This handbook is available on request in alternative formats from the
Department.
The advice of Disability Services must be sought if there are any problems in providing a particular format. Departments must
ensure that they have procedures in place to respond to such requests – including being clear about on whom the responsibility
falls. This is part of the University’s legal responsibility to make ‘reasonable adjustments’ under disability legislation (Special
Educational Needs and Disability Act).
Staff are encouraged to ensure there are opportunities for students to declare if they have a disability.
All departments must ensure that the University corporate image has been updated. This can be found on the University web page:
(http://www2.hull.ac.uk/administration/marketing/rebranding/download.aspx).
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Contents
1
Welcome/Introduction
2
2.1
2.2
General Information about the Faculty and Programme
The Aims and Objectives, Mission Statement of the Faculty
Key members of staff related to the programme
3
Library Services
4
4.1
4.2
4.3
4.4
4.5
4.6
4.7
4.8
4.9
4.10
4.11
Communication within the Faculty/Department
Keeping your contact details & personal Information up to date
Rules governing absence from the University
Feedback
Staff Student Committee
Arrangements for supervision
Personal supervision
Academic supervision
Module Leaders
Programme Leaders
Practice Learning Facilitators (PLFs)
Mentor
5
Personal Development Planning (PDP) and Progress Files
6
6.1
6.2
6.3
6.4
Health and Safety
University Policy on Smoking
Fire Evacuation Procedures
Moving & Handling, Control of Infection etc
Personal Safety and Security
7
Programme of Study Information
Semester dates & arrangement of theory and practice
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
8
The Framework for Higher Education Qualifications
9
9.1
9.1.1
9.1.2
9.1.3
9.1.4
9.1.5
9.1.6
9.1.7
University and Programme of Study Regulations
The Individual Programmes Structure and Regulations
Programme structure, aims and outcomes
Programme Regulations BSc/Advanced Diploma in Nursing
Attendance requirements
Professional Behaviour requirements
Progression Issues
International Experience
Prizes and Scholarships
10
Teaching and Learning Methods
11
11.1
11.2
Assessment Procedures
Assessment Strategy
Submissions, late Submissions, re-submissions, non-submissions, penalty for over-length assessments
11.3
11.4
11.5
Feedback to students regarding assessed work
Module Boards
Programme Boards
12
Credit Transfer
13
13.1
13.2
13.3
13.4
13.5
13.6
Examinations and Assessment
Dates of examination and assessment periods
Instructions for Candidates for Written Examinations
Alternative Examinations Arrangements
Getting your results
References
Transcripts
14
14.1
14.2
14.3
Unfair Means - Plagiarism and Cheating
The Plagiarism Declaration
The Plagiarism Caution
Plagiarism and how to avoid it
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
15
15.1
15.2
15.3
15.4
15.5
15.6
Possible Problems and Solutions
Changing programme of study
Withdrawing from the University
Suspending your studies - “Intercalation”
Repeating a semester or a whole year
Mitigating circumstances
Absence with ‘good cause’ from examinations
16
16.1
16.2
16.3
16.4
Academic Discipline
Resit not Permitted
“First” Warnings
University Warnings, Exclusion from Assessment and Termination
Academic Appeals
17
Student Progress Committee and Senior Tutor
18
Information on Professional Bodies
19
General University Regulations
20
Complaints by Students
21
Audio and/or Visual Recordings
22
Registration and the Payment of Tuition Fees
23
Financial Support for Students
24
Support Services
25
Appendices:
APPENDICES
A
Structure of the Faculty of Health & Social Care
B
Guidelines for Personal Supervisors
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
C
Personal Development Planning
D
Academic Year for the Faculty of Health & Social Care
E
Programme Structure
F
Guidelines for Presentation and Submission of Summative
Assignments
G
Guidelines on Confidentiality
H
Guidelines on Referencing
I
Generic Assessment Criteria
J
Mitigating Circumstances
K
Code of Practice on Professional Unsuitability and Misconduct
L
Assignment Submission Sheet
M
Faculty implementation of Code of Practice on the Use of Unfair Means
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
1. Welcome/Introduction
Welcome to the BSc (Hons) Nursing programme (full-time and part-time modes) and to the Faculty of Health and Social Care within the
University of Hull. These programmes incorporate a range of modules which lead to an academic and professional award. This programme
handbook is applicable to each field of nursing: Adult, Child, Learning Disability and Mental Health. Programme details for your specific field of
nursing can be located in the Appendices.
The programme you are about to embark upon is both demanding and rewarding; you are studying for an academic award and a professional
award so requires from you, a sense of determination, commitment and self organisation. On our part, you will find a commitment to give
support and encouragement in order to assist you to achieve your goals during your time at University.
This hand book is one way in which we provide you with the details you need to successfully complete your programme of study. It forms part
of a two tier structure of handbook information available to you as a student of the University. While this handbook, produced by the Faculty,
seeks to give you information of immediate concern relating to the Faculty and your programme of study, it also provides you with sections
identifying University policies and procedures which are directly relevant to you, and with which you must familiarise yourself. In addition the
University produces a second handbook which is available on-line. This provides additional information covering University regulations, policies
and procedures – including links to the full text version of each regulation, policy or procedure – and information about University facilities and
services. It also contains more detailed information about your rights and responsibilities as a student, and information about the structure of
the University.
The on-line handbook can be accessed at: www2.hull.ac.uk/student/studenthandbook.aspx
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
It is your responsibility to familiarise yourself with the contents of this handbook, and make sure that you use it as the first source of information
and guidance on matters relating to your programme and status as a student. You will not be permitted to rely on ignorance of regulations,
policies or procedures contained in this handbook as a ground for mitigation, special treatment or appeal.
In addition to the above you will be provided with access to an electronic version of a Module Handbook for each of the modules you study
whist undertaking your programme. This will provide details of staff involved within the module, together with the module aims, outcomes,
content and assessment. This Programme Handbook should therefore be read in conjunction with Module Handbooks and the University
Handbook.
Every effort is made to ensure that the information in this handbook is accurate and up to date at the time of publishing. However, matters
detailed in this handbook are subject to review and change during the year. The online student handbook contains the most up to date
information. Should you wish to make any suggestions towards improving this handbook please forward comments to your Head of
Department.
All the staff welcome you to the University and wish you all the best over the coming year(s) as you continue your studies.
Student Charter
The University of Hull is a community dedicated to advancing knowledge and education. A successful community needs everyone who is a
member of it, whether staff, student or visitor, to respect its fundamental values and beliefs. Our own values and beliefs translate into a culture
where we, as members of the University community, are open and honest with each other, where we work together in a connected way, and
where we strive for excellence. The Student Charter, developed through a partnership between the University and the HUU, is a manifestation
of our culture and says what you as a student can expect from the University, and what is expected from you.
The Student Charter is available here:
http://www2.hull.ac.uk/student/studenthandbook/regulations/thestudentcharter.aspx
2. General Information about the Faculty
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
The Faculty is made up of five departments (see Appendix ?)

Department of Nursing

Department of Midwifery and Child Health

Department of Health Technology and Perioperative Practice

Department of Psychological Health and Wellbeing

Scarborough Centre for Health Care Studies
Office accommodation for Faculty staff is on the West Campus (Aire, Calder and Dearne Buildings) and on the Scarborough Campus. The
Faculty of Health & Social Care Help Desk is located in Calder Building, staff can be contacted on 01482 463342. Teaching will take place
throughout the University campus and as students you have use of facilities throughout the site.
A campus map can be found at http://student.hull.ac.uk/handbook
2.1
The Aims, Objectives and Mission Statement of the Faculty
To develop students to their full potential by providing innovative, high quality educational experiences underpinned by internationally
recognised research and scholarship and a strong evidence base enriched through collaboration and partnership with key stakeholders in
health and social care.
The aims of provision within the Faculty of Health and Social Care are to:
 Encompass within all programmes of study the academic, professional, statutory and regulatory body requirements to ensure that our
students are fit for purpose, practice and award.
 Engender a culture of life-long learning in which creativity, critical thinking and accountability are recognised and valued.
 Foster a supportive research active and scholarly environment to provide a first class experience for all members of the Faculty.
 Provide an educational experience at all levels of award which reflects contemporary, strategic policy initiatives.
 Promote an inclusive approach to education recognising the enhanced academic and professional experience gained from increasing
diversity and widening participation.
 Work in close collaboration with our partners in health and social care, service users and their carers aspiring to excellence in evidence
based practice.
 Celebrate good practice through innovatory curricula that enhances student and staff experience.
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2.2
2.3
Key members of staff related to the programme are:
Programme Leaders:
Programme Intake Leader
2011
Jayne Taghzouit
Tel:
01482 464605
Aire 203
E-mail J.Taghzouit@hull.ac.uk
Lindsey Church
Tel:
Aire 226
E-mail L.F.Church@hull.ac.uk
Susan Jolley
Tel:
Dearne 131
E-mail S.Jolley@hull.ac.uk
Programme Intake Leader
2012
01482 464617
Programme Intake Leader
2013
01482 464634
Programme Administrative Support
Programme Administrator
(2011 Intake)
Programme Administrator
Kate Heaney
Tel:
01482 464658
Dearne 020
E-mail k.heaney@hull.ac.uk
Maria Hutchinson
Tel:
01482 464652
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
(2012 Intake)
Dearne 020
E-mail m.hutchinson@hull.ac.uk
Programme Administrator
Andrea Randerson
Tel:
Dearne 020
E-mail a.randerson@hull.ac.uk
Diane Nolan
Tel:
Aire 014
E-mail d.nolan@hull.ac.uk
Heather Jameson
Tel:
Aire 014
E-mail h.jameson@hull.ac.uk
Sally Carline
Tel:
Aire 104
E-mail s.carline@hull.ac.uk
(2013 Intake)
Placement Allocations
Placement Allocations
Travel payments
01482 464652
01482 464665
01482 464663
01482 464584
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
3. Library Services at the University of Hull
The Brynmor Jones Library situated on the Hull campus is currently undergoing a major redevelopment to create a state-of-the-art place of
learning for generations to come.There is also a library at the Scarborough campus - the Keith Donaldson Library, which was extensively
refurbished in summer 2010. The student card that you receive on registering with the University is also your library card and you will need it to
borrow material and to enter the Libraries. The University’s Libraries have over 1,800 study spaces, a number of bookable group study rooms
and social learning spaces. The Libraries hold more than a million items including books, journals, multimedia and maps. All of this material is
listed in a web-based catalogue which you can access from anywhere in the world. You can download searches from the catalogue, check
which items are on loan to you, and renew and reserve items. You may also renew items by telephone provided that they are not reserved by
another reader.
The Library is not just a local storehouse of books. It is also your gateway to a huge range of quality assured information resources that you
won’t find via Google; electronic databases covering all subject areas, thousands of full-text electronic journals and newspapers, plus
thousands of online reference works and electronic books. In order to help you to get the best from a search for information using these
resources, the Library offers training, via a range of methods including online tutorials. Also one-to-one help in finding information is available.
Further details of the services available from the University’s Libraries and details of the Brynmor Jones Library redevelopment are available on
the Library website, www.hull.ac.uk/lib.
The University also has significant archives and special collections, particularly in the areas of politics and pressure groups, modern literature
and drama, maritime studies and local history. These are held at the new, award-winning Hull History Centre and more information can be
found on the Centre’s website at, www.hullhistorycentre.org.uk
In addition most students have access to local multi-disciplinary libraries such as those at North Lincolnshire & Goole Hospitals Trust and
limited access, but no borrowing rights, at Bridlington and Hull (Hull Royal Infirmary and Castle Hill Hospital).
Wireless Hotspots
The University is significantly redeveloping Wi-Fi access on campus to provide comprehensive coverage in both Hull and Scarborough.
Additionally, Wi-Fi will be made available in all university owned student accommodation to further enhance the student experience.
The identity card provided at registration will enable access to the library, student union and prove your status as a student. This identity card
will also be your student identification badge in clinical practice.
The Faculty of Health and Social Care utilises an eLearning facility called ‘eBridge’. Once registered at the computer centre you will gain
access to this facility. ‘eBridge’ will keep you up to date with information about your programme and modules. This is an important method of
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
communicating information to students and for students to communicate with members of staff and their peers. Training will be provided at the
commencement of the programme.
You must access your eBridge site on a daily basis to check for any programme activity updates.
4.
Communication within the Faculty/Department
4.1 Keeping your contact details and personal information up to date
It is your responsibility to ensure that at all times the University has complete and accurate contact details for you. Students can manage their
contact details and review personal information that the University holds through the student portal at port.hull.ac.uk. You can access the Portal
using your student user name and password. If you are unable to make any changes in relation to your personal information the Portal will
inform you of what documentation may be needed and what areas of the University you need to see. However, because details for Nursing
and Midwifery students are kept on both the University database and a separate database within the Faculty, all changes of details must be
notified to the Faculty using the approved University form. Forms are available from the Faculty Helpdesk, Student Administrative
Services or downloaded from the Portal. Completed forms must be submitted to Calder Helpdesk.
All correspondence will be sent to the term address on file at that time, therefore it is essential that these details are accurate.
Much communication is carried out via email so it is vital that you check your university email account on a daily basis. In order to
ensure security of data you must only use your university email account for all programme related communication.
4.2
Rules governing absence from the University (see also 9.1.2, 9.1.3, 15, 16.2)
On each module, some or all of your attendance will be monitored (Paragraph 10, QH:K14 Attendance Monitoring).
For all part-time and full-time courses leading to a registerable professional qualification or an indexed professional award, attendance is
required for all timetabled sessions, for any tutorials set or appointments agreed and for clinical practice as stipulated within this handbook.
You are required to be in attendance on week days during each semester. All students are required to inform their department within two days
if they are absent from the University as a result of illness or for any other reason. A GP’s medical certificate (fit note) will be required for
absences of more than seven days. If your fit note says that you ‘may be fit for work’ you must contact your Intake Leader to discuss whether
the conditions of the fit note are compatible with attending University and/or clinical practice. If you become ill and are unable to inform the
departmental/faculty office, you should arrange for someone to communicate on your behalf.
The named contact person within the Faculty of Health & Social Care in relation to reporting of absence is as follows:
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
September 2011 intake students - Kate Heaney 01482 464658
September 2012 intake students - Maria Hutchinson 01482 464652
September 2013 intake students – Andrea Randerson 01482 464583
For further information see the on-line handbook at: www2.hull.ac.uk/student/studentadministrativeservice/studenthandbook.aspx
If your absence is related to a disability, please contact the faculty disability tutor (Jayne Taghzouit) and/or Disability Services in University
House for advice.
For the majority of students within the Faculty of Health and Social Care there are additional rules that apply. Periods of absence must be
reported to the Faculty as above and if on placement, reported to the placement area in addition to the Faculty as above, on the day of
absence.
If you need to take absence from the programme that you know about in advance, you must seek an ‘Authorised Absence’ from the
Programme Intake Leader – see section 9.1.3 for further details.
If you are a seconded/sponsored student you must also notify the appropriate person within your seconding Trust
See also section 9.1.2 about associated ‘Programme regulations’, section 15 about ‘Withdrawing from the programme, intercalation and
repeating a semester/year’ and section 16.2 about ‘Re-sit not permitted’.
Maternity / Paternity Leave
Students are eligible for maternity/paternity leave but this have to be planned in line with NMC regulations for completion of programmes of
study. If you wish to apply please refer to the NHS Bursaries guidance and discuss the matter with your Programme Intake Leader.
4.3
Feedback
Opportunities for obtaining feedback are actively promoted to students at appropriate points during the academic session. Students are
reminded of the relevance of feedback in the context of their learning experience and are actively encouraged to seek out feedback in all its
forms at those times when it is available.
At the end of each semester’s study students are required to complete a Module Evaluation Questionnaire for each module attended. The
questionnaire is anonymous and students are encouraged to be honest and constructive in relation to their individual learning experience. All
forms are collated, comments noted and issues followed up and reported. The Faculty Learning, Teaching & Assessment Committee is
required to ensure that comments are investigated as appropriate. The review of modules and programmes is reported to the centre of the
University as part of the Annual Review.
4.4
Staff Student Committees
The Faculty of Health and Social Care has a Staff-Student Committee, the purpose of which is to encourage close liaison between students
and staff on a range of matters relating to the programmes of study. This committee holds meetings each semester and students’ full
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
participation in this process is essential to make it successful. Each intake of students will be asked to nominate student representatives
proportional to the number of students in the intake. The nominated student will receive training from the Student Union to fulfil this important
role. For further information on student representation please contact Steve Himsworth, Director of Quality Assurance and Enhancement on
01482 464688 or s.himsworth@hull.ac.uk
4.5
Arrangements for Supervision
You will be allocated a Personal Supervision Group Leader (PSGL) for personal supervision on commencement of your studies, who will
provide support and monitor your progress for the duration of your programme. In addition, each semester you will be allocated a named
academic supervisor within each module of study to support you with the specific assessment requirement for that module. In addition, within
clinical practice you will be supported by practice learning facilitators and mentors from your chosen professional field who have all been
prepared for their role of mentor.
Gifts to Staff Members
The relationship between staff and students is a friendly but professional one. While we respect the practices in different cultures and the wish
of students to express friendliness and appreciation, gifts to individual members of staff are not considered appropriate. The Head of
Department will be able to explain these matters to you in more detail if required.
4.6
Personal Supervision
University Code of Practice: Personal Supervision: The University guidelines which govern the system of personal supervision set out both
what you can expect from your department and supervisor and what is expected of you, to ensure that the supervisor can provide effective
support. You should familiarise yourself with the guidelines, which are set out as appendix B.
Within the Faculty of Health & Social Care, personal supervisors are referred to as personal supervision group leaders (PSGLs). They will
participate in various aspects of your learning including that in practice so they have a first-hand view of your progress and development. Their
role is to support your development for the full duration of your programme of study so should any student have any concerns about the PSGL
relationship they should contact their Programme Intake Leader or Head of Department.
4.7
Academic Supervision
You will be allocated a named academic supervisor for each module of study. This will be a lecturer within the module team who will provide
guidance in respect of module content and assessment.
4.8
Module Leaders
Module leaders are responsible for the organisation and delivery of each module within the programme, and are the first point of contact for
module related matters. Module leaders will ensure that you are provided with an electronic module handbook on commencement of the
module which includes the timetable and contact details of the module team. An introduction to the module normally occurs during the
assessment weeks prior to semester commencement for which your attendance is required. Evaluation of the module will occur in the
assessment weeks at the end of the semester.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
4.9
Programme Intake Leaders
Programme Intake Leaders are responsible for the management of the students’ experience on their programme in accordance with University
and professional regulations and requirements. Programme Intake Leaders also monitor student progress for the duration of the programme,
for example annual monitoring of good health/good character and attendance requirements. Programme Intake Leaders should be contacted
to discuss programme specific issues e.g. intercalations, withdrawal from the programme, change of field and change of programme (see
relevant sections later in this handbook).
4.10 Practice Learning Facilitators (PLF)
PLFs work in partnership with clinical practice and University colleagues. The aims of the role are to:
 Ensure that students are allocated appropriate placements according to their stage of training and learning needs
 Provide a first point of contact for students in clinical placements
 Develop good communication structures between clinical placements and the university.
 Provide support to mentors and students
 Enhance mentorship skills and competencies
4.11 Mentor
The term ‘mentor’ is used to denote the role of the nurse, midwife, health visitor or other health professional who facilitates learning, supervises
and assesses students in practice settings. Mentors are practitioners who are appropriately qualified and experienced to assume responsibility
for the student’s learning in the practice setting.
Additional information on the role is contained within the continuous assessment of practice documentation (CAP).
5 Personal Development Planning (PDP) and Progress Files
All students are entitled to a regular review of their progress on a programme. PDP is defined as 'a structured and supported process
undertaken by an individual to reflect upon their own learning, performance and / or achievement and to plan for their personal, educational and
career development' (Quality Assurance Agency).
It is intended to help students:



become more effective, independent and confident self-directed learners
understand how they are learning and relate their learning to a wider context
improve their general skills for study and career management
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14


articulate their personal goals and evaluate progress towards their achievement
and encourage a positive attitude to learning throughout life.
The PDP badge is used to help students identify PDP opportunities within their Departments and across the University.
Further information about Personal Development Planning and Progress Files can be found on the student portal at
port.hull.ac.uk, and on the Quality Assurance Agency’s website:
www.qaa.ac.uk .
Pre-Registration Nursing
Within the Faculty of Health and Social Care, we felt it was important to include a Professional element to PDP because of professional selfregulation and the need to maintain one’s Registration after qualification. Therefore we refer to PPDP, (Personal & Professional
Development Planning) and require students to maintain a Professional Portfolio (this term is used in place of ‘Progress File’ used by other
sections of the University).
PPDP requires engagement in reflection in a manner that is structured so as to provide your PSGL with evidence that you are progressing as
required. Reflections are invited to be documented in your Reflective Journal and taken along to tutorials with PSGLs.
It is your responsibility, and a requirement of the Programme to ensure that your Professional Portfolio is maintained as it forms the basis of
much of the activity you engage in with your PSGL.
What you are required to do as a student
1. Attend an individual tutorial with your Personal Supervisor Group Leader on at least one occasion each semester.
2. In preparation for the tutorial you are required to fully complete a reflective log following the guidance provided. A copy of this should be
kept on your memory stick but there is also a copy on eBridge.
3. When attending tutorials with PSGLs you need to take with you your completed PPDP reflective logs and Continuous Assessment of
Practice (CAP) document.
4. At the end of the tutorial your PSGL will provide a record of the meeting which should also be filed within your Professional Portfolio.
Appendix C provides further information with regard to Personal Development Planning and Progress files.
Attendance at tutorials with your PSGL are mandatory and every effort must be made to attend the tutorial as planned. If there are significant
circumstances preventing your attendance, you must contact your PSGL or the programme administrator (Kate Heaney, Maria Hutchinson or
Andrea Randerson) before you are due to meet to inform them of your situation, explaining why you cannot attend. You should also make
alternative arrangements to meet at the next available opportunity.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Any failure to attend tutorials without due notice will result in a Departmental warning.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
6
Health and Safety
We all have a responsibility to ensure the safety of ourselves as individuals and of others. As such you are required to make yourself aware of
the University Health & Safety Policies and comply with the recommendations.
6.1 University Policy on Smoking
This effectively prohibits smoking by any person in University buildings. The full text of the Policy can be accessed at
www2.hull.ac.uk/student/studenthandbook/regulations/smokinganddrugtaking.aspx.
6.2 Fire Evacuation Procedures
The University Fire Policy and Safety Procedures can be found here:
http://www2.hull.ac.uk/administration/pdf/HSafety-Fire%20Policy%202.pdf
If you are aware of a fire and the alarm is not sounding you should raise the alarm by proceeding to the nearest ‘break fire alarm glass’ and
take action as directed. After evacuating from the building, wherever possible you should telephone Security on 5555.
If the fire alarm sounds you should make your way out of the building using the nearest fire escape. Please familiarise yourself with the fire
escapes in all the buildings you use.
During clinical placements you are required to familiarize yourself with fire procedures as part of your induction to each placement.
6.3 Moving & Handling, Control of Infection, Violence and Aggression, Food Handling etc
Sessions relating to these aspects of Health & Safety will be delivered during the Skills for Practice module period during weeks 2-12 of the first
semester of year 1 and thereafter at regular intervals during the remainder of your programme.
Attendance at such sessions is mandatory. Failure to attend may result in your being ineligible to take part in clinical practice.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
The NHS Trusts contributing to your professional education also have policies on Health & Safety and may require you to attend additional
training prior to you being eligible to engage in any clinical practice. Failure to attend planned training will usually mean you are unable to
commence practice placements.
Please also consult the NHS Trust policies whilst on placement.
6.4 Personal Safety and Security
You must consider your personal safety at all times.
During clinical practice there are several general issues you need to adhere to.
a)
A uniform policy operates in all NHS Trusts where uniforms are worn and this applies to students whilst on their premises. You must
abide by these and remember you are representing the University and the National Health Service when wearing your uniform.
There are personal and professional reasons why you must not wear your uniform when travelling to and from placement. Such
practices increase the risk of spread of infection and also put you at risk of being called upon to provide nursing care that you may
not be proficient or competent to do.
b)
If you are involved in an accident or any other untoward incident during your clinical placements, you must inform a member of
nursing staff and complete the Trust Accident form. In addition you must inform your programme leader.
c)
An immunisation programme is provided for you that will promote your safety and that of others in your care. You must attend the
appointments made for you by the University Occupational Health department or inform them if you are unable to attend with good
reason, evidence of which will be required. Failure to complete the programme of immunisation will usually mean you are ineligible
to commence clinical placement.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
7
Programme of Study Information
The Academic Year
The following are the semester dates:
Semester 1:
23 September 2013 – 2 February 2014
(Sept 11 & Sept 12 Intakes)
30 September 2013 – 2 February 2014
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
(Sept 13 Intake)
Vacation:
23 December 2013 – 12 January 2014
Assessment Weeks
13 January 2014 - 31 January 2014
Semester 2:
3 February 2014 – 08 June 2014 (Sept 12
& Sept 13 Intakes)
3 February 2014 – 25 May 2014 (Sept 11
Intake)
Vacation
Assessment Weeks
14 April 2014 – 27 April 2014
19 May 2014 – 08 June 2014
Semester 3:
9 June 2014 – 28 September 2014
Vacation:
Sept 11 25 August – 7 Sept 2014
Sept 12 21 July – 3 August 2014
Sept 13 1 September – 14 September
15 September 2014 - 28 September 2014
(Sept 12 & Sept 13 Intakes)
8 September – 28 September 2014
(Sept 11 Intake)
Examination Weeks
Arrangements for Theory and Practice
A more detailed plan of the academic year can be found in appendix D. Please note that pre-registration programmes run over 3 semesters
and therefore semester dates are different from some other departments within the University. The Student Diary issued at Registration
contains information pertinent to the University academic year and not pre-registration programmes and you must follow the above academic
year plan.
Students should note that vacations (holidays) are at set times within the academic year and are not negotiable. Disciplinary action
will be taken against students taking holidays during semester/assessment period weeks.
8 The Framework for Higher Education Qualifications
University awards are designed to comply with the Quality Assurance Agency’s Framework for Higher Education Qualifications and other
external reference points (Information is available at www.qaa.ac.uk). In particular all departments have produced programme specifications for
all of their taught programmes, which set out what you can expect to be able to do if you successfully complete the programme. These are
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
referred to as intended learning outcomes. The programme specification can be found as Appendix E. Module specifications are included in
module handbooks.
9
University and Programme of Study Regulations
The Programme of Study for which you have registered, and therefore the qualification you are seeking, is governed by regulations which
operate at two levels. First the University level, which applies consistently to every programme of study. Second, at the level of the individual
programme, setting out which modules you must take, which modules you can opt for, and (where applicable) the way in which those modules
are weighted to determine the final classification of the degree.
Therefore to qualify for the award you are seeking you must abide by both levels of regulations. Any action outside regulations can only be
taken if the approval of the University Student Progress Committee (explained later) has been obtained by your Faculty. The Faculty of Health
and Social Care has sought approval for change of regulations in a number of areas. For those related to your programme that differ from
below, see the section – ‘Individual Programme Structure and Regulations’.
The following summarises the key points of the University regulations which you should be aware of, but the full version can be viewed at:
www.2.hull.ac.uk/administration/policyregister/qualityhandbook/sectionb.aspx
Those marked * do not apply to nursing programmes.
 each programme is divided into stages representing each set of 120 credits. For example, a three year undergraduate degree is made up as
follows:
 Certificate stage (first 120 credits - equivalent to first year full-time)
 Diploma stage (second 120 credits - equivalent to second year full-time)
 Honours stage (third 120 credits - equivalent to third year full-time)
 to qualify for the award of the degree you must successfully complete all 120 credits for each stage
 *with limited exceptions, programmes are now designed to include 2 modules which run for both semesters (sometimes called ‘long thin’),
and four modules which each last one semester (‘short fat’). All modules are 20 credits
 *one of the two-semester modules will normally be the opportunity to take a ‘free elective’, where you can choose a module from outside
your programme of study, in a completely unrelated discipline if you wish. Information is provided in the Free Elective Handbook available
from your department; with the exception of specified ‘Passport’ language modules, students at the Honours stage are not permitted to take
level 4 free elective modules
 *the two points above mean that you will be undertaking the equivalent of 60 credits in each semester, although the assessment load will be
greater in the second semester than the first. Exceptionally you may apply to take modules which result in a weighting equivalent to 50/70,
or, very exceptionally 70/50, for example by replacing a long thin optional module with a short fat module. The written approval of your
department is required in such cases.
 modules are designed in levels – now referred to as 4, 5 and 6. In each stage you must take a minimum number of credits at each level (as
specified in the programme of study):
 Certificate stage – 120 credits at level 4
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 Diploma stage – minimum of 100 credits at level 5
 Honours stage – minimum of 100 credits at level 6
you can be reassessed once in any failed module unless the Module Board has denied reassessment as a result of you not complying with
the attendance and/or submission requirements of the module
the mark for any module passed following reassessment is capped at 40
a candidate at the Pre-Certificate, Certificate or Diploma stage who fails more than 60 credits, is automatically deemed to have failed the
programme, without being permitted to be reassessed in the failed modules. However, such a candidate may be permitted to repeat the
stage at the discretion of the Programme Board of Examiners. Student Progress Committee has determined that the following factors should
be considered in exercising this discretion: (i) the profile of marks, ii) the candidate’s attendance/submission record, (iii) the candidate’s
potential to succeed in the repeated stage and whole degree, (iv) any mitigating circumstances properly notified.
*In very limited circumstances a narrow fail can be treated as a pass (called ‘compensation’, although no change is made to the mark
awarded), or you can be permitted a further opportunity at the failed module (of no more than 20 credits), including attending all required
classes (called ‘referral’). Where you are referred you still have to successfully complete the module, or another module of the same credit
value, to complete the stage
*a candidate at the honours stage only may have up to 20 credits disregarded (called ‘condonement’) in deciding the candidate's eligibility
for the degree provided certain conditions are met. However, the mark awarded for such a module is still used in calculating the final degree
classification, and can therefore bring down the overall average. A candidate who joins the University in the final year of an Honours degree
may not benefit from condonement, as s/he must pass 120 credits from the Honours stage
*a maximum of 40 credits in a single stage, and 60 credits for the full degree may benefit from any combination of compensation, referral
and/or condonement (40 credits for a Diploma programme). The maxima for compensation, referral or condonement shall not include
compensation or condonement exercised during the Preliminary Certificate stage
*if you do not successfully complete a stage you can be transferred to the Ordinary degree (provided the required minimum number of
credits have been achieved) or be awarded a lesser qualification, at which point your programme of study will be at an end
*you may only take 120 credits in each year as part of your degree (excluding ‘referred’ modules, explained above); credits over and above
that can only be taken outside your degree, and a separate tuition fee must be paid
other than as explained above a candidate may not repeat a stage except with the approval of the University Student Progress Committee.
Such approval will only be given where medical circumstances or exceptional personal circumstances are established of a kind which clearly
affected the candidate's performance throughout the year. Repeat years are not given lightly. Equally you may not reapply for the same
degree without the approval of the Student Progress Committee. The same criteria as for a repeat stage will apply.
*A candidate who successfully completes the Ordinary degree may be permitted to transfer back to the Honours degree if certain conditions
are satisfied.
The Individual Programmes Structure and Regulations
9.1.1 Programme Structure, Aims and Outcomes
The specific aims of this programme are to provide a high quality undergraduate education programme that will prepare students for a role as a
professional nurse in the their chosen professional field of nursing practice and thus enable them to register with the Nursing and Midwifery
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Council (NMC). It will achieve this by its adherence to NMC standards for pre-registration nursing education (NMC, 2010). In accordance with
these standards, the programme will prepare professional nurses who are able to safeguard the health and well being of the public and so will
need to demonstrate personal and professional conduct expected of a student nurse (NMC, 2011) based on the strict standards set out in the
professional code of conduct for qualified nurses in The code: Standards of conduct, performance and ethics for nurses and midwives (NMC,
2008).
This is a practice-centred degree programme that will engender a strong sense of professional identity via this reflective and developmental
learning experience. Our graduates will learn the value of being competent, safe, compassionate, caring and respectful practitioners. They will
experience how having a sound knowledge base will provide them with the capability to think critically and so enable them to challenge
practice, contribute to evidence based nursing and effect change through innovation and research. In essence, nurses graduating from this
programme will be informed, professional carers who are fit to be referred to as autonomous professional practitioners, fit to engage in the skills
and competencies required in caring for the health of others and fit to be regarded as a graduate of the University of Hull.
It is a 3 year programme delivered over 9 semesters and comprises of a minimum of 4,600 curricula hours split equally between theory
(university time) and practice (clinical placements). There are generic modules that students on all BSc Nursing programmes will attend and
field specific modules (for Adult, Children’s, Learning Disability and Mental Health) that only those students enrolled on that programme will
attend. In the 3rd year of the programmes there are also modules where some of the learning sessions can be shared
The distribution of the generic, field specific and shared learning modules is as follows:
YEAR 1
YEAR 2
SEMESTER 1
SEMESTER 2
SEMESTER 3
Skills for Practice (20 credits)
Field Practice 2 (20 credits)
Field Practice 3 (20 credits)
Essence of Practice (20 credits)
Life Sciences (20 credits)
Field Theory Module (20 credits)
Individual Approaches to health & Wellbeing
(20 credits)
Field Theory Module (20 credits)
Field Theory Module (20 credits)
Field Practice 4 (20 credits)
Field Practice 5 (20 credits)
Field Practice 6 (20 credits)
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YEAR 3
Generic modules
Field Theory Module (20 credits)
Field Theory Module (40 credits)
Field Practice 7 (20 credits)
Field Practice 8 (20 credits)
Field Specific Modules
Field Practice 9 (20 credits)
Modules with elements of shared learning
Credits are awarded as indicated on the grid and accumulate as follows:
Year
Degree Programme
1
2
3
Exit
120 credits level 4
120 credits level 5
120 credits level 6
BSc (Hons) Degree
Further details of the modules to be undertaken and programme learning
outcomes can be found in the Programme Specification (Appendix E).
9.1.2 Programme Regulations - BSc Nursing
The University of Hull undergraduate programme regulations apply in conjunction with professional body (Nursing & Midwifery Council)
requirements for programmes leading to entry to the professional register and are identified below:
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The full time programme is of 3 years duration, the part time programme is of 6 years duration and has a defined start and completion
date which cannot be compromised.
Students must attend for 4600 hrs over 3 years split equally between theory and clinical practice
Students must achieve all programme learning outcomes, embedded in module learning outcomes, in order to receive the academic
award and be put forward as eligible for entry to the professional register
Must achieve a pass in all modules (40% for theory modules), compensation and condonement do not apply to this programme as all
modules are compulsory
Students are required to attempt practice assessed modules each semester. Students unable to complete clinical practice with good
cause will be unable to proceed to the next semester
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Students will normally be allowed 2 attempts at each module. Due to the 3 semester structure of these programmes, re-sits/reassessments must be attempted/submitted at the next assessment period following notification of a fail at the 1st attempt
Student who fail 50% or more of the learning requirements of a module assessed by practice at the end of any stage (end of Year 1 or
Year 2) will be required to undertake a repeat period of clinical practice prior to resubmission. This will inevitably mean they will then
have a period of intercalation enabling them to rejoin the programme at an appropriate point.
The programme has 3 equal parts (for the full time programme each part equates to one year; for the part time programme each part
equates to 2 years).
All outcomes for each part of the programme must be met before the student can progress on to the next part. Where students fail a
semester 3 module, resits will be submitted/sat within week 9 the following semester. Intercalation will be necessary for students who in
special circumstances are unable to resubmit within the above timeframe and/or those who have failed 50% or more practice learning
outcomes
Students must complete good health/good character requirements annually, but inform the Programme Intake Leader immediately of
any change in health status or criminal record status
Whilst in clinical placements students must adhere to NHS trust policies and will be subject to disciplinary processes of the trust for any
incident occurring in clinical practice
Degree classification - there is a 40:60 weighting in that year 2 counts for 40% and year 3 for 60%
The Nursing and Midwifery Council stipulates that students must complete all full time programmes leading to entry to the Professional
Register within 5 years of commencement and all part time programmes within 7 years of commencement. This time frame includes
any interruptions to the student’s programme.
9.1.3 Attendance Requirements (see also 4.2)
The Nursing and Midwifery Council (NMC) is required by an Act of Parliament to satisfy itself that all persons admitted to the Register have
received adequate training and experience. This is achieved by them setting a minimum number of hours of attendance; 4600 hours split
equally between theory and clinical practice over the 3 year period (Full time) or 6 year period (Part time).
To attain this requirement, attendance is required for all timetabled sessions, for any tutorials set or appointments agreed and for clinical
practice as stipulated within this handbook.
The department maintains records of attendance at both University and clinical practice and of on line activity engaged in.
Attendance in the classroom is monitored by virtue of students scanning their Student ID card into an electronic register at the beginning of
each morning and afternoon session and at any other times identified by the member of staff responsible for managing the learning
environment.
Attendance on clinical practice is logged by the student in their CAP document and verified by their mentor.
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Falsification of registers of attendance or completed hours of practice will be considered a serious offence and may lead to
investigation utilising the Code of Practice for Professional Unsuitability and Professional Misconduct (see appendix K).
For the purpose of the full time programme, a ‘theory’ week consists of 40 hours made up of taught and self directed study time; a ‘practice’
week consists of 37.5 hours over 5 days, equating to 7.5 hours per day not including meal breaks.
For the part time programme, a theory week consists of 18 hours made up of taught and self directed study time; a ‘practice’ week consists of
20 hours over 2-3 days equating to 7 - 10 hours per day not including meal breaks.
Students are required by the NMC to participate in 24 hour care of patients/clients during the course of the programme. This means
working early shifts, late shifts, weekends, bank holidays and night shifts although night shifts are discouraged in the students’ first
practice experience in Year 1, semester 2. Some practice placements work predominantly 12 hour shifts and whilst students are able
to attend for the full duration of such shifts, they are not obliged to.
 You are required to arrive at the University no later than the first day of semester, and should not to leave before the last day of each
semester, unless special permission has been obtained from the relevant Head of Department.
 Attendance is required for all timetabled sessions for each module, tutorials on line activities with academic and PSGLs each semester
for the duration of the programme. You are required to attend clinical practice hours each semester as detailed in your assessment of
practice documentation.
 Unauthorised absence is not acceptable. However it may be possible for you to negotiate an authorised absence for good cause with
your Programme Intake Leader in advance, which will allow you to make up the missed time if required.
 Unauthorised absences will be recorded as such. This will result in you being unable to make up the missed time and may
jeopardise your eligibility to progress to the next year or enter the professional register.
 Sickness must be notified to the Department/Clinical Placement as detailed in section 4.2.
 Attendance requirements apply throughout each of the three assessment periods in January, May and September. This means that
you are required to be available during assessment periods for the purposes of submission of coursework, attendance at
examinations, introduction to modules/years, placement inductions and for any other purpose deemed appropriate by the
Faculty.
 Vacations (holidays) are at set times within the academic year and are not negotiable.
Students are advised to maintain personal records of attendance, sickness/ authorised absence. Printouts of the Department’s attendance
records may be obtained from Calder Helpdesk on request. Students’ attendance records are monitored on a regular basis and reported to the
Module/Programme Boards where decisions on progress are made.
Students should also note that total days/hours of sickness and absence (irrespective of whether it is authorised, unauthorised and/or made up
to meet programme requirements) are of particular interest to prospective employers and are documented in references provided by PSGLs on
programme completion.
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Appendix P contains the policy on missed hours and provides guidance on how to make up authorised missed theory and practice hours
should this be required. See also section 4.2 regarding absence from the University and 16.2, ‘Resit not Permitted.’
Student Employment (full-time students)
The University recognises that students come from a diversity of backgrounds with a variety of external and personal/family commitments. It
further recognises that studying for an academic qualification will have differing financial pressures depending on individuals’ circumstances
and lifestyle expectations. As a responsible education provider, the University would wish to remind students that external work commitments
may affect their academic performance. In order to inform the choice about working patterns, students should be mindful that the guidance is,
for a 20 credit module the expected overall work load will equate to approximately 200 hours. For a full-time student this would equate to
approximately 40 hours per week, including formal contact and private study. Students should also be mindful of complying with EU Working
Time Directives.
For students needing to work there is additional support available in section 22 - Financial Support for Students.
9.1.4 Professional Behaviour
All registered nurses, midwives or health visitors are expected at all times to behave in a way commensurate with The Code: Standards of
conduct, performance and ethics for nurses and midwives published by the Nursing and Midwifery Council for England & Wales (2008)
available at http://www.nmc-uk.org
As a student aspiring to qualify as a nurse you are expected to work towards these standards and must comply with Guidance on professional
conduct for nursing and midwifery students (NMC 2010) available at http://www.nmc-uk.org. This document sets out the personal and
professional conduct expected of you as a nursing student in order for you to be fit to practice.
Failure to comply may result in an investigation utilising the Code of Practice on Professional Unsuitability and Professional Misconduct (see
Appendix K). Examples of behaviour which may result in an investigation utilising this code include: unsafe practice, inappropriate behaviour
towards patients/clients, relatives, clinical staff, academic and other university staff, misuse or inappropriate use of social networking sites (see
NMC website for advice - http://www.nmc-uk.org), falsification of any documentation relating to the programme.
Declaration of Good Health and Good Character
On completion of an education programme leading to registration the Nursing and Midwifery Council (NMC) require higher education
institutions to provide confirmation of good health and good character in order for students to enter the professional register (NMC 2010).
Evidence gained on admission to the programme forms a baseline only. Universities are also required to monitor good health and good
character throughout the programme and to act upon any new issues which may arise. Further information on this can be found on the NMC
website at http://www.nmc-uk.org
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In order for this university to comply with the requirement to monitor good health and good character, students are required to complete a
declaration of good health and good character annually. Failure to do so may result in students being issued with a Departmental Warning and
being unable to continue with their studies or enter the professional register. Each time students sign the declaration they are declaring they are
of sufficiently good health and good character to be capable of safe and effective practice.
The declaration is available on eBridge and the date for submitting this each year is the hand-in date for assignments which coincides with the
end of a year, ie September assessment period at the end of semester 3. The declaration must be submitted in the box provided for this
purpose at Calder Helpdesk.
You are required to notify your Programme Intake Leader immediately of any change in your health status or of any convictions, formal
cautions, warnings or reprimands issued by the police and/or any disciplinary investigation being carried out in relation to you. Dependant in
the information provided, it may be necessary to convene a ‘Fitness to Practice Panel’ to investigate matter further. Failure to notify changes in
your circumstances may result in you being issued with a Departmental Warning and an investigation utilisation of the Code of Practice on
Professional Unsuitability and Professional Misconduct.
In addition students who intercalate will be required to complete the declaration prior to returning to the programme and may be required to
undergo a new criminal record bureau check.
If a student does not submit a declaration of good health/good character at programme completion, or if concerns arise, the university will be
unable to provide the supporting declaration of good health and good character to the NMC at that time. In such cases there will be an
investigation into the student’s health status and/or good character which may necessitate the utilisation of the Code of Practice on
Professional Unsuitability and Professional Misconduct.
NB Should students witness poor practice by healthcare professionals whilst in clinical placements they must inform the relevant Practice
Learning Facilitator and Programme Intake Leader. This may result in an investigation utilising local NHS Trust/Placement Provider policies and
procedures.
9.1.5 Progression Issues
Students are normally allowed 2 attempts at each module. Students who fail a module at the first attempt must resubmit/re-sit at the next
assessment period (see section 16.2 Re-sit not Permitted). Failure at the second attempt will result in termination of programme of study (see
section 16.5 Academic Appeals).
Progression to Year 2:
All students must successfully complete all Year 1 modules and meet requirements in respect of theory and practice hours (see section below
‘Progression related to hours attended’). There is a professional requirement that nursing students cannot progress to Year 2 of the
programme if they still have outstanding modules from year 1 as they will not have met the required progression criteria (see section
9.1.2 for further information).
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Progression to year 3:
All students must successfully complete all Year 2 modules and meet requirements in respect of theory and practice hours (see section below
‘Progression related to hours attended’). There is a professional requirement that nursing students cannot progress to Year 3 of the
programme if they still have outstanding modules from year 2 as they will not have met the required progression criteria (see section
9.1.2 for further information).
Progression related to hours attended (see 9.1.3)
In exceptional circumstances students will be able to progress with outstanding hours from Year 1 to Year 2 and/or Year 2 to Year 3, subject to
an action plan being devised and hours being completed within the time specified. Failure to meet this requirement will result in disciplinary
action being taken.
Progression to Academic and Professional Awards
All students must successfully complete all Year 3 modules, meet requirements in respect of theory and practice hours and be of good health
and good character (see section 9.1.4).
9.1.6 International Experience
In year 2, there may be opportunity for students to experience a short period of clinical practice abroad which the Faculty actively encourages.
For further information please contact Jeremy Jolley (01482 464636 or Jeremy.jolley@hull.ac.uk).
9.1.7 Prizes and Scholarships
The ‘Michelle Harris’ trophy is awarded to the student who has achieved the highest marks in the 1st year of the pre-registration nursing
programme. Prizes are also annually awarded to students coming to the end of the final year of their programme in recognition of ‘significant
achievement over the course for the programme of study’.
10 Teaching and Learning Methods
The function of the learning and teaching methods approach used, are to enable the aims and learning outcomes of the programme to be
realized and to provide a supportive yet permissive environment in which the emphasis is on student learning rather than teaching. The
principles of learning and teaching within the programme are as follows:
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One of the pivotal principles is that of the concept of the Personal Supervision Group Leader (PSGL). A PSGL will be responsible for
supervising a given number of students, approximately 16, for the duration of their programme of study. This small group approach reflects the
good practice currently experienced by the smaller fields of practice such as mental health, learning disability and child and is evidence based
in that it represents a specific response to ‘in house’ research into the causes of attrition and low student satisfaction with the current approach.
This approach will have the following perceived benefits:
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The PSGL gets to know the their students well
The students develop a professional ’field’ identity more quickly
The students get to know each other and peer support is facilitated
Student are less likely to become anonymous or be able to ‘hide’ in a large group
Smaller groups will reduce the likelihood of disruptive behaviour occurring
Issues and problems can be identified more quickly
The PSGL will Interpret theoretical input and relate this to students practical experiences
Maximum facilitation of learning through reflection can take place and the benefits of this include
 Development of problem solving, critical analysis and meta cognitive skills attributes which are highly sought after by employers
and are indicative of a graduate nurse
The process of Personal Development Planning (PDP) will be enhanced through this group approach to supervision
The PSGL will mark reflective assignments and verify practice assessment documents for the students in their group.
The PSGL will provide a minimum of two individual personal supervision sessions for students in their group per semester. One of
these per year will usually take place in the clinical setting
The PSGL will be able to write informed references for their student group
Module leaders supported by a module team will be responsible for planning, organizing, delivering and assessing the theory modules.
The leader and the team will have the appropriate subject knowledge and expertise to ensure the aims and learning outcomes for the
module are achievable by the students. Numbers in the team will reflect whether it is a generic module or a field specific module
The delivery of the module content will be designed to allow minimum taught delivery and maximum facilitation of learning. A template for module
delivery has been developed for the basis for a notional 20-credit module based on 200 hours of learning and reflects the following principles:
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Shorter whole group fixed resources sessions based on 18 – 24 x 50-minute sessions per semester. These could be a lectures,
workshop; on-line activity or whatever is felt to be appropriate for the session’s learning outcomes
Each member of the module team will lead associated smaller group tutorials The aim of these being to explore, discuss and apply the
material from the fixed resource session
Directed/guided study of 20-30 hours will be timetabled. This will inform the discussions that take place in the tutorials outlined above
and may be revisited if appropriate in the group supervision sessions. You are given responsibility for your own learning,
acknowledging that you have different learning styles and strategies.
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Personal study time of 130 - 150 hours is available for your own researching, reading, writing and reflection time. This time is also for
revision and preparation for assessment.
Each module will have its own site developed on the Virtual Learning Environment (VLE). It is accessible to you from home so will assist
in facilitating the self directed learning component of the module.
Module teams will develop the learning resources for the module such as PowerPoint presentations, handouts, reading lists, on line web
based resources, and study guides for self directed learning. These will be available on the VLE and will be accessible by the PSGL to
enable them to address issues which may arise from module delivery in the group supervision/reflective sessions.
Practice Learning
There are nine practice modules in the programme. Apart from the first practice module, which is a generic introduction to core clinical skills
in a simulated environment, all the practice modules are field specific and require you to attend placement to be assessed by appropriately
qualified mentors.
The Practice Learning Outcomes (PLOs) for practice modules are derived from the NMC’s standards for competence and are a mixture of
generic and appropriate field specific outcomes. PLOs are written for each year of the programme and designed so you can achieve them
according to the progress you are making and the experiences you have been exposed to. They are not dependent on the actual placement
you have been allocated to. In order to progress to the next stage of the programme, you MUST have met all the appropriate theoretical
and practice learning outcomes.
For each year of the programme, the level of practice increases incrementally and measurement of this change is achieved through the use
of a Competency Framework based on the Taxonomy posed by Steinaker and Bell (1979). In year one of the programme you will move
incrementally from an ‘interested observer’ to ‘being able to undertake the skill or activity under direct supervision’. This level of practice
performance coincides with academic level 4. By the time you reach the end of the programme you will be applying the knowledge you
have gained to new settings and will be able to work independently under minimal supervision from the mentor at academic level 6. The
table below provides more detail about the academic levels of the framework, competency levels and the student and mentor roles.
.
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Academic Level
Competency Statement
COMPETENCY FRAMEWORK
Level of Performance Expected
Student role
The student has been exposed to
the experience/activity
The student observes others
undertaking the activity, can
accurately describe it and is a helper
The student can undertake the
activity
The student demonstrates an
Has participated and
acceptable performance under direct assisted in the
supervision and is a knowledgeable
activity/experience
observer
Minimum threshold achieved by end of Year 1
The student can undertake the
activity and explain how the
outcome relates to nursing practice
The student carries out the activity
Can undertake the
as instructed, showing
activity with
understanding of the rationale
supervision explaining
behind it. The student is beginning
the rationale
to function more independently and
is beginning to formulate principles
to guide practice. The student is
beginning to adapt and apply nursing
skills
Minimum threshold achieved by end of Year 2
Supervises the student
whilst undertaking the
activity/experience
The student uses previous
experience and applies this
knowledge to new settings and is
beginning to influence others
The student competently and
Can do this
consistently applies and adapts the
independently in a safe
skills, knowledge and attitudes
and competent manner
acquired to new situations. The
student is capable of working as an
effective member of the team in an
organised and efficient way and is
beginning to act as a role model to
others. The student is developing
teaching skills
Minimum threshold for professional registration
Assesses the student's
ability to work independently
in a safe and competent
manner
4
4
5
5
6
6
Adapted from Steinaker and Bell (1979).
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Has observed or been
oriented to the
experience/activity
Mentor role
Facilitates exposure to the
experience/activity and
observes student's
performance
Supports the student in
participation and observes
students performance
11
11.1
Assessment Procedures
Assessment Strategy
The assessment strategy involves both formative and summative assessment.
The purpose of formative assessment is to:



Guide your learning
Act as a diagnostic tool to determine your learning needs
Maximise your learning by building on your strengths and responding appropriately to enable you to overcome any weaknesses that you
may have
Prepare you for your summative assessment
The purpose of summative assessment is to:

Measure your ability to meet the relevant learning outcomes by the end of a defined period of learning
Determine that you have attained the content and standard of the academic level to receive the assigned credits for the module
The central focus throughout the assessment process is to encourage and enable you to


Engage in learning activities/processes commensurate with the academic level of the module
Assume responsibility for your own learning
A copy of the generic assessment criteria which is used for marking your assignments is enclosed as Appendix I.
11.2
Submissions, Late submissions, Re-submissions, Non-Submissions and Over Length assessments
11.2.1 Submissions
Student module handbooks provide detailed information regarding your actual assessment. Detailed information concerning the preparation
and submission of assessed work can be found in Appendix F.
You must complete an electronic ‘Assignment Submission Form’ and attach it to your assignment before submission.
You are required to read carefully and adhere to University regulations with regards to plagiarism, confidentiality and referencing (see
appendices M, G, H in this programme handbook). Failure to do so may result in an allegation of plagiarism or investigation under the
regulations governing the use of unfair means or breach of confidentiality.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Proof of receipt of assignment submission will be sent by email to your University of Hull e-mail address within four working days.
All assessed work must be submitted to Calder Building into the boxes provided by 12 noon on the set date and these are as follows:



Year 1 modules are submitted on the first Monday of the assessment period
Year 2 modules are submitted on the first Tuesday of the assessment period
Year 3 modules are submitted on the first Wednesday of the assessment period
N.B. The only exception to this rule is when there is a Bank Holiday Monday in the week when Monday, Tuesday, Wednesday ‘hand-in days’
become Tuesday, Wednesday, Thursday ‘hand-in days’
Should you have to resubmit a module for the preceding year then this must be submitted on the appropriate day for the year that module is
located in e.g. an ‘end of year 2 module assignment’ is resubmitted on a Tuesday even though you will now be in year 3 and submitting first
attempt assignments on a Wednesday. If unsure, please contact your PSGL.
11.2.2 Extensions
Any student wishing to hand in an assignment late with good reason must submit a completed extension request form within seven days of the original
submission date. If the request is accepted students will be informed of the new submission date by University email.
Details about the process of applying for an extension are available from the ‘Resources’ section of the BSc Nursing eBridge site for your Intake.
11.2.3 Penalty for Over Length Assessments (Word Limit Penalty)
There is a University standard system of penalties which departments must apply to summatively assessed work which is deemed to be
‘overlength’.
The following penalties must be adhered to:
(i) Penalties are a percentage of the maximum mark available for the assessment element which is overlength
(ii) Overlength assessment penalties apply only to word counts and exclude charts, graphs, tables etc
(iii) Unless otherwise specified the published word limit excludes references in footnotes, appendices, references and bibliography lists
(iv) Coursework assessment rubrics must instruct students to declare a word count on the coversheet where a word limit is specified
(v) An erroneous word count declaration must be dealt with as suspected use of unfair means. The case must then be followed up
according to the Regulations on the Use of Unfair Means
(vi) The penalties which must be applied to work which is overlength are:
a. 10-20% over the specified word limit, a penalty of 10%
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
b.
more than 20% over the published word limit, the work will be awarded a mark of zero
11.2.4 Penalty for Late submission of assessed work
(i) Penalties are a percentage of the maximum mark available for the assessment element which has been submitted late
(ii) All your coursework assessments must have a published submission time which should be no later than 4pm
(iii) Non standard modules may differ but only if Faculty Learning, Teaching and Assessment Committee has agreed. Your Course or
Student Representative should be able to liaise with this Committee for you. Contact Hull University Union if you are in any doubt
about who is your Representative.
(iv) The late submission penalties applied to coursework submitted after the published deadline are:
 Up to and including 24 hours after the deadline, a penalty of 10%
 More than 24 hours and up to and including 7 days after the deadline; either a penalty of 10% or the mark awarded is reduced
to the pass mark, whichever results in the lower mark
 More than 7 days after the deadline, a mark of zero is awarded.
11.3
Feedback to students regarding assessed work
Students will be provided with written feedback with regard to assessed work for each of the modules within the programme. Students have
the right to see examination scripts on request. This would be facilitated with a member of the module team. Students should contact the
module leader in the first instance to request this. Students may request the breakdown of marks for modules containing sub-module elements
by contacting the relevant module leader.
11.4 Turnitin
The University’s chosen software for detection of Unfair Means is TurnitinUK. You have a series of entitlements and responsibilities in regard
of its use:
TurnitinUK is a tool to detect potential instances of plagiarism and incorrect source referencing. All instances of unfair means are regulated by
the University’s Regulations (principally Regulations on the Use of Unfair Means QH:F8).The production and submission of any piece of
assessed written work, whether via TurnitinUK or otherwise, remains the sole responsibility of the student. Students are expected to ensure all
sources are appropriately acknowledged within their own work and in line with departmental practices.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
TurnitinUK can be used as a developmental tool to support you in gaining a greater understanding of good academic practice. Students must
have the opportunity to submit draft assignments to TurnitinUK during the period for which they are eligible to receive a Caution under
the Unfair Means Regulations, normally the Certificate and Pre-Certificate (where relevant) stage(s).
Your department must ensure that students receive a range of appropriate guidance and support regarding good academic practice,
instructions for the use of TurnitinUK (for example during induction for both new and returning students) and guidance on the
interpretation of originality reports.
All forms of summative written assessment will be screened using TurnitinUK where this is practicable.
11.5 Module Boards
The Module Boards have the following functions:



considers requests for mitigating circumstances and ‘Absence with Good Cause’ (AGC) from examinations
considers comments from External Examiners
confirm final marks awarded
Module boards are composed of a Chair, Module Leaders, internal markers and an External Examiner.
11.6 Programme Boards
The Programme Boards have the following function:





consider issues of progression
consider mitigation referred from module boards
make decisions about treatment of borderline cases
make decisions about matters regarding re-assessment
make recommendations about progression to next stage or to award.
Programme boards are composed of a Chair, Module Leaders, Programme Intake Leaders and External Examiners.
Borderline cases and determination of final degree classification – Programme Boards adhere to University policy for the definition and
treatment of borderline cases. Candidates who have not met the weighted average requirement, but whose weighted average (expressed as
the arithmetic mean) is no greater than 2 below the classification threshold (after rounding) must be considered as ‘borderline’.
Therefore, students with a weighted average of 68%, 58%, 48% and 38% are considered for the higher class of degree. A candidate who is
borderline must be awarded the higher classification in the following cases:
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
Where more than 50% of the credits counting towards classification are in the higher classification (or above),

or where more than 50% of the credits in the diploma and honours stages are in the higher classification,

or where exactly 50% of the total credits in the diploma and honours stages counting towards classification are in the higher
classification (or above) and more than 50% of the credits in the final stage are in the higher classification (or above),
All such decisions are recorded in the Programme Board minutes.
12 Credit Transfer
You may have undertaken studies prior to starting your programme at the University. In certain cases such prior learning' might be transferable
to your current programme and therefore give you exemption from some of the requirements of your current programme. This is called
Accredited Prior Learning and may be 'certificated' or 'experiential' (e.g. work experience). If you have experience which you think might be
transferable to your programme you should discuss this with your department, who will advise on whether it is transferable and the evidence
you will have to provide. In addition to the judgement the department will have to ensure the following regulations must be adhered to:
 To be awarded an Honours degree, candidates must complete the final year - passing all 120 credits
 To be awarded a Foundation Certificate, Certificate, Diploma or Ordinary degree, candidates must pass a minimum of 60 credits from
the final stage of the qualification sought. (Direct entry to the Ordinary degree is not permitted).
 Where the credit is being transferred to a stage which is relevant to degree classification that credit will not count towards classification
unless it was awarded by the University of Hull (including programmes delivered by our partner colleges). Therefore a student who is
admitted directly into the final year of (for example) BA Business Studies with credit from another University or an overseas institution
would have his/her degree calculated only on the final year undertaken at Hull. This change in regulations took effect from September
2004.

13
13.1
Credits cannot be transferred where they have already been used towards a qualification (whether from this University or
another institution) unless the first qualification is a step towards the current qualification.
Examination and Assessment
Dates of Examinations
There are three assessment periods in each academic year, which in 2013/14 will be:
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



13 January 2014 – 2 February 2014
19 May 2014 – 6 June 2014
15 September 2014 – 26 September 2014 (Sept 12 and Sept 13 Intakes)
8 September 2014 – 26 September 2014 (Sept 11 Intake)
It is a requirement of your programme that you are available for the entirety of these three examination/assessment periods.
It will not be regarded as ‘good cause’ if you are unavailable during these periods giving the reason that you did not expect to have to submit
assessed work or sit an examination, and have made another commitment. Note that only in the most exceptional circumstances will you be
given permission to sit an examination other than at the University. Student Progress Committee will decide whether circumstances meet these
criteria, but has made it clear that it intends approval to be rare.
The examination timetable for each period is produced by Student Administrative Services. This information will be available through the portal
or from your department. It is your responsibility to check the dates of your examinations, and if you have any clashes, to report those
to the department as a matter of urgency.
13.2
Instructions for Candidates for Written Examinations
These are detailed in the on-line handbook - www2.hull.ac.uk/student/studenthandbook.aspx and also posted outside each examination hall.
It is your responsibility to familiarise yourself with them.
It is important to note that you must bring your University ID card or other photographic identification (such as a driving licence or passport)
with you to all examinations. You should note that while your identity remains in any doubt, marking your script may be delayed and this may
result in consequential delay in notifying you of your results
13.3 Alternative Examinations Arrangements
If you have a disability and require alternative arrangements for examination you should contact Disability Services and let your faculty
Disability Tutor know about this. If you have any other special circumstances which may require alternative arrangements you should contact
your PSGL. Arrangements made for you will be available on the University portal (port.hull.ac.uk) and communicated to you by the
Examinations office approximately 2 weeks prior to the assessment date. If you do not receive such information, it is your responsibility to
contact the Examinations office on 01482 465380
13.4
Getting your Results
Results will be available on the portal (port.hull.ac.uk) from Friday of week 4 of each semester. You will only receive your results by letter if you
have failed or if other circumstances have been considered e.g. mitigation. Where additional factors have had to be taken into consideration,
results may be delayed.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
At the end of the academic year your results will be notified to you by post by Student Administrative Services. It is your responsibility to make
sure that your home and term addresses are correct or that an alternative correspondence address has been added to your contact information
on the portal. To change your address or add a correspondence address please notify the Faculty using the approved University form as details
of Students within the Faculty are kept on two databases.
Do not go to port.hull.ac.uk - personal information to change details as this will only change one database. To be sure of results getting to
correct address, any changes to addresses must be completed before the end of the examination period.
Your results will also be available on the portal from the day after the official release date.
You will not be able to get your results before those deadlines, and under no circumstances will your results be given to you over the telephone,
even when you are on clinical placement nor will they be given to another person on your behalf.
If you fail your assessment(s), you will be able to collect both the assignment and feedback from Calder Helpdesk on the same day that
results are published.
If you have passed your assessment(s) you will be notified via eBridge of dates, times and collection point for their return to you. Any
assignments not collected within four weeks of notification of collection will be destroyed.
Finalists will only receive a module results letter from the Faculty at this time. Final official transcripts including degree classification and a
European Diploma Supplement detailing their performance across the whole of the degree programme will follow later from Student
Administrative Services.
13.5 References
You are likely to require a reference during, or at the end of, your period of study. Normally Personal Supervision Group Leader should be
approached for a reference. Supervisors (and other staff) are not automatically obliged to provide a reference, although refusal should be
exceptional. In providing a reference, supervisors are required to provide a fair and accurate assessment, which may include negative factors,
but s/he should normally discuss such factors with you first.
When seeking a reference you are obliged to:




seek the supervisor’s agreement (do not cite him/her as a reference without asking first)
provide sufficient information about why the reference is needed
provide an up to date CV
provide reasonable notice to the supervisor.
Help, for example on writing CVs is available from the University Careers Service.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
13.6
Transcripts
In addition to receiving an official transcript at the end of your programme of study, you may need copies during your period of study to assist in
applying for employment
or further study. You should approach Student Administrative Services - further details:
www2.hull.ac.uk/student/studentadministrativeservice/transcript.aspx.
You should note that you will be refused a transcript if you are in debt to the University and/or faculty.
Unfair Means – Plagiarism and Cheating
14
This section should be read in conjunction with section 9.1.4 Professional Behaviour.
The University regulations on the Use of Unfair Means – available at http://www2.hull.ac.uk/student/studenhandbook.aspx govern all forms of
illegitimate academic conduct which may be described as cheating, and also including plagiarism. The term ‘unfair means’ is used in the
regulations to indicate that a very wide range of behaviour is punishable. The regulations give examples, including:









cheating’ in an examination by possessing materials prohibited in the examination room
‘cheating’ in an examination by using materials prohibited in the examination room‘
falsifying the results of laboratory, field-work or other forms of data collection and analysis
impersonating another during an examination or other assessment or related event
conspiring with another or others to have work completed by another candidate, including offering work, whether for sale or not, for use by another
without acknowledgement
collusion (where the work submitted is the result of the work of more than just the student making the submission but which the student making the
submission claims to be his/her own work without acknowledging the contribution of other students)
using false statements, or presenting false evidence, in support of a request to withdraw from an examination, obtain an assessment extension, or
explain any form of absence or default
falsifying a transcript or other official document
submitting work for assessment which has been performed or created by other persons or commissioning third parties to perform or create the work
whether for payment or not.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14




making your work available to others giving opportunity for them to plagiarise (group work must acknowledge the contribution of others or collusion
may be deemed to have occurred).
an erroneous word count declaration on written assignments which are over-length
submitting work for assessment which is substantially the same work as submitted for a previous assessment (sometimes referred to as
‘self-plagiarism’)
notification of a suspected case of Unfair Means will normally be given to you within four ‘semester’ weeks of the submission deadline of
the assessment unless fresh evidence is discovered thereafter.
Students should note that these regulations apply to all assessed work including CAP documents.
Conduct is punishable when undertaken by any University of Hull student on any programme, whether acting alone or with others, and conduct
which amounts to an attempt to use such means is also a breach of the regulations. The regulations define the procedures which must be
followed when an allegation is made, stating the rights of the student, including the establishment of an Adjudicating Panel which is required to
determine whether the breach of the regulations has been proven.
It is essential, therefore, that you recognise that the University takes very seriously any form of illegitimate conduct, especially plagiarism, and
that if you are judged to have breached these Regulations this could result in you not being awarded your degree.
14.1 The plagiarism declaration
When you submit any piece of work for assessment you are required to attach a cover sheet which contains a plagiarism declaration. It is your
responsibility to ensure that you have understood the guidance you have been given about referencing – and therefore how not to commit
plagiarism. If you have any doubts you must seek advice from your supervisor or tutor.
14.2 The plagiarism caution
The caution procedure defines limited circumstances in which a student who has committed plagiarism may be issued with a ‘caution’ instead
of Adjudication Panel proceedings being instituted at pre-certificate or certificate stage only.
The Caution Procedure
The caution will take the form of a letter, which will require you to add to the piece of work which has been plagiarised the missing
acknowledgements of the sources you have used. You must do this within the deadline stated in the letter. Provided you do
this properly and within the deadline then you may receive up to the bare pass mark for the piece of work. If you do not do it properly you will
receive no more than the pass mark minus 10 marks (i.e. 30 for undergraduates). If you fail to resubmit by the deadline you will receive 0.
These penalties are designed to reflect the fact that the work has been plagiarised, but are less than you would receive if an Adjudication Panel
determined that you had plagiarised.
The caution will be held in your student file.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
14.3 Plagiarism and how to avoid it
Detailed guidance on how to reference your work, including specific referencing examples are provided as Appendix H. Students are also
reminded of the declarations made on the assignment submission sheet Appendix L.
Students are reminded that they may not submit the same piece of work more than once for different assessments, e.g. the same essay cannot
be used for more than one module and evidence used for learning requirements in CAP documents cannot be used in CAP documents in
subsequent semesters. Failure to adhere to this could constitute self-plagiarism.
15
Possible Problems and Solutions
If during your period of study you encounter any difficulties or have any concerns, you are reminded of the importance of discussing these with
an appropriate member of staff. This can be either your Personal Supervision Group Leader, academic supervisor, Programme Intake Leader,
or somebody independent of the department such as the Student Union Advice Centre, Student Support Services or Skills Team in Library and
Learning Innovation.
For further details go to the on-line handbook: www2.hull.ac.uk/student/studentadministrativeservice/studenthandbook.aspx.
A number of the ‘solutions’ identified below may involve changing your status part way through an academic year.
15.1. Changing your Programme of Study
There are several reasons why you might want to change your programme of study. You should discuss this with your Programme Intake
Leader/Personal Supervision Group Leader and, if the programme is from another department/faculty, consult with staff responsible for that
programme.
In all cases where you are considering a change of programme, you must obtain the consent of the department offering the new programme,
as well as the department which you are leaving (where the two are different). You must complete the change of programme of study form
(SAS-P, available from your department or the student portal. You will also be required to take or send the form to Student Financial Services,
to ensure that appropriate arrangements are made for payment of tuition fees. You will then take the form (stamped by Student Financial
Services) to Student Administrative Services and the changes will be made to your record. If you are SLC funded Student Administrative
Services will inform the appropriate body. If the start of the course you wish to transfer to does not coincide with the current date you may need
to temporarily withdraw before starting the new programme, and you must complete the relevant form (SAS-P, available from your department
or the student portal).
15.2
Withdrawing from the University
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Again there may be a number of reasons why you might contemplate leaving the University without completing your programme. If you are in
that position there are a range of staff and services within the University who will try to help you a) decide whether this is the right course of
action b) help you to progress it if you have decided it is the right thing to do. Your Programme Intake Leader /PSGL should be your first source
of support, but Student Welfare produces a leaflet indicating the range of support services whom you can contact, including the Students' Union
Advice Centre and the Careers Service. Go to www2.hull.ac.uk/student/studenthandbook/support/aspx.
If you do decide to withdraw you must confirm this in writing using the approved University form available from the faculty or the student portal
giving the last date on which you attended your programme, and return the form to Student Administrative Services. You must also inform your
programme intake leader that you are withdrawing from the Programme. If you are SLC funded, Student Administrative Services will inform the
appropriate body. This form also includes a questionnaire which invites you to indicate the reasons which resulted in you deciding to leave. This
is designed to help the University to monitor trends and respond to them. No personal information about you will be reproduced when the
questionnaires are analysed.
One of the benefits of a credit accumulation system is that it is often possible to take any credits gained where you have not completed your
programme and use them in the future, for example to resume your studies at this or another University. At Hull
credits are considered to have a ‘shelf life’ of 9 years, although re-admission would be up to the department responsible for the programme. To
assist you, you may wish to obtain an ‘official transcript’ confirming the credits you have achieved – see the section on transcripts.
15.3
Suspending Your Studies - ‘Intercalation’
An alternative to withdrawing from the University might be to suspend your studies for a period of time - referred to as ‘intercalation’. This might
enable you to resolve the difficulties which are affecting your studies, whether medical, personal or financial. Occasionally intercalation is also
used to enable you to undertake some form of work experience not forming part of the programme of study.
You should discuss this option with your Programme Intake Leader or PSGL but if you do decide intercalation is appropriate, you must arrange
a meeting with your Programme Intake Leader to devise a plan of action. You will be required to provide suitable supporting evidence - e.g.
medical evidence. Provided the request is for no more than one year the Head of Department will be able to approve the request. Requests of
more than a year, or extensions of existing intercalations, require the approval of the Student Progress Committee.
You should also be aware that each stage of the programme must be completed within 3 years, including any period of intercalation. However
NMC regulations stipulate that Programmes leading to entry to the professional register must normally be completed within 5 years of
commencement. N.B. You must use form SAS-I, available on the student portal under the ‘Students and Teaching’ tab.
Please re-read section 9.1.4 Progression Issues as you may be required to intercalate in accordance with professional regulations.
The University also has the power to require a student to intercalate where a student is considered unfit to study by reason of posing a risk to
him/herself or another, but only provided that a defined procedure has been followed. For more information see:
www2.hull.ac.uk/student/studentadministrativeservice/studenthandbook.aspx.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
15.4
Repeating a semester or a whole year
In very special circumstances it may be appropriate to repeat a complete semester (including the teaching and assessment periods) or a complete year. The effect of
this is that any (and all) credits gained during the period being repeated cannot be counted towards the programme of study in question (and they will not appear on
your official transcript). Again you should seek the advice of your Programme Intake Leader and ensure that you obtain any documentation appropriate to
support the request, including medical certificates if appropriate. Requests should then be made in writing to the Head of Department. The formal approval of the
Student Progress Committee will be required and you will be written to once a decision has been made. Normally the Senior Tutor will wish to interview you.
You must note that a repeat period will only be approved where you can clearly establish either medical circumstances or exceptional personal
circumstances or, in some cases, disability related concerns which have been so serious that they have had a significant effect on your ability
to undertake your studies, and that they have lasted for a large part of the year. Requests to repeat will not be accepted in cases where a
student has simply performed poorly and wants ‘a second chance’. In all cases, you must submit a medical certificate or information from
a reliable and verifiable source other than yourself. Again you should also be aware that each stage of the programme must be completed
within 3 years, including any period of intercalation.
The above rules also apply to any request to reapply for the same programme of study.
15.5
Mitigating Circumstances
When you undertake an examination or other form of assessment (including clinical practice), this may be done while experiencing the effect of circumstances
which might affect your performance. Boards of Examiners are empowered to take such circumstances into account if they consider that the circumstances have
had a significant effect when determining your module marks or your overall degree classification. However, it is your responsibility to make the department aware
of such circumstances before the relevant Board of Examiners meets. Appeals are very rarely allowed where evidence is raised after such a meeting when it
was available before.
The University refers to this as "mitigating" (sometimes known as "extenuating") circumstances, and has established a procedure to enable you to inform
departments of such circumstances. You must use the same form as for absence with good cause (available from your department and at the student portal). In all
cases you must clearly demonstrate the impact on your studies of the issues cited. You must also submit evidence to support your application, such as a medical
certificate or information from a source other than yourself, which will enable the University to confirm the circumstances you are claiming. Failure to provide
supporting evidence is likely to result in your mitigation being rejected.
Note: computer failure is not accepted as mitigation, which includes printer failure, corruption of hard-drives, floppy discs, CD’s and memory sticks.
Students are strongly advised to use more than one form of ‘back-up’ of all university work as computer theft will not be accepted as mitigation. In addition, a
particular set of circumstances can be used in mitigation on one occasion only.
Where applications are received citing issues which may affect a student’s ability to be capable of safe and effective practice they will be referred to the
relevant Programme Intake Leader and/or the Fitness to Practice Panel.
Advice regarding submission of mitigating circumstances can be obtained from Denise Jobling (Student Progression Administrator) on 01482 464667 email
d.l.jobling@hull.ac.uk, your PSGL or Programme Intake Leader.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Applications must be submitted within 7 days of the examination or assessment deadline. Applications after that date will be referred to the Student Progress
Committee to determine whether they may be considered in the light of the lateness of the application. A copy of the form to be used is enclosed as Appendix J.
All notifications of mitigating circumstances, applications for absence with good cause from an examination must be submitted to Calder Help Desk into the box
provided or in a sealed envelope addressed to Denise Jobling - Student Progression Administrator. Students will receive an email acknowledgement to their
University of Hull email address. If this acknowledgement is not received within 7 working days of submission students are advised to contact Denise Jobling for
clarification.
The Mitigating Circumstances Committee makes recommendations to Module Boards approving or rejecting applications from students, and final decisions are
made by Module Boards. You will be notified of the outcome via your results letter.
15.6
Absence from Examinations for ‘Good Cause’ and Coursework Extensions
Absence with Good Cause (AGC)
If you are likely to be unable to sit an examination on the stated date it is possible to obtain permission to withdraw from the examination referred to as ‘absence
with good cause’ (AGC).
You may AGC with good cause from an examination provided this is done no later than 7 days after the examination. Permission will only be given where you can
establish that you have ‘good cause’ according to criteria approved by the University Student Progress Committee. Examples of these are printed on the application
form guidance. https://portal.hull.ac.uk/uPortal
Note: you must use form SAS-1 available on the Student Portal under the students and teaching tab.
Where applications are received. citing issues which may affect a student’s ability to be capable of safe and effective practice they will be referred to the
relevant Programme Intake Leader and/or the Fitness to Practice Panel.
Where an application is refused you will be awarded zero for the examination. The module board will determine the overall mark for the module taking into
account any other assessment events.
Extensions
Any student wishing to hand in an assignment late with good reason must submit a completed extension request form within seven days of the original
submission date. If the request is accepted students will be informed of the new submission date by University email.
Details about the process of applying for an extension are available from the ‘Resources’ section of the BSc Nursing eBridge site for your Intake.
16 Academic Discipline
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Proof reading services are available to students in a variety of forms, from informal proof reading by friends or family, to professional services
commanding the payment of a fee by the student.
The University does not allow the promotion of proof reading services on its campuses where the services offered is such that the person
providing the service expects to, as a direct result of the amendments made and with no additional input from the student, improve the
academic quality of the work and by extension, the mark awarded to the student. Such a service would be considered to amount to the use of
unfair means by the student concerned. Regulations on the Use of Unfair Means would apply in all such cases. This approach has the support
of the Hull University Union.
The University and Hull University Union are supportive of advisory services, part of whose role is to require the engagement of the student in
the process of learning how to proof-read their own work, with a view to the improvement of their academic practice. Such services make no
amendment in respect of academic content, and require the students to finalise the text that will be submitted for assessment. The University
provides such services to its students through the Skills Team, which provides resource online at www.hull.ac.uk/skills
.
16.2 Resit not Permitted
If you do not comply with the attendance (see sections 4.2 and 9.1.3) or submission requirements for a module, the Module Board of
Examiners is entitled to refuse you permission to be reassessed if you fail the module at the first attempt. This means that you do not get the
credits for the module and as a result may not be able to progress further with your programme of study.
16.3 ‘First’ Warnings
This is the generic title given to warnings which may be issued at Departmental - or sometimes Faculty - level and will be issued if you fail to
comply with the attendance and submission requirements of your programme without good reason. Faculty warnings may also be issued for
non-compliance with university regulations and professional requirements of your programme, including annual submission of declaration of
good health/good character and failure to repay loans awarded by the faculty. See Appendix N.
16.4 University Warnings, Exclusion from Assessment and Termination
Failing to improve your academic conduct after receiving a ‘first’ warning may result in the Faculty requesting a University Warning from the
relevant Senior Tutor. This is part of a scale of penalties which may lead to you being excluded from assessment or having your programme
terminated. Further details are provided in the online handbook at:
http://www2.hull.ac.uk/student/studentadministrativeservice/studenthandbook.aspx
16.5
Academic Appeals
The University has a detailed set of regulations governing your right of appeal against academic decisions - these can be accessed at:
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
http://www2.hull.ac.uk/student/studenthandbook/academic/academicappeals.aspx along with a copy of the appeal form.
It is important to be aware that you cannot appeal simply because you disagree with a decision of your department - for example to award 55
for a piece of work. You must be able to show that there has been some defect in the process by which that decision was made, such as not
following procedures, bias or prejudice on the part of the examiner, or failure to consider relevant factors (such as mitigating circumstances).
Appeals must be lodged within 14 days of you receiving notification of the decision against which you wish to appeal.
Finalists are reminded that you cannot lodge an appeal after graduating, as graduating (or receiving the degree in absentia) constitutes
acceptance of the award and any decisions relating to it.
17 Student Progress Committee and the Senior Tutor
Student Progress Committee is the University Committee which acts on behalf of Senate in awarding qualifications to undergraduate and
taught postgraduate students. It is also responsible for overseeing all matters of student progress, including academic appeals and develops
and reviews policies and procedures to enhance the support available to students and to ensure consistency and fairness across all
programmes. As indicated in the section on ‘possible problems and solutions’ it deals with a range of matters such as repeat periods, University
Warnings and terminations of programme, and is the final arbiter on the application and interpretation of University programmes regulations.
The Committee is constituted of a Chair (who is an experienced academic), a Deputy Chair and eight Senior Tutors (two based at the
Scarborough campus). Senior Tutors are allocated a number of departments, not including the one in which they work, and therefore have
responsibility for students in those departments when matters of academic progress or academic discipline, of the kind described elsewhere,
arise. In particular if you are in dispute with your department over a matter of your academic progress which cannot be resolved with the
department you are entitled to approach the Senior Tutor for advice and assistance. The Senior Tutor is independent of your department. Your
department will inform you who the Senior Tutor is (and in which department s/he is based, but for further details go to
http://www2.hull.ac.uk/student/studenthandbook/academic/studentprogresscommittee/seniortutors.aspx.
The Senior Tutor
As described above, Senior Tutors have responsibility for students when matters affecting the academic progress or academic discipline arise.
They have responsibility for a specific Faculty of which they are not a member. Their role is to act independently of both the Faculty and the
student in any case where a dispute cannot be resolved via normal Faculty procedures. Students have ultimate right of access to Senior
Tutors. Senior Tutors may investigate by interviewing and advising students and Faculties and will make recommendations to the Student
Progress Committee.
The Senior Tutors for The Faculty of Health & Social Care are:
1. Brian Tompsett, who is from Computer Science and can be contacted on 465222 or b.c.tompsett@hull.ac.uk and
2. Wendy Robson, who is from Hull University Business School and can be contacted on 463088 or w.d.robson@hull.ac.uk
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
18 Information on Professional Bodies
See Section 9.1.4
19 General University Regulations
Please be aware that as a student you have both rights and obligations in respect of your fellow students, members of staff, and others who
come into contact with the University. The University has a set of general regulations governing the conduct of students, as well as specific
policies and procedures. These are supported by a Code of Discipline, under which you could be penalised for conduct of a non academic
nature (such as possession of drugs or damage to property). You also have rights to freedom of speech, freedom from harassment, and to
have your personal information handled in accordance with the Data Protection Act, but you also have obligations to respect other peoples’
right to free speech, freedom from harassment, and protection of their personal information. It is also expected that students will behave in a
way which respects the right of their peers to learn and the rights of staff to teach.
Further details of the relevant regulations, policies and procedures which affect you as a student are available in the on-line handbook
www2.hull.ac.uk/student/studenthandbook.aspx.
20 Complaints by Students
The University has in place detailed regulations governing your right to make a complaint if you have cause for concern about any aspect of the
University’s provision to you as a student. These regulations require that your complaint is first made to the Faculty or Director of Student
Services overseeing the department or service which is the subject of your complaint. If it cannot be resolved at that level - formally or
informally - you have the right to take the matter to the University Complaints Investigation Officer (CIO). The CIO is an experienced member of
staff who will be independent of the department or service about which you are complaining.
Full details of the Complaints Regulations can be accessed at www2.hull.ac.uk/student/studenthandbook/regulations/complaints/aspx.
Audio and/or Visual Recordings
Students are not normally permitted to record lectures, seminars and the like because making your own notes is an important part of the
learning process.
If a student has a disability and considers that such recording would be a reasonable adjustment, that student should liaise with Disability
Services (Tel: 01482 462020, www.hull.ac.uk/disability). Unless recording is a reasonable adjustment, if a student wishes to make a recording,
permission to do so must be sought from the person(s) delivering the material to be recorded, which may, in the case of a seminar for example,
include fellow students, and if permission is not granted, a recording should not be made. If a student wishes to record any instructions or
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
activity with the practice environment, they must seek the consent of all those involved, offer reassurance that the information will remain
confidential and delete the audio material once it has served its function, and definitely before leaving the clinical placement unless specific
permission is granted by your mentor for this information to be taken out of the placement area.
Students should note that the copyright in the content of a recording belongs to the speaker and may not be reproduced without their
consent. A student making a recording may use it for personal study only and may not reproduce or distribute it to others without the express
consent of those recorded.
Unauthorised recording or reproduction may lead to disciplinary action.
21 Registration and the Payment of Tuition Fees
You are required to register annually and pay, or make appropriate arrangements for the payment of, your tuition fees with Student Financial
Services. You will be advised by your department of when to register. Registration information will be on your registration document, but you
must note that you will not be allowed to register if you are in debt to the University. Information about tuition fees is available from Student
Financial Services. If you encounter any difficulties in paying your fees you must consult Student Financial Services without delay.
Failure to register means that you cannot receive tuition, access University facilities, attend clinical placements or receive any award, transcript
or other official document. (Overseas students may also be in breach of their student visa). Further information about registration can be
accessed at www2.hull.ac.uk/student/studenthandbook/academic/registration.aspx. The majority of fees due to be paid directly by students will
be collected by direct debit. Information about this will be sent to you before the start of the academic year starts and at registration.
Advice on the payment of tuition fees can also be obtained from the Students’ Union Advice Centre (01482 466263, huu-advicecentre@hull.ac.uk, www.hullstudent.com/advice) or Student Support Services Information Point (01482 462020, studenthelp@hull.ac.uk).
22 Financial Support for Students
Limited help is available for students who experience financial difficulty. International students are required to possess sufficient funds both to
pay their tuition fees and for day to day living and study before they enter the UK.
Home students may be eligible to apply to the HEFCE Access to Learning Fund if they can demonstrate that taking their income and allowable
expenditure over the academic year as a whole they have a deficit. Further information is available at
www2.hull.ac.uk/student/studenthandbook.aspx, plus a copy of the guidelines and application form. Additional support is available for particular
categories of students, such as those with child care commitments.
If you are experiencing financial difficulties you are encouraged to seek guidance and support from the Students’ Union Advice Centre and/or
your Personal Supervision Group Leader.
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23 Support Services
Within the University there are a range of support services which have been developed to assist you in overcoming academic or personal
difficulties. These include the Students’ Union Advice Centre, Study Advice Service, Careers and Appointments Service, and the Counselling
Service. For further details go the on-line handbook www2.hull.ac.uk/stuent/studenthandbook/support.aspx.
Disability Services offer a wide range of support to meet individual students’ needs and disabled students are strongly encouraged to contact
Disability Services (01482 466833) to discuss support available or reasonable adjustments that could be made to meet their needs. For more
information see: www.hull.ac.uk/disability.
The Student’s Union Advice Centre is a free service run by the Students' Union. It provides impartial, confidential advice and information to the
students of the University of Hull and is usually the first port of call if you have a problem.
The Advice Centre provide a wide range of information and advice on academic issues, employment rights, benefits, debt and funding,
consumer issues and housing problems.
The Advice Centre is comprised of a team of paid staff and approximately 20 student volunteer advisers who can help you with any problem
that you may encounter during your time at university. If we can't help directly (for example legal advice), we will be able to sign post you to
someone who can.
The Advice Centre operates on a first come-first served basis, and are open for general information at the following times during semester:
Monday 11am-3pm
Tuesday 11am-3pm
Wednesday CLOSED
Thursday 11am-3pm
Friday 11am-3pm
Also available for appointment outside of these hours by contacting: Email huu-advice-centre@hull.ac.uk or Tel: 01482 466 263.
During the holiday period: We are open Tuesdays and Thursdays 11am – 3pm.
At Scarborough Campus there is an Advice Centre Adviser available by appointment on Tuesdays and Thursdays during term time and
fortnightly on a Tuesday during vacation times. Please contact 01723 357375 to book an appointment.
The Careers and Employability Service is available to help you navigate your way through the overwhelming range of occupations and
opportunities to identify and implement the next steps in your personal career plan with daily drop-in sessions, information, guidance
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
appointments, job and placement adverts, and a wide range of events from careers fairs to skills development sessions. Register to access all
services via our website – www.hull.ac.uk/careers - where you can also find opening hours, drop-in times and events. Location: Third Floor,
University House, Hull campus and Library area, Scarborough campus. Telephone: +44 (0)1482 465096 - Hull Telephone: +44 (0) 1723
357247 –E-mail: careers@hull.ac.uk or careers-scar@hull.ac.uk for Scarborough campus enquiries. Skype: HullUniCareers. Find us also
on facebook, twitter and Linked In.
International students with immigration queries may find it useful to contact the University’s International Office Immigration Team for
assistance:
Email: io-immigration@hull.ac.uk, Telephone: 01482 46690 Location: Dennison Centre, Cottingham Road
International students who require a UK visa to study must familiarise themselves with their immigration responsibilities, please follow the link
below for more information:
http://www2.hull.ac.uk/international/student-visa-guidance/responsibilitesafterenrol-1.aspx
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BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
FHSC Management & Leadership Structure: August 2013
Finance
Barbara Atkinson
Faculty
Administrator
Sarah
Birtwhistle
Associate
Dean
Research,
Scholarship &
Enterprise
Professor
Julie
Jomeen
Associate
Dean
External
Engagement
Sue Beacock
Associate
Dean
Learning,
Teaching &
Quality
Dr Carol
MackintoshFranklin
Research Development Groups:
Wellbeing in Long Term Conditions –
Prof Galvin/Dr Cowdell
Department of
Midwifery &
Child Health
Department
of
Nursing
Professor
Julie Jomeen
(Acting)
Professor
Mark
Hayter
Deputy – Nicky
Clark
Deputy –
David Barrett
Health Technology, Innovation &
Intervention – Dr Gardiner/Prof
Watson
Directors:
Maternal, Reproductive, Relationships
& Sexual Health – Profs
Jomeen/Hayter
Pre-qualifying Studies – Deborah
Robinson
PGR Director:
Dr Fiona
Cowdell
Human Resources
Pat Du Boulay
Dean
Prof Steven Ersser
Quality Assurance & Enhancement
– Steve Himsworth
Post-qualifying & Postgraduate
Studies – Tracey Heath
Appendix A
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Department of
Health
Technology &
Perioperative
Practice
Department of
Clinical
Psychological
Health &
Wellbeing
Dr Anji
Gardiner
Dr Peter
Oakes
Deputy – Dr
Mary
Laurenson
Deputy –
Jacquie White
Academic Leads:
Staff Development - Dr Peter Draper
Clinical Skills – Dr Carol Purcell
Values-Based Education – Dr Pat Pearcey
Users and Carers – Sandra Burley
Placement Learning – Zoe Wilkes
International Co-ordinator – Dr Jeremy Jolley
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Appendix B
University Code of Practice
Personal Supervisors: for Staff and Undergraduate and
Taught Postgraduate Students
Document Reference:
Identifier:
Version :
Personal Supervisors
QH:K:6
3 00
Date : Sep 2013
Date coming into force:
September 2013
Approved By:
University Learning, Teaching and Assessment
Committee (ULTAC)
Curriculum Development and Teaching
Enhancement (CDTE)
Originator:
Responsibilities:
Personal Supervisors
Students
Disability Tutors
Deans / Associate Deans
Staff Development Office
Application to collaborative provision: Information
Contacts:
Curriculum Development & Teaching
Enhancement: 01482 46 6703
Applications for exemptions to:
Report Exemptions to:
ULTAC
ULTAC
Summary / Description:
This code outlines the University’s minimum expectations of personal supervisors
and students, including the interaction and service level between them. There is one
annexe: “Paths to Sources of help” which supervisors and students may find useful in
locating more direct sources of help.
Version 3 00 (Sep 13) introduces the following changes:
 Re-defines guidelines as a Code of Practice, states supervision is intended to support
retention via advice on academic and pastoral matters (para 1) and may include
referral to other appropriate services (para 1 and appendix 1)
 Indicates the scope of students to whom the Code applies (para 4)
 Introduces statement that a supervisor should remain as a student’s lead supervisor
for the full tenure of their programme (para 5)
 Reiterates that the lead supervisor is responsible for ensuring effective
communication between supervisors (para 6)
 Removal of reference to franchise years
 Indicates that departments need not appoint a 2nd supervisor if the programme is
Single Honours and the student is undertaking either a Free Elective or an approved
module of the programme out-with the home department (para 10)
 Makes explicit the supervisor’s role in accessing records of supervisees attendance
and marks profiles (para 13)
 Indicates normal hours of attendance to be the expectation of meeting times for
supervisor and supervisee (para 13)
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

Refers PDP considerations to QH:K8 (para 16)
States students may request a reference from their supervisor (para 17) and may
request a meeting with the Senior Tutor (para 18)
 Indicates the necessity for supervisors to be trained and the option for staff to be retrained if an (Associate) Dean believes it to be necessary (para 22)
 Removes some corresponding text
Version 2 04 (Jul 11) removes the paragraph about Scarborough’s use of the Consultation
Tutor system (no longer in use)
Version 2 03 (Feb 11) updates code with reference to new committee structure
This university Code has been written in accordance with the approach approved by QSC to
enhance clarity (Quality Handbook section A2) involving the following terminology:
must = mandatory
should = advisable
may = desirable.
Where these terms are used they are emphasised in bold.
This document is available in alternative formats from
Curriculum Development and Teaching Enhancement
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Table of Contents
Purpose
Authority
Scope
Being Allocated A Supervisor
Students on Joint, with or combined honours degrees
Students on Placement/Study Abroad
Students Returning From Intercalation Undertaking Repeat Period of Study
Exchange Students
Modules Taken From Outside the Department
Changing your supervisor
Obtaining Advice From Your Supervisor
Advice and Guidance Available
The Role Of Disability Tutors
Record-Keeping and Confidentiality
Personal Development Planning
References
Access to the Senior Tutor
Feedback
Training for Supervisors
Application to all Categories of Collaborative Provision
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
University Code of Practice
Personal Supervisors: for Staff and Undergraduate and
Taught Postgraduate Students
PURPOSE
1. The purpose of this code of practice is to explain the commitment of the University of
Hull to provide undergraduate and postgraduate taught students1 with the support of
a personal supervisor or access to equivalent academic and pastoral support. It
defines a relationship which is based on a partnership between staff and students
and therefore sets out the obligations of both through which an effective supervisor
system can operate. They set out these obligations because each academic
department is free, and encouraged, to enhance the support provided, which may be
achieved, for example, by providing group supervision in addition to personal
supervision. Supervision is intended to support retention of students, by providing
support and advice to students on academic progress in addition to advice and
guidance on pastoral matters, including referral to other appropriate services.
Explanatory note (added Sep 13)

Para 1: The role of personal supervisor is distinct from the supervision provided by a
member of academic staff for the dissertation when engaged on postgraduate study.
Separate procedures apply to that relationship (QH:B9-B25, inclusive).
2. This Code of Practice should be seen as one part of a comprehensive network of
support provided by the University which includes a number of specialist support and
advice services, covering such matters as careers, disabilities, counselling, study
advice and money matters. Some services are provided by the University, others by
the Students’ Union. The supervisor provides the vital link to each student’s
academic department and programme of study, for example if difficulties begin to
affect academic performance and therefore need to be acted upon by the
department. All services, however, adhere to appropriate confidentiality safeguards.
AUTHORITY
3. The University Learning, Teaching and Assessment Committee (ULTAC) is the final
arbiter of the application and interpretation of this code of practice.
SCOPE
4. This Code of Practice has been approved by ULTAC and will be subject to regular
review. All academic staff who act as supervisors are expected to be familiar with
them. This code – and therefore the commitment to provide a personal supervisor –
applies to all undergraduate and taught postgraduate students whether they are
undertaking a certificate, diploma or degree on a full-time or part-time basis on the
University campuses or elsewhere, or exchange students or single module students.
In certain circumstances it can be expected that modifications may be made for
example in terms of accessibility where a student is based other than on the
campuses.
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BEING ALLOCATED A SUPERVISOR
5. The basis of the scheme is that the department responsible for a student’s
programme of study must ensure that a named academic member of staff is
identified as the student’s personal supervisor. In doing this they should make
arrangements to ensure that the risk of a conflict of interest is minimised, for example
by requiring that a member of staff does not act in a disciplinary role in respect of
his/her supervisees. Supervisors should remain as a student’s lead supervisor for
the full tenure of the student’s programme.
As a student you can expect your department:
 to allocate you a named supervisor, normally during the first week of your
programme of study
 to ensure that if your supervisor is away for more than one week during a
semester or four weeks during a vacation another member of staff is clearly
identified and available to you
 to appoint a replacement supervisor if your original supervisor is away for a
semester or more (for example because of study leave) or leaves the University
 to make clear the methods by which information will be made known to you about
the supervisor system and how you can expect supervisors to communicate with
you
 to define any specific departmental requirements as to how often you should see
your supervisor
 to be given the opportunity to meet with your supervisor at least once a semester.
As a student you are expected:
 to read any information provided to you about whom your supervisor is and the
methods by which the department will communicate with you
 to comply with any departmental requirements as to how often you should see
your supervisor.
Explanatory note (added Apr 13)

Para 6 bullet 6: It is good practice for personal supervisors to issue invitations to
supervisory sessions personally
Students on Joint, with or combined honours degrees
6. In addition to the appointment of a personal supervisor in the lead department, a
further supervisor must be appointed in the joint department(s). One supervisor,
usually that in the lead department, is responsible for ensuring effective
communication between supervisors across departments - bearing in mind the
principle that students are required to provide information only once. The lead
department is responsible for identifying a lead supervisor and for communicating
this to students and other supervisors.
Students on Placement/Study Abroad
7. Departments are responsible for ensuring that support from the personal supervisor
is available in a practical manner while the student is away from the University, and
that the student is clear about how to access that support. The Department is also
responsible for ensuring that appropriate arrangements exist within the
organisation/institution at which the student is based for providing pastoral support.
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Students Returning From Intercalation Undertaking Repeat Period of Study
8. Departments should be aware of the importance of ensuring that students returning
from intercalation or repeating a period may need additional support, for example to
help them to re-adjust, especially where there has been a significant gap since their
previous study. This may take the form of more regular supervision than for other
students.
Exchange Students
9. Students who are studying at the University on an exchange or similar programme
from an overseas University are also covered by this Code of Practice. Each student
will be allocated a ‘home’ department, irrespective of the modules they are
undertaking, and that department will be responsible for allocating a personal
supervisor.
Modules Taken From Outside the Department
10. Students may take optional or free elective modules from other departments.
Modules taken outside the home department as options within a Single Honours
programme or as Free Electives do not require the second department to appoint an
additional supervisor.
Changing your supervisor
11. The University recognises that there will be occasions where students feel that the
relationship with the supervisor is not ‘working’. In such circumstances it is important
that there is an opportunity for a student to request a change of supervisor. However,
this should not be done lightly, and should normally occur only after any problems
have been aired with the supervisor or another appropriate member of staff.
As a student you can expect your department:
 to provide an opportunity to discuss any difficulties you are experiencing in the
supervisor relationship either with your supervisor or another member of staff
 to make known the procedure through which you can request a change of
supervisor
 to take seriously any request for a change and either provide a new supervisor or
give clear reasons why a change is not being agreed to.
As a student you are expected to:
 use any opportunity provided to discuss any difficulties either with your supervisor
or another member of staff
 use the published procedure for requesting a change of supervisor but only in
good faith and after the above discussions have taken place.
Remember that the University is committed to preventing harassment of any member
of the University whether staff or student. This is published in a University Policy
available
to
you
through
the
on-line
handbook
at
http://www2.hull.ac.uk/administration/quality/studentinfo/studenthandbooks.aspx. No
member of staff will act to a student’s detriment as a result of a request for a change
of supervisor.
OBTAINING ADVICE FROM YOUR SUPERVISOR
12. The effectiveness of the supervisorial system depends on the commitment of both
parties, and the recognition that a supervisor has responsibility for a range of matters
and students.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
As a student you can expect your supervisor:
 to inform you as to when and how you can contact your supervisor, whether
through making an appointment, ‘open access hours’, e-mail, telephone etc. to
respond to any request for an appointment/advice and be available as promised
 to advise of specific times when s/he requires you to attend a meeting whether on
a one-to-one basis or as part of a group
 to be contactable within their normal working hours
 to make you aware of other appropriate specialist and support services, e.g.
welfare or counselling services
As a student you are expected to:
 use the published methods for contacting your supervisor (e.g. making an
appointment where required or only using published ‘open access hours’)
 attend any meeting of which you are (reasonably) required to attend by your
supervisor, or notify your supervisor of your inability to attend and the reason for
that, and arrange a new time to meet.
ADVICE AND GUIDANCE AVAILABLE
13. The following section explains the kind of advice/guidance which students can expect
to receive from their supervisors. However, the University – centrally and through
each department – aims to provide comprehensive and user-friendly information
about University regulations, academic progress and support services so that it
should not be necessary to contact your supervisor to answer ‘basic’ questions.
Supervisors will be able to devote much more time to more difficult issues if they are
not constantly answering questions which could be answered through other
information readily available within the University.
As a student you can expect your supervisor:
 to provide you with guidance on your academic progress on your programme of
study, including explaining the implications of marks awarded and on possible
courses of action in the light of those marks
 to be able to access your records of attendance and marks profile in order to
inform an early intervention to support your academic performance to provide a
‘first line’ point of support and guidance on pastoral matters. This may include
advising on your rights and obligations as well as other more appropriate
specialist support services (e.g. Counselling, Careers, Study Advice Services,
Disability Tutor or Disability Services, Students’ Union Advice Centre, Student
Loans and Hardship Office, Mature Students Advisor). Annexe 1 provides more
information for students and their supervisors to be sure of whom and from where
they can seek best advice.
As a student you are expected:
 to be aware of other sources of information and to utilise these to answer
‘straightforward’ questions before approaching your personal supervisor –
especially through the departmental/programme handbook and University student
handbook – on-line
http://www2.hull.ac.uk/administration/quality/studentinfo/studenthandbooks.aspx
and
http://www2.hull.ac.uk/administration/cdte/quality_standards/student_info.aspx
 to inform your supervisor of any difficulties you may be experiencing which might
affect your studies, (including any periods of absence from the University) even if
you do not require specific help from your supervisor, for example because you
have approached a support service directly for help
 to be available to meet your supervisor within the normal hours of attendance
required by your mode of study.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
 to comply with the procedures within the department for notifying absences from
compulsory classes, absences from the University and use the University’s
procedures for notifying mitigating circumstances, applying for absence from
examinations, or for coursework extensions.
THE ROLE OF DISABILITY TUTORS
14. Each academic department is required to appoint a member of staff as a Disability
Tutor to carry out the following role:
 providing a point of liaison between Disability Services staff and academic staff
 making academic staff aware of individual student’s academic support
requirements
 monitoring the implementation of those requirements
 providing advice to individual students relating to curriculum accessibility (e.g.
field trips, placements), assisting in the arrangement of adaptations, and referring
students to specialist support services where appropriate
 monitoring the implementation of Disability policy within the department, including
raising awareness and advising colleagues.
As a student you can expect your department:
 to appoint a Disability Tutor, and provide him/her with the support and facilities to
undertake the specified role
 to advertise the name of the Disability Tutor and how to contact him/her
 to ensure that all staff in the department are aware of the identity of the Disability
Tutor, and the nature of his/her role.
As a student you are expected:
 to consider whether you would benefit from consultation with the Disability Tutor
and to comply with any advertised means for contacting him/her, e.g. using
published office hours
 to make known to your supervisor if you have any difficulties in contacting the
Disability Tutor.
RECORD-KEEPING AND CONFIDENTIALITY
15. Supervisors are not required to keep detailed records as a matter of course but it is
important that a basic record is maintained and that this is handed on to any other
colleague who takes over supervision for an individual student. (Disability Tutors are
required to keep more detailed records).
As a student you can expect your supervisor:
 to maintain a basic record of meetings held with you including the date and a note
of the nature of the meeting and any advice given
 to respect the confidentiality of matters discussed with you, subject to any
overriding duty of disclosure.
As a student you are expected:
 to recognise that there may be circumstances in which information must be
disclosed and to discuss with your supervisor any issues or concerns relating to
confidentiality.
PERSONAL DEVELOPMENT PLANNING
16. The University has a system of Personal Development Planning (PDP) for all
students. The promotion and support of PDP is explained in QH:K8.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
REFERENCES
17. The personal supervisor may be approached by the student for a reference either
part way through a programme, towards the end, or even after programme has
ended. The expectation is that the personal supervisor will provide a reference and
refusal to do so will be exceptional. A supervisor might legitimately refuse to provide
a reference for example where a supervisee has failed to comply with departmental
requirements to attend meetings with the supervisor.
As a student you can expect your supervisor:
 to provide a fair and honest assessment of you/your work according to the criteria
specified for the reference (if specified). This does not mean that the supervisor is
not permitted to include anything which may be negative about you, but the
supervisor should normally discuss any such matters before writing the reference.
This does not mean that the content of the reference will be ‘negotiated’ with you.
It is for the supervisor to decide – in his/her judgement – what should be included
 to discuss with you if s/he feels unable to provide the reference for any reason
and in such a case to suggest another person who might provide the reference
 to obtain information, where practicable, from colleagues who have known/taught
you to get a broader picture of you
 to advise you whether the reference will be provided on a confidential or open
basis (such as providing you with a copy).
A student you are expected:
 to contact your supervisor to request the reference – never put somebody down
as a referee without seeking their permission first
 to provide your supervisor with sufficient information about the purpose for which
the reference is required to enable him/her to judge what is appropriate; this
should include details of the post/course for which you are applying if possible
 to provide your supervisor with a full and current CV (approach the University
Careers Service if you need help with this) and discuss, or highlight, any
particular skills, attributes or achievements which you believe are particularly
relevant and of which the supervisor should be aware
 to ensure that you give the supervisor reasonable notice of the need for the
reference so that s/he has time to complete it. Make clear any deadlines which
apply.
ACCESS TO THE SENIOR TUTOR
18. The University Student Progress Committee is responsible for overseeing all matters
relating to the academic progress of undergraduate and taught postgraduate
students, as well as approving the award of qualifications and administering the
system of academic appeals. The Committee is comprises Senior Tutors experienced members of academic staff who each have responsibility for students in
a number of departments other than the one in which they teach. Students may
request an appointment with the Senior Tutor responsible for the department in which
the student is studying, for example where the student is in dispute with that
department. However, Senior Tutors also provide a support role both for students
and supervisors by providing advice on regulations and procedures in unusual or
complex cases. They do not act as a second personal supervisor and therefore do
not provide the kind of advice listed under the section ‘advice and guidance
available’.
19. Specifically Senior Tutors will be involved in the following types of case and may wish
to interview you to obtain appropriate information and ensure that you understand the
issues raised in the situation in question:
 extensions of intercalations
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14





repeat years
university warnings (Senior Tutors are responsible for deciding whether to
issue a student with a University Warning, in cases where departmental
warnings have not been complied with)
extensions for ‘final stage’ dissertations beyond 12 months (postgraduate
taught masters students only)
exclusions from assessment/termination of programme of study
‘special cases’ (defined as those falling outside programme or University
regulations).
20. Such matters are formally decided by the Student Progress Committee on the
recommendation of the Senior Tutor and once a decision is made you will be
informed in writing. All of these matters are explained in the University on-line student
handbook –
http://www2.hull.ac.uk/administration/quality/studentinfo/studenthandbooks.aspx.
As a student you can expect your supervisors:
 to advise you of matters which require the approval of the University Student
Progress Committee and where the Senior Tutor will need to be involved
 to advise you of whom the relevant Senior Tutor is and how to contact him/her
 to advise you of the relevant procedure which needs to be followed in a given
case.
As a student you are expected:
 to use the information provided in departmental and University handbooks
 to raise issues of dispute or potential dispute with your supervisor before seeking
to involve the Senior Tutor to see if they can be resolved satisfactorily
 to contact any sponsor or funding body (whether LEA or other) where you are
proposing a course of action which may affect your funding status (such as a
request to repeat the year or transfer to another course)
 to not expect your supervisor to give decisions or assurances on matters which
can only be decided by the University Student Progress Committee.
FEEDBACK
21. This Code of Practice has been revised following extensive consultation.
Constructive feedback is welcome at any time either through your supervisor or
Staff/Student Committee.
TRAINING FOR SUPERVISORS
22. The University (via Staff Development Office) provides training for personal
supervisors. All staff must undertake training prior to supervising students. The
Dean (or Associate Dean) may require that staff be trained whether they have
attended training on a previous occasion or not.
APPLICATION TO ALL CATEGORIES OF COLLABORATIVE PROVISION
23. All students on a University of Hull award must be offered the level of supervision
expected by students registered at the University. Partner institutions must allocate
personal supervisors to students in accordance with this code of practice or operate
an equivalent system. This code providess information for staff and students on the
allocation and role of supervisors, changing supervisors, record-keeping and
confidentiality.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Appendix C
What PDP (Personal Development Planning) is all about
What is Personal Development Planning?
Personal Development Planning (PDP) is a structured and supported process that
will enable you to reflect upon your own learning experiences, performance and/or
achievement and plan for your personal, educational and career development. (QAA
2001) PDP includes the ongoing compilation of a progress file in which you record
and evidence academic and generic skills development and other learning both
within the course you are doing and also in other activities formally outside of it, for
example, community work or sports coaching.
What is a Progress File?
A Progress File is a collection of personal materials that you put together to record
your achievements, the skills you are acquiring, the outcome of progress reviews
with your personal supervisor, your personal development plans and goals and
reflections on what you are learning. Your file should also include a copy of your
Transcript. Your Progress File is owned by you.
What is a Transcript?
The University will be responsible for compiling a transcript, which is an institutional
record of your learning and achievement and will include details of the modules or
units you have taken throughout your course. This transcript should be included in
your Progress File.
What are the benefits of Personal Development Planning?






It will make you more effective in monitoring your own progress and
achievements
It will enable you to recognise your own strengths and areas for development
and do something about continually improving them.
It will enable you to integrate your personal and academic development by
identifying and recording opportunities for learning outside the curriculum
(e.g. voluntary service, part-time employment, work placements, study
abroad, fieldwork, working as a student representative or Student Union
officer)
It will provide a mechanism for monitoring the development of your careerrelated skills and capabilities so that you are better prepared for seeking
employment and more able to relate what you have learnt to the requirements
of employers
It will provide a resource of Personal Development Records from which you
can select material to produce personal statements (e.g. CVs) for employers
and others
It will enable you to be better prepared for the demands of continuing
professional or vocational development when you enter employment
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Reflection and Self-Assessment
Reflecting on your own experiences and practices is a crucial part of learning. It is
not just about learning from your mistakes but also being self-aware and continually
practising self-evaluation for personal development. By making reasoned judgements
about your own strengths and areas for improvement you can target your
development. This is also a vital career management skill, allowing you to make
effective decisions about what career might best suit you.
Additionally, becoming a reflective learner will enable you to move from the stage
where learning is seen as the collection of data or facts received from other sources
or experts to be collected and reported, to the stage where knowledge is collected for
the purposes of constructing a personal interpretation. At this stage learning is seen
as a process of evaluation and interpretation leading to a personal judgement.
Reflection on your development can begin by asking yourself the following questions:
What have I learned or done?
Write down three things that you have learned in the last year; at least one of them
should be something that you have learned to do, and at least one of them should be
something that you have understood that previously puzzled you.
How did I learn it?
With the help of others; on my own, by figuring it out for myself or by finding out the
information I needed to work it out?
What did I learn from the experience?
What can I take from it that I can use in a new situation in future?
What do I need to learn or do to improve myself or my performance?
Try to be very specific here, and write down precisely which aspects you need to
work on.
How do I do it?
Again, try to be specific, and write down the particular tasks that you would need to
carry out.
How will I know I am getting there?
What will the achievement look like? Write down the possible evidence that will show
you are making progress.
Have I done what I set out to do?
Check your original intentions and any previous plans for carrying them out. Write
down what needs to change, your plans and/or what you are doing to make them
work.
What next?
How do you feel about progress so far? Write down the immediate next steps you
can take in order to move forward.
Reference
QAA (2001) Guidelines on HE Progress Files :
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/progfile2001.
pdf (Accessed 18 September 2013)
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Appendix D
Faculty of Health and Social Care
Academic Calendar for Pre Registration Nursing Programmes : 2013/14
Wk
University Year
Room
Booking
Weeks
Week
Begining
Pre-Reg Nursing
Year 1 Sept 13
Pre-Reg Nursing
Year 2 Sept 12
Pre-Reg Nursing
Year 3 Sept 11
23-Sep-13
Induction Thurs and
Friday only
Reading
Week/Placement
wk 1 Practice
9
1
wk 1 (Induction)
30-Sep-13
wk 1 (Induction)
wk 1 Theory
wk 2 Practice
10
2
wk 2
07-Oct-13
wk 2 Theory/SP
wk 2 Theory
wk 3 Practice
11
3
wk 3
14-Oct-13
wk 3 Theory/SP
wk 3 Theory
wk 4 Practice
12
4
wk 4
21-Oct-13
wk 4 Theory/SP
wk 4 Theory
wk 5 Practice
13
5
wk 5
28-Oct-13
wk 5 Theory/SP
wk 5 Practice
wk 6 Practice
14
6
wk 6
04-Nov-13
wk 6 Theory/SP
wk 6 Practice
wk 7 Practice
15
7
wk 7
11-Nov-13
wk 7 Theory/SP
wk 7 Practice
wk 8 Practice
16
8
wk 8
18-Nov-13
wk 8 Theory/SP
wk 8 Practice
wk 9 Theory
17
9
wk 9
25-Nov-13
wk 9 Theory/SP
wk 9 Practice
wk 10 Theory
18
10
wk 10
02-Dec-13
wk 10 Theory/SP
wk 10 Practice
wk 11 Theory
19
11
wk 11
09-Dec-13
wk 11 Theory/SP
wk 11 Practice
wk 12 Theory
20
12
wk 12
16-Dec-13
wk 12 Theory/SP
wk 12 Practice
wk 13 Theory
21
13
Christmas wk 1
23-Dec-13
Christmas wk 1
Christmas wk 1
Christmas wk 1
22
14
Christmas wk 2
30-Dec-13
Christmas wk 2
Christmas wk 2
Christmas wk 2
23
15
Christmas wk 3
06-Jan-14
Christmas wk 3
Christmas wk 3
Christmas wk 3
24
16
Exam wk 1
13-Jan-14
Exam wk 1
Exam wk 1
Exam wk 1
25
17
Exam wk 2
20-Jan-14
Exam wk 2
Exam wk 2
Exam wk 2
26
18
Exam wk 3
27-Jan-14
Exam wk 3
Exam wk 3
Exam wk 3
27
19
wk 1
03-Feb-14
wk 1 Practice
wk 1 Theory
wk 1 Practice
28
20
wk 2
10-Feb-14
wk 2 Practice
wk 2 Theory
wk 2 Practice
29
21
wk 3
17-Feb-14
wk 3 Practice
wk 3 Theory
wk 3 Practice
30
22
wk 4
24-Feb-14
wk 4 Practice
wk 4 Theory
wk 4 Practice
31
23
wk 5
03-Mar-14
wk 5 Practice
Simulated Practice
wk 5 Practice
32
24
wk 6
10-Mar-14
wk 6 Practice
Simulated Practice
wk 6 Practice
33
25
wk 7
17-Mar-14
wk 7 Theory
wk 7 Practice
wk 7 Practice
34
26
wk 8
24-Mar-14
wk 8 Theory
wk 8 Practice
wk 8 Theory
35
27
wk 9
31-Mar-14
wk 9 Theory
wk 9 Practice
wk 9 Theory
36
28
Easter wk 1
07-Apr-14
Reading Week
wk 10 Practice
wk 10 Theory
37
29
Easter wk 2
14-Apr-14
Easter wk 1
Easter wk 1
Easter wk 1
38
30
Easter wk 3
21-Apr-14
Easter wk 2
Easter wk 2
Easter wk 2
39
31
wk 10
28-Apr-14
wk 10 Theory
wk 11 Practice
wk 11 Theory
40
32
wk 11
05-May-14
wk 11 Theory
wk 12 Practice
wk 12 Theory
41
33
wk 12
12-May-14
wk 12 Theory
Alt Practice
wk 13 Theory
42
34
Exam wk 1
19-May-14
Exam wk 1
Exam wk 1
Simulated Practice
43
35
Exam wk 2
26-May-14
Exam wk 2
Exam wk 2
wk 1 Theory/Practice
44
36
Exam wk 3
02-Jun-14
Exam wk 3
Exam wk 3
wk 2 Theory/Practice
45
37
Exam wk 4
09-Jun-14
wk 1 Practice
wk 1 Theory
wk 3 Theory/Practice
46
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
38
16-Jun-14
wk 2 Practice
wk 2 Theory
wk 4 Theory/Practice
47
39
23-Jun-14
wk 3 Practice
wk 3 Theory
wk 5 Theory/Practice
48
40
30-Jun-14
wk 4 Practice
wk 4 Theory
wk 6 Theory/Practice
49
41
07-Jul-14
wk 5 Practice
wk 5 Theory
wk 7 Theory/Practice
50
42
14-Jul-14
wk 6 Practice
wk 6 Theory
wk 8 Theory/Practice
51
43
21-Jul-14
wk 7 Theory
Vacation
52
44
28-Jul-14
wk 8 Theory
Vacation
45
04-Aug-14
wk 9 Theory
wk 7 Practice
wk 9 Theory/Practice
wk 10
Theory/Practice
wk 11
Theory/Practice
46
11-Aug-14
wk 10 Theory
wk 8 Practice
wk 12 Theory
3
47
18-Aug-14
wk 11 Theory
wk 9 Practice
wk 13 Theory
4
1
2
48
Exam wk 1
25-Aug-14
wk 12 Theory
wk 10 Practice
Vacation
5
49
Exam wk 2
01-Sep-14
Vacation
wk 11 Practice
Vacation
6
50
08-Sep-14
Vacation
wk 12 Practice
Exam wk 1
7
51
15-Sep-14
Exam wk 1
Exam wk 1
Exam wk 2
8
52
22-Sep-14
Exam wk 2
Exam wk 2
Exam wk 3
9
1
29-Sep-14
wk 1
wk 1
KH 07 August 2013
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
10
Appendix E
PROGRAMME SPECIFICATION TO FOLLOW
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Appendix F
GUIDELINES FOR PRESENTATION AND SUBMISSION OF WRITTEN
SUMMATIVE ASSESSMENT (Assignment)
The following guidelines should be adopted when presenting your written summative
assessment (assignment). Separate guidelines exist for dissertations.
You are expected to:





use A4 size paper;
submit legible work which should be word processed unless for some
exceptional reason this is not possible. If not possible you should discuss this
with your module leader.
Use font Times New Roman 12 or Arial 11 font.
leave a margin no less than 2.5 cm and use 1.5 or double space to allow for
comments by the marker(s)
number pages consecutively
Additionally







headings can be used where they may add clarity for your reader
drawings, diagrams and tables should be appropriately labelled
appendices must be clearly identified and should appear at the end of the text
after the reference list (or bibliography if provided);
It is acceptable to use the first person (I) when you are describing your
personal perspective or involvement in the issue under discussion, for
example practice experience or personal reflection. However the use of third
person (he, she, the author) is recommended at other times to avoid
subjectivity.
abbreviations may be used. When used the abbreviated name or term should
be cited in full at first usage, followed by the accepted abbreviation, for
example Nursing & Midwifery Council (NMC).
the assignment material should be presented in a clear fronted cover for
example Rexel type project folder. Pages must be secured and should not be
presented in individual plastic envelopes;
you must submit two copies. (one electronic copy via turnitin and one paper
copy unless otherwise advised by the module leader)
Your assignment will be anonymously marked therefore it should have a front page
containing the following information:




your student registration number which should appear on every page
your programme of study title;
the module number and title of the module;
the assessment title;
the date of submission;
Do NOT put your name on the front page or in the header or footer. The assignment
submission form, which you must complete and sign before attaching to your
assignment, will have your name concealed until the marking process is complete.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Word Count
Your assignment must include an accurate word count statement. Use of inaccurate
word counts may lead to an investigation under the Regulations Governing the Use
of Unfair Means.
For assignments with a specified word count, the word limit does not include the
cover or title page, table of contents, tables with figures, graphs, reference list,
bibliography, or any appendices.
Core material should not be placed in appendices. If it is, then assessors will regard it
as either supplementary information which will not be marked or may make a
judgement that this material should be within the assignment itself and therefore
included in the word count. Core material is defined as text that the assessor would
need to read in order to understand and appreciate the work fully.
References and bibliographies
All assignment/course work must include a reference list. A bibliography may be
provided (although not essential).
References and bibliographies (if provided) must be presented using the Harvard
referencing system. Instructions on how to do this can be found in appendix H of
your programme handbook.
Confidentiality
Confidentiality must be maintained within assignments, therefore you must follow
the policy on confidentiality (Appendix G).
Failure to adequately reference your work or respect confidentiality may result in an
allegation of plagiarism or investigation under the regulations governing the use of
unfair means / breach of confidentiality.
Process for Submission of Written Summative Assessments, including CAP
documents:
Hard copy of assignments must be submitted as directed by the programme leader
by 12 noon on the date specified in the Module Handbook, or posted by this
deadline, in which case proof of postage must be obtained and produced if
requested.
An electronic submission will also be required via Turnitin. Guidelines for submission
via turnitin can be found in your module site on eBridge.
Any assignments handed in without an Assessment Declaration Form attached will
be rejected and penalties for late submission may be applied.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Instructions for completing the electronic submission form known as the
‘Assessment Declaration Form’
1. Type in the following url into your web browser or click on this link
http://psy.hull.ac.uk//External
2. Scroll down and click on ‘Faculty of Health and Social Care Coversheet
generator’.
3. Instructions on how to complete the Declaration Form will appear.
4. Follow the instructions and complete all the fields as indicated: you will need your
student number with you to complete the form.
5. Select the module number and title from the drop down menu: there are a lot of
modules listed so make sure you click on the correct one.
6. If you make a mistake or forget to complete one of the fields when you go to print
you will automatically get a prompt which will tell you what to do next.
7. Enter your seven digit Turnitin ID in the box.
8. When all boxes are filled in, click on ‘Print Declaration Form’ at the bottom of the
page: you will get a reminder to sign and print your name in the top right hand
corner of the form
9. Click ok and the completed form will appear: check this for accuracy & print it in
the usual way. This should be attached to the assignment you hand in.
10. Remember to give yourself time to do this before you arrive to hand in your work.
11. Your assignment should be handed in at the Help Desk in Calder reception or
posted into the appropriate box in Calder Reception unless otherwise specified by
your module leader.
12. For practice assessed modules – follow all of the instructions above.
If you experience any problems in completing this procedure please contact your programme
administrator.
Instructions regarding Turnitin can be found on the ebridge site for the Faculty and your
programme.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Penalty for Overlength Assessments and Late Submission
(Extract from University Quality Handbook)
There is a University standard system of penalties which departments must apply to
summatively assessed work which is deemed to be ‘overlength’.
The following penalties must be adhered to:
(vii) Penalties are a percentage of the maximum mark available for the
assessment element which is overlength
(viii)
Overlength assessment penalties apply only to word counts and
exclude charts, graphs, tables etc
(ix) Unless otherwise specified the published word limit excludes references in
footnotes, appendices, references and bibliography lists
(x) Coursework assessment rubrics must instruct students to declare a word
count on the coversheet where a word limit is specified
(xi) An erroneous word count declaration must be dealt with as suspected use
of unfair means. The case must then be followed up according to the
Regulations on the Use of Unfair Means
(xii) The penalties which must be applied to work which is overlength are:
 10-20% over the specified word limit, a penalty of 10%
 more than 20% over the published word limit, the work will be awarded
a mark of zero
(xiii)
Other penalties must not be applied.
Explanatory note (added May 12):

(i) ‘Percentage of the maximum mark available’ and (vi): for example, if the maximum
mark for the assessment is 100 and it is 15% over the published word limit, the student’s
mark will be reduced by 10 (i.e. 10% of 100). If the maximum mark for the assessment is
80 and it is 15% over the published word limit, the student’s mark will be reduced by 8 (i.e.
10% of 80).

If no word count has been declared, or no coversheet submitted, students should be
subsequently asked to declare a word count/submit a coversheet before awarding a mark of
zero. If the word count is subsequently not declared/coversheet not submitted, the work
must be awarded a mark of zero.

There is no penalty for work which is less than 10% overlength.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
CHAPTER VII – PENALTIES FOR LATE SUBMISSION
There is a University standard system of penalties for late submission of coursework.
The aim of the system is to encourage good time-management skills, and to
operate a clear, simple, rigorous and transparent system.
The following penalties must be adhered to:
(v) Penalties are a percentage of the maximum mark available for the
assessment element which has been submitted late
(vi) All coursework assessments must have a published submission time
which should be no later than 4pm and this time must be communicated
effectively to students
(vii) Departments delivering non standard modules may apply to FLTAC (or
equivalent) for exemption from (ii)
(viii) The late submission penalties which must be applied to coursework
submitted after the published deadline are:



Up to and including 24 hours after the deadline, a penalty of 10%
More than 24 hours and up to and including 7 days after the
deadline; either a penalty of 10% or the mark awarded is reduced to
the pass mark, whichever results in the lower mark
More than 7 days after the deadline, a mark of zero is awarded.
Explanatory note (added May 12)

Para. 31: the definition of coursework does not include assessments which are scheduled,
for example, examinations, presentations, performances and practicals.

Para. 32: Examples applying the penalties in (iv) for coursework submitted up to and
including 24 hours after the deadline:

If the maximum mark for the assessment is 100 and a student submits the assessment
2 hours after the deadline, the student’s mark will be reduced by 10 (so that a mark of
65 will be reduced to 55, a mark of 48 will be reduced to 38 and so on).

If the maximum mark for the assessment is 50 and a student submits the assessment 2
hours after the deadline, the student’s mark will be reduced by 5 (so that a mark of 40
will be reduced to 35, a mark of 36 will be reduced to 31 and so on).
Examples applying the penalties in (iv) for coursework submitted more than 24 hours and up to
and including 7 days after the deadline:
Where the maximum mark for the assessment is 100
Student
A
B
Pre-penalty mark
100
50
10% penalty (of the
90
40
maximum mark – in this case
100)
C
45
35
D
40
30
30
20
E
or
Mark awarded is reduced to
the pass mark
40
40
40
40
40
Outcome (the lower mark)
40
40
35
30
20


These penalties should be taken into account when deciding submission dates.
Where multiple submissions (hardcopy and electronic copy) are required guidance must
make clear to students whether failure to submit in only one format constitutes ‘non
submission’.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Appendix G
FACULTY OF HEALTH & SOCIAL CARE
POLICY ON CONFIDENTIALITY
Students of nursing, midwifery, social care and applied health disciplines learn from their
experiences in classroom and clinical settings as well as other appropriate places. It is
inevitable that the assignments and other forms of assessment that students complete will
sometimes require them to draw on these experiences often by referring to specific episodes
of care or in care/case studies.
In drawing on these experiences however, all professionals and students of nursing, social
care and applied health studies have a duty to maintain confidentiality. It is important that
details are not disclosed that could lead to the identification of particular individuals,
families/significant others or places as this would constitute a breach of confidentiality.
When submitting assignments you MUST adhere to the policy on confidentiality as failure to
do so may lead to you being prevented from completing your programme of study. The policy
can be found in appendix G of this programme handbook.
Top Ten tips for maintaining confidentiality
Follow the advice below and you are unlikely to be accused of breaching
confidentiality
1. ALWAYS use a pseudonym or fictitious name when referring to patients, service
users staff or colleagues in your assignments and other forms of assessment
2. If possible always get permission from the person concerned or their main carer
before using information about them.
3. NEVER use actual names, dates of birth, addresses, post codes, names of hospital
wards, clinics or other health/social care facilities make up fictitious ones
4. NEVER photocopy or otherwise remove documents or information from patient or
service user’s medical notes or case files.
5. NEVER try to render documents anonymous by using correction fluid, black ink / felt
tip pen, crossing out or any other method
6. If you must refer to patient sensitive documentation in your assessment such as a
care plan complete a fresh one in your own handwriting rendering it anonymous as
indicated in 1 above
7. ALWAYS ask your mentor or practice supervisor for guidance about using patient or
service user information in your written work or other forms of assessment
8. ALWAYS ask your academic supervisor for advice before using information about
patients or service users in your written assignments or other forms of assessment
9. NEVER post information about patients, service users, colleagues and staff you have
been working with on public or unauthorised web sites, social networking sites sucha
‘twitter’ and ‘facebook’, chat rooms or other types of electronic media.
10. ALWAYS make sure you are accurately informed about confidentiality issues by
reading the Policy on Confidentiality and the sources of additional information in
appendix G of this handbook
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
POLICY ON CONFIDENTIALITY
1 Purpose
1.1 The purpose of this policy is to provide a mechanism through which any breach of
confidentiality in any form may be investigated and if proven penalised. As such this policy
shall apply whether the qualification is professional, academic or any combination of the two.
2 Introduction
2.1 Students of nursing, midwifery, social care and applied health disciplines (hereafter known
as students) learn in classroom and clinical settings as well as other appropriate places. It is
inevitable that the assignments that students write will sometimes require them to draw on
these experiences often by referring to specific care episodes or in care/case studies.
2.2 In drawing on these experiences however, all professionals and students have a duty to
maintain confidentiality. It is important that details are not disclosed that could lead to the
identification of particular individuals, families/significant others or places as this would
constitute a breach of confidentiality.
3 Why is it important to maintain confidentiality?
3.1 As a student working towards achieving either an initial professional qualification or a
post-qualification award you will come into contact with or be holding information about
patients, service users, colleagues, staff and others which is private and sensitive in nature.
This information must not be disclosed or given to others without prior express consent
having been obtained.
3.2. In the UK, the protection of confidential information and privacy is enshrined in the Data
Protection Act, the Human Rights Act, together with common law and in professional codes of
conduct. Data protection rules cover manual as well as computerised information and give
every citizen personal rights to privacy.
4 What is a breach of confidentiality?
4.1 It is a breach of confidentiality to disclose any information about a patient, service user,
colleague, staff, or any other person or place that could in principle enable them to be
identified.
4.2. It is also a breach of confidentiality to disclose information that has been given in
confidence without prior express permission having been obtained.
5 How can I refer to patients and service users in my assignments and
other forms of assessment?
5.1 It is never justified to disclose the names, addresses, post code or date of birth of patients
and service users. A picture, photograph, video tape or other image should not be used nor
anything else that may be directly or indirectly used to identify a patient e.g. rare disease,
drug treatment or statistical analyses using small samples without first obtaining their
permission. It is also unacceptable to give indirect information such as the name of the ward;
department or service that they are receiving that could lead to them being identified. Where
it is necessary to refer to others all information MUST be anonymised to render it not
confidential. A pseudonym or fictitious name and details MUST be used. Terms such as
‘large hospital trust’, ‘care home’ or ‘GP’s surgery’ could be used to denote the appropriate
place or context of care.
5.2 It is advisable to acknowledge at the start of assignments that names and details have
been changed in order to maintain confidentiality, referring to the appropriate professional
code of conduct.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
6 How can I refer to colleagues or members of staff in my assignments
and other forms of assessment?
Members of staff and colleagues should not be referred to by name or grade. Details of their
role should also be withheld if disclosure might make it possible to identify the individual. For
example, it is possible that only a very small number of people undertake a highly specialized
role such as the head of a profession or the director of a centre. To mention the role would
count as a breach of confidentiality because it could lead to the identification of the person
who holds it. If a role were much more widely held (such as a staff grade etc.) then to
mention it would not constitute a breach of confidentiality.
7 What about information already in the public domain?
It is not normally a breach of confidentiality for a student to refer to information about health or
social services that is already in the public domain. Thus, students are at liberty to discuss
local service provision in their assignments or other forms of assessment if it is relevant, or to
discuss local policy. However it is expected that students will provide references to show that
the information they are disclosing is publicly available by citing reports, documents, and
newspaper articles or similar according to the appropriate citation method indicated in the
programme/module handbook. If there is any doubt about whether the information can be
disclosed or documents cited always check with the relevant holder of the information first.
8 How do I obtain prior express consent?
8.1 It would not be practicable to expect students to obtain prior consent in every case before
making reference to information about patients or service users. However, where the
assignment takes the form of a case study or a care study, which is substantially based on
the experience of an individual or discrete client group, students are required to obtain
permission from the individual or group concerned or the main carer.
8.2 On asking to use personal information about an individual or client group the student
should explain the nature and scope of the assignment to the appropriate person. They
should also assure them that all references to names, dates, times, places and other
identifiable information has been / will be changed to ensure anonymity and therefore
confidentiality is maintained. The individual or client group should be given the opportunity to
read the finished article if they wish to.
8.3 Students should indicate at the start of assignments that prior express consent was
obtained from the appropriate person to use personal information contained within.
9 What not to include in assignments and other forms of assessment
9.1 It is NEVER justified for students to photocopy or otherwise remove any material from
patient or service user medical notes or case files. This type of information should be looked
at in situ and the guidance of the mentor or practice supervisor sought in order to draw any
inferences or conclusions from such material and how it could be included in written
assignment. Advice should be sought from academic supervisors in tutorials with regard to
using information about patients and clients in written assignments and other forms of
assessment.
9.2 Students MUST NOT use correction fluid, black ink / felt tip pen, crossings out or other
methods in an attempt to anonymise documents which refer to patients or service users for
inclusion in their assignments.
9.3 If the main purpose of including case file information in an assignment is to provide an
example of how records are kept e.g. a care plan a fresh form must be completed by the
student rendering it anonymous as described in 5.1 above. All identifying information should
be removed.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
10 Confidentiality and e-mails, web sites, social networking, personal
web sites, blogs, discussion boards, email groups, instant messaging
and other electronic forms of communication
10.1 Students are able and indeed are encouraged to communicate with their peers in cohort
groups and students from other universities in the UK and across the world easily and quickly
by a number of electronic means. The need to maintain confidentiality also applies to these
types of communication.
10.2 Students will be expected to develop expertise in the use electronic records and e-mail
to record appropriate information and communicate in health and social care areas. However
students are advised that they should never use public or unauthorised electronic forums
such as ‘twitter’, ‘facebook’, instant messaging or other social networking sites or chat rooms
to discuss their experiences of caring for patients and service users, or colleagues and staff
they have been working with whilst undertaking their programme of study even if these
forums have been set up specifically with that intention.
10.3 If it is alleged that a student has breached confidentiality as outlined in 10.2 or is
otherwise allegedly in breach of professional codes of practice / guidance on social
networking sites a decision will be made by the ADLT on whether to pursue an investigation
under regulations governing Professional Unsuitability Professional Misconduct (Fitness to
Practice)
11 Recommended sources of information on record keeping and
confidentiality.
It is advisable for all professionals and students to remain up-dated with the advice and policy
published by government and professional bodies concerned with confidentiality. The
following publications are useful sources and provide further information about confidentiality
and other associated issues such as consent and record keeping.
Data Protection Act 1998 (C 29) London, HMSO
Ministry of Justice (2008) Making Sense of human Rights, a Short Introduction. Accessed
from:
http://www.justice.gov.uk/downloads/human-rights/human-rights-making-sense-humanrights.pdf
Health and Care Professions Council (2012) Standards of conduct, performance and ethics.
London, HPC. Accessed from:
http://www.hpc-uk.org/publications/standards/index.asp?id=38
Nursing and Midwifery Council (2008) The code. Standards of conduct, performance and
ethics for nurses and midwives. London, NMC: Accessed from:
http://www.nmc-uk.org/Nurses-and-midwives/Standards-and-guidance1/The-code/The-codein-full/
Nursing and Midwifery Council (2007) Standards for medicines management. London, NMC
Nursing and Midwifery Council, information on Social Networking Sites, accessed from:
http://www.nmc-uk.org/Nurses-and-midwives/Regulation-in-practice/Regulation-in-PracticeTopics/Social-networking-sites/
Department of Health (2003) Confidentiality. NHS Code of Practice. London, DoH
Accessed from:
https://www.gov.uk/government/publications/confidentiality-nhs-code-of-practice
NHS Scotland (2003) NHS Code of Practice on Protecting Patient Confidentiality. Accessed
from:
http://www.knowledge.scot.nhs.uk/media/CLT/ResourceUploads/4011563/Revised%20Code
%20of%20Confidentiality%20-%20Final.pdf
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Department of Health (1997) The Caldicott Committee. Report on the Review of Patient
Identifiable information. London, DOH
Information, to share or not to share (2013) The Information Governance Review. Accessd
from:
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/192572/290077
4_InfoGovernance_accv2.pdf
NMC Midwives rules and standards (2012)
NMC Record keeping: Guidance for Nurses and Midwives (Updated July 2009)
Health Professions Council www.hpc-uk.org
NMC www.nmc-uk.org
Royal College of Nursing www.rcn.org.uk
Royal College of Midwives www.rcm.org.uk
General Medical Council. http://www.gmcuk.org/guidance/ethical_guidance/confidentiality.asp
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Faculty of Health and Social Care
Procedure for Investigation and Determination of Breaches of
Confidentiality
Part I
1. Levels of breach of confidentiality
(a) There are different levels of seriousness in the nature of breach of confidentiality. The
significance of the breach is greater the further a student advances in his or her career.
(b). At the certificate stage of a prequalifying programme students may be said to be still
learning the ethos of professional behaviour and practice and many are still developing their
professional identity.
(c) By the diploma stage however, students should be well aware of the importance of
maintaining confidentiality in professional practice.
(d) It follows that an offence of breach of confidentiality is most reprehensible for post
registration/post qualifying students at any stage in a programme of study
2. Primary test of breach of confidentiality
a) The inclusion of actual names, dates of birth, addresses, post codes, names of hospital
wards, clinics or other health/social care facilities or photocopies of any material e.g. care
plans/case notes/literature/letters/reports etc in assignments/essays/reports/portfolios and
any other method of student assessment;
b) or the inclusion of confidential material in electronic form such as e-mails, postings on
personal web sites, blogs, or social networking sites such as ‘facebook’ and ‘twitter’ of
actual names, dates of birth addresses, post codes, names of hospital wards, clinics or
other health/social care facilities or any material e.g. care plans/case
notes/literature/letters/reports etc. that would lead to the direct or indirect identification of:
 A patient/client/service user or
 Their family or carers or
 A member of staff who could be linked/traced back to an individual such as a patient
or a specific situation or unique incident
The above are examples of breaches of confidentiality and is neither an exhaustive list or
an indicator of prima facie grounds for breach of confidentiality
3. Procedure for investigation and determination of allegations of breach
of confidentiality
(a) All allegations of conduct covered in this policy shall be investigated in accordance with
the principle of natural justice and in accordance with the following specific procedures:
(b) Allegations MUST be made in writing to the Associate Dean Learning and Teaching
(ADLT) within two semester weeks of the discovery of the alleged breach having taken place
and shall be supported by as much evidence as can be provided by those with first-hand
knowledge of the alleged breach of confidentiality.
(c) On receipt of the allegation and any supporting evidence the ADLT may make or
recommend, further enquiries as he or she deem to be appropriate, and thereafter shall
determine whether there is prima facie evidence of breach of confidentiality. To determine
whether there is prima facie evidence of a breach the ADLT will obtain confirmation of this
from an appropriate third party i.e. Head of Department or Director of Studies
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
4 No prima facie case
(a) If it is judged that there is no prima facie evidence of a breach of confidentiality the
students work will be marked and processed through a module board in the usual way. The
matter will be deemed closed and this must be reported in writing to the person/s making the
allegation within three working days.
(b) If it is judged that the student has attempted to anonymise the material but has not been
successful the assignment must be returned with instructions for the student to correct the
error and remove the said material thus rendering the information in the assignment
anonymous. A deadline for completion and submission of the assignment for assessment in
the usual way must be given in writing to the student and person/s making the allegation
within three working days. In such cases a Breach of Confidentiality Caution must be issued
in accordance with Part II of this procedure.
5 Prima facie case
a. If the ADLT determines that there is such prima facie evidence he or she shall inform the
candidate in writing, no later than six weeks from receipt of the allegation:

summarising the allegation and any supporting evidence

explaining the right of the candidate to respond in writing within 21 days of the date of
the notification

giving the candidate the opportunity to admit or deny the allegations in any such
response, and

where the allegation is admitted, giving the candidate the opportunity to make any
statement by way of explanation or mitigation.
b. On receipt of a response from the candidate, or following the expiry of 21 days with no
response received, the ADLT shall act as follows:



c.
If the candidate admits the allegation, the ADLT shall cause an Adjudicating Panel to
be established to determine the penalty or penalties to be imposed. Any statement
by way of explanation or mitigation, submitted with such an admission, shall be
considered by the Panel in determining the penalty as defined in regulation 12 below
If the candidate denies the allegation, or no response is received within 21 days, the
ADLT shall cause an Adjudicating Panel to be established to determine whether the
allegation is proven, and, if proven, the penalty or penalties to be imposed
If the candidate indicates, or the ADLT otherwise has reason to believe, that his/her
behaviour may be the result of mental health difficulties, the ADLT should consult
Disability Services to ensure compliance with the Equality Act.
If the candidate is a qualified practitioner registered with either the NMC or HCPC (or any
other professional statutory regulatory body) and is in either paid or unpaid employment
with a health care provider, the appropriate Caldicott Guardian of the employer MUST be
contacted by the ADLT to inform them of the prima facie breach of confidentiality. The
employer may wish to take up the matter with the candidate according to the employing
organisation’s internal policies and procedures.
6 Satisfactory explanation
(a) If, on receipt of a response from the candidate wherein the candidate does not admit
the allegation, the ADLT determines that the allegation has been satisfactorily
explained, the ADLT shall be empowered to rule that the allegation not be proceeded
with, and the matter be considered closed. A decision by the ADLT under this policy
shall be reported in writing to the candidate and the person or persons making the
allegation within three working days.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
7 Adjudication Panel membership
(a) The Panel shall be constituted as seems appropriate to the ADLT given the nature of
the allegation, but it shall consist of




A chair appointed from a pool of designated chairs who have undertaken staff
development for the role
At least one further member drawn from the academic staff of the Faculty,
University or relevant partner institution
A secretary appointed from a pool of designated secretaries who have
undertaken staff development for the role
Paying due regard to the programme/module the candidate is registered on one
member of the panel should be a practitioner currently working in the appropriate
field of practise.
(b) The ADLT shall have regard to the desirability of one member being from outside the
faculty (or faculties) in which the candidate is registered.
(c) No person who has been involved in the making or investigating of the allegation
shall be a member of the Panel.
(d) The secretary shall be responsible for providing advice to the panel, keeping the
minutes of the proceedings of the Panel but shall not otherwise participate in the
making of decisions by the Panel.
8 Informing the candidate of the hearing
(a) The candidate shall be informed in writing of the time, date and venue of the hearing of the
Panel, with at least seven days’ notice, such notice to include the details of any witness or
other party to be called by the Panel, and a copy of any relevant statement made by the said
witness or other party.
(b) The hearing shall be established within six weeks of the response from the candidate
being received, or the expiry of 21 days where no response is received.
9 Conducting the Panel hearing
(a) The candidate shall have the right to be heard in person by the Panel, and to be
accompanied by a person of his/her choosing, provided that such person may not speak
for the candidate, unless invited to do so by the chair of the Panel.
(b) At the request of the candidate, the candidate’s supervisor, or the Panel, the supervisor
shall be entitled to be present throughout the giving of evidence, and to provide advice to
the candidate and relevant information to the Panel as either the candidate or the Panel
considers helpful.
(c) The candidate shall be entitled to waive the right to attend, by notifying the ADLT in
writing, in which case the Panel shall proceed in the candidate’s absence. If no response
is received from the candidate, the Panel shall be empowered to proceed in the
candidate’s absence. If the candidate responds indicating a legitimate reason for being
unable to attend on the specified date the hearing shall be rearranged. If no legitimate
reason (as determined by the ADLT) is given for not attending, the hearing shall take
place on the date notified.
(d) At the request of the Panel, the findings of the investigation shall be presented orally to
the Panel by the person responsible for undertaking the investigation of the allegation. In
the event of the said person being unavailable to present the findings, the ADLT shall
designate another member of staff, who shall be someone who is not otherwise involved
in the proceedings.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
(e) The Panel shall be empowered to call any witness or other person whom it deems
qualified to provide relevant evidence. Other than in exceptional circumstances as defined
by the Panel, the candidate shall be entitled to be present while such evidence is
presented, and thereafter to ask the witness fair and relevant questions. Where the Panel
deems it inappropriate to allow the candidate to be present, the candidate shall
afterwards be fully appraised of the evidence given by the witness, and may be permitted
to have questions put to the witness by the Panel in his or her absence.
(f) Once the Panel is satisfied that sufficient evidence has been presented and the candidate
been given fair and reasonable opportunity to respond, the Panel shall consider its
decision in private both as to whether the allegation has been proven on a balance of
probabilities and, if proven, the penalty or penalties to be imposed. In so deciding the
Panel must act in accordance with policy 12-13 below.
(g) All proceedings of the Panel must be minuted by the secretary and subsequently agreed
by the panel as a correct record..
(h) The secretary MUST inform the candidate in writing of the decision, any penalties
imposed and in summary the reasons for the decision. This information should be
provided within three working days.
(i) A copy of the Panel’s decision must be copied to:



The chair of any relevant Module Board
The chair of the relevant Programme Board
The secretary of Student Progress Committee (if taught provision) or
Research Degrees Committee (if research).
10 Other Evidence
In determining which evidence is relevant to the investigation and determination of the
allegation, regard shall be had to the following:

Any indication that the candidate succeeded in destroying or attempted to destroy
evidence or otherwise made or attempted to make evidence unavailable to those
investigating the matter, shall be considered along with the allegation, and the
decision-maker shall draw such inferences as appear proper.

Evidence that a previous allegation has been made or proved shall be considered
only to the extent that it bears such striking similarity to the allegation now under
investigation that its obvious relevance outweighs any prejudicial effect.
11 Standard of proof
(a) The Adjudicating Panel shall be required to determine whether the allegation has been
proven ‘on balance of probabilities ’. The Adjudicating Panel shall be the arbiter of whether
this standard of proof has been satisfied.
(b) The decision of the Panel should be unanimous but a majority decision is acceptable if
unanimity cannot be achieved, with the chair having the determining vote where
necessary.
c) If the Adjudicating Panel is satisfied that the standard of proof has been satisfied, it must
determine a penalty in accordance with the following paragraphs.
d) If the allegation is not proven beyond reasonable doubt, the matter shall be deemed
closed (subject to its subsequent admissibility as stated in regulation 10 above).
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
12 Penalties: general principles
(a) In determining a penalty for a breach of this policy, the Panel is empowered to take
into account the following factors:





The nature and severity of the conduct found to constitute breach of
confidentiality
The extent of the breach of confidentiality relative to either the total assessment
requirement for the module or relative to the context of the breach
The number of breaches found proven by the Panel in the present hearing,
subject to para.(d) below.
The stage of the programme which the candidate had reached at the time the
breach was committed
Subject to paragraph (c) below, any statement by way of explanation or mitigation
offered by the candidate, and the extent to which this statement is corroborated
by documentary or other evidence.
(b) Where the candidate has previously committed a breach of this policy (which is not
simultaneous as defined in para. (d) below and disregarding any caution issued in
accordance with this policy) the Panel must begin with the presumption that the
penalty is termination of programme. This presumption can be rebutted and a lesser
penalty imposed taking into account the factors set out in para. (a) above.
(c) Where an allegation of breach of confidentiality has been proven, any claim of
mitigating circumstances must be disregarded unless in the view of the Panel the
circumstances are very exceptional. Where the Panel considers that they are very
exceptional, the hearing must be suspended pending a ruling from the Chair of SPC
or RDC as to whether the circumstances are sufficiently exceptional as to justify
taking them into account.
(d) Where the candidate is proven to have committed more than one breach of this
policy, but notification of the one breach had not been received by the candidate at
the time of committing the second breach, both shall be considered to be
‘simultaneous’ breaches. Each breach shall be treated as one breach only for the
purpose of determining penalty.
(e) In determining penalties, the decision of the Adjudicating Panel is at all times subject
to the relevant University Programmes Policy (Quality Handbook Section B).
Therefore a decision of a Panel not to deny reassessment, referral, compensation or
condonement, means that the candidate only gets such opportunity if s/he is eligible
under the relevant Programmes Policy.
(f) In all cases, other than where a penalty of termination of programme is imposed, the
candidate must be issued with a University Warning (by the secretary of SPC or RDC
as appropriate) following receipt of the letter of decision under reg. 9 above.
(g) In any case where a penalty is imposed in respect of an assessment which
constitutes a second attempt (reassessment) the penalty shall supersede and
override any mark awarded for the first attempt.
(h) In any case where the Panel considers there are compelling reasons for imposing a
penalty other than one permitted by regulation 13, the Panel must defer the
proceedings of the Panel and make a special case in writing to the chair of SPC or
RDC (as applicable) setting out the proposed penalty and the reasons for wishing to
impose a penalty out with the policy. The Panel must inform the candidate of the
action being taken and the reasons for it.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
13 Penalties: candidates on taught programmes or modules, on
research degrees containing taught elements
(a) Subject to regulation 12 a breach or breaches of this policy must result in a penalty
within the following range
Minimum penalty
The mark for the module tainted by breach of confidentiality as a whole
shall be reduced to the extent considered appropriate in the
professional and academic judgement of the Panel
First Breach
Certificate Level - A candidate studying at this level shall be entitled to
be reassessed in any module failed as a result of the above penalty
(provided that the candidate has otherwise satisfied the attendance and
submission requirements of the module)
Diploma/degree level - Reassessment and /or referral or condonement
of a candidate at this level or above shall be at the discretion of the
panel
Referral to the Nursing and Midwifery Council (or other appropriate
professional body) for breaches of confidentiality by Post
registration/post qualifying students may be considered by the panel
Range between
minimum and maximum
Denial of reassessment of the module tainted
Denial of compensation/condonement
Simultaneous first
breach
Denial of referral
Termination of the programme of study, with the candidate entitled to
any qualification or other award indicated by the credits gained at the
time of the decision of the Adjudicating Panel, with zero awarded for the
module tainted by breach of confidentiality
Certificate Level - A candidate at this level shall be subject to the
penalties for a first breach in respect of each breach, which shall be
considered separately.
Diploma/Degree Level - A candidate at this level or above shall be
subject to the penalties for second/further breaches specified below.
Maximum penalty
Termination of the programme of study, without prior issue of any form
of warning, without award / qualification or credit.
Second / further
Breaches
In the event of a second case or further cases of breach of
confidentiality by the candidate, the minimum penalty shall be the
award of zero for any module tainted by the breach of confidentiality,
and the denial of reassessment. The opportunity for referral or
condonement of any such modules shall be at the discretion of the
panel, subject to university policy governing referral and condonement
Referral to the Nursing and Midwifery Council (or other appropriate
professional body) for breaches of confidentiality by Post
registration/post qualifying students may be considered by the panel
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
(b) Where a breach of confidentiality does not, in the judgement of the Panel, relate
directly to one or more modules, the Panel shall impose a penalty which it judges
proportionate to the breach, taking into account regulation 12.
14 Penalties: Decisions of Module Boards
(a) Where work for a summative assessment for the module is currently under
investigation for an alleged breach of this policy at the time of the meeting of the
relevant Module Board of Examiners, the Board must defer decision in respect of the
candidate and record a result of INV and no mark.
(b) Where a Module Board has received a copy of the letter of decision (under reg. 9i) it
must apply the penalty as imposed by the Adjudication Panel and must not impose
any other penalty based on breach of confidentiality arising in this or any other
instance.
(c) Paragraph (b) does not prohibit the Module Board from exercising its powers in
respect of matters unrelated to unfair means, and specifically, it may deny
reassessment where the Adjudication Panel has not denied reassessment, provided
that the Board’s denial relates solely to non compliance with the published
attendance and submission requirements of the module.
15 Penalties: Programme Boards of Examiners
(a) Where work for a summative assessment for the module is currently under
investigation for an alleged breach of this policy at the time of the meeting of the
relevant Programme Board of Examiners, the Board must defer decision in respect of
the candidate.
(b) Where a Programme Board has received a copy of the letter of decision (under reg.
(9i above) it must apply the penalty as imposed by the Adjudication Panel and must
not impose any other penalty based on a breach of confidentiality arising in this or
any other instance.
(c) Paragraph (b) does not prohibit the Programme Board from exercising its powers in
respect of matters unrelated to breach of confidentiality, and specifically, it may deny
condonement or referral where the Adjudication Panel has not denied either, provided
that the Board’s denial relates solely to other factors such as non compliance with
published attendance and submission requirements of the module, or (in the case of
referral) the candidate’s ability to benefit from the opportunity of referral.
16 Termination of programme
(a) Where a candidate’s programme of study is terminated as a result of a breach proven
and penalised in accordance with the terms of this policy, the fact of that termination
and the reason for it shall be recorded on the candidate’s record and official
transcript.
(b) Where such a candidate applies to undertake further study with the University, in
deciding whether to admit the candidate, the head of department must consult with
his/her Dean of faculty, and have regard to the nature and seriousness of the conduct
which resulted in the termination of programme. The final decision must be reported
to the Faculty Quality (or equivalent) committee.
(c) Where the candidate has applied to undertake a collaborative programme leading to
an award of the University, the partner institution must consult with the relevant
University Dean of faculty, and report the final decision to the University Faculty
committee.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
PART II:
In cases of work submitted for Summative Assessment
Procedure for the investigation and determination of allegations of
breach of confidentiality - THE CAUTION
17. Identification of breach of confidentiality
(a).Where an examiner, when marking a piece of work (submitted for summative assessment),
identifies that a breach of confidentiality has taken place s/he should indicate in a manner
appropriate to the medium in which the work was completed (whether written or practical
work) how and where in the work this has occurred.
(b) The examiner should decide whether the student has attempted to anonymise the material
but has not been successful in making this decision the examiner is directed to consult
section 4(c) s/he must forward the work to the ADLT with a covering statement in a manner
prescribed by the ADLT, and supported by any relevant supporting evidence.
(c) The ADLT is empowered to remove the anonymity of the piece of work at this point.
18 The Caution/Adjudication Panel decision
(a). On receipt of an allegation of breach of confidentiality the ADLT must determine whether
the candidate is eligible for the issue of a Caution as defined in regulation 20 below.
(b). Where the candidate is eligible the caution must be issued as set out in regulation 21
below.
(c). Where the candidate is not eligible the procedure set out in Part I of this policy must be
followed so that a penalty for breach of confidentiality may be imposed only following the
decision of an Adjudication Panel.
19 Definition of the Caution
(a). The Caution is a penalty which is issued as a means to


formally signal to the candidate that specified work breaches confidentiality
provide an opportunity for the student to learn from the case to minimise the likelihood
that s/he will breach confidentiality in future work.
20 Eligibility for a caution
(a). Each candidate is eligible for a caution if it is judged that they have attempted to
anonymise the material but this has not been successful
(b). No candidate is eligible for a second caution unless the second case of breach of
confidentiality was committed before the candidate received the first caution.
21 Issuing a caution
(a). Where a candidate is eligible for a caution the ADLT must issue the caution in
accordance with the wording approved by Student Progress Committee - annexe 1 of these
policy.
(b). Condition of the caution is the assignment must be returned with instructions for the
student to correct the error and remove the said offending material thus rendering the
information in the assignment anonymous. A deadline for resubmission of the corrected
assignment without otherwise amending the work will be prescribed by the ADLT and must be
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
given in writing to the student and person/s making the allegation. The deadline should be
appropriate to the mode and location of study but in all cases must be no less than five
working days.
(c). When re-submitted the examiner should then mark the work, awarding a maximum of
40% for the piece of work. If the work has still not been rendered anonymous to the
satisfaction of the marker no more than 30% may be awarded. If the work is not resubmitted, or not re-submitted within the deadline prescribed by the ADLT, 0 must be
awarded. There is no discretion to award a mark higher than the limits specified in this
paragraph.
(d). The mark awarded under para. 21c above will be taken into account by the Module Board
when calculating the overall module mark in accordance with the published requirements for
the module. Although the mark for the piece of work is capped, the mark for the module as a
whole must not be capped unless the piece of work in question was itself part of the
reassessment for the module.
(e). If the module is failed, normal reassessment rules (as specified in the relevant University
Programmes Policy) shall apply – the ‘re-submission’ of the work does not constitute a
second attempt.
(f). The ADLT must ensure that the caution is recorded on the candidate’s file.
22 Refusal to accept the caution
(a). candidate may refuse to accept the caution and elect a hearing before an Adjudication
Panel – e.g. because s/he disputes the finding of breach of confidentiality. The hearing of the
Panel must be established in accordance with Part I of the policy.
(b). As specified in annexe 1, an Adjudication Panel is empowered to impose a penalty
relating to the whole module and not just the piece of work if it finds that a breach of
confidentiality is proven.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Annexe 1
Faculty of Health and Social Care
Policy on Confidentiality
Caution
[Name of student]
[Title of module and piece of assessed work]
Finding of breach of confidentiality
This letter is to confirm that the examiners have identified a breach of confidentiality
in the above work which is in breach of the Faculty policy on confidentiality. These
sections have been identified … [explain how].
This letter is a formal caution. This requires you to do three things:
(1)
properly render the appropriate parts of the work anonymous –
you may not otherwise change the work
(2)
re-submit the piece of work by [deadline] and to appropriate
person/location
(3)
seek further guidance so that you do not in future submit work
which is in breach of the policy on confidentiality [define what this
further guidance involves]
If, after receiving this letter, you submit further work which breaches
confidentiality, an Adjudication Panel will be held. That Panel will have powers
to impose severe penalties which will significantly affect your progress on
your programme of study and could result in your programme being
terminated.
The purpose of this caution is to provide you with an opportunity to learn from what
has happened, without suffering severe penalty, and to ensure it is not repeated. The
maximum mark you may be awarded, however, is 40 for the piece of work in
question.
If you do not re-submit the work you will be awarded zero for the piece of work.
If you do resubmit it, but do not render the work anonymous to the satisfaction of the
examiners, you be awarded no more than 30 for the piece of work concerned.
Right to challenge this caution
If you do not agree with this caution – for example because you do not accept that
the work breaches confidentiality – you have the right to a hearing before a full
Adjudication Panel. You have 14 (calendar) days in which to notify the [ADLT] in
writing of your wish to challenge the decision. You are hereby warned that if such
an Adjudication Panel finds that the work does breach confidentiality the
penalty it will impose will be more severe than the penalty if you accept this
caution.
Further guidance
The full version of the Policy on Confidentiality can be found in appendix G in your
programme handbook.
You may need further guidance to decide what to do next. You should consider
talking to your personal supervisor and/or the Students’ Union Advice Centre
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Part III - Appeals
23 Right of appeal
(a). A candidate may appeal against the decision and/or penalty imposed by the Adjudicating
Panel.
(b). The candidate shall notify the Chair of the Student Progress Committee of his or her
intention to appeal within 14 days of the date on which notice of the Adjudicating Panel's
decision was formally served on the candidate in writing by the University. Appeals lodged
outside this time limit will not be considered other than in exceptional circumstances. The
Chair of the Student Progress Committee shall be the final arbiter of whether exceptional
circumstances exist. ‘Served’ shall mean posted using recorded delivery.
24 Grounds for appeal
(a). The candidate shall set out in writing, using the approved appeal form, his or her grounds
for appeal against the Adjudicating Panel’s decision. Such grounds might include:



circumstances of which the Adjudicating Panel was not aware when it made its
decision, and had the Panel been so aware, it is reasonably likely that it would have
reached a different decision;
procedural irregularities in the conduct of the hearing of the Adjudicating Panel or in
the penalty imposed;
evidence of bias or prejudice.
(b). The candidate shall submit with the grounds for appeal any evidence on which he or she
wishes to rely in support of those grounds.
25 Investigation of the Appeal
(a). On receipt of the statement of appeal and supporting evidence, the Secretary shall record
the date of receipt and forward the statement and evidence to the Senior Tutor responsible for
the department in which the candidate was registered at the time of the recommendation or
decision.
(b). The Senior Tutor shall review the statement of appeal and supporting evidence, and invite
the appellant to an interview to further explain the matters raised in the appeal as the
appellant and Senior Tutor deem appropriate. The candidate shall be entitled to be
accompanied by a person of his/her choosing at this interview, provided that such person
shall not speak for the appellant.
(c). Once the Senior Tutor is satisfied that s/he has received sufficient information from the
appellant to identify the issues raised in the appeal, subject to Regulation 6 of the University
Academic Appeals Policy (Privacy and Confidentiality) s/he shall serve copies of the
statement of appeal and supporting evidence to the Chair of the Adjudicating Panel. The
Senior Tutor shall also serve notice of the specific questions or issues on which s/he requires
a response, and any documents held by the Department(s) which s/he deems material to the
appeal.
(d). The Chair of the Adjudicating Panel shall make a formal written response to the issues
raised by the Senior Tutor, and appellant, and provide copies of the documents requested by
the Senior Tutor within 14 days of receiving the statement of appeal from the Senior Tutor.
(e). Where the Chair of the Adjudicating Panel is unable to provide the response and/or
documents referred to in paragraph (d) within 14 days, s/he shall before the expiry of those 14
days, advise the Senior Tutor in writing of this, explaining the reasons for the delay, and the
date by which it is reasonably likely that the response and/or documents can be provided.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
(f) Where an explanation is received under paragraph (e) above, the Senior Tutor shall inform
the appellant in writing of the delay, the reasons for the delay, and the likely date by which the
response is expected.
(g). Where no response or explanation for a delay is received within the 14 day deadline, the
Senior Tutor shall inform the appellant and the Chair of Student Progress Committee of this
fact.
(h). The Senior Tutor shall invite the Chair of the Adjudicating Panel to discuss the issues
raised in person should either deem that appropriate.
(i). Where the response and documents (where applicable) have been received by the Senior
Tutor, and s/he is satisfied that the information provided is adequate to proceed with the
matter s/he shall copy the response and documents to the appellant, and invite the appellant
to submit a further written response within 14 days of being served with the Department's
response.
26 Determination of Prima Facie case
(a). Once the Senior Tutor is satisfied that all relevant evidence has been received from the
appellant and the Department(s), and that the requirements of reg. 25(i) above have been
satisfied, s/he shall meet with the Chair of Student Progress Committee, within 14 days of the
response being received from the appellant, or the expiry of the deadline in reg.25(i) above to
determine whether the statement of appeal, supporting evidence, and responses from the
departments, demonstrate prima facie grounds for appeal.
(b). The Chair shall decide that there are prima facie grounds only where he or she considers
that the candidate’s grounds for appeal – as to either proof or penalty – disclose a reasonably
arguable case.
(c) Only in exceptional circumstances shall the Chair rule that there are prima facie grounds
for appeal in any case where evidence adduced in support of the appeal was available to the
candidate, or could reasonably have been available, at the time of the original hearing. The
Chair of the Student Progress Committee shall be the final arbiter of whether exceptional
circumstances exist.
(d). The meeting between the Chair and the Senior Tutor shall be attended by the Secretary
of Student Progress Committee who shall record the decision, and the reasons given.
(e). Where the Chair and Senior Tutor determine that prima facie grounds have not been
demonstrated they will reject the appeal, and the Secretary will inform the appellant, and
relevant departments in writing, within three working days, setting out the reasons for the
decision.
(f). Where the Chair and Senior Tutor determine that prima facie grounds have been
demonstrated an Appeal Committee shall be appointed by the Chair to hear the appeal, and
this shall be reported to the appellant within seven days.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
27 Membership of the Appeal Committee
(a). The Appeal Committee shall normally consist of the following members:



The Chair of the Appeal Committee, who shall be the Chair of the Student Progress
Committee unless he or she is absent or the appellant is a member of the Chair's
department, in which case an appropriate Senior Tutor or other authorised representative
shall be invited to act as Chair
Two members of the University Appeals Panel, who shall not be members of the
department or departments (in the case of a two/three subject programme) responsible
for the candidate's programme of study, or the department responsible for delivering the
module to which the appeal relates if different.
In determining the membership of the Committee, regard shall be given to the desirability
of achieving a balance in terms of gender and within the context of the University's equal
opportunities policy.
(b). No Senior Tutor shall be a member of the Appeal Committee, other than, where
appropriate, as Chair.
28 Procedure for Convening an Appeal Hearing
(a). The appellant shall be informed in writing of the time, date and venue of the hearing, with
at least seven days' notice. Dispatch of communications to the appellant by recorded delivery
to the address notified by the appellant on the approved appeal form, shall be taken as
evidence that the necessary information has been communicated to the appellant.
(b). Failure by the candidate to attend the hearing without good cause shall be taken as
evidence of the candidate's intention to withdraw the appeal. Good cause shall be determined
by the Chair of the Appeal Committee. An appeal may be heard in absentia with the
agreement of the candidate.
(c). For appellants whose country of domicile is outside the United Kingdom, or for whom the
programme of study is normally delivered outside the United Kingdom, with the agreement of
the appellant, arrangements shall be made for the conduct of the hearing by alternative
means, such as video conferencing or other appropriate forms of technology.
(d). The hearing will be held as soon as reasonably practicable, but in any case normally
within one month of the decision of the Chair that prima facie grounds have been
demonstrated.
(e). The Senior Tutor shall ensure that both parties have been provided with copies of any
written statements or other evidence which is likely to be relied upon or otherwise considered
at the hearing.
29 Procedures at the Appeal Hearing
(a). The Appeal Committee shall determine how the appeal hearing is conducted subject to
the following principles:
(b). The responsibilities of the Senior Tutor shall be to:




introduce the issues raised in the appeal
to provide information and advice to the Committee independent of the appellant and the
department(s)
to assist the appellant to ensure that s/he has a fair opportunity to present his or her case
to ensure that the proceedings are conducted in a fair manner.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
(c). The candidate shall have the right to be heard in person by the Appeal Committee, and to
be accompanied by a person of his or her choosing. Such person may not speak for the
appellant, unless invited to do so by the Chair of the Appeal Committee.
(d). At the request of the appellant, the appellant's supervisor, or the Appeal Committee, the
appellant's supervisor shall be entitled to be present throughout the giving of evidence, and to
provide advice to the appellant, and relevant information to the Appeal Committee as either
the appellant or Appeal Committee considers helpful.
(e). The Appeal Committee shall be empowered to call any witness or other person whom it
deems qualified to provide relevant evidence, and which shall include representatives of the
Department(s) against whose decision the appeal was lodged.
(f). Other than in exceptional circumstances as defined by the Appeal Committee, the
appellant shall be entitled to be present while evidence is presented by any witness or other
person called by the Appeal Committee, and to question any such witness. Where the Appeal
Committee deems it inappropriate to allow the candidate to be present, the appellant shall
afterwards be fully apprised of the evidence given by the witness, and may be permitted to
have questions put to the witness by the Appeal Committee in his or her absence.
(g). Any matters of a personal or sensitive nature raised of disclosed during the hearing shall
be deemed confidential as between those present at that time, unless otherwise agreed with
the relevant parties.
(h). All proceedings of the Appeal Committee shall be minuted by the Secretary of Student
Progress Committee or other person designated by the Chair, other than a member of the
Appeal Committee.
(i)The Secretary of the Appeal Committee shall be responsible for providing advice to the
Appeal Committee on University policy and procedures. Any questions, for example to clarify
points made for the record, will be put via the Chair, otherwise the Secretary will not take part
in proceedings.
(j). Once the Appeal Committee is satisfied that sufficient evidence has been presented and
the appellant has been given fair and reasonable opportunity to make his or her case, the
Appeal Committee shall consider its decision in private.
30 Powers of the Appeal Committee
(a). The duty of the Appeal Committee shall be to consider all the evidence adduced before it
and to determine whether the appeal should be allowed or rejected.
(b). The Appeal Committee may confirm, vary or set aside the decision of the Adjudicating
Panel, except that such a decision shall not involve the imposition of a penalty more severe
than that originally imposed by the Adjudicating Panel.
(c). In all cases the appellant and representatives of the department(s) shall be informed in
writing of the decision and the reasons for it within three working days of the decision.
31 Confirmation by Student Progress Committee
(a). The Student Progress Committee shall be informed, at its next meeting, of the decision
and reasons for the decision of the Appeal Committee, and shall receive the minutes of the
hearing approved by the members of the Appeal Committee.
(b) The decision of the Appeal Committee shall not be subject to further challenge unless it
can be demonstrated on a balance of probabilities that the Appeal Committee:
 was not constituted in accordance with this policy, or
acted outside its jurisdiction under this policy.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
(c). An appellant who wishes to challenge a decision of the Appeal Committee on one of the
grounds in paragraph 31 (b), shall be required to write to the Secretary of the Student
Progress Committee within 14 days of being informed of the decision of the Appeal
Committee, detailing the evidence supporting the challenge.
(d). Where a challenge is received in accordance with paragraph 31 (c), the matter shall be
considered by the full Committee, in the absence of the Chair or Senior Tutor who chaired the
Appeal Committee.
(e). Where the Student Progress Committee is satisfied on a balance of probabilities that the
Appeal Committee acted in breach of paragraph 31 (b), it shall declare the decision of the
Appeal Committee invalid and order a new hearing before a Committee not involving any of
the members of the previous Appeal Committee.
(f). Where the Student Progress Committee is not satisfied on a balance of probabilities that
the Appeal Committee acted in breach of paragraph 31 (b), it shall reject the challenge.
Where the challenge is so rejected the decision of the Student Progress Committee shall be
final and not subject to any other appeal or challenge within the University of Hull.
(g). Where an appellant wishes to challenge the decision of the Chair under regulation 26
above, that prima facie grounds for appeal have not been demonstrated, paragraphs b to f
shall apply. All references to the Appeal Committee shall be read as references to the Chair.
(h). At the request of the Chair, the relevant Senior Tutor shall undertake such further
investigation as the Chair deems proper in the light of the grounds set out in the statement of
appeal.
32 Office of the Independent Adjudicator for Higher Education (OIA)
(a). A complainant who remains dissatisfied with the outcome of the decision of the Appeal
Committee may be entitled to complain to the Office of the Independent Adjudicator for Higher
Education (OIA).
(b). The Secretary of SPC shall be responsible for issuing a Completion of Procedures Letter
in accordance with any guidance issued by the OIA..
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Part IV
Fresh Evidence and Retrospective Investigation
33 Fresh Evidence
(a). Where a candidate, or other person, has evidence which was not considered by an
Adjudicating Panel in determining an allegation, that evidence shall be presented to the Chair
of Adjudication Panel who shall determine whether the case should be reconsidered.
(b). The Chair shall determine that reconsideration shall take place only if he or she is
satisfied that the evidence was not available to the Panel, or could not reasonably have been
made available, at the time of the original determination.
(c). If the Chair determines that reconsideration shall not take place the matter shall be
deemed closed and the decision of the Adjudicating Panel shall stand. The candidate and any
other relevant person shall be informed in writing by the Dean within seven days.
(d). If the Chair determines that reconsideration shall take place he or she shall cause an
Adjudicating Panel to be established - which may be the same as the original Panel - and the
Panel shall follow the procedures in Part III above, determining the matter in the light of the
original and fresh evidence. Any decision of the Panel under this regulation shall supersede
any earlier determination.
(e). Where an investigation undertaken under this regulation results in the Adjudicating Panel
determining that a breach of the policy has been proven, and the candidate has by the time of
that determination progressed to a stage or more beyond the stage in which the module
deemed to be tainted was undertaken, in determining penalty under regs. 12 to 13 the Panel
shall be empowered to disregard the minimum penalty if it judges that this would be
appropriate in the circumstances of the case.
34 Retrospective investigation
(a). The completion of the assessment for a module, progression to the next stage of the
qualification, or the award or conferment of the qualification shall not be a bar to an
investigation in accordance with the policy.
(b). In investigating any allegation under this regulation, due regard shall be had to the
difficulties for the candidate of defending such an allegation, especially where there has been
a significant passage of time since the events alleged to involve a breach of the policy.
(c). In the event of an investigation under this regulation resulting in the Adjudicating Panel
determining that a breach of these policy has been proven, in determining penalty under regs.
12 to 13 the Panel shall be empowered:


Where the candidate has progressed to the next stage of the programme to disregard the
minimum penalty if it judges that this would be appropriate in the circumstances of the
case, other than the issuing of a University Warning,
Where the relevant qualification has been awarded or conferred, the qualification shall be
rescinded only in the event of a second breach of the policy being proven. In the event of
a first breach being proven, the award or qualification shall stand, but the details of the
breach shall be recorded on the candidate’s record and official transcript.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Part V
Monitoring
35 Monitoring by faculties
The Dean shall provide as part of the Faculty Quality Enhancement Report (or Partner Quality
Enhancement Report) the following information relating to the previous academic session
divided by department or equivalent unit, mode, level of study, taking into account gender,
disability and ethnic origin:
The number of cautions issued
The number of allegations rejected without holding an Adjudication Panel (no prima
facie case and satisfactorily explained)
The number of Adjudication Panels held
The number of allegations upheld/rejected
The number of cases arising from retrospective investigation
The penalties imposed for those allegations upheld.
Specific requirements for monitoring via QER and PQER are detailed in the codes of practice
governing those processes
36 Monitoring by SPC and RDC
Student Progress Committee and Research Degrees Committee shall provide QSC with a
report annually divided by department or equivalent unit, mode, level of study, taking into
account gender, disability and ethnic origin, on:
the number of appeals lodged
the number upheld/rejected following a hearing
the number rejected as no prima facie case
the number of challenges under reg. 0
the number of cases investigated by the OIA, upheld and rejected.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
University of Hull
FACULTY OF HEALTH AND SOCIAL CARE
PROCEDURES FOR INVESTIGATION AND DETERMINATION OF STUDENT BREACHES OF CONFIDENTIALITY
Students working towards achieving either an initial professional qualification or a post-qualification award will come into contact with or be holding information about patients, service users,
colleagues, staff and others which is private and sensitive in nature. This information must not be disclosed or given to others without prior express consent having been obtained. In the UK,
the protection of confidential information and privacy is enshrined in the Data Protection Act, the Human Rights Act together with Common Law and professional codes of conduct. Data
protection rules cover manual as well as computerised information and give every citizen personal rights to privacy. It is a breach of confidentiality to disclose any information about a
patient, service user, colleague, staff or any other person or place that could in principle enable them to be identified.
All allegations of conduct covered in this document shall be investigated in accordance with the principle of natural justice and in accordance with the following specific procedures:
Within 2 semester weeks of discovery –
alleged breach of confidentiality made in
writing to Associate Dean Learning &
Teaching (ADLT)
Allegations to be supported by as much
evidence as can be provided by those
with first had knowledge
Levels of Breach of Confidentiality –
ADLT must establish at which level the
student is currently in their studies:
Certificate stage – Pre qualifying still
learning the ethos of professional
behaviour and practice and many are still
developing their professional identity.
Diploma stage - should be aware of the
importance of maintaining confidentiality
in professional practice.
If on receipt of response student denies
allegation and ADLT determines the
explanation is satisfactory the matter will be
closed. ADLT will write to the student and
person making the allegation with this
decision within 3 working days
If student is a
qualified member of
staff Caldicott
Guardian of
employer must be
contacted and
informed of prima
facie breach
Hearing Panel
takes place,
evidence and
mitigation
heard. Is there
a case to
answer?
Primary test of Breach of Confidentiality is - is
there any inclusion of material / literature /
letters / reports etc OR. Electronic postings
on web sites, blogs, social networking sites
etc. that would lead to the identification of:
A - A patient / client / service user
B - The family or carers of any of the above
C - A member of staff who could be linked /
traced back to an individual or a specific
situation.
Prima facie case established - a
Hearing Panel to be established by
ADLT to view evidence and to
decide on penalty.
Post Registration/ Post Qualifying
Students - most reprehensible.
On receipt of response or expiry of 21
days if student admits allegation ADLT
to establish a panel and determine
penalty if student denies allegation or
no response within 21 days ADLT to
establish a panel to determine whether
allegation is proven and if proven
determine penalty
Yes Penalty decided
as per clause 13(a) of
policy (annexe i)
No - no penalty
matter considered
closed
Letter sent to student within 6
weeks of receipt informing them of
allegation and allowing them to
respond within 21 days, providing a
written statement of mitigation
Student informed in
person of the
outcome and /or letter
sent within 3 working
days
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Copy of the panel’s decision sent to:

Chair relevant module board

Chair relevant programme
board

Secretary Student Progress
committee

Programme/module leader

Student’s personal supervisor
ADLT may further investigate/make
enquiries to establish / determine
whether prima facie evidence of
breach of confidentiality has
occurred. Decision to be confirmed
with appropriate third party i.e. HoD
or Director of Studies
No Prima Facie breach occurred,
matter closed. ADLT to write to
person making allegation, work
to be marked and processed in
usual way
The student has attempted to
anonymise material:
Letter sent to student within 3
working days asking them to read
through work and ensure
anonymity/remove breaches of
confidentiality by a given date. A
caution must be issued see Part II
of policy
All unnecessary
paperwork shredded.
Decision placed on
Student File until end of
programme.
University of Hull
FACULTY OF HEALTH AND SOCIAL CARE
PROCEDURES FOR STUDENT BREACHES OF CONFIDENTIALITY
Annex i
WHERE BREACH OF CONFIDENTIALITY HAS BEEN JUDGED TO HAVE OCCURRED - DECIDING PENALTIES
Is this a
first
Breach?
No
Is this a
Simultaneo
us First
Breach
Second / Further Breaches
Minimum Penalty is Zero with
denial of re-assessment.
Referral or condonement is at the
discretion of the Panel.
No
Yes
Yes.
The mark for the module shall
be reduced to the extent
considered appropriate in the
professional and academic
Judgment of the Panel.
Is the
Student at
Certificate
Level?
Yes
No
Post Registration / Post Qualitfying
Students may be referred to the NMC
following consideration by the Panel
Maximum Penalty is termination of the
programme of study which is the subject
of the current proven case. Student is
however, entitled to any qualification or
award already indicated by credits
gained before the Panel Hearing.
Module concerned awarded zero.
Which
level is
the
student
at?
Certificate Level (pre qualification)
Diploma / Degree Level
A candidate at this level is entitled to
be given a caution and be re-assessed
with the mark capped at 40% provided
that they have otherwise satisfied the
attendance and submission
requirements of the module.
Re-assessment and / or referral or
condonement of a student at this level
or above shall be at the discretion of
the Panel.
Post-Registration Students
(all stages of programme)
Re-assessment and / or referral or
condonement of a student at this level
or above shall be at the discretion of
the Panel.
Referral to the NMC /HCPC etc. may
be considered by the Panel.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Appendix H
FACULTY OF HEALTH & SOCIAL CARE
REFERENCING GUIDELINES
Introduction
This guide aims to set out the expectations of the Faculty for you as a student in
relation to referencing and to provide a set of guidelines to enable you to reference
your assignments properly and consistently.
There are two commonly used methods of citation. In the Faculty of Health and
Social Care, the Harvard method of referencing is used.
A reference serves three main purposes. It acknowledges the source of an idea
or concept, giving credit to its originator. It allows the reader to locate and read the
original work and importantly it helps to avoid plagiarism. Along with detailed
instructions with regard to referencing there are also some generic rules that will
prove useful. These are as follows:
The golden rules of referencing

Be consistent - use only the guidelines provided by your department and stick
to them for all your work, unless a lecturer tells you otherwise. For Joint/With
students, and students undertaking a Free Elective, you will normally be
expected to follow the referencing guidance from the department that is
running the module. If you are unsure about this, you should ask the module
leader.

Follow the detail in these guidelines absolutely, for example punctuation,
capitals, italics and underlining. If you do not do this, you may lose marks for
your work. Referencing is all about attention to detail!

If the source of information you are referencing does not fit any of the
examples in your referencing guidelines (see below), choose the nearest
example and include enough information for your reader to find and check
that source, in a format as close to the example as possible. For further
guidance on these types of references, see “Frequently Asked Questions”
section (below).

Gather all the details you need for your references whilst you have the
sources of information in your possession. If you forget to do this and cannot
find the sources of information again (they may have been borrowed from the
Library, for example, by another reader), you cannot legitimately use them in
your essay. If you do so without referencing them, you could be accused of
plagiarism.

Keep the referencing details you have gathered in a safe place. You can use
small index cards for this or an electronic database such as the EndNote
program, so that you can sort your references into the order laid down in your
guidelines - usually alphabetical by author’s surname.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
What referencing is
Referencing is acknowledging the sources of information (originated by another
person) that you have used to help you write your essay, report or other piece of
work. In your academic work, you should use the existing knowledge of others to
back up and provide evidence for your arguments. The sources of information you
use may include books, journal articles (paper or electronic), newspapers,
government publications, videos, websites, computer programmes, interviews etc.
Why you must reference your sources of information
There are several reasons why you must reference your work. In no order, these
are:

As courtesy to the originator of the material.

To provide evidence of the depth and breadth of your reading.

To enable your reader to find and read in more detail, a source of information
to which you refer in your work.

To allow your lecturer/marker to check that what you claim is true; or to
understand why you have made a particular mistake, and teach you how to
avoid it in the future.

To enable you to find the source of information if you need to use it again.

To avoid accusations of plagiarism.
What plagiarism is
In its Code of Practice on the use of Unfair Means
(http://www2.hull.ac.uk/administration/quality/qualityhandbook/sectionf.aspx ) the
University of Hull defines plagiarism as follows:
Plagiarism is a form of fraud. It is work which purports to be a
candidate’s own but which is taken without acknowledgement
from the published or unpublished work of others. (University of
Hull, 2004).
In other words, plagiarism is using the work of others without acknowledging your
source of information; that is, passing off someone else’s work as your own (stealing
it).
The same Code of Practice lays down severe penalties for committing plagiarism,
which is regarded as a serious offence.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
When you must use a reference in your work
You must use a reference whenever you:

Use a direct quotation from a source of information.

Paraphrase (put into your own words), someone else’s ideas that you have
read or heard. This is an alternative to using a direct quotation.

Use statistics or other pieces of information, which are drawn from a
recognisable source.
How to use quotations in the text of your work
Quotations should be used sparingly, for example as primary source material or as
evidence to support your own arguments. They should be fairly brief if possible, so
that there is room in your work for plenty of your own arguments, not just those of
others. When using quotations in your work:

Copy the words and punctuation of the original, exactly, except when you
wish to omit some words from the quotation. In this case, use three dots … to
indicate where the missing words were in the original.

If the original has an error, quote it as written but add [sic] in square brackets
to tell your reader that you know it is an error but that this is what the original
says.

Make minor amendments to grammar if necessary, so that your writing and
the quotation flow naturally. Put your amendments in square brackets, for
example: “In his autobiography, Churchill says that [he] was born at an early
age …” The original says “I was born at an early age …”

If the quotation is a line long or less, incorporate it into your text and enclose it
in quotation (speech) marks. Here is an example:
It is widely acknowledged that “Developing study skills is an essential part of
learning at University” (Pinder, 2006 p.101).

If the quotation is longer than a line, put it in an indented paragraph: start it on
a new line; indent it at either side; single space it; and do not use quotation
(speech) marks. Here is an example:
When using the Harvard system it is important to remember that,
apart from the ideas and information expressed by the writer being
cited, only the surname of the author and the year of publication are
included in the text as a reference label. At the end of the article or
other work a list containing full bibliographical details of all references
cited in the text will appear. The title of the list will be single word
References, beneath which will be an alphabetically arranged list of
references (Cormack, 1994 p.12)
[NOTE: the word in italics is as it is in the original.]
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Referencing in the text of your work
In the text of your work you are expected to reference your sources of information in
an abbreviated (short) format, which signposts your reader to the full details of the
courses in your list of references/bibliography at the end of your work (see below).
You do not use full references in the middle of your work because they are bulky;
they break up the flow of your writing; and they are included in your word count.
In the body of the work both author and date must appear. There are three standard
ways in which this is done.

Cormack (1994) describes how students can acquire literature searching
skills…
No quotation marks are used as the words are those of the writer, but the
idea belongs to Cormack.

Literature searches require care (Cormack, 1994).
No quotation marks are used, as the idea belongs to Cormack but the words
are those of the writer.

“Literature searching is an essential skill” (Cormack, 1994 p.12).
The words are a DIRECT quotation i.e. they are taken word for word from
Cormack’s written work, and the page number is therefore required in the
reference.
Referencing at the end of your work
The references at the end of your work must give the full details of your sources of
information, which are signposted from the short references in the text of your work.
These full references enable your reader to find and check your sources of
information if they wish to.
A list of references includes all the sources of information which have actually been
quoted from, paraphrased or referred to in the text of a piece of work.
A bibliography includes all references, plus all the other sources of information
which have been used to assist with the writing of a piece of work, but which are not
actually quoted from, paraphrased or referred to in the text of a piece of work. A
bibliography shows better than a list of references, how widely a student has read
around his/her subject.
The minimum requirement of the Faculty of Health and Social care is that a
reference list must be included for all pieces of work.
Reference and Bibliographical List Entries: The list of references and/or
bibliography must be arranged in alphabetical order by the author’s surname with all
the sources of information in one list.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
The following are examples of full references in the Faculty’s required format.
ELEMENTS OF REFERENCE
ORDER OF ELEMENTS AND FORMAT OF REFERENCE
Reference to a book must
include:
Author: surname, plus initials
Year of publication (in brackets)
Complete title and subtitle
(underlined)
Edition (if applicable) - see FAQs
Place of publication
Publisher's name
Cormack, D.F.S. (1994) Writing for Health Care Professions. London:
Blackwell Scientific Publications
Reference to a chapter in a
book which is a collection of
chapters by different authors
must include:
Author of chapter: surname, plus
initials
Year of publication of chapter (in
brackets)
Complete title and subtitle of the
chapter (not underlined)
The word “in”
Editor of the book: initials plus
surname, followed by (ed)
Year of publication of book (in
brackets)
Complete title and subtitle of the
book (underlined)
Page numbers of the chapter
within the book
Place of publication
Publisher's name
Walmsley, J. (1993) It’s not what you do but who you are: caring
roles and caring relationships in J. Walmsley, J. Reynolds, P.
Shakespeare and R. Woolfe (eds) (1993) Health, Welfare and
Practice: Reflecting on Roles and Relationships, pp.25-31. London:
Sage Publications in association with The Open University.
Reference to a printed
journal article must include:
Author: surname, plus initials
Year of publication (in brackets)
Complete title and subtitle of the
article (not underlined)
Complete title and subtitle of the
journal (underlined)
Volume number
Issue number or month or season
(in brackets), if present and as
applicable
Page numbers of the article
within the journal
Fradd, E. (1988) Achieving new roles. Nursing Times. Vol.84 (50)
pp.39-41.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Reference to an electronic
journal article must include:
Author: surname, plus initials
Year of publication (in brackets)
Complete title and subtitle of the
article (not underlined)
Complete title and subtitle of the
electronic journal (underlined)
Type of medium in square
brackets i.e. [online]
Volume number, if applicable
Issue number (in brackets), if
present
The word “Available” followed by
a colon
Full address of the web page
Date you accessed the web page
(in square brackets)
Harnack, A. and Kleppinger, E. (1997) Creating models for electronic
citations. Ariadne [online]. Vol. 23 (7). Available:
http://www.ariadne.ac.uk/issue7/kairos/ [15 August 2006]
Reference to individual work
on the web must include:
Author: surname, plus initials
Year of production or when the
web site was last updated (in
brackets)
Complete title and subtitle of the
web page
Type of medium in square
brackets i.e. [online]
Place of publication or production
Publisher’s or producer’s name
The word “Available” followed by
a colon
Full address of the web page
Date you accessed the web page
(in square brackets)
Shields, G. and Walton, G. (2001) Cite Them Right! How to Organise
Bibliographical References. [online] Newcastle: University of
Northumbria at Newcastle. Available:
http://www.unn.ac.uk/central/isd/cite/ [25 February 2005].
Reference to a broadcast,
record or cassette should as far
as possible follow the same
convention as the example above
Ralph, C. (1991) The Family of Nursing. Audiotape of presentation to
the Annual Conference of the Health Visitors’ Association. QED
Recording Services Ltd for the HVA [10th Oct 1991].
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Frequently asked questions

What do I do if there is more than one author?
If there are two authors, name both of them, both in the text and in the full
reference at the end of your work. For example, the short reference in the
text of your work would be (Smith and Jones, 2004), using surnames only.
The full reference at the end of your work would give the surnames and
initials:
Smith, C. and Jones, T. (1993) Where Did my Surname Come from?
Timbuktu: Genealogy Association
If there are more than two authors, the short reference in the text of your work
should in the first instance include all authors’ surnames. In any subsequent
citations in the text of your work, you should include only the first author’s
surname, followed by the phrase “et al” (Latin for “and others”); for example,
(Bloggs et al, 2001). However, the full reference at the end of your work
should include all surnames and initials, no matter how many there are.

What about reports which are written by a committee or organisation,
rather than one or more individuals?
Reports which are written by a committee or organisation rather than one or
more individuals, should be referenced under the name of the committee or
organisation, for example:
World Health Organisation (1981) Global Strategy for Health for All by the
Year 2000. Geneva: WHO
Reports which are commonly referred to by the name of the Committee
Chairman are sometimes listed under the name of the Chairman. Though not
strictly correct, this is usually accepted. For example, the Cumberlege Report
may be referenced in one of two ways:
Cumberlege, J. (1986) Neighbourhood Nursing: a Focus in Care (The
Cumberlege Report). London: HMSO
Department of Health (1986) Neighbourhood Nursing: a Focus in Care (The
Cumberlege Report). London: HMSO

What about sources of information with no acknowledged author?
Make sure there really is no author - remember that in some cases an author
may be an organisation, a committee or a government department. If there is
no author, begin the reference with the title. Alternatively, with a work that is
known to be anonymous, you should give the author as “Anon”.

How do I distinguish between two references to the same author in the
same year?
If you need to reference two or more different publications written in the
same year by the same author, you should distinguish between them by
adding a letter to the date of publication, both in the short references in the
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
text of your essay and in the full references at the end of your work, for
example:
United Kingdom Central Council for Nursing, Midwifery and Health Visiting
(1992a) Code of Professional Conduct. London: UKCC
United Kingdom Central Council for Nursing, Midwifery and Health Visiting
(1992b) Scope of Professional Practice. London: UKCC

What is the difference between an edition and a reprint?
An edition (usually of a book) means that the book (or part of it) has been
rewritten in some way and it is therefore different from the previous edition. In
this case, the date in the short reference in the text of your work must be the
date of the edition, e.g. (Cottrell, 2003). In the full reference at the end of
your work, put an edition statement and the date of that edition, so that it
matches the date in your short reference. The format would therefore be:
Cottrell, S. (2003) The Study Skills Handbook. 2nd ed. Basingstoke: Palgrave
Macmillan
The edition of the book and its date of publication are usually stated on the
reverse of the title page of the book. Please note that if the edition is the first
one, the above rules should be ignored. Only follow them for second editions
onwards.
A reprint (again, usually of a book) means that the book has sold so well that
more copies have been printed to satisfy demand. Unlike an edition, a reprint
has not been altered in any way, so for referencing purposes you can ignore
the dates of reprints on the reverse of the title page. Instead, use the date of
publication of the first or subsequent edition in your references.

How do I reference a quotation by an author, which I found as a
quotation in a book written by someone else?
You must always reference first, the original source - the author you are
quoting. If the quotation is by Barnett, the short reference in the text of your
work would be (Barnett, 1996). In the full reference at the end of your work,
you should firstly cite the book by Barnett from which the quotation comes.
You should be able to find the elements of the reference you need in the
bibliography of the book in which Barnett is cited. After this reference, you
should put the word “in”, followed by the full reference for the book in which
Barnett is cited, for example:
Barnett, C. (2005) Kitchen Planning for Beginners. Hull: DIY Press in
Beckett, B. DIY in Easy Steps. London: Ideal Home Publishers

What do I do if the source of information has no date?
Use the abbreviation “n.d” or the phrase “no date” instead of the date.
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14

How do I reference editorials and news items?
Editorials and news items should be referenced under the name of the
journal or newspaper, for example:
Health Visitor - Editorial. (1991) UKCC Tackles Community Nursing. A health
news feature. Vol.64 (10) p.323.
For individual help with referencing, you can contact the Study Advice Services by
email (studyadvice@hull.ac.uk), or:
In Hull, make an appointment by telephoning (01482) 466344 or visiting the Study
Advice Services Desk on the mezzanine floor at the South End of the Brynmor Jones
Library Building (turn left after the turnstiles and keep walking past the teaching
rooms until you come to a staircase. The Study Advice Centre is at the top of the
first flight of stairs. Ask at Library Reception if access is needed by a lift).
In Scarborough, Study Advice is located in room C16A on the first floor of College
House or telephone (01723) 357274.
You can make an appointment with the Study Advice Services on (01482) 466199 or
email studyadvice@hull.ac.uk. You can make an appointment using any PC
anywhere and anytime by going to https://myadmin.hull.ac.uk and log in with your
campus user id and password then select appointment bookings.
The Study Advice Services website has a comprehensive leaflet on referencing,
available at www.hull.ac.uk/studyadvice
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
The University of Hull
Appendix I
Faculty of Health and Social Care
Generic assessment criteria Level 4
An individual performance may fit a category by meeting some of the criteria:
Level 4 general description
levels of knowledge (depth, range
and accuracy)
explanation
80-100% exceptionally high
levels & balance
across the range of
selected criteria
70-79% excellent levels and
balance across the
range of selected
criteria
60-69% very good levels and
balance across the
range of selected
criteria
exceptional knowledge and
understanding of subject area;
excellent grasp of issues;
no errors or omission
excellent knowledge and
understanding of subject area;
excellent grasp of issues;
negligible errors or omissions
very good knowledge and
understanding of subject area;
very good grasp of issues; negligible
errors or omissions
very comprehensive explanation
considerable evidence of wide
of relevant issues substantiated by reading and use of other resources;
exceptional use of evidence;
referencing of an exceptional
standard (examinations excepted)
comprehensive explanation of
good evidence of wide reading and
relevant issues substantiated by
use of other sources;
excellent use of evidence;
referencing of an excellent standard
(examinations excepted)
comprehensive explanation of
evidence of wide reading & use of
relevant issues substantiated by
other sources;
good use of evidence;
referencing of a good standard
(examinations excepted)
50-59%
good levels and
balance across the
range of selected
criteria
good knowledge and understanding of well reasoned explanation of
subject area;
relevant issues substantiated by
good grasp of issues;
appropriate use of evidence;
few errors and omission
40-49%
acceptable levels
across the range of
selected criteria
35-39%
object of assessment
completed, some
positive elements but
weak all round, with
serious deficiencies
adequate knowledge and
understanding of subject area;
some areas covered moderately well;
competent grasp of main issues;
several errors and omissions
awareness of some issues but little
depth and some confusion;
mostly superficial grasp of issues;
inclusion of some irrelevant
incorrect material
or
reasoned explanation of relevant
issues substantiated by some
evidence;
limited explanation of relevant
issues substantiated by little
evidence;
scholarship
(evidence and referencing)
evidence of appropriate reading and
use of other sources;
referencing of an acceptable
standard (examinations excepted)
with few errors
some evidence of appropriate
reading and use of other sources;
errors in referencing (examinations
excepted)
communication
(structure, clarity, presentation,
linguistic range and accuracy)
excellent literary style and/or
presentation
application
excellent literary style and/or
presentation
excellent application
of theory to practice
(where appropriate)
very good literary style and/or
presentation
very good application
of theory to practice
(where appropriate)
good literary style and/or
presentation
good application of
theory to practice
(where appropriate)
adequate literary style and/or
presentation
some application of
theory to practice
(where appropriate)
exemplary application
of theory to practice
(where appropriate)
little evidence of appropriate reading barely adequate literary style and/or little application of
and use of other sources;
presentation
theory to practice
Referencing barely acceptable or
(where appropriate)
absent
Excessive use of quotations
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
An individual performance may fit a category by meeting some of the criteria:
Level 4 general description
20-34%
1-19%
0%
levels of knowledge (depth, range
and accuracy)
explanation
object of assessment
minimally completed,
very few positive
elements & very weak
all round, with serious
deficiencies
considerable material irrelevant or
incorrect;
very weak understanding of issues;
inadequate explanation of relevant Limited evidence of appropriate
issues with little supporting
reading and use of other sources;
evidence;
referencing unacceptable
(examinations excepted);
excessive use of quotations
object of assessment
uncompleted, no
positive elements &
exceptionally weak all
round, with very
serious deficiencies
material entirely irrelevant or incorrect; no explanation of issues and no
no apparent understanding of issues; supporting evidence used;
serious errors and omissions
many errors or omissions
scholarship
(evidence and referencing)
no evidence of any preparation;
no evidence of reading or use of
other sources;
referencing unacceptable
(examinations excepted);
no submission; written evidence of unsafe practice
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
communication (structure, clarity, application
presentation, linguistic range and
accuracy)
poor literary style and/or
limited application of
presentation
theory to practice
(where appropriate)
very poor literary style and/or
presentation
no application of
theory to practice
(where appropriate)
Level
5
80100%
7079%
6069%
The University of Hull
Faculty of Health and Social Care
Generic assessment criteria Level 5
An individual performance may fit a category by meeting some of the criteria:
general description
levels of knowledge (depth,
discussion & analysis
originality
scholarship
range & accuracy)
(independence of
(evidence and referencing)
thought, novelty of
ideas, approach,
synthesis)
exceptionally high
outstanding knowledge &
well-focused & logical discussion originality of thought;
evidence of extensive in-depth
levels & balance across understanding in all areas;
substantiated by outstanding use exceptionally high level of reading, use of other sources
the range of selected
excellent grasp of issues;
of evidence;
independent thinking
and independent research;
criteria
no errors or omissions
outstanding analysis in all areas
referencing to publishing
standards (examinations
excepted)
excellent levels and
excellent knowledge &
well-focused & logical discussion use of new sources &
evidence of effective in-depth
balance across the
understanding in all areas;
showing excellent command of
approaches evident;
reading & use of other
range of selected
excellent grasp of issues;
evidence;
excellent level of
sources;
criteria
negligible errors or omissions
excellent analysis in most areas
independent thinking
referencing of an excellent
standard (examinations
excepted)
very good levels and
very good knowledge and
well-focused and logical
some originality;
evidence of wide & in-depth
balance across the
understanding in most areas; discussion showing good
good level of independent reading and use of other
range of selected
good grasp of issues; negligible command of evidence;
thinking
sources;
criteria
errors or omissions
clear evidence of competent
referencing of a high standard
analysis
(examinations excepted)
communication
(structure, clarity,
presentation,
linguistic range
and accuracy)
excellent literary
style and/or
presentation
application
effective literary
style and/or
presentation
excellent
application of
theory to practice
with evidence of
integration
very good literary very good
style
and/or application of
presentation
theory to practice
with evidence of
integration
5059%
good level and balance good knowledge and
across the range of
understanding in most areas;
selected criteria
competent grasp of issues;
minimal errors or omissions
awareness of issues with
some originality and
evidence of independent
thinking
evidence of wide reading and good literary style
use of other sources;
and/or presentation
referencing of a good standard
(examinations excepted)
4049%
acceptable levels
across the range of
selected criteria
well-focused and logical
discussion showing good
command of evidence;
good analysis understanding in
most areas
adequate knowledge and
fairly well-focused discussion
understanding; adequate grasp showing some command of
of main issues; some areas
evidence;
covered moderately well; some some analysis evident
errors & omission
awareness of issues but
lacking in originality; some
evidence of independent
thinking;
evidence of reading and use
of other sources;
referencing of an acceptable
standard (examinations
excepted)
3539%
object of assessment
completed, some
positive elements but
weak all round, with
serious deficiencies
awareness of some issues but unclear and ill-focused discussion
limited depth;
showing limited command of
evidence with
mostly superficial grasp of
issues;
little or no evidence of analysis
some errors and omission
some
issues;
awareness
of evidence of limited reading
and use of other sources;
referencing barely acceptable
limited or no evidence of (examinations excepted);
independent thinking
excessive use of quotations
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
exemplary
application of
theory to practice
with evidence of
integration
adequate literary
style and/or
presentation
good application
of theory to
practice with
evidence of
integration
average
application of
theory to practice
barely adequate
literary style and/or
presentation
limited application
of theory to
practice
An individual performance may fit a category by meeting some of the criteria:
Level
5
2034%
general description
object of assessment
minimally completed,
very few positive
elements & very weak
all round, with serious
deficiencies
1-19% object of assessment
uncompleted, no
positive elements &
exceptionally weak all
round, with very
serious deficiencies
0%
levels of knowledge (depth,
range & accuracy)
Most material
incorrect;
irrelevant
discussion and analysis
or unfocussed/illogical discussion;
evidence maybe absent
originality
(independence of
thought, novelty of
ideas, approach,
synthesis)
no evidence of
independent thought
scholarship
(evidence and referencing)
no evidence of
independent thought
no evidence of any
preparation; no evidence of
reading or use of other
sources;
referencing unacceptable
(examinations excepted);
excessive quotations
very weak understanding of
issues;
many errors or omissions
material entirely irrelevant or
incorrect;
no apparent understanding of
issues
serious errors and omissions
absence of developed ideas and
evidence
no submission; written evidence of unsafe practice
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
little evidence of reading or
use of other sources;
referencing unacceptable
(examinations excepted);
excessive use of quotations
communication
(structure, clarity,
presentation,
linguistic range
and accuracy)
poor literary style
and/or presentation
application
very poor literary
style and/or
presentation
no evidence of
application of
theory to practice
little evidence of
application of
theory to practice
The University of Hull Faculty of Health and Social Care
Generic assessment criteria Level 6. July 2001
An individual performance may fit a category by meeting some of the criteria:
Level
6
general description
levels of knowledge (depth,
range & accuracy)
analysis (critical thinking,
conduct of cogent, coherent
argument)
80100%
exceptionally high
levels and balance
across the range of
selected criteria
outstanding knowledge and
understanding in all areas;
excellent grasp of issues;
no errors or omissions
exceptionally well-focused and
logical argument substantiated by
outstanding use of evidence;
outstanding critical analysis in all
areas
7079%
excellent levels and
balance across the
range of selected
criteria
excellent knowledge and
understanding in all areas;
excellent grasp of issues;
negligible errors or omissions
6069%
very good levels and
balance across the
range of selected
criteria
very good knowledge and
understanding in all areas;
excellent grasp of issues;
negligible errors or omissions
5059%
good levels and
balance across the
range of selected
criteria
good knowledge and
understanding in most areas;
competent grasp of issues;
minimal errors or omissions
4049%
acceptable levels
across the range of
selected criteria
3539%
object of assessment
completed, some
positive elements but
weak all round, with
serious deficiencies
originality
(independence of
thought, novelty of
ideas, approach,
synthesis)
excellent use of new ideas
and approaches
exceptionally high level of
independent thinking
scholarship
(evidence and referencing)
considerable evidence of
extensive and in-depth reading,
use of other sources and
independent research;
referencing to publishing
standards
well-focused and logical argument consistency of new ideas evidence of extensive in-depth
showing excellent command of
and approaches evident; reading and use of other
evidence; excellent critical
excellent level of
sources;
analysis in most areas
independent thinking
referencing to publishing
standards
(examinations excepted)
well-focused and logical argument some uses of new ideas
evidence of in-depth reading
showing very good command of
and approaches withvery and use of other sources;
evidence;
good level of independent referencing to professional
clear evidence of competent
thinking
standards (examinations
critical analysis
excepted)
well-focused and logical argument
showing good command of
evidence;
good critical analysis and
understanding in most areas
accurate knowledge and
fairly well-focused argument
understanding;
showing good command of
some areas covered moderately evidence;
well;
some critical analysis evident
adequate grasp of main issues;
some errors and omissions
awareness of some issues but unclear and ill-focused arguments;
limited
range
and
some some command of evidence;
confusion;
little evidence of analysis – work
tends to be descriptive
mostly superficial grasp of
issues;
some errors and omissions
communication
(structure, clarity,
presentation,
linguistic range
and accuracy)
excellent literary
style and/or
presentation
integration
effective literary
style and/or
presentation
excellent
integration of
theory and
practice
exemplary
integration of
theory and
practice
very good literary very good
style
and/or integration of
presentation
theory and
practice
awareness of issues with
some good use of
new evidence and
independent thinking
evidence of wide reading and
use of other sources;
referencing of a high standard
(examinations excepted)
good literary style
&/or presentation
application with
good integration of
theory & practice
awareness of issues but
lacking in originality;
some evidence of
independent thinking
evidence of reading & use of
other sources;
referencing of an acceptable
standard (examinations
excepted)
adequate literary
style &/or
presentation
application with
some integration
of theory &
practice
some awareness of issues
but lacking in originality;
limited independent
thinking
evidence of limited wide reading barely adequate
& use of other sources;
literary style &/or
referencing barely acceptable
presentation
(examinations excepted);
excessive quotations
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
application with
limited integration
of theory &
practice
An individual performance may fit a category by meeting some of the criteria:
Level6 general description
levels of knowledge (depth,
range & accuracy)
2034%
most material
incorrect;
object of assessment
minimally completed, very
few positive elements and
very weak all round, with
serious deficiencies
1-19% object of assessment
uncompleted, no positive
elements and
exceptionally weak all
round, with very serious
deficiencies
0%
irrelevant
very weak understanding of
issues;
many errors or omissions
material entirely irrelevant or
incorrect;
no apparent understanding of
issues;
serious errors and omissions
analysis (critical thinking,
conduct of cogent, coherent
argument)
or absence of developed ideas;
limited command of evidence;
lack of analysis
absence of developed ideas;
minimal command of evidence;
no analysis
originality
(independence of
thought, novelty of
ideas, approach,
synthesis)
no evidence of
independent thought
scholarship ( evidence &
referencing)
no evidence of
independent thought
no evidence of any preparation very poor literary
no evidence of reading or use of style and
other sources;
presentation
referencing unacceptable
(examinations excepted);
excessive use of quotations
no submission, written evidence of unsafe practice
University Honours Degree Classification Scale
70-100% First Class
60-69% Upper Second Class
50-59% Lower Second Class
40-49%
35-39%
0-34%
Third Class
Fail (Compensatable Fail for non-clinical modules)
Fail
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
little evidence of reading or use
of other sources;
referencing unacceptable
(examinations excepted);
excessive quotations
communication
(structure, clarity,
presentation,
linguistic range &
accuracy)
poor literary style
and/or presentation
application
little evidence of
application or
integration of
theory and
practice
no evidence of
application or
integration of
theory and
practice
The University of Hull
Faculty of Health and Social Care
MSc Health Professional Studies – Marking Sheet Level 7
Marker………………….…………….Student No………………..………………Date…………………….
NB Please mark appropriate criterion box to indicate level of student attainment:
Suggested mark:……………………………………
ASSESSMENT CRITIERION
Theoretical component
Structure
Clear Fail
0% - 34%
Minimal or absent integration of
the aims and themes of the
assignment
Lacks formal structure
Borderline/Compensatory Fail
35% - 39%
Limited integration of some of the
aims and themes of the
assignment
Limited structure and internal
consistency
Limited classification of certain
concepts. Selects some
strategies for solution. Limited
use of existing research/literature
Pass
40% - 69%
Good / Acceptable integration of
key aims and themes of the
assignment
Good / satisfactory structure and
internal consistency
Good/acceptable classification of
most concepts. Provides
adequate strategies for solution.
Appropriate utilisation of available
research/literature
Clearly draws together a good
range of meanings. Satisfactory
exploration concerning
relationship of ideas, theories and
arguments
Satisfactory discussion of most of
the relevant perspectives
Good/acceptable evaluation of
own and others work.
Reasonable justification of criteria
used
Analysis
Absent/insufficient classification
of concepts. Fails to utilise
appropriate strategies for
solution. Minimal or absent use
of existing research and literature
Application
Fails to apply relevant material.
Deficient/absent exploration of
ideas, theories and arguments
Draws together a limited range of
meanings. Limited exploration of
ideas, themes and arguments
Quality of argument
Inadequate/absent discussion of
relevant perspectives
Evidence of critical evaluation is
absent or minimal
Limited discussion of some of the
relevant perspectives
Limited evaluation of own and
others work. Restricted in
justification of criteria used
Critical evaluation
Other comments
BSc (Hons) Nursing (Adult; Child; Learning Disability & Mental Health Fields) Programme Handbook Academic Year 2013/14
Pass with distinction
70% - 100%
Complete integration of all aims
and themes of the assignment
Excellent structure and internal
consistency
Comprehensive classification of
all appropriate concepts.
Provides wholly appropriate
strategies for solution. Masterful
use of available research /
literature
Comprehensively draws together
a full range of meanings. Fully
explores relationship of ideas,
theories and arguments
Masterful discussion of all
relevant perspectives
Comprehensive evaluation of
own and others work. Clear
justification of criteria used
SAS - M
Appendix J
MITIGATING CIRCUMSTANCES FORM
Example – This Form is available in Quality Handbook section K Annexe 3
http://www2.hull.ac.uk/administration/quality/qualityhandbook/sectionk.aspx
This form must be returned to your home academic department
This form must be used by students who wish to inform the University of circumstances which they feel
may have affected their performance in assessments or led to them being absent from an examination.
To request a coursework extension before the submission date – use form SAS-EXT. Exceptionally, you
may use this form to request mitigation where you have been unable to submit coursework on time and
were unable to request an extension in advance.
There is a standard deadline for claiming mitigating circumstances of 7 days after the assessment.
Before completing the form, please ensure that you read in full the notes at the back.
This form is available to students, and should be completed by the student, or on their behalf with their
knowledge and agreement.
Section 1 – Student Details – to be completed in all cases
Your Full Name
________________________________________________
Registration Number
__ __ __ __ __ __ __ __ __
Full Title of Programme of Study ________________________________________________
(e.g. LLB Law with German)
Faculty _____________________
Location of Study
Hull
Current Year of Study
__
Department
Scarborough
__________________________
Other
Full time
________________________
Part time
Section 2 – Details of assessments affected
You must clearly state each assessment that you believe has been affected by the mitigating
circumstances. Assessments not listed will not be considered.
Module Code
(5 digit no.)
Module Title
Appendix for Programme Handbook Academic Year 2013/14
Assessment Affected
Date of
Assessment
Page 117 of 123
Section 3 – Your circumstances
Use this space to describe fully the circumstances that have affected you. You must
put as much detail as possible, to ensure that a decision is reached on full
information. If this request is related to a disability or medical problem which is
known to the University and for which recommendations related to assessment have
been made previously, please indicate this clearly below.
Section 4 – Effect on assessments
Describe clearly how the circumstances affected your ability to prepare for, or to
undertake the assessments listed in Section 2.
Section 5 – Evidence
What evidence of your circumstances are you including to support your request? Evidence is
required for the circumstances, their effect on your assessments and if relevant, why the
request was made late. For medical circumstances, evidence may be a letter from a doctor
or nurse, confirmation of an appointment, prescription, etc. If no evidence is available, you
may wish to use form SAS-GP to request information from a medical professional.
(Securely attach to this form all evidence that you wish to be considered.)
Appendix for Programme Handbook Academic Year 2013/14
Page 118 of 123
Section 6 – Previous Discussions
Please indicate if you have already discussed these circumstances with a member of
University staff.
Yes

No

Staff Name _________________________
Date ___________
Dept. ________________________
Section 7 – Late Submission
Only if more than 7 days have passed since the assessment in question.
Requests submitted more than 7 days after the assessment are not normally
considered. Why was it not possible to raise these circumstances within 7 days of
the assessment?
Section 8 – Declaration
I declare that I have read and understood this form before completing it, and that the
information provided on and with this form is accurate and complete to the best of my
knowledge. I understand that to seek to gain an advantage or benefit (such as a new exam
attempt) through providing false or misleading information is liable to action being taken
against me under the University Code of Practice on the Use of Unfair Means.
Student signature
______________________
Date
____________
When complete, forward this form and all evidence to your home academic department.
Section 9 – Academic Department Use Only
Date received in Department
________________
____________________
by
Action taken by Department
Ensure that this form is copied to all relevant departments. Forward to the Secretary of SPC
only if received more than 7 days after the assessment in question or in cases that prove
difficult to resolve and advice is sought. Please attach to form SAS-S, as a “Consideration
of Late Mitigating Circumstances”.
Appendix for Programme Handbook Academic Year 2013/14
Page 119 of 123
General Information for Students
After completion, you are advised to make a copy for your own records, and you
must then submit the form to your home department (the one responsible for your
programme of study).
Note that there are only 3 acceptable reasons for being absent from an examination:
1.
2.
3.
medical circumstances occurring at the time of the examination (provided
they are supported by a medical certificate or other evidence issued by a
qualified medical practitioner or a qualified counsellor)
bereavement of family or close friend (including attendance at funeral) (a
letter from an appropriate person confirming the details should be provided –
a copy of the death certificate is not required)
being unable to get to the examination because of the failure of properly
made travel arrangements beyond your control (corroborating evidence will
be required). (Your car breaking down on the way to the examination will be
accepted; not arranging a flight which will arrive in good time will not).
If your circumstances are not accepted:
The original mark for the assessment will stand, (or you will receive a mark of 0 for
non attendance).
If your circumstances are accepted:
The circumstances will be passed to the Module Board of Examiners who will decide
to either:
award you a new attempt at the examination or assessment, if you so wish –
this is the default decision
2.
pass the matter to the Programme Board of Examiners for consideration later
3.
award a bare pass in the module (this is only done in very exceptional
circumstances)
4.
decide that the circumstances do not merit any action
1.
If you are awarded a new attempt, and you accept the offer, your original attempt is
wiped from the record and your original mark is lost and cannot be reinstated, even if
you subsequently fail or receive a lower mark for the new attempt.
Appendix for Programme Handbook Academic Year 2013/14
Page 120 of 123
Appendix K
Professional Unsuitability and Professional Misconduct
Applicable to candidates undertaking programmes of study
involving professional practice placements and determination
of fitness to practice

The purpose of this Code of Practice is to define the procedure which must be
followed in all cases where a department is responsible for delivering a
programme of study which results in a professional registration or eligibility to
apply for professional registration.

This Code applies to conduct of the candidate while registered on a
programme of the University of Hull, on or off the University premises, and
while the student is intercalating. The University Student Progress Committee
is the final arbiter of the interpretation and application of this code of practice.

‘Professional Unsuitability’ is defined as behaviour which does not
demonstrate the standards of behaviour specified by the Professional Body
and/or Regulator responsible for allowing candidates who complete the
programme of study to be admitted to practise the relevant profession.

‘Professional misconduct’ is conduct which falls below the level of conduct
required by the relevant Professional Body and/or Regulator.

The regulations from which this extract is taken can be found in Section F17 of
the University Quality Handbook at
http://www2.hull.ac.uk/administration/CDTE/qualitystandards/quality handbook/section F.ASPX

You are advised to familiarise yourself with these regulations.
Appendix for Programme Handbook Academic Year 2013/14
Page 121 of 123
Appendix L
Assessment Decleration Form
The Assessment Deceleration Form (electronic submission sheet) will be printed by you
following the instructions in appendix F
This process was introduced within the Faculty from academic session
11/12
Appendix for Programme Handbook Academic Year 2013/14
Page 122 of 123
Appendix M
Regulations governing the use of unfair means by candidates
in pursuit of the award of any academic or professional
qualification of the University of Hull.
The University has had a Code of Practice on the Use of Unfair Means in place since
February 2000. Its purpose is to provide a mechanism through which any form of
unacceptable behaviour by a candidate in pursuit of the award of a University of Hull
qualification may be investigated and, if proven, penalised.
The regulations apply to any candidate and any qualification of the University of Hull.
They apply whether the qualification is professional, academic, or a combination of
the two and whether offered solely by the University or in conjunction with any
academic, professional or other institution in the United Kingdom or otherwise.
The regulations from which this extract is taken can be found in Section F8 of the
University Quality Handbook at
http://www2.hull.ac.uk/administration/policyregister/qualityhandbook.aspx
You are advised to familiarise yourself with these regulations.
Appendix for Programme Handbook Academic Year 2013/14
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