical for the district nurse of the future to understand the impact that both national
and local policy initiatives have on the delivery of patient care. Clinical Commissioning is an
important part of this and it is crucial that district nurses are able to demonstrate both an in
depth knowledge of the commissioning process, whilst also being able to demonstrate a critical
awareness of the identification of the shift of articulated service wants to service needs and
the impact this has upon patient care.
2.
The Joint Strategic Needs Assessment and the local Health & Wellbeing strategy are
developed jointly by both health & social care. The focus of these strategies is on the health and
wellbeing of populations. The District Nurse in working with other agencies to support the health
and wellbeing of those in the community must be able to critically evaluate the strategies that
underpin health and social care delivery.
3.
As population growth continues to expand the prevalence of those living with multiple comorbidities grows alongside. An initiative to manage this prevalence is the adoption of
integrated care across disciplines. The emerging district nurse specialist needs to demonstrate
a comprehensive understanding and awareness of the major principles that the co-morbidities
bring both in terms of health care policy and the impact upon patient care, whilst retaining the
NHS constitution principles.
4
4.
Living with chronic disease(s) encompass peaks and troughs in health for the individual
patient and their family/carers. Living well with chronic disease(s) is a national strategic
approach to deal with this challenge, which adopts the use of patients self-management skills.
The ability of the health care clinician to evaluate and critic the self-management strategies,
programs (including the expert patient) and services available, are integral to the understanding
of both the current and the future management of chronic disease in the community.
5.
It is essential that as a specialist practitioner you are able to examine and articulate the
legal and ethical implications associated with the effective management of resources. Health
and Social care are experiencing significant financial constraints this has the potential to impact
upon the delivery of safe patient care. District nurses must have the ability to advocate on
behalf of their patients whilst ensuring resources are used appropriately.
6.
The research field for improving patient care is vast and hugely valuable in its ability to
improve health care practice and policy. As an autonomous practitioner it is essential that you
are able to identify what constitutes valid reliable research. Moreover you need to have the skills
and understanding to identify the research process as one that is valid with reliable outcomes.
The ability to interpret research into practice and change practice through the application of
research based knowledge is crucial to the role of the district nurse.
4. Outline Delivery
Wk
W1
12/1
Lecture
Student-managed learning
Seminar/Workshop
`
Contemporary NHS Policy
and the role of the District
Nurse in the 21st Century
Reflective writing
An
overview
of
contemporary Public Health
W2
19/1
Clinical Commissioning
The role of the District
Nurse in health Promotion.
Motivational Interviewing.
Looking at reliability of data
W3
26/1
W4
2/2
Evidence based practice VLE
Tele Health
W5
9/2
W6
16/2
What does quality care mean
? VLE
Interagency working
and
patient involvement
5
W7
Integrated Care
23/2
W8
2/3
Tutorials
Mental Health,
business.
The
challenge. VLE
Legal & ethical
working in the
Working
with
adults. VLE
W9
9/3
Tutorials
W10
16/3
Poster Presentations
W11
23/3
Tutorials
.
W12
30/3
W13
& 14
6-19
April
W15
20/4
W1519
May
15th
Annual Leave
doing V300
Annual Leave
doing V 100
Regulation and
Accountability
for
those
for
those
everyone’s
Dementia
issues of
community.
vulnerable
Regulators
Practice Development and
development of Practice
Practice Based Learning
Hand in Portfolios
4.1 Attendance Requirements
Attending all your classes is very important and one of the best ways to help you succeed in this
module. In accordance with the Student Charter, you are expected to arrive on time and take
an active part in all your timetabled classes. If you are unable to attend a class for a valid
reason (eg: illness), please contact your Module Tutor/ Practice Team.
It is an NMC requirement that you participate in the required number of practice days for this
module which is 22. Your practice days should be negotiated with your mentor. 40% of your
practice time must be spent being supervised, directly or indirectly with your mentor. The
mentors responsibility is to plan and co-ordinate your learning experience with you.
Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if
you have been absent without notice for two weeks. Continued absence can result in various
consequences including the termination of your registration as you will be considered to have
withdrawn from your studies.
International students who are non-EEA nationals and in possession of entry clearance/leave to
remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin.
6
Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin,
like all British Universities, is statutorily obliged to inform the UK Border Agency of the Home
Office of significant unauthorised absences by any student visa holders.
How is My Attendance Recorded with blended learning ?
There will be interactive sessions on the VLE which you be expected to participate in, it is
easier to think about ‘participation’ rather than attendance. You are expected to ‘participate’ on a
weekly basis throughout the allocated teaching time. If you are not able to participate for any
reason, please contact your Personal Tutor or Module Leader.
5. Assessment
Learning
Outcomes
%
Qualifying
Weighting &
Mark
Fine Grade
see
(FG) or
guidance
pass/fail
notes
(PF)
Poster
Presentation
1-3
FG 100%
40%
Up to 20 minutes presentation
with supporting references (
maximum of 2500 words
equivalency as complex skills
are required )
Applied
Experience
4-6
PF 0%
100%
Practice Portfolio inclusive of
competencies (to 2000 words)
and two reflective pieces of 750
words each.
Method
see guidance
notes
Length/duration and other
comments
In order to pass this module, students are required to achieve an overall mark of
40%. This module is exempt from compensation due to PSRB requirements,
In addition, students are required to:
(a) achieve the qualifying mark for each element of fine graded assessment as
specified above
(b) pass any pass/fail elements
The presentations will take place on the 16th March . You will be given a time slot for that day
prior to this date
You are required to submit the two 750 word reflective pieces via Turnitin GradeMark
no later than 14.00 hrs on the 15th May 2015.
These two reflective pieces, must be submitted as one document
7
To check your draft (formative) assignment there will be a class section called ‘Check Originality
Report’ (COR) set up in your Turnitin account. You will be able to submit to the Check
Originality Report section as many times as you wish and it will be available throughout
your studies. This resource is also a useful tool to share with your module leader or tutor. You
can download your originality report as a PDF file and email it to your tutor, print the originality
report and bring it to the tutorial, or log into Turnitin whilst in the tutorial to show and discuss
your work.
IMPORTANT NOTICE
YOU ONLY HAVE ONE OPPORTUNITY TO SUBMIT YOUR REFLECTIVE PIECES TO YOUR
MODULE CLASS.
On the class page is the start date, the due date and time for your assignment and the date that
your results will be available. Please remember that you must submit your assignment before
the cut off time on your due date, leaving submission to the last minute is not recommended.
This time is Greenwich Mean Time (GMT) adjusted for daylight savings, so please work
out, in advance, your local time difference.
If you upload your draft work by mistake to your summative module class, this will not be
removed. If you submit your summative assessment to the COR class, it will viewed as a nonsubmission and recorded as a fail. Neither are subject to mitigation or academic appeal.
If you are not successful in your first attempt and are required to resubmit, any subsequent
submissions are also to be electronically submitted via Turnitin GradeMark and a new
assignment class will be set up for you to use.
More detailed information on using Turnitin Grademark is available on the Faculty’s VLE, at
https://vle.anglia.ac.uk/sites/2012/grademark
The Practice Portfolio must be submitted to the iCentre on any campus, East Road
Cambridge, Peterborough or Chelmsford using the formal submission sheet by 14.00hrs
on the 15th May.
If you decide to submit your work to any of the iCentres by post, it must arrive by midday on the
due date. If you elect to post your work, you do so at your own risk and you must ensure that
sufficient time is provided for your work to arrive at the iCentre Posting your work the day
before a deadline, albeit by first class post, is extremely risky and not advised.
All coursework assignments and other forms of assessment must be submitted by the published
deadline which is detailed above. It is your responsibility to know when work is due to be
submitted – ignorance of the deadline date will not be accepted as a reason for late or nonsubmission.
Any late work (submitted via Turnitin Grademark, person or by post) will NOT be accepted and
a mark of zero will be awarded for the assessment task in question.
You are requested to keep a copy of your work.
Poster Presentation - Learning Outcomes 1-3
8
For this presentation you should consider the following:
 Choose a subject that is interesting and relevant to your practice. Ensure the subject
matter is focused and enables you to meet the learning outcomes of the module.
 Suggested format of the poster:
1.
2.
3.
4.
5.
Introduction including rationale for choice of subject, integrating policy and practice.
Finding the Information – What strategies did you use and why?
Discussion and analysis pertaining to findings of enquiries into the subject chosen.
Conclusion and Implications for practice.
Reference List
 You will be expected to present your poster to a panel of markers on the 16th March 2015
The University has a poster printing service at a reasonable cost, you are not obliged to
use this, but it is an option available to you.
Assessment in Practice - Learning outcomes 4-6
The NMC standards for specialist education and practice
Competencies have been developed based on the NMC standards for specialist education and
practice- community nursing in the home/district nursing. These will be utilised in practice as
the competencies required to be ‘signed off’ throughout the course by mentor/practice teachers
to demonstrate that you have met the competencies to complete the module and course. For
the reflective writing you can use a box to place the descriptive component of the reflection in.
You should then use the 750 words for analysis. It is expected that these competencies will then
be ‘signed off’ during the module as Practice Teachers/mentors monitor your progress on a
fortnightly basis. All written work related to the competencies and module learning
outcomes will need to have been ‘signed off’ by the Practice Teacher before you can be
deemed to have passed the module.
Guidance on this written work
What is a reflective/ analytic piece of work? This is about thinking and contemplating on a
situation or incident in practice. A reflective model can be used to assist you to unpack this but it
is not required and may use up too many words. The scenario (i.e. incident or situation) should
be presented in probably no more than 200 words; this is not counted in the word limit. This is
the only part that can be written descriptively. As most of your writing on this course is for
academic purposes you are advised to use the academic criteria at level 6 .
You are advised to write very minimally about the feelings you experienced during the situation
or incident. We recommend that you focus most of your writing on evaluating the situation in
terms of how it has helped you learn and how it will inform your future practice. Consequently
when analysing and evaluating the situation you will need to turn to the literature to help you
understand what happened, why it happened. You will need to integrate this literature into your
writing as you would for an essay.
How should it be written? The standard of English should be on appropriate level for an
academic essay and for record keeping. If the student or the mentor/practice teacher feels this
is an issue please making contact with a tutor and / or student services.
Does the word limit have to be adhered to? Writing succinctly is a transferable skill for essay
writing and record keeping, so the answer is yes. Appendices and additional information in
tables or boxes should be kept to a minimum.
9
Practice Document
In compiling this practice document you should consider the following:
 Ensure all your practice days are documented.
 Please ensure all written documentation is legible and signed and dated by yourself and
your mentor.
 Ensure the supervision pages in the document are completed by yourself and your
mentor
 You must ensure in your writing and in discussion with your mentor that you cover each
of the competencies.
 Should any difficulties arise in meeting your learning outcomes in practice, please
highlight these early with the community nursing team at the university.
Who marks the competencies and what is the required standard? The practice
teacher/mentor is signing that the student has addressed the competencies outlined in the
practice document and is at an appropriate level to progress to the next module/s. As part the
quality monitoring process the different portfolios will be reviewed by tutors, practice teachers
and the external examiner. For these reasons it is important to retain confidentiality.
Service User Statement for Practice Assessment Aspect
The Practice Assessment aspect of this module will invite service users/ carers to comment on
their experiences of being cared for by health care students.
At the formative stage of practice assessment, mentors will approach two patients or their
carers to request feedback on their perceptions of the care provided by the student looking after
them. Patients and carers must feel safe in this process and therefore confidentiality is
important. Your mentor will request this information and maintain the anonymity of the patient or
their carer (you must not seek information on which patients / carers have provided this
feedback).
On receiving this feedback, you should reflect on the perspectives of those you have provided
care for. Any areas of learning should be highlighted and, with the support of your mentor, be
progressed through an action plan. At the summative stage of practice assessment, your
mentor will comment on whether you have internalised the learning gained through the service
user / carer perspective and acknowledge any evidence to support this. This is a valuable
aspect of your learning in practice.
Feedback
You are entitled to feedback on your performance for all your assessed work. For all
assessment tasks which are not examinations, this is provided by a member of academic staff
completing either the assignment coversheet or electronically on which your mark and
feedback will relate to the achievement of the module’s intended learning outcomes and the
assessment criteria you were given for the task when it was first issued.
Examination scripts are retained by Anglia Ruskin and are not returned to students. However,
you are entitled to feedback on your performance in an examination and may request a meeting
with the Module Leader or Tutor to see your examination script and to discuss your
performance.
10
Anglia Ruskin is committed to providing you with feedback on all assessed work within 20
working days of the submission deadline or the date of an examination. This is extended to 30
days for feedback for a Major Project module (please note that working days excludes those
days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year).
Personal tutors will offer to read feedback from several modules and help you to address any
common themes that may be emerging.
On occasion, you will receive feedback and marks for pieces of work that you completed in the
earlier stages of the module. We provide you with this feedback as part of the learning
experience and to help you prepare for other assessment tasks that you have still to complete.
It is important to note that, in these cases, the marks for these pieces of work are unconfirmed.
This means that, potentially, marks can change, in either direction!
Marks for modules and individual pieces of work become confirmed on the Dates for the Official
Publication of Results which can be checked at www.anglia.ac.uk/results.
6. How is My Work Marked?
After you have handed your work in or you have completed an examination, Anglia Ruskin
undertakes a series of activities to assure that our marking processes are comparable with
those employed at other universities in the UK and that your work has been marked fairly and
honestly. These include:

Anonymous marking – your name is not attached to your work so, at the point of marking,
the lecturer does not know whose work he/she is considering. When you undertake an
assessment task where your identity is known (e.g.: a presentation or Major Project), it is
marked by more than one lecturer (known as double marking)

Internal moderation – a sample of all work for each assessment task in each module is
moderated by other Anglia Ruskin staff to check the marking standards and consistency of
the marking

External moderation – a sample of student work for all modules is moderated by external
examiners – experienced academic staff from other universities (and sometimes
practitioners who represent relevant professions) - who scrutinise your work and provide
Anglia Ruskin academic staff with feedback, advice and assurance that the marking of your
work is comparable to that in other UK universities. Many of Anglia Ruskin’s staff act as
external examiners at other universities.

Departmental Assessment Panel (DAP) – performance by all students on all modules is
discussed and approved at the appropriate DAPs which are attended by all relevant Module
Leaders and external examiners. Anglia Ruskin has over 25 DAPs to cover all the different
subjects we teach.
This module falls within the remit of the Primary & Public Health DAP.
The following external examiners are appointed to this DAP and will oversee the
assessment of this and other modules within the DAP’s remit:
External Examiner’s
Name
Academic Institution
11
Position or Employer
Mrs Sue Boran
London Southbank University
Senior Lecturer Community
nursing
The above list is correct at the time of publication. However, external examiners are appointed
at various points throughout the year. An up-to-date list of external examiners is available to
internal browsers only at www.anglia.ac.uk/eeinfo.
Anglia
Ruskin’s
marking
process
is
represented
in
the
flowchart
Internal Moderation Stage
Marking Stage
Flowchart of Anglia Ruskin’s Marking Processes
Work collated and passed to
Module Leader
Work is marked by Module
Leader and Module Tutor(s)1. All
marks collated by Module Leader
for ALL locations2
Internal moderation samples
selected. Moderation undertaken
by a second academic3
Any issues?
YES
NO
Students receive
initial (unconfirmed)
feedback
Unconfirmed marks and feedback
to students within 20 working
days (30 working days for Major
Projects)
External Moderation Stage
below:
Student submits
work / sits
examination
External moderation samples
selected and moderated by
External Examiners4
Any issues?
YES
NO
DAP4 Stage
Marks submitted to DAP5 for
consideration and approval
Confirmed marks
issued to students
via e-Vision
Marks Approved by DAP5 and
forwarded to Awards Board
12
1
All work is marked anonymously or double marked where identity of the student is known (e.g.: in a presentation)
7. Assessment Criteria and Marking Standards
ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS
LEVEL 6
Level 6 is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students
are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate
theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate
competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the
appropriate medium, with some students producing original or innovative work in their specialism.
Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)
Mark Bands
Outcome
Knowledge & Understanding
Intellectual (thinking), Practical,
Affective and Transferable Skills
Exceptional information base exploring and analysing the
discipline, its theory and ethical issues with extraordinary
originality and autonomy. Work may be considered for
publication within Anglia Ruskin University
Exceptional management of learning resources, with a
higher degree of autonomy/exploration that clearly exceeds
the assessment brief. Exceptional structure/accurate
expression. Demonstrates intellectual originality and
imagination. Exceptional team/practical/professional skills.
Work may be considered for publication within Anglia
Ruskin University
Outstanding information base exploring and analysing
the discipline, its theory and ethical issues with clear
originality and autonomy
Outstanding management of learning resources, with a
degree of autonomy/exploration that clearly exceeds the
assessment brief. An exemplar of structured/accurate
expression. Demonstrates intellectual originality and
imagination. Outstanding team/practical/professional skills
Excellent knowledge base that supports analysis,
evaluation and problem-solving in theory/practice/ethics
of discipline with considerable originality
Excellent management of learning resources, with degree of
autonomy/research that may exceed the assessment brief.
Structured and creative expression. Very good academic/
intellectual skills and practical/team/professional/problemsolving skills
60-69%
Good knowledge base that supports analysis, evaluation
and problem-solving in theory/ practice/ethics of
discipline with some originality
Good management of learning resources, with consistent
self-directed research. Structured and accurate expression.
Good academic/intellectual skills and team/practical/
professional/problem solving skills
50-59%
Satisfactory knowledge base that supports some
analysis, evaluation and problem-solving in
theory/practice/ethics of discipline
Satisfactory management of learning resources. Some
autonomy in research but inconsistent. Structured and
mainly accurate expression. Acceptable level of academic/
intellectual skills going beyond description at times.
Satisfactory team/practical/professional/problem-solving
skills
40-49%
A marginal pass in
module outcome(s)
related to GLO at this
level
Basic knowledge base with some omissions at the level
of theoretical/ethical issues. Restricted ability to discuss
theory and/or or solve problems in discipline
Basic use of learning resources with little autonomy. Some
difficulties with academic/intellectual skills. Some difficulty
with structure/accuracy in expression, but evidence of
developing team/practical/professional/problem-solving
skills
30-39%
A marginal fail in
module outcome(s)
related to GLO at this
level. Possible
compensation. Satisfies qualifying mark
Limited knowledge base. Limited understanding of
discipline/ethical issues. Difficulty with theory and
problem solving in discipline
Limited use of learning resources. Unable to work
autonomously. Little input to teams. Weak academic/
intellectual skills. Still mainly descriptive. General difficulty
with structure/accuracy in expression. Practical/professional/
problem-solving skills that are not yet secure
Little evidence of knowledge base. Little evidence of
understanding of discipline/ethical issues. Significant
difficulty with theory and problem solving in discipline
Little evidence of use of learning resources. Unable to work
autonomously. Little input to teams. Very weak academic/
intellectual skills. Work significantly descriptive. Significant
difficulty with structure/accuracy in expression. Little
evidence of practical/professional/problem-solving skills
Inadequate knowledge base. Inadequate understanding
of discipline/ethical issues. Major difficulty with theory
and problem solving in discipline
Inadequate use of learning resources. Unable to work
autonomously. Inadequate input to teams. Extremely weak
academic/intellectual skills. Work significantly descriptive.
Major difficulty with structure/accuracy in expression.
Inadequate practical/professional/ problem-solving skills
No evidence of knowledge base; no evidence of
understanding of discipline/ethical issues. Total inability
with theory and problem solving in discipline
No evidence of use of learning resources. Completely
unable to work autonomously. No evidence of input to
teams. No evidence of academic/intellectual skills. Work
wholly descriptive. Incoherent structure/accuracy and
expression. No evidence of practical/professional/ problemsolving skills
90-100%
Characteristics of Student Achievement by Marking Band
80-89%
70-79%
Achieves module
outcome(s) related to
GLO at this level
20-29%
10-19%
1-9%
0%
Fails to achieve
module outcome(s)
related to this GLO.
Qualifying mark not
satisfied. No
compensation
available
Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the
assignment brief (e.g.: answers the wrong question) and/or related learning outcomes
13
8. Assessment Offences
As an academic community, we recognise that the principles of truth, honesty and mutual
respect are central to the pursuit of knowledge. Behaviour that undermines those principles
weakens the community, both individually and collectively, and diminishes our values. We are
committed to ensuring that every student and member of staff is made aware of the
responsibilities s/he bears in maintaining the highest standards of academic integrity and how
those standards are protected.
You are reminded that any work that you submit must be your own. When you are preparing
your work for submission, it is important that you understand the various academic conventions
that you are expected to follow in order to make sure that you do not leave yourself open to
accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that
your work maintains its academic integrity.
Definitions of Assessment Offences
Plagiarism
Plagiarism is theft and occurs when you present someone else’s work, words, images, ideas,
opinions or discoveries, whether published or not, as your own. It is also when you take the
artwork, images or computer-generated work of others, without properly acknowledging where
this is from or you do this without their permission.
You can commit plagiarism in examinations, but it is most likely to happen in coursework,
assignments, portfolios, essays, dissertations and so on.
Examples of plagiarism include:

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
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directly copying from written work, physical work, performances, recorded work or images,
without saying where this is from;
using information from the internet or electronic media (such as DVDs and CDs) which
belongs to someone else, and presenting it as your own;
rewording someone else’s work, without referencing them; and
handing in something for assessment which has been produced by another student or
person.
It is important that you do not plagiarise – intentionally or unintentionally – because the work of
others and their ideas are their own. There are benefits to producing original ideas in terms of
awards, prizes, qualifications, reputation and so on. To use someone else’s work, words,
images, ideas or discoveries is a form of theft.
Collusion
Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In
plagiarism the original owner of the work is not aware you are using it, in collusion two or more
people may be involved in trying to produce one piece of work to benefit one individual, or
plagiarising another person’s work.
Examples of collusion include:
14






agreeing with others to cheat;
getting someone else to produce part or all of your work;
copying the work of another person (with their permission);
submitting work from essay banks;
paying someone to produce work for you; and
allowing another student to copy your own work.
Many parts of university life need students to work together. Working as a team, as directed by
your tutor, and producing group work is not collusion. Collusion only happens if you produce
joint work to benefit of one or more person and try to deceive another (for example the
assessor).
Cheating
Cheating is when someone aims to get unfair advantage over others.
Examples of cheating include:







taking unauthorised material into the examination room;
inventing results (including experiments, research, interviews and observations);
handing your own previously graded work back in;
getting an examination paper before it is released;
behaving in a way that means other students perform poorly;
pretending to be another student; and
trying to bribe members of staff or examiners.
Help to Avoid Assessment Offences
Most of our students are honest and want to avoid committing assessment offences. We have
a variety of resources, advice and guidance available to help make sure you can develop good
academic skills. We will make sure that we make available consistent statements about what
we expect. You will be able to do tutorials on being honest in your work from the library and
other central support services and faculties, and you will be able to test your written work for
plagiarism using ‘Turnitin®UK’ (a software package that detects plagiarism).
You can get advice on how to use honestly the work of others in your own work from the library
website (www.libweb.anglia.ac.uk/referencing/referencing.htm) and your lecturer and personal
tutor.
You will be able to use ‘Turnitin®UK’, a special software package which is used to detect
plagiarism. Turnitin®UK will produce a report which clearly shows if passages in your work
have been taken from somewhere else. You may talk about this with your personal tutor to see
where you may need to improve your academic practice. We will not see these formative
Turnitin®UK reports as assessment offences. However when submitting the summative
assessed work via Turnitin GradeMark, the results of the report will be part of the written
feedback.
If you are not sure whether the way you are working meets our requirements, you should talk to
your personal tutor, module tutor or other member of academic staff. They will be able to help
you and tell you about other resources which will help you develop your academic skills.
15
Procedures for assessment offences
An assessment offence is the general term used to define cases where a student has tried to
get unfair academic advantage in an assessment for himself or herself or another student.
We will fully investigate all cases of suspected assessment offences. If we prove that you have
committed an assessment offence, an appropriate penalty will be imposed which, for the most
serious offences, includes expulsion from Anglia Ruskin. For full details of our assessment
offences policy and procedures, see the Academic Regulations, section 10 at:
www.anglia.ac.uk/academicregs
16
9. Learning Resources
9.1. Library
Faculty of Health, Social Care and Education
libteam.fhsce@anglia.ac.uk
Reading List – Anglia Ruskin University Library
Resources
Notes
Books
Allende J, Rector C, Warner K .2013. Community
& Public Health Nursing: Promoting the Public’s
Health
Greenfield M, 2012. Working with Adults at Risk
from Harm Open University Press Maidenhead
Berkshire.
Martin P & Eldridge K . 2006. Partnerships in
Healthcare. Quay Books
Meerabeau L and Wright K. 2011. Long- Term
conditions Nursing Care & Management. Wiley
Blackwell
O’Brian, 2012. District Nursing Manual of Clinical
Procedures. Wiley Blackwell.
Sines,D. Aldridge-Bent S. Fanning A. Farrelly P.
Potter K. Wright J. 2013. Community and Public
Health Nursing. 5th Ed. Wiley Blackwell
.
Thompson, S, & Thompson, N. 2008. The
critically reflective practitioner. Hampshire:
Palgrave Macmillan.
The books in the list below focus on research
methods, the skills needed carry out research
and to plan for, and write, a successful literature
review.
May A, Holmes S (2012) Introduction To Nursing
Research London Taylor & Francis.
Taylor, R. 2014. The Essentials of Nursing and
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Healthcare Research. Sage
Journals
It is important that you draw from material
contained in academic journals. These are some
relevant titles.
All Available in the Digital Library.
British Journal of Community Nursing
Health & Social Care in the Community
Journal of Advanced Nursing
Journal of Clinical Nursing
Primary Health Care
Other reading
Addicot R. 2014.Kings Fund Commissioning and
contracting for integrated care.
http://www.kingsfund.org.uk/sites/files/kf/kingsfund-commissioning-contracting-integrated-carenov14.pdf
Department of Health. 2013 Care in local
communities . A new vision and model for district
nursing.
https://www.gov.uk/government/uploads/system/u
ploads/attachment_data/file/127500/visiondistrict-nursing-04012013.pdf
A report to the Department of Health & the NHS
Future Forum: Integrated Care for patients and
populations:
Department of Health, 2014. NHS Outcomes
Framework
https://www.gov.uk/government/publications/nhsoutcomes-framework-2014-to-2015
Department of Health 2013 Integrated Care &
Support our shared commitment to high quality
carehttps://www.gov.uk/government/publications/i
ntegrated-care
Department of Health, 2013. Compassion in
practice. Nursing, midwifery and care staff our
vision and strategy.
http://www.england.nhs.uk/wp18
These documents will help with a broader
understanding of the NHS policy arena.
content/uploads/2012/12/compassion-inpractice.pdf
Department of Health, 2013. Patients first and
foremost: The initial government response to the
report of the Mid Staffordshire NHS Foundation
Trust public
enquiry.<https://www.gov.uk/government/uploads
/system/uploads/attachment_data/file/170701/Pat
ients_First_and_Foremost.pdf>.
Department of Health, 2013. The NHS
constitution for
England.https://www.gov.uk/government/uploads/
system/uploads/attachment_data/file/170656/NH
S_Constitution.pdf
Francis, C. 2013. The Mid Staffordshire NHS
Hospital Trust public enquiry.
http://www.midstaffspublicinquiry.com/report
Kings Fund 2014. Managing Quality in
Community Health Services
http://www.kingsfund.org.uk/sites/files/kf/field/field
_publication_file/managing-quality-in-communityhealth-care-services.pdf
Kings Fund. 2014
The Kings Fund. 2012. Long-term conditions and
mental health. The cost of co-morbidities.
http://www.kingsfund.org.uk/sites/files/kf/field/field
_publication_file/long-term-conditions-mentalhealth-cost-comorbidities-naylor-feb12.pdf
Public Health Framework
https://www.gov.uk/government/uploads/system/u
ploads/attachment_data/file/377450/Framework_f
or_personalised_care_and_population_health_for
_nurses.pdf
Websites
www.doh.gov.uk Department of Health
All these websites are really useful , some
www.kingsfund.org.uk Kings Fund
have electronic newsletters you can
www.nice.org.uk National Institute for Health and subscribe to which keep up to date.
Care excellence
cks.nice.org.uk Clinical knowledge Summaries
www.england.nhs.uk NHS Commissioning
board
www.evidence.nhs.uk
NICE evidence
services
http://www.qni.org.uk/ Queens Nursing Institute
Additional notes on this reading list
19
E.g.. Additional reading will be recommended throughout the course.
Link to the University Library catalogue and Digital Library http://libweb.anglia.ac.uk/
Link to Harvard Referencing guide http://libweb.anglia.ac.uk/referencing/harvard.htm
10. Module Evaluation
During the second half of the delivery of this module, you will be asked to complete a module
evaluation questionnaire to help us obtain your views on all aspects of the module.
This is an extremely important process which helps us to continue to improve the delivery of the
module in the future and to respond to issues that you bring to our attention. The module report
in section 11 of this module guide includes a section which comments on the feedback we
received from other students who have studied this module previously.
Your questionnaire response is anonymous.
Please help us to help you and other students at Anglia Ruskin by completing the Module
Evaluation survey. We very much value our students’ views and it is very important to us that
you provide feedback to help us make improvements.
In addition to the Module Evaluation process, you can send any comment on anything related to
your experience at Anglia Ruskin to tellus@anglia.ac.uk at any time.
11. Module Report
This module has been delivered twice. Comments include:
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21