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School of Health Sciences
BSc (Hons) Professional Practice
Student Handbook
Academic Year 2017-18
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Welcome to Academic Year 2017-18
This handbook covers information and general rules and regulations for all students. New students are advised to familiarise themselves with the course specific rules and regulations and the guidelines for submission of assignments. This Handbook will also be on every module in studentcentral. Please ensure that no assignment breaches confidentiality: trusts/localities/individual patients, staff or students should not be individually identified. Your module handbook will contain specific information associated with the module. Along with all the Pathway and Module Leaders of the BSc (Hons) Professional Practice, I would like to wish you every success with your studies in the forthcoming academic year. Hannah Morris Senior Lecturer BSc (Hons) Professional Practice Course Leader
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SECTION ONE: INTRODUCTION ........................................................................... 6 1.1 Getting Started ................................................................................................. 6 1.2 Associate Students ........................................................................................... 6 1.3 Registered Students ......................................................................................... 6 1.4 Progressing on the Course ............................................................................... 9
1.5 Student enrolment ........................................................................................... 9 1.6 Time Scales ..................................................................................................... 9 1.7 Elements to award ........................................................................................... 9 1.8 Student Support ............................................................................................... 9 1.9 Assessment and Submission of Assignments.................................................. 9
1.10 Referencing .................................................................................................. 9 1.11 Examination Boards .................................................................................. 10
1.12 Recognising Prior Learning RPL .............................................................. 10 1.13 Dissertation Module .................................................................................. 11
1.14 Completing the Award ............................................................................... 11 1.15 Accessing administrative personnel .......................................................... 12
1.16 Academic calendar ...................................................................................... 1
SECTION TWO: STUDENT SUPPORT ................................................................ 16
2.1 Library and IT Support .................................................................................. 17 2.2 Student support for Study Skills and IT ........................................................ 17 2.3 Mentors .......................................................................................................... 17
2.4 Academic Support ......................................................................................... 18 2.5 Student Services ............................................................................................ 19
Learning Support Plans (LSPs) ............................................................................ 22
SECTION THREE: COURSE RULES, REGULATIONS AND GUIDELINES.. 23 3.1 Assessment Regulations ................................................................................ 24
Regulations relating to the assessment of theory and practice ............................ 24 Distribution of information relating to assessments ............................................ 24
Electronic submission of assignments and issuing of marker feedback via
studentcentral ....................................................................................................... 24
Grading Criteria – Levels 4 / 5 / 6 ....................................................................... 27 Confidentiality ..................................................................................................... 30 Word Limit Policy ............................................................................................... 35
Marking and Moderating ..................................................................................... 35 Issuing of Results ................................................................................................. 35 Keeping copies of your assignments .................................................................... 36 Practice portfolios ................................................................................................ 36
Requests for extension to deadline ...................................................................... 36 Late submission of assignments ........................................................................... 37 Non-submission ................................................................................................... 38
Mitigating circumstances ..................................................................................... 38 3.2 Course specific rules regulations and assessment guidelines. ....................... 38
Attendance, withdrawal and suspension of module studies. ................................ 39 3.3 Intercalation (Suspension of studies) ............................................................ 39 3.4 Withdrawal from Study ................................................................................. 40
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3.5 Admission with Advanced Standing ............................................................. 40
3.6 Marking of assignments ................................................................................ 41 3.7 Appeals against decisions of the examinations board ................................... 41
SECTION FOUR: REFERENCING GUIDELINES ............................................... 42 SECTION FIVE: Useful contact numbers .............................................................. 51
SECTION SIX: TRANSPORT AND PARKING GUIDE ....................................... 53 Maps and directions ................................................................................................. 54 Car parking at Falmer .............................................................................................. 54
SECTION SEVEN: FORMS .................................................................................... 55
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SECTION ONE: INTRODUCTION
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Student Handbook BSc (Hons) in Professional Practice Welcome to the Handbook – it is aimed at all students studying modules within the Professional Practice Course. This will include details about compulsory and optional modules and any rules and regulations that are course specific. You will also receive a module specific handbook.
1.1 Getting Started All students are required to complete an application form. These can be obtained from the Admissions Team based at Falmer, or from: http://www.brighton.ac.uk/snm/courses/post-reg/apply.php?PageId=400
Please ensure that your application form is signed by your manager and has an authorised signatory where applicable (Trusts/organisations vary about this). If you are a self-funding student, you can obtain information on the cost and how to pay for your module from
Following receipt of the application forms, all those registering for an award will be invited to an Induction session and sent a Professional Development Plan (PDP) to complete. Any former studies/modules undertaken and your provisional planned future study should be included. At the Induction session you will receive course specific information, and agree your module choices. You will be required to enrol through the Online enrolment process. Upon completion of this process new students will receive their UniCard, which will also double up as a library card. The Unicard will enable you to have access to all the learning resources that the University provides. This includes computer access, Internet access and all sorts of packages to do with literature searching, as well as books, journals, and inter-library loans.
1.2 Associate Students Some students will be undertaking a stand-alone module for professional development in a particular area of clinical practice developing a special interest. Some students may find taking one or two modules prior to registering for an award useful. This may help to establish academic confidence, as well as testing out how you are able to cope with managing the time for study. All the rules and regulations apply in terms of assignments and processes for examination boards. If, having taken modules on a standalone basis, you then wish to bring these into the award of BSc Hons Professional Practice, you must do so, no later than the commencement of the final module of your exit award. This means that if you have not registered for the BSc Hons Professional Practice, yet have 60 level 6 credits and request to exit, you have to register before the end of your last module. Your request should be made to the Course Leader and you can exit with a BSc Professional Practice. You should be aware that this is a lesser award and taking it may affect your future academic and/ or career options.
1.3 Registered Students Some students know they want to register for a Degree. The same routine applies in terms of application and enrolment. In addition, students will be entitled to the support of a personal tutor, who will provide academic support.
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You have the option to select modules (30/20 credits to make a total of 60 credits) from the list of generic modules and also select some modules from the other courses in the CPE provision. For the BSc (Hons) Professional Practice, the compulsory modules are Research approaches: methods, critical appraisal and utility (20 credits) and Dissertation (30 credits for students registered up to February 2013*, and 40 credits for students registered from September 2013). You will be assigned a pathway according to the modules you select and 40 credits will define your pathway. The award for a BSc (Hons) Professional Practice will be made on completion of the requisite 120 credits including the above elements. Occasionally students may elect to exit with a BSc Professional Practice without honours (an ordinary degree) following completions of 60 level 6 credits: requests to exit should be made in writing to the course leader. Please see section 1.2 above.
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*Current students registered for the BSc (Hons) Professional Practice have a choice of taking Dissertation for 30 credits or 40 credits, depending on their
previous module choices (credit accumulation).
BSc (Hons) Professional Practice
Dissertation Module (40 credits)*
Research approaches Module (20 credits)
Ordinary degree exit
Minimum 60 level six credits
Mental health
& psycho-
social care
Pathway
40 credits from
defined group
of modules
Long-term
Conditions
Pathway
40 credits
from defined
group of
modules
End of Life
Care
Pathway
40 credits
from
defined
group of
modules
Sexual and
Reproductive
Health
Pathway
40 credits
from defined
group of
modules
Professional
Practice
Pathway
40 credits from
defined group
of modules
Older
people’s
Health
Pathway
40 credits
from
defined
group of
modules
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1.4 Progressing on the Course Your continued progression on the Course is discussed yearly at the Course Examination Board (CEB) where course specific regulations apply.
1.5 Student enrolment All students are required to enrol on-line every academic year. Guidance on this is sent in the month of August from registry to individual students.
1.6 Time Scales From the point of registering you have: 4 years to complete the Degree, with a maximum of six years registration.
1.7 Elements to award Students should hold a current registration with a Professional, Statutory and Regulatory Body, and normally, have a minimum of 6 months of post qualified experience. All students are expected to be working for a minimum of 15 hours in practice, but additional module specific rules apply, and students should check the module requirements before application. The BSc (Hons) Professional Practice is now a ‘top-up’ degree and normally, students will have achieved 120 Level 4 and 120 Level 5 credits or a Diploma in Higher Education. Advanced Standing against the Level 4 and Level 5 credit can be awarded by the course leader in recognition of the post-qualified experience. Where advanced standing is recognised, students will have taken and passed a Level 6 module prior to entry to the course. There are specific regulations that apply to University of Brighton Diplomat students (2005 curriculum onwards). Students that undertook level 6 modules within this Diploma, who wish to bring them into the BSc (Hons) Professional Practice should contact the Course Leader in the first instance. There is a time limit that applies (modules have to be less than 5 years old). There are other requirements and students MUST contact the Course Leader for full explanation.
1.8 Student Support Section two outlines the student support available to both associate students and those registered for a full award of Degree. Every now and again, something happens that may affect your ability to study, such as a life-event or crisis. If your academic work is affected, there are mechanisms to support you.
1.9 Assessment and Submission of Assignments Section three is all about assessment and submission of assignments. It gives details of how to submit an assignment, the format for all written work and the major rules and regulations for the course. Included in this section is information about applications for extensions to deadlines and mitigating circumstances.
1.10 Referencing Section four gives a new comprehensive guide to referencing using the Chicago style of Harvard to be used from September 2010. Many students have difficulties with referencing their work so it is important that this guide is used effectively. There are guidelines for referencing the Internet and electronic sources included.
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1.11 Examination Boards Three major Examination Boards are held each year. The academic year calendar (Section 1.17) has the dates of all the boards. Submission dates for assignments are also identified. The format for submissions can be found in Section Three. The results of the modules are presented to the Area Examination Board (AEB) where they are ratified and confirmed. See Section 3 – Issuing of results for more details. Mitigating circumstances are heard before this board. The Course Examination Board (CEB) meets approximately two weeks later. The board recommends Awards and Classification of Degrees and discusses student progression.
1.12 Recognising Prior Learning (RPL) AP(E)L is used by students to seek credit for prior achievement and experience against a programme of study leading to a named award. Advanced standing to level 6 is allowed for applicants with a registered professional qualification. Applicants with certified learning at the same academic level as the course they wish to undertake are required to follow the School policy regarding RPL process. Students can also utilise the Schools module based RPL process, which is available at all academic levels and has been recognised by a number of Post Registration courses (students are advised to check with course leaders regarding acceptability prior to commencing an RPL module. Once registered for an award students must attend a mandatory workshop to gain an understanding of the terminology and help clarify the process used by the School of Health Sciences. Guidance is given on collecting evidence for a claim and portfolio development. Workshops dates and venues are available on the webpages for study days and workshops. There is a cost for the workshop (the 2016-17 cost £85). The student will be assigned an educational advisor for RPL within the School and have an initial interview to establish a learning agreement regarding the work required and to clarify how the educational advisor can assist in the process. Each student will be entitled to up to four hours of tutorial time which can be negotiated and used accordingly to the individual’s needs. The educational advisor will advise on the academic level and amount of credit that is appropriate to claim. There are three enrolment points during the year: October February and June. Application forms and guidance notes can be obtained from the website: https://www.brighton.ac.u/studying-here/find-a-course/cpd-in-health-sciences/postgraduate-education/application-process.aspx or by telephoning the School’s Admissions and Marketing Department on 01273 644039 or by email to [email protected] Cut off dates for submission do apply. There is an agreement between local Higher Education Institutions (HEI) called the Four HEI agreement. This allows up to 50% of level 6 credits to be brought in from University of Surrey, Greenwich University and Christchurch Canterbury University. You should contact the Course Leader in the first instance if you wish to transfer credit through this agreement.
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1.13 Dissertation Module All students registered for a degree level award will need to undertake the Dissertation module. Normally students complete this module at the end of their studies. Students should take Research Approaches module before undertaking the Dissertation. The Dissertation module (40 level 6 credits) requires a detailed and systematic review of the literature related to a problem that is practice-centred. Further details and the support of a supervisor will be discussed at the Dissertation module workshops, held in July and February each academic year. Students must attend all three sessions (09.30-12.30 at Falmer). In addition, Action Learning Sets will be arranged to offer further support for students undertaking the module.
1.14 Completing the Award Students will normally submit their assignments electronically through Turn it in (Tii). Some modules’ assessments are not electronically submitted, usually due to the nature of the assignment. Assignments are marked and moderated and results are then ratified at the Area Exam Board (AEB). The Course Examination Board (CEB) is held after the AEB and it is only at this Board that Diplomas and Degrees are awarded. Students can request to exit with an Ordinary Degree. Personal tutors are responsible for putting forward the names of students’ due for degree awards. Award Normal minimum credit at level of award Maximum
period of
registration
Exit award of
BSc
Professional
Practice
120 level 4 credits and 120 level 5 credits via advanced standing for entry to NMC register.
Level 6 credits, to a maximum of 50% of the course, undertaken in the previous 5 years may be brought into the course if they meet the learning outcomes. Inclusion of appropriate APL/APEL at level 6 is at the discretion of the course leader.
A minimum of 60 level 6 credits.
6 years
BSc (Hons)
Professional
Practice
120 level 4 credits and 120 level 5 credits via advanced standing for entry to NMC register.
Level 6 credits, to a maximum of 50% of the course, undertaken in the previous 5 years may be brought into the course if they meet the learning outcomes. Inclusion of appropriate APL/APEL at level 6 is at the discretion of the course leader.
Research module (20 level 6 credits) which can be APL’d and Dissertation Module (30 or 40 level 6 credits) which cannot be APL’d. A total of 120 level 6 credits.
6 years
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Once an award has been recommended, the names of the students are forwarded to Academic Registry. They will send an invitation to an Award Ceremony and certificates to students who are unable to attend. It is vital that they have your current address, so if you move please complete the change of address pro-forma in Section Eight. You can expect to be invited to the ceremony at the end of the semester following your completion. Students completing in July will therefore be invited to the ceremony held in February/March of the following year. All diplomats and graduates are invited to the Awards Ceremony.
1.16 Accessing administrative personnel If you want to access administrative personnel at School sites in person then please do so between 9am and 1pm. You may telephone during business hours but if you could phone between 9am and 1 pm it would be helpful.
IT/LB/AG Version 4 dated 10/07/17
1.16 Academic calendar
CONTINUING PROFESSIONAL EDUCATION (Former SNM ONLY)
ACADEMIC YEAR 2017/18
Week No
W/C Notes
CPE Assessment/Submissions & Boards
28.08.17 Bank Holiday 28.08.17 Resubmission CPE and modules 31.08.17 16:00 (Including Dissertation resubmissions)
04.09.17 Marking week CPE
11.09.17 Marking week CPE
18.09.17 Marking week CPE
1 25.09.17 Term starts 25.09.17 INDUCTION Moderating week CPE Unratified results 28.09.17
2 02.10.17 Semester 1 Assessments to external examiner CPE
3 09.10.17 External examiner returns reports CPE Joint course mit circs meeting 09.10.17 10:00-12:00 Joint Course PRE-AEB 10.10.17 09:30 – 13:00 TUESDAY (ACP / PP / Grad Cert – MLs, PLs & CLs)
4 16.10.17 Joint Course AEB 17.10.17 09:30 – 13:00 TUESDAY (ACP / PP / Grad Cert – PLs & CLs & external examiners)
5 23.10.17 School Holiday East/West Sussex County Councils 23-27 October
6 30.10.17 CPE PRE-CEB 31.10.17 09:30-13:00 PLs & CLs TUESDAY
7 06.11.17 CPE CEB 09.11.17 09:30-13:00 PLs & CLs THURSDAY
8 13.11.17 9 20.11.17 10 27.11.17
11 04.12.17 12 11.12.17 Term ends 15.12.17
18.12.17
Christmas and New Year 25.12.17
01.01.18
13 08.01.18 Term starts 08.01.18 Semester one submission CPE Dissertations only 11.01.18 16:00
14 15.01.18 Semester one submission CPE Modules 18.01.18 16.00
15 22.01.18 Marking week CPE
16 29.01.18 Marking week CPE
IT/LB/AG Version 4 dated 10/07/17
Week No
W/C Notes CPE
Assessment/Submissions & Boards
17 05.02.18 Semester 2 Marking week CPE Dissertation Unratified results 08.02.18
18 12.02.18 School Holiday East/West Sussex County Councils 12-16 Februar.y Winter Awards Ceremony date tbc
Moderating week CPE Unratified results 15.02.18
19 19.02.18 Assessments to external examiner CPE Joint course mit circs meeting 23.02.18 10:00-12:00
20 26.02.18 External examiner returns reports CPE Joint Course PRE-AEB 27.02.18 09:30 – 13:00 TUESDAY (ACP / PP / Grad Cert – MLs, PLs & CLs)
21 05.03.18 Joint Course AEB 06.03.18 09:30 – 13:00 TUESDAY (ACP / PP / Grad Cert – PLs & CLs & external examiners)
22 12.03.18
23 19.03.18 Term ends 23.03.18 CPE PRE-CEB 22.03.18 09:30-13:00 PLs & CLs THURS
26.03.18 Good Friday 30.03.18 CPE CEB 29.03.18 09:30-13:00 PLs & CLs THURSDAY
02.04.18 Easter Monday 02.04.18 09.04.18 Easter break
24 16.04.18 Term starts 16.04.18 25 23.04.18 26 30.04.18 27 07.05.18 Bank Holiday 07.05.18 28 14.05.18 Semester two submission CPE Dissertations only
17.05.18 16:00
29 21.05.18 Semester two submission CPE Modules 24.05.18 16:00
30 28.05.18 Bank Holiday 28.05.18. School Holiday East/West Sussex County Councils 28 May-1 June Marking week CPE
31 04.06.18 Term ends 08.06.18 Marking week CPE
11.06.18 Marking week CPE Dissertation unratified results 14.06.18
18.06.18 Moderating week CPE Unratified results 21.06.18 Joint course mit circs meeting 22.06.18 10:00-12:00
25.06.18 Assessments to external examiner CPE Joint Course PRE-AEB 26.06.18 09:30 – 13:00 TUESDAY (ACP / PP / Grad Cert – MLs, PLs & CLs)
IT/LB/AG Version 4 dated 10/07/17
02.07.18 External examiner returns reports CPE Joint Course AEB 05.07.18 09:30 – 13:00 THURSDAY (ACP / PP / Grad Cert – PLs & CLs & external examiners)
09.07.18 16.07.18 CPE PRE-CEB 19.07.18 09:30-13:00 PLs & CLs THURS
23.07.18 School holiday begins East/West Sussex County Councils. Summer Awards Ceremony date tbc. CPE CEB 24.07.18 09:30-13:00 PLs & CLs TUESDAY
30.07.18 06.08.18 13.08.18 20.08.18 27.08.18 Bank Holiday 27.08.18 Resubmission CPE and modules 30.08.18 16:00
(Including Dissertation resubmissions)
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SECTION TWO: STUDENT SUPPORT
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Student Support Student support is offered in a variety of ways. This section offers details of specific areas of support and general details regarding support in clinical practice and support in academia.
2.1 Library and IT Support Details of all the library and IT facilities are located at the following link: http://libguides.brighton.ac.uk/nursing
2.2 Student support for Study Skills and IT There is a new module ‘Academic and IT skills for professional learning in health and social care’(20 level 6 or 7 credits). This module is for students who have NEVER studied at level 5 or 6, or 7, or have done so, but not within the last five years. Please go to http://www.brighton.ac.uk/snm/courses/post-reg/apply.php?PageId=400 For more information about this module.
2.3 Mentors The practice element of teaching, learning and assessment is an important component in ensuring Fitness for Practice. The Mentor Preparation module will provide formal preparation to enable the learner to extend their knowledge, skills and competence to take on this wider range of responsibilities and support and assess a greater range of learners. The module meets the current Nursing and Midwifery Council (NMC) Mandatory Requirements for Mentor Preparation, 'Standards to support learning and assessment in practice' (NMC 2008). Student mentors will be supported to meet the Stage 2 Mentor Standard (section 2.1 NMC 2008 p19-21), these can be found on the NMC website. Allied Health professionals should refer to the Health Professions Council (HPC), 'Standards of education and training' (2009) available online: Mentor The NMC (2008,44) defines a Mentor as being a nurse or midwife who ‘facilitates learning and supervises and assesses students in a practice setting’. Sign-off Mentor The NMC introduced the concept of a Sign-off Mentor in 2006, and state that ‘all sign-off mentors are nurses and midwives who having met (the) additional criteria can make judgements about whether a student has achieved the required standards of proficiency for safe and effective practice for entry to the NMC register’ (NMC 2008,7). Only Sign-off mentors that are on the same part of the register and in the same field of practice may confirm to the NMC that students have met the relevant standards of proficiency for the particular programme leading to registration or a qualification that is recordable on the NMC register. NMC (2008) Standards to support learning and assessment in practice. 2nd edition. London: Nursing and Midwifery Council http://www.nmc-uk.org/Educators/Standards-for-education/Standards-to-support-learning-and-assessment-in-practice/ Accessed 30th March 2016.
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2.4 Academic Support
1. Students undertaking modules on a standalone basis The module leader acts as your personal tutor and gives academic advice. Your module leader is also your first point of contact for any other issue related to your study. Tutorials will be available from the module leader for every module. The purpose of tutorials is not to review completed assignments. Please expect to take a draft plan – no more than one side of A4. The purpose is to clarify ideas and outstanding points regarding the assignment.
2. Students registered for award All registered students who are working towards a degree will have an allocated personal tutor who will be appointed at induction. For students undertaking a pathway the personal tutor will normally be the pathway leader. The personal tutor will play a pivotal role in ensuring cohesion of your learning and appropriate progression. The personal tutoring system operates in accordance with the School’s personal tutoring guide and students will meet with their personal tutor once per semester. At induction, your PDP will be used to plan your choice of modules to achieve your degree. Student Services offered by the University provide excellent support services for students who may for example require counselling services or who have special educational needs.
3. Students completing the award The Dissertation module is compulsory for the honours award. This requires a large piece of work that is largely self- directed. A supervisor will provide academic support. This is usually the personal tutor or it could be another member of the academic staff who has expertise in the subject area. Negotiation will take place with you in your choice of supervisor. Unfortunately, there may be occasions when your first choice of supervisor is unavailable.
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2.5 Student Services
Opportunities and support to help you get the most out of your time at university. https://www.brighton.ac.uk/current-students/advice-and-support/index.aspx Student Services is a central department that provides a range of services to support you through university and to help you get the most from the student experience. Our experienced and supportive staff offer advice on a range of issues, including: - Advice about money worries and how to live on a budget. - Support in finding jobs and volunteering opportunities. - Help accessing academic support if you have a disability, learning difficulty or long-term medical condition. - One to one support for students with worries or concerns in a safe, confidential space. Here for you, whatever the issue: Below is an outline of some of the ways in which we can help you during your time here. Career development Build your employability skills and boost your graduate potential, with careers guidance, enterprise skills, and employment and volunteering opportunities. www.brighton,ac,uk/careers Chaplaincy There’s more to the Chaplaincy than you think with social events, retreats, worship, discussion, support and listening. www.brighton.ac.uk/studentlife/chaplaincy Childcare With two Ofsted rated nurseries open to children of staff, students and the local community, the University of Brighton is an excellent choice for high quality, affordable and flexible childcare. www.brighton.ac.uk/childcare Counselling Whatever the reason, if you are finding academic life is causing you concern, or for personal reasons you need someone to talk things over with, you don't need to feel that you are all alone with your worries. Talk to one of our trained counsellors in a safe and confidential space. https://www.brighton.ac.uk/current-students/my-student-life/health-and-wellbeing/need-to-speak-to-someone/index.aspx Disability and dyslexia support If you’ve got a disability, specific learning difficulty or long term-health condition and choose to disclose it in confidence to the Disability and Dyslexia team, you’ll discover the wide range of academic and personal support available. www.brighotn.ac.uk/disability Health and wellbeing Looking after yourself whist at university helps you to get the most of your experience. Our links to local surgeries give you access to a doctor, while our health and wellbeing workshops and information help you to keep everything in balance – so look after your mind and body whilst you are here. www.brighton.ac.uk/studentlife/health
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Student Advice Service When it comes to your finances at university it pays to be money wise; so for expert advice on financial issues, including fees, grants, bursaries, loans, and money management, contact the Student Advice Service. They can also help if you are an international student needing immigration advice, or support if you’re experiencing culture shock and home sickness. www.brighton.ac.uk/moneymatters Careers fairs, recruitment events and workshops The Careers Service runs different events that provide the opportunity to network with employees and find out about the skills they are looking for in employees. There are also a host of employability workshops to help you identify and learn new employability skills. Find out what events are coming up on our events page www.brghton.ac.uk/careers/events/ Beepurple Beepurple is the University’s entrepreneurship network made up of students, graduates and staff who are interested in developing their enterprise and creativity skills and/or their business ideas. They run a variety of activities, workshops and talks throughout the year as well as providing the opportunity to network with current and former students. For further details please see https://about.brighton.ac.uk/careers/enterprise Get involved with the Student’s Union The student union offer a range of activities and opportunities that can help you to develop different skills such as team working, confidence and self- management. This includes opportunities for part time work and volunteering, the chance to stand for election as a student-representative or sabbatical officer, and through getting involved in the hundreds of student union societies, clubs and activities. For more information please see website www.brighton.su.com/ Mentoring Mentoring can provide an excellent forum for personal development, not just or the mentee but for the person mentoring too. This can include improved confidence, listening skills, cooperation and strategic thinking. The careers service runs the Momentum scheme each year, which pairs students with business mentors (www.brighotn.ac.uk/careers/develop-your-skills/momentum-mentoring-scheme/) Leadership development There are several roles within the institution that may particularly suit students who are looking to develop their leadership skills. These include opportunities to work as Student Ambassadors at open days or within local schools, working as a sabbatical officer or a course rep for the student’s union, being captain of a sports team or chair of a student’s society, or by working as a leader for the Peer Assisted Student Support (PASS) programme www.brighton.ac.uk/ask/pass Graduate Toolkit It can be particularly useful to make notes and reflect on what you learn from any type of work experience or employability activity. This will make it easier to develop your CV and market yourself to future employers. See the resources the Graduate Toolkit www.brighton.ac.uk/careers/develop-your-skills/graduate-toolkit/ for how to do this, also see @Working Towards Your Future: Making the most of your time in Higher Education- http://bit.ly/ijJsUI Get in touch You can find further information about our services and answers to your student life queries at www.brighton.ac.uk/studentlife We can also help answer your questions in confidence via email at [email protected] or follow us on Twitter for the latest student lfe news via @brightonstudent- www.twitter.com/brightonstudent Our service leaflet with additional information can be found at http://staffcentral.brighton.ac.uk/xpedio/groups/Public/documents/staffcentral/doc012712.pdf
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Guidance and support
There are many different ways to access the help and support you need whilst at university. This may relate to your academic studies and, dependent upon the way in which your individual school is organised, will come from a variety of sources and this will include course leader, course tutors or an allocated personal tutor.
You can contact your Student Support Guidance Tutor (SSGT) as a first point of contact with any issues that relate to concern, personal and academic. Find their contact details at www.brighton.ac.uk/SSGT. However, if you feel you need to discuss personal issues with someone entirely separate from your course, the Student Services department offers a confidential counselling service. For details of this and of other services the department provides, please see the information provided in section 4 of this handbook or visit the current students website www.brighton.ac.uk/current-students for comprehensive information on support available from the University, or www.brightonsu.com/support/academic_advice/ for support available from the Student Union.
Voicing your opinion
The university respects and values the opinions of its students and you have the right to express your views about your course or other services you receive. Sometimes problems get worse if they are not addressed quickly and it is advisable to let the relevant person know as soon as possible. You can do this in a number of ways, depending on the nature of the issue.
1. General comments and issues relating to your course - if you want to raise general issues about your course you should contact your course leader, Head of School or personal tutor. Each course also holds Course Boards. These meetings are held regularly (usually once per term or semester) to discuss the general running of courses. Representatives will be elected from among the students on your course, to attend the Course Board and contribute the views and concerns of the student group. You should feel free to approach your Student Representative with items that you would like considered. Your School will contact you with details of elections for student representatives. See the Student Representative site on the Students’ Union website http://www.brightonsu.com/youdecide/ for more information about getting involved.
2. University Committees - there are a number of university committees that include student representatives in their memberships; there are usually one or two students per committee. Students are nominated to serve on these committees by the Students’ Union. Further information on the university’s committees and their memberships can be found at: https://staff.brighton.ac.uk/committees/Pages/Home.aspx
3. Getting your views on your learning experience - there are a variety of other ways in which your views on your learning experience might be sought by your course tutors. These might include questionnaires and evaluation forms provided for you to comment on particular elements of your course; regular meetings for you to discuss issues with staff; and special sessions run by staff from elsewhere in the university, for you to discuss your experience of learning and how you feel it could be improved.
Student services
Student services at the university also offer a broad range of confidential and non-judgemental support and advice services. Dedicated teams provide careers guidance, study support, counselling, medical facilities, student funding advice, and help with budgeting and debt and disability and dyslexia advice and support. All these services are provided on the university's campuses in Brighton, Eastbourne and Hastings.
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For further details please see the information provided in section 4 of this handbook or visit the current students website www.brighton.ac.uk/current-students for comprehensive information on support available from the University.
Students' Union
The University of Brighton Students' Union offer information, advice and support on issues that may affect your university experience or your relationship with the university, such as: mitigating circumstances, misconduct, plagiarism, appeals or complaints. For further information see www.brightonsu.com/support/academic_advice/
Learning Support Plans (LSPs)
The University is committed to ensuring that all enrolled students have an equal opportunity to succeed on their course. This includes ensuring that the university’s teaching and assessment processes are as inclusive as possible for disabled students and students who are experiencing temporary conditions (such as pregnancy), to minimize any adverse impact on their access to learning. Recommendations for adjustments to teaching, assessment and examinations are made by the university’s Disability and Dyslexia Team. You can find further information about groups that may be eligible for Learning Support Plans in Section G of the General Examination and Assessment Regulations, on studentcentral. This link might be helpful http://about.brighton.ac.uk/tudent-life-connector/
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SECTION THREE: COURSE RULES, REGULATIONS AND GUIDELINES
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3.1 Student contract The main terms and conditions including the Student Charter can be found here: https://www.brighton.ac.uk/current-students/my-studdies/student-polices-and-regulations/index.aspx Keeping us informed If you change any of your details; name, address, telephone number, please email the course administrator [email protected]
3.2 Assessment Regulations
The general examination and assessment regulations (GEAR) of the University of Brighton apply to this course. Available from https://brighton.ac.uk/regs/acs/docs/GEAR2016-2017.pdf
Regulations relating to the assessment of theory and practice You will normally be allowed two attempts at each assessed element within the course. A second attempt is at the discretion of the Examination Board, and will be permitted if considered that you have demonstrated the potential to retrieve the work and attain a pass. It is therefore important that you notify the Board (via mitigating circumstances) of any issues that may adversely affect your performance in coursework or an examination. In exceptional circumstances, if you do not pass an assessment at second attempt, you may be permitted to repeat the module and submit a third and final attempt. Due to new United Kingdom Border Agency (UKBA) regulations the maximum number of assessment attempts has been reduced from four to three for both new and continuing students with effect from September 2010. For further information please refer to GEAR.
Students who fail a module which is a requirement to a speciality pathway may select another option if available or transfer to another pathway. However the student may only have one attempt at the substituted module. The grade for the substituted module will be capped at the minimum pass mark.
Distribution of information relating to assessments
Specific guidelines relating to individual assessments will be distributed at the start of each module. These guidelines are in the module handbook which can also be accessed via the module area on studentcentral. If you have any queries with regard to the assessment task and/or assessment regulations, you should clarify the issue(s) with the module team/your personal tutor and/or course leader prior to submission.
Electronic submission of assignments and issuing of marker feedback via studentcentral
Electronic submission and subsequent access to marker feedback will occur via the ‘assignment’ section of the relevant module area. Un-ratified results of the submission will be available through the electronic submission point 20 working days after the submission date. As you have to log in and enter your password in order to submit work/open feedback,
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information regarding your performance can only be accessed by you and the appropriate members of staff. The introduction of electronic submission is being staggered across the modules in the CPE Division, over the next year. Your module leader will clarify for you, at the beginning of the module, the way in which you are required to submit your work. Instructions on how to submit electronically, including guidelines on how to format and save your files, will be included within the assignment section of all the module areas on studentcentral. You can contact your module leader for further help and advice. Generally, the following applies:
Assignments must be presented professionally
- typed in black - in double/1.5 line spacing - using plain script (e.g. Times New Roman, Arial) - font size 12
- You are advised to include a front sheet, stating relevant details of the assignment
and the word count.
- The work should be free from spelling, punctuation or grammatical errors. - No individuals/patients/Trusts/localities should be identifiable in submitted work.
Pseudonyms, where appropriate, should be used and referenced according to professional body requirements.
- No abbreviations should be used - Each page should be numbered and an index or contents page should be included
where appropriate. - All work must be original and correctly referenced using the HARVARD SYSTEM in
the CHICAGO Style approved for use by the Faculty of Health and Social Science, a copy of which is in this course handbook.
- Appendices – as a rule these should not be more than 10 percent of the word limit.
The body of the assignment should be specify the relevance and refer to the appendices used. Appendices should be placed after the Reference List. Specific advice should be sought from the Module Leader.
- Diagrams and Charts should be labelled and correctly referenced. - All assignments should adhere strictly to the word limit - there is no +10%. The
following are not included in the word count:
Title pages, acknowledgements, abstracts, headings, tables, appendices, reference lists, bibliographies, references that are in brackets in the text
If submitting in paper, all pages should be firmly held together. Candidates are requested not to submit their work in A4 ring binders or bulky folders. Pages should not be inserted in individual plastic folders
- Students should carefully save a copy of their assignment. You may collect the
Clinical Skills inventory within six weeks of receiving your results. - Clinical Linked Learning Activities reports or Assessment of Practice documentation
should be submitted at the same time as the written assignment for each module.
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Individual module handbooks will include details of what is required for summative assignments.
- Specific pieces of coursework may be exempt from electronic submission (e.g. if they require production of material above and beyond the written assignment, which cannot be submitted electronically) and where applicable these will be notified to you at the start of the relevant module.
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Grading Criteria – Levels 4 / 5 / 6
80-100 A+
First class / Distinction
All learning outcomes/ assessment criteria have been achieved to an exceptionally high level.
An outstanding response to the task. The work demonstrates most or all of the following characteristics beyond that expected for work at the given level of study within the discipline:
Exceptional display of understanding, exploration, insight and/or research.
All specifications for the assessment task, including word limit/time limit where appropriate, have been adhered to.
The organisation, structure and standard of presentation of the work, including referencing and compliance with the referencing policy is exemplary throughout.
The work has been approached and/or executed/performed in an original way.
Inspirational, innovative and authoritative - evidence of intellectual rigour, independence of judgement and insightful contextualisation, including relevant theory/literature/artefacts/performance.
Evidence of very high quality analysis, synthesis, reflection, evaluation and critical appraisal.
Consistently displays very high levels of initiative, personal responsibility, decision-making and achievement.
Exceptional understanding of the complexity of practice and makes sense of the situation in a meaningful way
A 75-79 A-70-74
First class / Distinction
All learning outcomes/ assessment criteria have been achieved to a high standard and many at an exceptionally high level.
An excellent response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:
In-depth understanding, exploration, insight and/or research.
All specifications for the assessment task, including word limit/time limit where appropriate, have been adhered to.
The organisation, structure and standard of presentation of the work, including referencing and compliance with the referencing policy is excellent throughout.
The work has been approached and/or executed/performed in an original way.
Insightful contextualisation, including relevant theory/ literature/ artefacts/ performance.
Evidence of high to very high quality analysis, synthesis, reflection, evaluation and critical appraisal.
Demonstrates high levels of initiative, personal responsibility, decision-making and achievement.
Evidence of insightful understanding of the complexity of practice and makes sense of the situation in a meaningful way.
B+ 67-69 B 64-66 B- 60-63
Upper Second class / Merit
All learning outcomes/ assessment criteria have been met fully at a good or very good standard.
A good to very good response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:
Good to very good understanding and exploration, some insight and/or thorough research.
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No significant inaccuracies, misunderstandings or errors.
The specifications for the assessment task, including word limit/time limit where appropriate, have been adhered to.
The work is well organised, coherent and the standard of presentation, including referencing and compliance with the referencing policy is at least good.
The work has been approached and/or executed/performed in a comprehensive and appropriate way.
Appropriate contextualisation, including relevant theory/ literature/ artefacts/performance.
Evidence of high quality analysis, synthesis, reflection, evaluation and critical appraisal.
Demonstrates good levels of initiative, personal responsibility, decision-making and achievement.
Good to very good understanding of the complexity of practice and makes sense of the situation in a meaningful way.
C+57-59 C54-56 C-50-53
Lower Second class / Pass
All learning outcomes/ assessment criteria have been met and some may have been achieved at a good standard.
A sound, competent response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:
Sound understanding and exploration, some insight and/or appropriate research.
No significant inaccuracies and/or misunderstandings.
No significant aberrations from the specifications for the assessment task, including word limit/time limit where appropriate.
The work is suitably organised (clearly presented but with little development) and the standard of presentation, including referencing and compliance with the referencing policy is at least sound.
The work has been approached and/or executed/performed in a standard way.
Sound analysis, synthesis, reflection, evaluation and critical appraisal.
Demonstrates some levels of initiative, personal responsibility, decision-making and achievement
Sound understanding of the complexity of practice and some insight.
D+ 47-49 D 44-46 D- 40-43
Third class / Pass
All learning outcomes / assessment criteria have just been met.
An adequate, but weak response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:
Adequate understanding and/or exploration of major ideas with little insight and/or minimal research.
Some minor inaccuracies and/or misunderstandings.
Some minor aberrations from the specifications for the assessment task, including word limit/time limit where appropriate.
The work is largely descriptive (although generally coherent there is some lack of clarity of thought or expression; poor quality in at least one area), some parts of the work are disorganised and the standard of presentation, including referencing and compliance with the referencing policy is barely adequate.
The work has been approached and/or executed/performed in a basic and/or poor way.
Some, but limited, evidence of analysis, synthesis, evaluation and critical appraisal.
Demonstrates limited levels of initiative, personal responsibility, decision-making and achievement.
Adequate understanding of the complexity of practice but with little insight.
E+ 37-39 E 34-36 E- 30-33
Fail
One or more of the
An unsatisfactory response to the task.
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learning outcomes/ assessment criteria have not been met.
The work may display some strengths but these are outweighed by several weak features in relation to the expectations for the given level of study within the discipline, such as:
Limited understanding and/or exploration of major ideas with very little insight and/or minimal research.
Some significant inaccuracies and/or misunderstandings.
Insufficient attention paid to some of the assessment criteria and some significant aberrations from the specifications for the assessment task (such as not keeping to the word limit/time limit and /or minor elements of the work are missing).
The work is too descriptive, parts of the work are disorganised and unclear and the standard of presentation, including referencing and compliance with the referencing policy is poor.
The work has been approached and/or executed/performed in a poor way.
Insufficient evidence of analysis, synthesis, reflection, evaluation and critical appraisal.
Little evidence of initiative, personal responsibility, decision-making and achievement.
Limited understanding of the complexity of practice with very little insight.
F+ 20 - 29 F 10 - 19
Fail
Most of the learning outcomes/assessment criteria have not been met.
An unsatisfactory response to the task. Any strengths of the work are heavily outweighed by many features in relation to the expectations for the given level of study within the discipline, such as:
Very limited understanding and/or exploration of major ideas with little or no insight and/or minimal research.
Several significant inaccuracies and/or misunderstandings.
Insufficient attention paid to several of the assessment criteria and some serious deviations from the specifications for the assessment task (such as not keeping to the word limit/time limit and/or major elements of the work are missing).
The work is descriptive and the standard of presentation including referencing and compliance with referencing policy is very poor.
The work has been approached and/or executed/performed inadequately.
Little evidence of analysis, synthesis, reflection, evaluation and critical appraisal.
Little to no evidence of initiative, personal responsibility, decision-making and achievement.
Very limited understanding of the complexity of practice with little or no insight.
F- 0-9 Fail
Almost none of the learning outcomes/ assessment criteria have been met.
An unsatisfactory response to the task. The work fails to meet the requirements in relation to those expected at the given level of study within the discipline, exemplified by most or all of the following:
Almost no understanding and/or exploration of ideas.
Many serious inaccuracies and/or misunderstandings.
No attention paid to all or most of the assessment criteria and/or to the specifications for the assessment task (such as not keeping to the word limit/time limit and/or major elements of the work are missing).
Very poor standard of presentation including referencing, where appropriate, and does not comply with referencing policy.
The work has been approached and/or executed/performed inadequately.
No evidence of analysis, synthesis, reflection, evaluation and critical appraisal.
No evidence of initiative, personal responsibility or understanding.
Very poor understanding of the complexity of practice.
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Confidentiality
You are reminded that you should maintain confidentiality at all times. This applies when discussing any aspect of care with your colleagues and peers and you must make sure that you do not disclose patient details, details of the Trust or trust staff in any submitted work. If uncertain regarding the protection of vulnerable clients, you are advised to discuss with your personal tutor.
Maintaining Confidentiality in Academic Work Confidentiality is essential and must be maintained. Information is generally held under legal and ethical obligation of confidentiality. Information provided in confidence should not be used or disclosed in a format that may identify a person without his / her consent. This applies in all aspects of your being privy to confidential information and means that any confidence and or information must not be disclosed in the public domain (e.g. be discussed in a public place). There are a number of exceptions to this rule but it applies in most circumstances (DH 2005). It is essential that all students abide by the Nursing and Midwifery Council (2004) and HPC standards. The NMC code of professional conduct: standards for conduct, performance and ethics, clause five (5.1, 2, 3 and 4) in their assessed work (written assignments, examinations, projects, reports, seminars and similar). Maintaining confidentiality promotes trust and serves to protect against the potential consequences of disclosure, preserves privacy and maintains individual choice for service users / carers / organisations. There is a general common law duty imposed on health care professionals to respect patients’ confidences. This is justified ethically by the consequences of not keeping private a person’s disclosures or information; an issue of trust in a health care relationship. Under the Human Rights Act (1998, Article 8) there is a right and obligation to respect for private and family life, home and correspondence. NB In some assessment tasks students may be required to produce documentary evidence that identifies individuals and/or organisations. Where this is required specific guidance will be given in the course and module handbook. Before submitting academic work all students should note the following.
Documentation should not be used if it discloses the identity of service users, carers, colleagues, organisations or NHS Trusts i.e. completed care plans, referral letters, assessment forms, prescription charts.
Exceptions to this are documents that are in the public domain i.e. can be found on the Internet, government documents / information produced for the public.
To ensure the anonymity of individuals’ / organisations’ names must not be used. Pseudonyms and generalised terms, for example a health visitor, a surgical ward, young, middle aged etc. should be used.
Signatures of staff in the workplace who sign student’s official documentation are an exception.
Informed consent should be obtained before undertaking any activity in which information about individuals is collected. These include interviews, questionnaires, videos, photographs, audio recordings etc. Consent must also be obtained to use unpublished, i.e. NHS Trust, documents not in the public domain.
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When it is relevant to include information about individuals and or organisations in assessed work, guidance and or documentation will be included in the course handbook to ensure that data protection is complied with and or to safeguard clinicians, service user, student and University.
Verbal Presentations (i.e. OSCE’s, oral examinations etc) Confidentiality should be maintained as in documentation above.
Penalties When there is a breach of confidentiality or failure to obtain consent for disclosure the Academic Misconduct Process will be followed (University of Brighton GEAR Section F: Academic Misconduct). At the end of this process a recommendation will be made to the Examination Board. (This process may lead to a referral to a student’s respective professional regulatory body e.g. Nursing and Midwifery Council or Health Professions Council.
Consent Confidentiality promotes trust and gaining consent for disclosures provides choice for service users / carers / colleagues / organisations / practice placements. The NMC Code of Professional Conduct: Standards for Conduct, Performance and Ethics (2004, clause 5.2) states, “You should seek patients’/clients’ wishes regarding the sharing of information”. NB: Module handbooks must be referred to for specific guidance.
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Frequently asked questions The following questions may help answer queries regarding confidentiality. Students should seek guidance from academic staff if they are uncertain or have additional questions.
Question Answers Exemptions
Can I include the name of my Mentor/Piped in a reflective account?
No. This would breach confidentiality. (If you have concerns about an issue from practice you should talk to your personal tutor or link lecturer).
Am I allowed to include the names of Mentor/PPEds in skills inventories?
Yes. They will have agreed to this so it does not breach confidentiality.
Can I include testimonials and letters of support / references in my portfolio / CAP document?
Yes if you have gained their permission.
Where these are being used as evidence (i.e. to support AP(E)L, WBL, Return to Practice, projects) these should be included and you must refer to the handbook for guidance
Can I include certificates of attendance in my portfolio / CAP document?
Yes. This does not breach confidentiality.
Can I include the name of the Trust / Clinic / organisation and or its location in my essay?
No. Normally this would breach confidentiality.
Some modules require that you do this and this will be indicated in the module handbook which you MUST read carefully.
What about referencing Trust Protocol’s and or Policies?
Yes if these are in the public domain i.e. can be retrieved from outside the Trust (internet / publications).
Some modules require that you do this and if they are not in the public domain the Trust should be referred to as ‘Trust X’. Refer to module handbook.
Can I reference material from the Trust intranet?
Yes if it is in the public domain i.e. can be retrieved from outside the
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Trust.
Can I include discussions in classrooms with lecturers and peers in my academic work?
No. You may mention that the discussion occurred and what you have learnt but you should not reveal names / specific sessions.
If a lecturer has published material discussed in the session this can be referenced in your academic work.
Am I allowed to include Trust Care Plans / Prescription Sheets in my academic work if I put them in an appendix?
No. If you are asked to include care plans or any other information or feel that one would illustrate your discussion as an appendix you should compile your own version i.e. no photocopying of patient / client records.
What about including photographs of patients and the clinical placement area in my portfolio?
ONLY if this is required / suggested in the Course / Module Handbook and you may use these ONLY if you have the permission of those involved and following discussion with the module leader.
If a consent form is needed this will be included in the module handbook. If you are undertaking research, Research Governance will apply.
How is confidentiality affected when we use videos / DVD’s as evidence for an assessment?
ONLY with permission from those involved and these must be used for assessment and / or educational purposes only.
If a consent form is needed this will be included in the module handbook.
What about verbal assessments e.g. OSCE’s? Can I mention the name of the Trust then?
No. This would breach confidentiality.
Am I allowed to reference the ward philosophy?
No. You may mention the existence of a philosophy but you should not name the ward and/or Trust.
What about including signed consent forms for research?
You should include a blank consent form in your work and keep the signed form separately for verification if required.
If you are undertaking research, Research Governance will apply.
Can I include printed off discussion boards or blogs from studentcentral?
No. Normally this would be a breach of confidentiality.
If you are on a WBL module refer to the module handbook.
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Can I include an email response from an author or expert in my portfolio?
ONLY with the permission of the author/expert.
Can I name individuals who have supported me in writing my dissertation in an acknowledgement?
Yes. This is acceptable practice but it would be courteous to seek their permission before doing so. The Trust must not be named.
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Word Limit Policy
This policy only applies to assignments with a designated word length. Where the assessment comprises of a presentation or a practice document, relevant guidance will be given in individual module handbooks as applicable. Where there is a specified word length for an assignment, there is no longer a tolerance in exceeding the word limit by 10%. If a word limit is 3000 as published in the module template, then any material beyond 3000 words will be disregarded and the marker/moderator will not mark beyond this limit and you will not be given any credit for any work submitted past this point. You should state the word count on the front sheet of your assignment. There is no minimum word limit; the assignment should be substantial enough to constitute a genuine attempt to meet the criteria. The following are NOT included in the word count: Title pages (front page and contents page) Acknowledgements Abstracts Headings within the text References cited in brackets within the text Tables Reference/Bibliography lists Appendices
Marking and Moderating
All scripts will be marked and moderated in accordance with University regulations. External Examiners audit these processes and review copies of all fails plus a sample of pass scripts.
Issuing of Results
Prior to an Examination Board Assessments will normally be marked and moderated so that the feedback plus a provisional mark can be made available 20 working days after your submission date. (The 20 days exclude weekends, Bank Holidays and any days that the University is officially closed.) This information will be available electronically for assignments (as stated above) and you will be notified of any different arrangements for other forms of assessment (e.g. presentations/examinations). Please check the module on Studentcentral for communication about specific arrangements. This means that your provisional feedback/mark will normally be available to you four weeks from the submission date (e.g. if the submission deadline is 1 March, you will be able to access your provisional result on 29 March). NB If you have an extension at any stage, although your feedback may be made available sooner, you need to allow four weeks from the extension deadline date. Provisional marks are subject to ratification (agreement) by an Examination Board and may therefore be subject to amendment. When ratifying the result, the Examination Board takes into account any mitigating circumstances that may have been submitted plus comments from the External Examiner review, so the results cannot therefore be confirmed until after the Board.
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MARKER REPORTS If you have submitted work electronically the marker’s feedback on your submission will be available via the ’assignments’ area of Studentcentral. You will be able to read the feedback from the Lecturer who marked your work on studentcentral via the ‘Assignments’ link on the module. You need to read the instructions on how to do this embedded within studentcentral. You need to click on ‘Grademark’ to view the marker comments. Some markers will have inserted ‘Quickmarks’ into your script providing specific feedback on points in your written assignment. The marker’s name will be found in the ‘Comments’ area. If you have any questions about the feedback you should contact them after the results have been ratified through the Area Exam Board. If a paper copy was submitted you should refer to the module handbook about how the feedback will be given to you. Your results are normally displayed through the ‘personal’ tab on studentcentral. As there are a range of marks available within each of the grading bands i.e. Grade C 50 – 59 %, you need to read the marker feedback as these will explain what they felt were the strengths of your work, and what you should do to maintain / improve the standard. If your work has been awarded a refer grade, it will be clearly identified what changes you should make. You should seek tutorial support to help you with a re-submission. The marker will have identified whether they felt that the learning outcomes (as identified in the module handbook) have been met. The marker will also add the unratified mark / grade awarded.
Following an Area Examination Board You will be able to view your ratified mark and feedback on studentcentral. Following a relevant CEB (end of stage/year/course), you will be issued with a transcript of your results and at the end of your course the recommendation made by the board for an Award. Letters will normally be posted within 10 working days of CEB.
Keeping copies of your assignments
Written assignments and examination scripts are not returned. You must therefore retain a copy of all your assignments until the course has been completed.
Practice portfolios Practice portfolios will be available for collection from the site designated in your module handbook.
Requests for extension to deadline
Extensions will only be granted in exceptional circumstances. If you consider there is sufficient reason to request an extension to the deadline for an assessment you must complete an application form (Application for Extension to Deadline Form) which can be obtained from the relevant course administrators and all reception areas on School of Health Sciences sites. You are required to provide evidence to support your request. Once completed you should retain the back page and forward the remaining
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application form and evidence to the course leader/examinations officer (as applicable to your course). The form should arrive at least one clear day before the submission date and no earlier than four weeks in advance of the submission date. Any forms sent prior to this time will be returned without consideration and should be resent with up to date evidence within the required timeframe. The course leader will consider your request and you will be informed of the decision whether to authorise or reject the request in writing. If your request is submitted close to the deadline and you wish to know the outcome prior to receipt of written confirmation, please contact the relevant course administrator for verification. In exceptional circumstances, if there are valid reasons why you are unable to access/complete and return the form by the required deadline, you should contact the designated person by email/phone to request an extension but you must still complete/submit the form as soon as possible thereafter. If you were not granted an extension the Examination Board would treat any late submission in line with the course/GEAR regulations Acceptable reasons for granting an extension may include:
cases of illness - a medical certificate or other relevant evidence from an appropriate professional
(e.g. doctor/counsellor) must be produced.
cases of severe personal problems or distressing personal circumstances such that a reasonable employer would grant compassionate leave.
Extensions when granted will be for one week (a maximum of two weeks in specific circumstances). If, due to your circumstances, you feel this is not sufficient time in order to submit your work, then you should submit mitigating circumstances.
Late submission of assignments
Assessed work submitted after the published submission deadline will be considered a late submission and will be subject to a standard penalty (unless mitigating circumstances are upheld). Students submitting work within two weeks after the submission deadline will have their work marked and receive feedback, however the maximum grade awarded will be 40%, and the grade capped at this (unless mitigating circumstances upheld). Work submitted after the two-week period from the published submission date will not be marked and regarded as a non-submission (unless mitigating circumstances upheld) and 0% recorded. Where a single assessment task for which one mark is awarded, is comprised of a number of components, the assessment itself will be deemed late if one of the required components is late (See GER section 3.3). The following are NOT acceptable reasons for granting an extension or handing work in late:
loss of data from a computer disc - you should always take a back-up copy of their work.
transport difficulties such as missing buses, trains or planes.
being on holiday.
not having finished the work in time.
general disorganisation or failure to plan work schedule effectively.
in the case of group projects, problems with other members of the group.
problems of access to equipment - you are expected to plan carefully to ensure access to equipment when needed.
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problems of access to books or other information sources.
conflicting deadlines - details of all deadlines are available and you should plan accordingly.
conflict with periods of employment.
inability to access personal tutor/member of module team.
Non-submission
Failure to submit work for assessment (non-submission) will be deemed to constitute failure in that assessment and a mark of 0% or the lowest fail grade will be recorded, unless the student submits valid mitigating circumstances for the non-submission (refer to GEAR) https:////staff.brighton.ac.uk/reg/acs/docs/GER2016-2017-sectionBAssessmentregulations.pdf
Mitigating circumstances
If there are circumstances beyond your control which you think may have adversely affected your performance, relating to all or some assessments, you can request the Examination Board to take them into consideration. You need to complete a Mitigating Circumstances form, which can be obtained from reception areas on all School of Health Sciences sites. This form must be submitted on the day of submission, or if after the submission/examination/ presentation date, at least two weeks before the Area Examination Board, which considers the relevant module assessment(s). You must provide documentary evidence to support your case. The GEAR regulations identify the type of evidence that is required. You are reminded that the Examination Board decision can only be based on the information contained on the form and within the attached documentary evidence. Although the form is not confidential the documentary evidence is confidential to the Adjudication panel which considers mitigation on behalf of the Board. It is in your best interest to outline the situation as fully as possible so that the Board to reach an informed decision based on all the facts.
3.2 Course specific rules regulations and assessment guidelines. The course is modularised. Students will be given a module handbook in addition to this handbook. The module handbook will contain information specific to the module. If there are any guidelines that are specific to the assessment of the module they will be in the module handbook. The following section contains general guidelines that apply to the course. If students are experiencing difficulties with module study there are several mechanisms that exist to help students. This section explains how some of those mechanisms work.
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Attendance, withdrawal and suspension of module studies.
Withdrawal Policy
Being funded by health education contract: If you wish to withdraw or change your module application you must:
1. Firstly negotiate your withdrawal at any stage directly with your Trust/PCT
authorised signatory
2. Complete a ‘Request to change/withdraw’ form which is to be submitted to your
authorised signatory. This form is to be found via the following link
http://www.brighton.ac.uk/snm/courses/post-reg/apply.php?PageId=400
3. The trust will then forward the signed and authorised form to the University to
process the change/withdrawal
If you withdraw after 8 weeks prior to the start of the module your Trust/PCT will
still be charged and has the opportunity to substitute your place up to 1 week before
the start of the module. After this time there is no substitution allowed and your
Trust/PCT will be charged.
Self-funding student or being funded by your employer:
If you wish to withdraw or change your module application you must complete a
‘Request to change/withdraw’ form which is to be submitted to the University. This
form is to be found via the following link
http://www.brighton.ac.uk/snm/courses/post-reg/apply.php?PageId=400
If you wish to withdraw your application you must let us know 8 weeks prior to the
start of the module. After this deadline you or your employer will be charged.
The School has an eighty per cent attendance requirement. Students will be
required to sign in as proof of attendance.
Students are expected to sign in for each classroom contact session.
Once students have signed the register of attendance on the first day, they are deemed to be undertaking the module and expected to submit the assignment.
Students will be charged for repeat modules.
If a student withdraws from a module before the third day or session, they will be charged but not incur an academic penalty.
If a student withdraws from a module after the third day or session, they will incur an academic penalty and be charged.
Failure to attend for eighty per cent of the module.
Students who do not attend for the required 80% of the module and wish to submit may negotiate with the module leader to retrieve lost sessions.
Students who have failed to meet the 80% attendance criteria and submit assignments may wish to consider submitting mitigating circumstances.
Students who do not meet the attendance criteria and have not taken steps to retrieve lost sessions or submitted mitigating circumstances will not be eligible to submit.
3.3 Intercalation (Suspension of studies) Suspension of studies is a process to facilitate students who find themselves for a substantive reason unable to continue with their studies in the immediate future. This normally occurs for personal reasons or work related difficulties. Students wishing to intercalate should, in the first instance, write to the Course Leader. Intercalation is granted at the discretion of the Course Leader.
40
Suspension of studies will normally be until the next occasion that the module is offered, this may be one semester or one academic year. Students will be required to negotiate with module leaders those sessions that they need to attend. Students will not normally suspend module studies for more than one year. In terms of timescales for completion of awards, intercalation does not ‘stop the clock’ and students need to be aware that the time spent not studying will form part of the time taken to complete the Degree award. The student shall receive full credit for any assessment passed. It shall be the responsibility of the student to make him/herself familiar with any changes in assessment policy during his/her absence from the course and in particular to seek information from the course staff about changes in the course syllabus etc.
Access to facilities whilst intermitting from your course
It may be that you have had to intermit from your course – this means that you have temporarily stopped studying on your course, for medical, personal or academic reasons.
If you wish to have access to university facilities whilst you are intermitting, then you must obtain authorisation for continued access from your course leader.
If you intermit your studies (or suspend your research registration) part way through the academic year, your tuition fee liability will be calculated as per the University’s Tuition Fee policy, which is available from the University’s website http://www.brighton.ac.uk/current-students/my-studies/student-policies-and-regulations/index.aspx. You can check your liability with the Registry Records and Fees Team: [email protected] .
3.4 Withdrawal from Study Students who are registered who wish to withdraw from an award should write to the Course Leader.
3.5 Admission with Advanced Standing Application for admission with advanced standing must be made prior to entry to the course. Applications must be made in accord with the University regulations governing Accreditation of Prior Learning/Prior Experiential Learning. All applicants will hold a current registration with a Professional, Statutory and Regulatory Body and normally, have a minimum of 6 months of post qualified experience and be working for at least 15 hours in practice. Advanced Standing against the 120 Level 4 credits and 120 Level 5 credits can be awarded by the course leader in recognition of the post-qualified experience. Where advanced standing is recognised, students will have taken and passed a Level 6 module prior to entry to the course. University of Brighton Diploma students (2005 curriculum onwards) As agreed by the Registrar (2008), the research module (20 level 6 credits) will automatically be given credit exemption. The mark awarded will stand and count towards the final degree classification as long as: The module is less than 5 years old on registration for the BSc (Hons) Professional Practice award. A further 20 level 6 credits of unclassified credit may be awarded based on: 1000 word account written by the student meeting level 6 assessment criteria based on professional development; To be written within 3 months of registration on BSc (Hons) Professional Practice;
41
The module is less than 5 years on old registration for the BSc (Hons) Professional Practice award; To be noted at CEB following registration on award.
3.6 Marking of assignments Marking Criteria The marking criteria are currently being revised and will be made available to you at the start of your module and are used for all assignments on all modules within this course. The pass mark for most summative assignments (theoretical assignments, Clinical Skills, OSCEs and Clinical Linked Learning Activities) is 40%. Please check your module handbook if you are undertaking an NMC regulated module.
3.7 Appeals against decisions of the examinations board
Information on the appeals procedure is available at: http://staffcentral.brighton.ac.uk/xpedio/groups/Public/documents/staffcentral/doc012299.pdf Please see Section 8 for the forms to complete.
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SECTION FOUR: REFERENCING GUIDELINES
University of Brighton
Faculty of Health and Social Science
School of Nursing and Midwifery
REFERENCES AND REFERENCING GUIDELINES FOR STUDENTS
CONTENTS
Page
2 INTRODUCTION
3 Section 1 REFERENCES IN THE TEXT
3 a) One author
3 b) Authors of two different works
3 c) Two or three authors of one work
3 d) More than three authors of one work
3 e) An author with more than one cited publication in the same year
4 1.1Citing secondary sources
4 Section 2 REFERENCE LIST
4 2.1 A book reference
5 2.2 Works where the author and publisher are the same
5 2.3 Works that have an editor(s)
5 2.4 Reference to a chapter in a book
5 2.5 Journal reference
6 2.6 Corporate authors, reports, etc.
6 Section 3 MISCELLANEOUS EXAMPLES
7 3.1 Sequence of references by the same author
7 3.2 Referencing from electronic sources
7 3.3 From email
8 3.4 WWW document
8 3.5 Electronic journal
8 Section 4 FURTHUR READING
43
8 4.1 Books
9 4.2 Internet sources
Introduction
These guidelines are intended to clarify the use of references in assessed work for all
courses or modules within the School of Health Sciences.
Why referencing?
Referencing is essential to show that you have researched your material, that the ideas
that you present have been considered in the light of documented material on the
subject, to differentiate between your own opinions and the views of those who have
greater knowledge and wider experience of the given subject. References are
necessary to substantiate the knowledge, theories and discussions that you present in
your papers.
You may refer to literature in order to:
• Give factual information
• Illustrate a point
• Present a theoretical perspective
• Present an argument or counter argument
• Support an argument or a counter argument of your own
References are necessary to acknowledge the source of your information, ideas and
arguments. The reader should be able, from your reference list, quickly to follow up
your source of information. References need to be cited in two places – once in
abbreviated form when you refer to the document in the text, and then in full at the
end of the work.
A reference is a description of a published work that you have referred to either
directly or indirectly in your text.
A bibliography lists books and articles which are relevant to a piece of work and have
been used in your research as a source of information or inspiration; no direct or
indirect reference is made to this work in the text.
There are two common ways of linking abbreviated references in the text to a full
description of the published work – either numeric (i.e. a number in the text which is
linked either to a footnote or to a numbered list at the end of the paper) or author/date
(also known as the Harvard or parenthetical system) where the briefest author/date
information appears in parentheses (brackets) in the text and the full description in an
alphabetical list at the end of the paper. The Harvard method is in use in the School of
Nursing and Midwifery and must be used at all times. The particular interpretation or
convention of the Harvard method used in the School
is the Chicago Manual of Style.
44
If you look on the library shelves at guides to writing theses, student papers etc., you
will find a bewildering array of style conventions (British Standard, APA, MLA etc.).
The School recommends the use of the Chicago Manual of Style: books and online
guides that use this convention are listed at the end of this guide. In the examples that
follow, the punctuation and italicisation follows the Chicago style: you should also
follow this style, but if you cannot produce italic text, underlining may be substituted.
Under no circumstances should another writer’s material or ideas be presented
without acknowledging the source – if you do so it is plagiarism and your work will
be penalised.
Section 1 REFERENCES IN THE TEXT
In the body of the text the surname of the author(s) is given followed by the year of
publication, all in brackets. Only if you are giving a direct quote from your source
should you provide the page number as well. If the author’s name appears naturally in
your text, only cite the date in brackets.
Examples
a) One author
The process of qualitative research mirrors that of the traditional scientific method
used in the natural sciences (Parahoo 2006).
In one study (Gournay 2010) it was found that...
Seedhouse (2009) has argued that…
“There are a number of theories of learning that can underpin professional education
programmes" (Gopee 2008, 45).
b) Authors of two different works
Note: The references in brackets are in alphabetical order.
Journals have been used to support reflective practice (Bolton 2005; Moon 2006).
c) Two or three authors of one work
Early history taking is essential in the prevention of thromboembolic episodes (Wylie
and Bryce 2008).
In the course of this discussion, Baughan and Smith (2008) commented that caring is
at the heart of everything a student nurse does.
Research suggests that synthetic Oxytocin expediates the third stage of labour
(Pendiville, Elbourne & McDonald 2007).
Rashid,Clark & Rashid (2009) used gradated jugs to measure blood clots.
As stated by Dougherty & Lister (2011, 2).
d) More than three authors of one work
The work by Olsen et al. (2010) introduces clinical calculations to students.
Patients with viral myocarditis often present with prodromal symptoms of fever, rash,
myalgia, arthralgias and respiratory and gastrointestinal symptoms' (Elamm et al,
2012).
45
e) An author with more than one cited publication in the same year
Distinguish these by adding lower case letters (a, b, c, etc.) after the year and within
the brackets:
Polit (2007a) proposed that…
It has been argued by Polit (2007b) that…
1.1 Citing secondary sources
Whenever possible, quote from the original source. When this is not possible (e.g.
when the original is unpublished, or for some other reason is not readily available) use
the term ‘cited by’ followed by the reference for the work in which it is quoted.
Evidence from Casey is cited by Piper (2009) to show that action research could be
used to help nurses meet this opportunity.
When you refer to this in the reference list, it should be listed under Piper:
Piper, S. 2009. Health promotion for nurses: theory and practice. London:
Routledge.
Section 2 REFERENCE LIST
At the very end of the essay or dissertation, references should be given in full in
alphabetical order. Do not depend on the cover of a book for accurate bibliographical
information. Use the information on the title page (for author, title, volume number if
relevant, place of publication and publisher) and its reverse or ‘verso’ (for publication
date and edition).
2.1 A book reference should contain:
1. Author’s surname followed by initials (second and third authors are not
inverted and if there are more than three authors ‘et al’ must not be used, all names
must be listed)
2. Year of publication.
3. Title of book in italics (or underlined if italics are not available).
4. Edition of book if not the first.
5. Volume number if there is more than one.
6. Place of publication.
7. Publisher’s name.
Examples: (Please note and follow the punctuation!)
Barker, J. 2010. Evidence-based practice for nurses. London: Sage.
Blows, W.T. 2003. The biological basis of nursing: mental health. London:
Routledge.
Hall, C. and D. Ritchie. 2009. What is nursing?:exploring theory and practice.
Exeter: Learning Matters.
Johnson, R. and W. Taylor. 2010. Skills for midwifery practice. 3rd ed.
Edinburgh: Churchill Livingstone.
46
Pocock, G. and C.D. Richards. 2009. The human body: an introduction for the
biomedical and health sciences. Oxford: Oxford University Press.
Webb, P., C. Bain. and S. Pirozzo. 2005. Essential epidemiology: an
introduction for students and health professionals. Cambridge: Cambridge University
Press.
Elamm, C., D. Fairweather, L.T. Cooper 2012 Pathogenesis and diagnosis of
myocarditis Heart 98 (11) 835-840.
2.2 Works where the author and publisher are the same
When the author and publisher are the same, the name should be repeated e.g.
British Heart Foundation. 2009. Physical activity and your heart. London:
British Heart Foundation.
2.3 Works that have an editor(s)
Where the book is an edited collection of material with no author listed on the title
page, use the abbreviation ‘ed’ or ‘eds’ for editor(s) or ‘comp’ or comps’ for
compiler:
Blaber, A., ed. 2008. Foundations for paramedic practice. Maidenhead: Open
University Press.
2.4 Reference to a chapter in a book
If, however, the reference is to a specific chapter then it must be put under the name
of the author of the chapter:
Whitnell, J. 2008. Safeguarding children. In: Foundations for paramedic
practice: a theoretical perspective, edited by A. Blaber. Maidenhead: Open University
Press.
2.5 A journal reference should contain:
(Please note and follow the punctuation!)
1. Author’s surname, followed by initials (second and third authors are not
inverted and if there are more than three authors, use the first author plus ‘et
al’).
2. Year of publication.
3. Title of article.
4. Title of journal, italicised (or underlined if italics are not available).
5. Volume number
6. Issue number, in brackets.
7. The number of the first and last pages on which the article appears.
Examples:
Cotton, J 2009. Providing an integrated admissions avoidance service. British
Journal of Community Nursing 14 (4): 153-156.
Flaskerud, J.H. 2009. Dementia, ethnicity and culture. Issues in Mental Health
Nuirsing 30 (8): 522-523.
Hands, C., J. Round. and J. Thomas. 2010. Evaluating venepuncture practice
on a general children’s ward. Paediatric Nursing 22(2): 32-35.
Lagan, B.M. and K, Casson. 2010. Support needs of women who continue to
smoke in pregnancy. British Journal of Midwifery 18(4): 229-235.
47
Popular weekly or monthly journals often do not have volume numbers and should be
cited by date only. Page numbers follow, separated from the date by a comma – but if
the article jumps from one part of the magazine to another, page numbers may be
omitted.
Example
MacKenzie, D. 2009. The predictable pandemic. New Scientist 2 May 2009,
6-7.
Journals should be referred to by their full name, even if the journal title is very long.
2.6 Corporate authors, reports, etc.
Reports which are not the responsibility of one individual should be listed under the
name of the body responsible for their publication. They should not be listed under
the name of the chairman of a committee, in spite of the fact that they are commonly
referred to in this way.
Example: the “Darzi” report:
Department of Health. 2008. High quality care for all: NHS next stage review
final report. [Darzi report] Norwich: Stationery Office.
Note that with lengthy corporate authors, the citation in the text may be abbreviated to
something that agrees with the start of the name – e.g. (Department of Health 2008)
but not (Darzi report 2008).
Section 3 MISCELLANEOUS EXAMPLES
Department for Children, Schools and Families. 2010. Working together to safeguard
children: a guide to interagency working to safeguard and promote the welfare of
children. Nottingham: Department for Children, Schools and Families.
Mental Health Act 2007: Chapter 12. 2007. Norwich: Stationery Office.
Nursing and Midwifery Council. 2008. Standards to support learning and assessment
in practice: NMC standards for mentors, practice teachers and teachers. London:
Nursing and Midwifery Council.
3.1 Sequence of references by the same author
These should be in date order within the alphabetical sequence with the oldest
reference first:
Dimond, B. 2006. Legal aspects of midwifery. 3rd ed. Oxford: Butterworth-
Heinemann.
Dimond, B. 2008. Legal aspects of nursing. 5th ed. Harlow: Pearson
Education.
Dimond, B. 2009. Legal aspects of consent. 2nd ed. London: Quay.
3.2 Referencing from electronic sources
48
There is no agreed method for citing electronic sources yet and the key text on the
subject (Li and Crane 1996) does not cover the Chicago style. But it is possible to
adapt the conventions for print material to electronic sources. The following elements
should be included if available:
Author’s surname and initials (if there is an author, if not use name of the
organisation etc responsible for the website)
Year of publication
Title of document cited
Type of medium (e.g. website, e-journal)
Location (URL, ftp address etc.)
Date accessed (essential for online documents which may change location but
not necessary for ‘stable’ sources)
For an e-book from an e-reader (e.g. Kindle) the following should be included:
Author’s surname, followed by initials
Year of publication
Title of book in italics
Edition (e.g.Kindle)
Medium (e-book)
Place of publication
Publisher’s name
For example; Dougherty, L, and S. Lister. 2011. The Royal Marsden Hospital
Manual of Clinical Nursing Procedures. Kindle Edition. (e-book) Chichester: Wiley
Blackwell
3.3 From email
Cite Author. Year. Subject line from email posting. [Email] Type of posting
(personal, to group, memo) [date accessed]:
Jones, K. 2009. Nurse education in Sussex. [Email] Personal email to J.
Smith. [14 April 2009].
3.4 WWW document
Cite Author(if there is one). Year. Title of document. [Online] Place of publication:
Publisher (if you can ascertain this). Available from: (i.e. location of document) [date
accessed]:
National Institute for Health and Clinical Excellence. 2008. Stroke: diagnosis and
initial management of acute stroke and transient ischaemic attack . [Online]
London: National Institute for Health and Clinical Excellence. Available from:
http://www.nice.org.uk/CG68 [27 January 2010].
Royal College of Midwives. 2008. Maternity care for disabled women:
guidance paper. [Online] London: Royal College of Midwives. Available from:
http://www.rcm.org.uk/college/standards-and-practice/guidance-papers/
49
[26 May 2010].
Note: don’t put in any extra punctuation after the URL which might be misread as a
part of the address. For this reason, it is sensible to put the URL on a separate line.
3.5 Electronic journal
To cite a full-text article from an electronic source (e.g via a database link) use the
standard method of referencing an article. If the article is only available from an
Internet source, follow the style used for journal articles and add [Online] Location
and date accessed:
Gunn, J.A. 2007. Ethical dimensions within qualitative research. Online
Journal of Health Ethics 4 (1) [Online]. Available via Online Library at :
http://www.ojhe.org/ [23 April 2010].
Section 4 FURTHUR READING
4.1 Books
Li, X. and N.B. Crane. 1996. Electronic styles: A handbook for citing
electronic information. 2nd ed. Medford, N.J: Information Today.
This is the most cited book on the subject but it does not cover the Chicago style. It
does, however, include every type of electronic source you are likely to encounter and
once you have grasped the principles of the Chicago style, you can adapt the examples
given in the first half (APA style) of this book.
Turabian, K.L. 2007. A manual for writers of term papers, theses and
dissertations. 7th ed. Chicago: University of Chicago Press.
Much more digestible than the Chicago Manual of Style on which all the examples
are based. See in particular Chapter 8 on ‘Parenthetical references and reference lists’.
University of Chicago Press. 2003. The Chicago manual of style. 15th ed.
Chicago: University of Chicago Press.
The ‘bible’ of the Chicago style and over 900 pages long but you can get by on
chapter 16 on author-date citations and reference lists. Unfortunately, it is weak on
electronic sources.
4.2 Internet sources
Cross, P. and K. Towle. 1996. A guide to citing Internet sources. [Online]
Poole: Bournemouth University. Available from:
http://www.emeraldinsight.com/Insight/ViewContentServlet?contentType=Art
icle&Filename=/published/emeraldfulltextarticle/pdf/2870260305.pdf
[10 May 2007]
Uses Harvard method and something similar to Chicago for citations
Hunter College Writing Center. [1998]. The documented essay/research paper:
Chicago Manual of Style documentation. [Online] New York: Hunter College.
Available from:
http://rwc.hunter.cuny.edu/reading-writing/on-line/chicago.html
[Accessed 26 May 2010]
50
Read section headed ‘Documentation two: author-date style’
Learning and Information Services. 2004. Referencing electronic sources. [Online]
London: South Bank University. Available from:
http://mikehart-papers.co.uk/tutorials/ess_help/hs31.pdf
[26 May 2010]
Wide range of examples, though not in Chicago style.2
51
SECTION FIVE: Useful contact numbers
52
SCHOOL OF Health Sciences USEFUL CONTACT NUMBERS
Programme Administrator
Address Telephone Contact Person
School of Health Sciences Westlain House, University of Brighton Village Way, Falmer Brighton, BN1 9PH
01273 644089 [email protected]
Melanie Brodie
AP(E)L and Flexible Learning Co-ordinator
Address Telephone Contact Person
School of Health Sciences Robert Dodd, Darley Road, Eastbourne.
01273 641861 [email protected]
Nigel Green
Study Skills and IT for Professional Learning
Address Telephone Contact Person
School of Health Sciences Westlain House, University of Brighton Village Way, Falmer Brighton, BN1 9PH
01273 641195 [email protected]
Simon Whiffin
Mentorship
Address Telephone Contact Person
School of Health Sciences Westlain House, University of Brighton Village Way, Falmer Brighton, BN1 9PH
01273 644095 [email protected]
Lawrence Daley
Course Leaders
BSc (Hons) in Professional Practice Marian Willmer 01273 644086 [email protected]
BSc Professional Practice with the following pathways
End of life care pathway Di Collins 01273 643833 [email protected]
Long term conditions pathway TBC 01273 64 @brighton.ac.uk
Mental health and Psychosocial Care pathway Sharon de Goeas 01273 643993 [email protected]
Professional practice pathway Marian Willmer 01273 644086 [email protected]
Sexual and Reproductive Health (SARH) pathway Marian Willmer 01273 644086 [email protected]
Older Adults Health pathway Catherine Theodosius 01273 641128
53
SECTION SIX: TRANSPORT AND PARKING GUIDE
54
Car Parking at the Falmer Campus - Student application
There maybe changes to this information that are unavailable at time of writing this handbook. Please check studentcentral.
Maps and directions
Maps for all of the University of Brighton’s campuses and directions can be found
here. Information for each site is provided for travelling to the University by bicycle,
bus, train, and car.
Car parking at Falmer
Demand for parking at Falmer is far in excess of the spaces available. You are
strongly advised not to bring your car onto the campus.
The University has consulted widely on proposals for managing demand, for
controlling use of parking facilities and for encouraging use of public transport where
this is a viable alternative. There has been strong support for such action to be
undertaken.
Parking will be restricted to holders of parking permits during the hours of 0800 to
1500 each weekday during term time. Only in exceptional circumstances will a permit
be provided.
Click on Student application forms for parking permits.
If you would like to apply for a parking permit, please complete an application
form. All applicants will be contacted in writing regarding the outcome of their
application.
If your application is unsuccessful, you can appeal by writing to the Facilities
Manager at:
Department of Estate & Facilities Management
University of Brighton
Mithras House
Lewes Road
Brighton, BN2 4AT
55
SECTION SEVEN: FORMS This section contains copies of forms that you will require during your course of study:
Notification of change of details
Academic Appeal Forms Please use these as master copies and photocopy as required.
56
SCHOOL OF NURSING & MIDWIFERY
NOTIFICATION OF CHANGE OF DETAILS Please complete this should you have any changes in the following:
Home address and telephone numbers including mobile phone
Work address and telephone number Name…………………………………………………… Date………………………………….
Details
Please return to Melanie Brodie School of Health Sciences Westlain House, Village Way Falmer, Brighton, BN1 9PH
57
s
ACADEMIC APPEALS FORM (stage 1)
This form should be completed under the University’s General Examination and
Assessment Regulations for Taught Courses (‘GEAR’), section H, sub-section 4, or
the BM BS Programme, Examination and Assessment Regulations (‘PEAR’) for the
Brighton and Sussex Medical School, section H, sub-section 2
(You must complete all sections of this form)
NAME
STUDENT
NUMBER
COURSE
YEAR OF STUDY 1/2/3/4/Final (delete as appropriate)
SCHOOL (this is the
School in which the
course is based)
Undergraduate/postgraduate/other
(delete as appropriate)
Full-time/part-time
(delete as appropriate)
Postal address for
correspondence
(including post code)
E-mail address
Results you wish to
appeal (include
module codes)
Grounds for appeal
(see ‘GEAR’ or
‘PEAR’, section H,
sub-section 1.1)
(i), (ii), (iii) or (iv) (delete as appropriate)
(Note: Your appeal will not be considered if you do not
indicate any of the four grounds for appeal)
58
Continued overleaf
Please give details of the appeal (you may attach continuation sheets if necessary)
(Note: The appeal should normally be accompanied by independent documentary
evidence (where possible). Such evidence should be from an independent source, and
cannot be from a family member or fellow student. Failure to submit evidence may
result in consideration of your appeal being delayed. If sending evidence
electronically it must either be in Word or pdf format. You should keep a copy of the
evidence as you will be required to re-submit it, to the Secretary to the Academic
Board, if you take your appeal to stage 2.)
Signature ........................................................................ Date
............................................
Notes: This form must be lodged with the Chair of the Examination Board which
made the decision within 15 working days* from the notification of the
assessment outcome by the School. In the case of appeals from students in the
Brighton and Sussex Medical School, this form must be lodged with the
Deputy Medical School Secretary. Within that timescale an appellant is also
required to discuss the case with the Chair of the Examination Board.
59
If you are unsure of the name of the Chair of the Examination Board and their
contact details, please contact the office of the University of Brighton School
in which you studied and they will advise accordingly.
An appellant cannot invoke the appeals process until the Examination
Board has made a decision and the decision has been conveyed.
* A working day does not include Saturdays, Sundays, public holidays or such additional days as the University is deemed to
be closed
Version 4
60
s
ACADEMIC APPEALS FORM (stage 2)
This form should be completed under the University’s General Examination and
Assessment Regulations for Taught Courses, section H, sub-section 4, or the BM BS
Programme, Examination and Assessment Regulations for the Brighton and Sussex
Medical School, section H, sub-section 2
PART A To be completed by the student (you must complete all sections of this
form)
NAME
STUDENT
NUMBER
COURSE
YEAR OF STUDY 1/2/3/4/Final (delete as appropriate)
SCHOOL (this is the
School in which the
course is based)
Undergraduate/postgraduate/other
(delete as appropriate)
Full-time/part-time
(delete as appropriate)
Postal address for
correspondence
(including post code)
E-mail address
Date on which you were notified of your assessment outcome by the
School (i.e., date of letter)
Date on which you discussed your appeal with the Chair of the
Examination Board, in accordance with the University’s General
Examination and Assessment Regulations for Taught Courses, section
H, sub-section 3.1 (ii), or the BM BS Programme Examination and
Assessment Regulations, section H, sub-section 2.1 (ii).
61
Which ground(s) for appeal are you citing? (refer to the University’s
General Examination and Assessment Regulations for Taught Courses,
section H, sub-section 1.1, or the BM BS Programme Examination and
Assessment Regulations, section H, sub-section 1.1)
(Note: Your appeal will not be considered if you do not indicate any of
the four grounds for appeal)
(i), (ii), (iii)
or (iv)
(delete as
appropriate)
Please give details of the appeal (you may attach continuation sheets if necessary)
(Note: The appeal should normally be accompanied by independent documentary
evidence (where possible). Such evidence should be from an independent source, and
cannot be from a family member or fellow student. Failure to submit evidence may
result in consideration of your appeal being delayed. If sending evidence
electronically it must either be in Word or pdf format.)
Signature ........................................................................ Date
............................................
62
Note: This form must be submitted to the Secretary to the Academic Board, Vice-
Chancellor’s Office, University of Brighton, Lewes Road, Brighton, BN2
4AT, or to the following e-mail address: academic-appeals-
[email protected], within 30 working days* from the notification of
your assessment outcomes by the School. Normally, appeals submitted
outside this specified timescale will be ruled invalid.
PART B For office use only
Date appeal received ...................... Date acknowledgement sent to student
......................
* A working day does not include Saturdays, Sundays, public holidays or such additional days as the University is deemed to
be closed
Version 3
