Major review of healthcare programmes
The Department of Health, in partnership with the Nursing and Midwifery Council, the Health Professions Council and the Strategic Health Authorities have contracted with the Quality Assurance Agency for Higher Education (QAA) to carry out reviews of all NHS-funded healthcare programmes in England during the period 2003-06.
QAA helps to provide public assurance that the quality and standards of higher education are being safeguarded and enhanced by conducting academic reviews of higher education provision.
Major review
Major review is a peer review process. It starts when higher education institutions in partnership with their commissioning Strategic Health Authorities evaluate their provision in a self-evaluation document. This document is submitted to QAA for use by a team of academic and practitioner reviewers who gather evidence to enable them to report their judgements on the academic and practitioner standards and the quality of learning opportunities. Review activities include meeting academic and clinical staff and students, scrutinising students' assessed work, visiting practice learning environments, reading relevant documents, and examining learning resources.
Full details of the process of major review can be found in the Handbook for major review of healthcare programmes, 2003.
Judgements
The range of judgements that reviewers may utilise when they have completed a major review are summarised below.
Academic and practitioner standards
Reviewers make one of the following judgements on standards:
- confidence, which may be expressed as
- limited confidence, or
- no confidence.
To reach this judgement, reviewers look at:
- learning outcomes
- the curriculum
- student assessment
- student achievement.
Confidence in academic and practitioner standards: a judgement that is made if reviewers are satisfied with current standards and with the prospect of those standards being maintained into the future. A judgement of limited confidence is made if standards are being achieved but the reviewers have doubts about the ability of the HEI and partner placement providers to maintain them into the future.
No confidence in academic and practitioner standards: a judgement that is made if arrangements are inadequate to enable standards to be achieved or demonstrated. If a failure to achieve standards has occurred in specific programme/s and/or mode/s and/or level/s only, and there is confidence in standards at other levels, the failing programme/s mode/s level/s will be identified separately.
Quality of learning opportunities
Reviewers make one of the following judgements for each of three elements of learning opportunities:
- commendable
- approved
- failing.
The three elements of quality of learning opportunities are:
- learning and teaching
- student progression
- learning resources and their effective utilisation.
Maintenance and enhancement of standards and quality
Reviewers also report the degree of confidence they have in the providers' ability to maintain and enhance quality and standards in the healthcare programmes under review.
Commendable - the provision contributes substantially to the achievement of the intended outcomes, with most elements demonstrating good practice.
Approved - the provision enables the intended outcomes to be achieved, but improvement is needed to overcome weaknesses. The summary report will normally include a statement containing the phrase 'approved, but...', which will set out the areas where improvement is needed.
Failing - the provision makes a less than adequate contribution to the achievement of the intended outcomes; significant improvement is required urgently if the provision is to become at least adequate.
Summary of the main review outcomes
Subject provision and overall aims
Programmes in Audiology, Clinical Psychology, Occupational Therapy, Physiotherapy and Podiatry at the University of Southampton in partnership with the Hampshire and Isle of Wight Strategic Health Authority (SHA), Dorset and Somerset SHA and Surrey and Sussex SHA were reviewed in the academic year 2005-06. Judgements were made about the academic and practitioner standards achieved and the quality of the learning opportunities provided.
The review covered the following programmes:
Audiology
- BSc (Hons) Audiology
- MSc/PgDip Audiology *
Clinical psychology
- Doctorate in Clinical Psychology**
Occupational therapy
- BSc (Hons) Occupational Therapy*
- Foundation Degree (FD) in Health and Social Care
Physiotherapy
- BSc (Hons) Physiotherapy*
- MSc Physiotherapy (pre-registration)*
- FD in Health and Social Care
Podiatry
- BSc (Hons) Podiatry *
- FD in Health and Social Care.
* indicates that the programme is approved by the Health Professions Council.
** indicates that the programme is approved by the British Psychological Society.
Academic and practitioner standards
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Audiology, Clinical Psychology, Occupational Therapy, Physiotherapy and Podiatry at the University of Southampton in partnership with the Hampshire and Isle of Wight SHA, Dorset and Somerset SHA and Surrey and Sussex SHA.
Strengths
- The electronic workbook designed for the clinical placement in year three of the BSc (Hons) Audiology can be accessed by student, supervisor and university and communicates the intended learning outcomes effectively (paragraph 9).
- The link tutor works closely with the clinical team to ensure that audiology clinical staff have the information they need to assess students comprehensively (paragraph 18).
- The balance of theory and research in the clinical psychology curriculum is appropriate, with a commendably strong orientation towards research (paragraph 30).
- A notable feature of the Doctorate in Clinical Psychology is the dissemination by students of research and scholarship that has implications for clinical practice (paragraph 36).
- Learning outcomes have been made more explicit during induction and at regular intervals because of the non-traditional nature of the student group in the FD in Health and Social Care (paragraph 41).
- The School of Health Professions and Rehabilitation Sciences practice educators' website for occupational therapy is a promising tool in increasing communication and the involvement and participation of practitioners in curricular planning (paragraph 43).
- Undergraduate and postgraduate students judge physiotherapy clinical placements as excellent vehicles for integrating theory and practice skills at all stages of their programmes (paragraph 66).
- Clinical staff report that students on the MSc Physiotherapy (pre-registration) programme are prepared to think for themselves and are self-directed and resourceful on clinical placement (paragraph 74).
- The training and support provided by the University offers the podiatry clinical staff the skills and confidence to mark fairly and consistently (paragraph 88).
- Student work reviewed and the most recent external examiner's report for podiatry indicate that feedback is consistently related to the learning outcomes (paragraph 89).
- A positive feature of the BSc (Hons) Podiatry is the success of non-traditional entrants (paragraph 91).
Good practice
- An extensive system is in place to ensure the involvement of podiatry Primary Care Trust managers and practitioners in curricula planning and delivery, such as national strategy days, regional groups and an expert reference group (paragraph 82).
Weaknesses
- Although trainees welcome their input, they report that using practice-based clinical psychology staff as markers can result in delayed return of work (paragraph 34).
- Some clinical educators, who have not accessed the training, are not fully familiar with some of the occupational therapy assessed outcomes (paragraph 50).
Quality of learning opportunities
Learning and teaching
The quality of learning and teaching is commendable.
Strengths
- The patient/client is at the centre of the approaches to learning and teaching (paragraph 94).
- The New Generation Project provides an environment where common learning of students across an extensive range of healthcare awards is having a positive impact on the students' knowledge base and ability to teamwork across professional groups (paragraph 95).
- The range of opportunities for continuing professional development in relation to the supervisor role is noted as a particular strength of the University by clinical psychology and physiotherapy practitioners (paragraph 99).
- The on-line help facility and frequently-asked questions provide an effective guide to support the use of the virtual learning environment (paragraph 100).
Weakness
- Some occupational therapy staff expressed concerns that post-basic practice/clinical practice training is limited (paragraph 98).
Student progression
The quality of student progression is commendable.
Strength
- The enterprising Foundation Degree in Health and Social Care, delivered through the Health Care Innovation Unit, is successful in widening participation (paragraph 104).
Learning resources and their effective utilisation
The quality of learning resources and their effective utilisation is commendable.
Strengths
- Student feedback identifies the helpfulness and approachability of administrative and technical staff as a particular strength in the School of Health Professions and Rehabilitation Sciences (paragraph 115).
- The innovative Hampshire and Isle of Wight Practice-Based Learning Project, a collaboration between the HIoWSHA, local Trusts, the independent sector, Social Services and education providers, has been set up to address the problems of finding sufficient placements in a wide range of settings and to meet the challenge set out in Working Together - Learning Together (Department of Health 2002) (paragraph 116).
- The university libraries provide distinctive, distributed services in support of the local health economy (paragraph 118).
Weakness
- Students and practice staff report that the availability of computers at some placement sites is limited (paragraph 119).
Maintenance and enhancement of standards and quality
Strength
- There is a very strong partnership between the Hampshire and Isle of Wight Strategic Health Authority and the University of Southampton (paragraph 121).
Weaknesses
- One external examiner also supervises audiology students at the University, which is contrary to the Code of practice, published by QAA (paragraph 120).
- There is variable experience reported by occupational therapy placement staff in terms of communication and feedback to enable them to contribute to an effective learning environment (paragraph 122).
Introduction
1 This report represents the findings of a review of the academic and practitioner standards achieved, and the quality of learning opportunities provided, in audiology, clinical psychology, occupational therapy, physiotherapy and podiatry at the University of Southampton (the University) in partnership with the Hampshire and Isle of Wight Strategic Health Authority (HIoWSHA), Dorset and Somerset Strategic Health Authority (DSSHA) and Surrey and Sussex SHA (SSSHA). The review was conducted in the academic year 2005-06.
2 The University was granted its Royal Charter in 1952 and has full awarding powers for undergraduate, taught postgraduate and research degrees. It has nearly 20,000 students and almost 5,000 staff. In 2003, the University restructured into three faculties, 20 academic schools and a small number of research institutes, supported by a wide range of professional services. The programmes that are part of this review are based in the School of Health Professions and Rehabilitation Sciences (SoHPRS) for occupational therapy, physiotherapy and podiatry, the School of Psychology (SoP) for clinical psychology, and the Institute of Sound and Vibration Research (ISVR) for audiology. In addition, the University has related health programmes based in the School of Medicine and the School of Nursing and Midwifery that are not part of the present review.
3 The HIoWSHA was created in 2002 to serve a population of 1.8 million people. Within HIoWSHA there are 10 Primary Care Trusts (PCTs) and seven National Health Service (NHS) Trusts. In relation to the present review, the University also has links with two other SHAs: DSSHA and SSSHA. HIoW has acted as the lead SHA for the purposes of this review.
A Subject provision and overall aims
4 The following programmes are part of this review:
Audiology
- BSc (Hons) Audiology
- MSc/PgDip Audiology *
Clinical psychology
- Doctorate in Clinical psychology**
Occupational therapy
- BSc (Hons) Occupational therapy*
- Foundation Degree (FD) in Health and Social Care
Physiotherapy
- BSc (Hons) Physiotherapy*
- MSc Physiotherapy (pre-registration)*
- FD in Health and Social Care
Podiatry
- BSc (Hons) Podiatry *
- FD in Health and Social Care.
* indicates that the programme is approved by the Health Professions Council (HPC).
** indicates that the programme is approved by the British Psychological Society.
5 The University's mission statement is as follows: 'The University of Southampton is a research-led institution in which teaching and learning take place in an active research environment. We are committed to:
- the advancement of knowledge through critical and independent scholarship and research of international significance
- the communication of knowledge in an active learning environment involving staff at the forefront of their disciplines
- the application of knowledge for the benefit of society, both directly and by collaboration with other organisations.
The University is committed to placing the student at the centre of its education mission, providing structures of communications and learning methods that will stimulate students to take an active and effective part in their learning, and in their overall experience of the University'.
The programmes under review aim to:
- produce practitioners who are safe and competent and are fit for purpose, practice and academic award
- provide students with the capacity and commitment for lifelong learning and reflective practice
- develop critical and analytical competence in order to create and/or use research evidence in professional practice
- provide opportunities to learn with and from other healthcare professionals to develop competence in interprofessional practice and teamworking.
The aims of individual programmes at foundation, honours, master's and doctoral level are contained in programme specifications.
B Academic and practitioner standards
B1 Audiology
Intended learning outcomes
6 The intended learning outcomes (ILOs) for audiology programmes are designed to produce safe and effective practitioners, prepared for lifelong learning and committed to continuing professional development (CPD). The University actively seeks partnership with the statutory professional bodies in determining ILOs. The MSc/PgDip and BSc (Hons) ILOs are at an appropriate level for their respective awards in line with The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ). Clinical placement supervisors are confident that the ILOs have been designed to produce graduates who are well prepared for employment in the newly modernised audiology departments. They are able to influence and further develop the ILOs through the placement supervisors' meetings.
7 The BSc (Hons) Audiology programme aims to produce graduates who are eligible for registration with the HPC. Accreditation will be sought from the Registration Council for Clinical Physiologists (RCCP) at a later date. Students have now commenced year three of this newly established, four-year undergraduate programme, and it is anticipated the ILOs will contribute towards the emergence of graduates fit for practice, purpose and academic award. The degree reflects the current draft Subject benchmark statement for audiology, published by QAA, and the emerging Health Professions Framework (HPF). Interprofessional ILOs are included through the New Generation Project (NGP) in Southampton. Adaptation of ILOs for the BSc (Hons) programme to emphasise deep learning and further develop intellectual skills is planned when the programme is reviewed in 2006.
8 After successful completion of the MSc Audiology, students are eligible to commence an 18-month programme leading to the Certificate of Audiological Competence (CAC) run by the British Academy of Audiology (BAA) and the ILOs for the MSc have evolved around the design and assessment of the CAC. The ILOs are also well designed to develop research skills that will equip graduates to contribute to the knowledge and evidence base in audiology. Following a review of the MSc programme in 2005, a complete redesign is scheduled for the 2006-07 intake to further emphasise ILOs such as critical thinking, reflection, clinical decision-making, evaluation of complex scenarios and interprofessional learning (IPL).
9 The ILOs for the BSc (Hons) and MSc audiology programmes are clearly communicated to students and practice staff through the programme specifications, student handbooks and a virtual learning environment (VLE). Students from both programmes have an adequate understanding of the ILOs. The BSc (Hons) programme specification has a clear matrix linking all the learning outcomes to the programme modules, and states the outcomes for each module. The electronic workbook designed for the clinical placement in year three of the BSc (Hons) Audiology can be accessed by student, supervisor and university and communicates the ILOs effectively in addition to providing clear evidence of achievement for the student.
Curricula
10 External examiners and employers endorse that the BSc (Hons) and the PgDip/MSc Audiology curricula prepare students to be fit for practice, purpose and academic award. Practitioners are involved in curricular planning. For example, staff at the Southampton University Hospital Trust confirm that the local Audiology Group has regular input into these curricula. The MSc full and part-time routes are accredited by the British Association of Audiological Scientists. The BSc programme has been approved by the Department of Health and work towards accreditation by the BAA was taking place during the time of the major review. BAA accreditation was formally received in December 2005.
11 Information about these programmes is contained in programme specifications and clearly written handbooks. Handbooks include a general idea of the topics to be covered in each module, but not the level of intellectual and practical skills required. However, the programme specification for these programmes compensates by listing a number of intellectual, professional, practical and transferable skills such as problem-solving and project management. These documents are readily accessible from the school website, and the on-line VLE contains individual module specifications. The audiology website is found increasingly useful by practitioners in communications concerning the curricula.
12 The MSc programme can be completed in one year for those on full-time study or over two years for those following a part-time route. The demands of achieving master's level in one year mean that the programme is intensive. There are no option modules, as staff consider the entire curriculum to contain core knowledge and skills for a clinical scientist in audiology. Discussions among university staff and practitioners are progressing on the extent and level of deep learning, such as critical thinking, reflection and clinical decision-making, to be expected on this programme. MSc students undertake an individual research project that involves critical analysis and evaluation. This is not, however, a requirement for PgDip students.
13 The BSc (Hons) Audiology programme has planned IPL units as part of year one of the NGP. Students following the four-year, full-time BSc programme learn together with other health students on topics such interprofessional teamworking, health promotion, interprofessional problem-solving and methods of enquiry. Both university-based modules and clinical practice placements encourage location of the patient at the centre of the students' learning experience.
14 After the first two years of compulsory taught modules and clinical practical work, the third year of the BSc is on paid clinical placements which are arranged by the University at NHS hospital Trusts. This is the first year of placements for the BSc (Hons) Audiology students. Practice staff are very positive about receiving students in the workplace and the developing relationship with the Clinical Placement Coordinator is good. University staff continually explore the availability of clinical practice opportunities in order that all students not only acquire a broad-based experience but also achieve competency in specific fields of practice such as adult hearing assessment and rehabilitation. BSc students place a high value on clinical practice, as this augments their learning. They also state that their programme sufficiently prepares them for clinical practice.
15 In the fourth year, there is ample opportunity for students to choose areas to develop further, such as counselling and therapy skills, paediatric assessment and rehabilitation, and studies of hearing aids and cochlear implants. Undergraduate students will also complete individual research projects with supervision. Both programmes maintain currency of their curricula through university lecturers who are highly committed to research, thereby sharing their specialist knowledge with the students, and up-to-date clinical staff who participate in the development and delivery of academic and clinical placement units.
Assessment
16 Assessment processes comply with the ISVR assessment strategy and follow university guidelines. They comply with guidelines and requirements from professional bodies and the Code of practice, Section 6: Assessment of students, published by QAA. Assessment methods include examinations, assignments, portfolio development, research projects and clinical practicals. The assessment processes in place are suitable for both undergraduate and postgraduate programmes, although there is a predominance of examinations in the master's programme.
17 The ISVR assessment strategy is very clear about marking procedures. Double-marking and moderation are demonstrated in work reviewed for the MSc Audiology but not so evident for work reviewed at BSc (Hons) level. However, staff understand the processes in place for double-marking and moderation, and external examiners confirm that they are stringently applied in both programmes.
18 Placement assessments are shared between the academic and clinical staff, with the final responsibility lying with the academic staff. Clinical staff are well prepared for the assessment procedures for clinical placement through regular workshops held at the University. The link tutor works closely with the clinical team to ensure that audiology clinical staff have the information they need to assess students comprehensively. The work done by the link tutor is extensive and greatly valued by clinicians.
19 The development and implementation of the electronic logbook as a method of clinical skills assessment has facilitated good communication between academic and clinical colleagues. Clinical staff consider that the implementation of this has been smooth, as they have had extensive instruction and continual support from the University. The logbook is completed over a set period in conjunction with the student, and both parties feel that they benefit from this type of assessment tool.
Student achievement
20 The standards achieved on the MSc/PgDip Audiology programme comply with the BAA accreditation documentation and all other regulatory and professional requirements. Student achievement, shown in Table 1a, is at a high level in comparison with other UK programmes. At least 20 per cent of students gained a distinction in MSc cohorts 2001-03. The three failing students on the MSc 2002 cohort were all awarded a PgDip. The assessed work reviewed provides evidence of students achieving the ILOs.
21 External examiners state that graduates are prepared for future employment and for self-critical, lifelong learning. Employment statistics for MSc cohorts from 2001 to 2003, shown in Table 2a, indicate that all students gain employment, a minority finding jobs locally. MSc graduates successfully continue on to achieve the CAC and a significant number of senior practitioners and researchers in the field have completed the Southampton programme. Numbers of applications are lower for the NHS-funded PgDip that commenced as an intended exit award in 2003. The six students in the PgDip 2003 cohort and one from the 2004 cohort went on to complete the MSc. It is too early to draw conclusions from the employment statistics currently available for this group (Table 2a) but the six students cited from the 2003 cohort gained employment, one locally.
22 The new BSc (Hons) programme sets appropriate standards to meet the current Subject benchmark statement for audiology and student performance is broadly comparable to other BSc Audiology programmes in the UK. The BSc has yet to produce its first graduates. However, student work reviewed showed evidence of progressive achievement appropriate to level. Comments from supervisory staff met on practice visits indicated that the BSc students should be fit for purpose and practice. Furthermore, clinical staff consider that the BSc is a very positive development as its graduates will meet the needs of the role and produce clinicians who can perform as 'problem solvers'.
Table 1a: Completion and achievement statistics for all award-bearing programmes in audiology
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| MSc Audiology | 2001 | 15 | 100 | 0 | 0 | ||||||||||||
| 2002 | 11 | 79 | 3* | 21 | |||||||||||||
| 2003 | 22 | 100 | 0 | 0 | |||||||||||||
| PgDip Audiology | 2003 | 6 | 100 | 0 | 0 | ||||||||||||
| 2004 | 4 | 100 | 0 | 0 | |||||||||||||
* Awarded PgDip
Table 2a: Employment statistics for all pre-registration programmes
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| MSc Audiology | ||||||||||
| 2001 | 0 | 0 | 0 | 0 | 15 | 100 | 0 | 0 | 0 | 0 |
| 2002 | 0 | 0 | 4 | 29 | 10 | 71 | 0 | 0 | 0 | 0 |
| 2003 | 0 | 0 | 1 | 5 | 21 | 95 | 0 | 0 | 0 | 0 |
| PgDip Audiology | ||||||||||
| 2003 | 0 | 0 | 1 | 17 | 5 | 83 | 0 | 0 | 0 | 0 |
Summary of academic and practitioner standards for audiology
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Audiology at the University of Southampton in partnership with Hampshire and Isle of Wight Strategic Health Authority.
Strengths
- The electronic workbook designed for the clinical placement in year three of the BSc (Hons) Audiology can be accessed by student, supervisor and university and communicates the ILOs effectively (paragraph 9).
- The link tutor works closely with the clinical team to ensure that audiology clinical staff have the information they need to assess students comprehensively (paragraph 18).
B2 Clinical psychology
Intended learning outcomes
23 The ILOs for the DClinPsy relate closely to the specific aims of the programme and are at an appropriate level with respect to the FHEQ. The ILOs meet the requirements of the BPS. The programme specification states that students will be provided with a holistic experience of training enabling them to develop an integrated set of learning outcomes. The ILOs have been shaped by a change to a competency model of training and reflect national occupational standards, the Subject benchmark statement for clinical psychology and the emerging HPF.
24 All stakeholders are involved in development of DClinPsy ILOs through the constitution of the Training Committee and Programme Board. At the time of accreditation in July 2002, the loss of the Supervisors Group meant that they were not adequately represented in the decision-making process. However, use of working groups for key aspects of programme development has addressed this issue.
25 Communication of DClinPsy ILOs occurs through programme handbooks, in hard copy and on the internet. Students negotiate individual ILOs during placement supervision. The move to a competency-based model this academic year has resulted in new DClinPsy ILOs. However, the old documentation is still in use at some placement sites. The University is responding to feedback received on the documentation and has arranged workshops to assist the change process.
26 Other important reference points for the programme include clinical guidelines from the Department of Health and National Institute of Health and Clinical Excellence. Employers and students are satisfied that the ILOs are effectively designed to produce graduates who are fit for purpose, practice and academic award and who are able to work independently within a multidisciplinary team.
Curricula
27 The DClinPsy programme satisfies the accreditation requirements of the BPS. External examiners and employers attest to the suitability of the curriculum. There is ongoing dialogue between university staff and NHS-employed clinical psychologists in the region and partnerships with the regional NHS Trusts, the HIoWSHA and the DSSHA. Views of national and local special interests groups are being considered in developing the curriculum.
28 A number of practitioners participate in the programme delivery, which ensures currency of the curriculum in terms of professional trends and practice developments. However, a few practitioners find their ability to contribute to programme development is hampered by work pressures. Information about the curriculum is readily available from the University's website and the programme handbook.
29 The curriculum is centred around the application of theory, empirical evidence and treatments core to the practice of clinical psychology. There is a thorough grounding in the major psychological therapies. The development of advanced skills in cognitive behaviour therapy is particularly evident. Trainees develop skills in the areas of adult, child and adolescent mental health, learning disability and older adults. A range of specialist placements is available. Training also includes supervision skills to develop competence in supervising trainees and other professionals in clinical practice.
30 The balance of theory and research in the clinical psychology curriculum is appropriate, with a commendably strong orientation towards research. Trainees complete one small-scale research project within a clinical context, as well as the main research project for their doctoral thesis. In addition, there is an option for students to undertake a single-case, experimental design project. This emphasis on research, together with compliance with the requirements of the core competences of a clinical psychologist, is confirmed by practitioners.
31 The programme is normally studied over three years full-time. In exceptional circumstances this can be extended, although it must be completed in five years. Comprehensive teaching of theory, clinical research and clinical skills, together with clinical placement experience, enable students to demonstrate their competence to work with a range of clients in a variety of settings. Clinical placements also provide considerable scope to foster reflective skills and other deep learning such as integration, analysis and evaluation of theoretical and practical learning.
32 The ability to function effectively in a multidisciplinary team is one of the DClinPsy competences and this is addressed throughout the programme, particularly on placement. Interprofessional learning is also addressed through a programme of conferences within the field of child and adult learning disability. These are organised by the University and they are open to other disciplines.
Assessment
33 The assessment procedures satisfy the BPS standards and the SoP assessment strategy that articulate with the Code of practice, Section 6: Assessment of students, published by QAA. The programme offers suitable assessment methods such as extended essays, reports of clinical activity and competence, single case experimental design, a small-scale research project and a thesis leading to a doctoral qualification. External examiners report that the assessment methods chosen are similar to those on other programmes in the UK and are appropriate to the ILOs. Trainee work is moderated internally and subject to external examiner scrutiny. Moderation processes are in use for the placement, with academic staff completing a midway placement review.
34 Trainees report feeling supported throughout both academic and clinical assessments during the programme. Practice-based clinical staff are integrated into the programme as external lecturers, and consequently are familiar with the programme content and assessment methods. Although trainees welcome their input, they report that using practice-based clinical psychology staff as markers can result in delayed return of work. This, combined with some variability in feedback quality, has caused concern among trainees, as they feel disadvantaged not having feedback in time to inform the next piece of work. There is a perception among some trainees of having to satisfy somewhat differing demands of academic and practice-based staff.
35 The clinical environment takes up to 50 per cent of the programme, with trainees being assessed by practice-based clinical psychologists. Clinicians assess that trainees understand and can implement concepts in practice. There is evidence of preparation of supervisors by the University through clinical supervision courses for first-time supervisors and update courses for established supervisors. The supervisors feel well prepared and supported in taking on this role. There is close collaboration between both parties in the production of competency-based criteria to facilitate the assessment process.
Student achievement
36 The standards achieved by trainees meet those required by the BPS. Assessed work is of a very high standard and consistent with doctoral level performance. Completion and achievement statistics, shown in Table 1b, indicate a 100 per cent pass rate for trainees for the cohorts from 1999 to 2002. However, some students still have to complete their dissertation. The external examiners' reports are consistently favourable and more than one report comments that doctoral graduates from the DClinPsy will make a significant contribution to the NHS and academic developments in clinical psychology. A notable feature of the DClinPsy is the dissemination by students of research and scholarship that has implications for clinical practice, which has resulted in an impressive range of research publications and presentations at national and international conferences.
37 Employers comment that trainees are prepared very effectively for their subsequent professional role, with highly developed academic and research skills and with excellent relevant clinical skills developed during their experiences of working within the NHS on placements. The BPS Accreditation Report 2002, external examiners' reports and destination data further demonstrate that the programme effectively prepares trainees for subsequent professional practice. Almost all trainees are employed after completion of their programme (Table 2b); on average, two-thirds are employed locally. Retention rates in NHS employment after completion of training are high, and many are employed within the commissioning area. One-third of the local clinical psychology workforce are recruited from the DClinPsy programme.
Table 1b: Completion and achievement statistics for all award-bearing programmes in clinical psychology
| Programme | Cohort | Doctoral programmes Pass |
Doctoral programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| DClinPsy | 2000 | 20 | 100 | 0 | 0 | ||||||||||||
| 2001 | 19* | 100 | 0 | 0 | |||||||||||||
| 2002 | 19* | 100 | 0 | 0 | |||||||||||||
* Three students from the 2001 cohort and seven from the 2002 cohort still have to complete their dissertation
Table 2b: Employment statistics for all pre-registration programmes
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| DClinPsy | ||||||||||
| 1999 | 0 | 0 | 8 | 57 | 5 | 36 | 0 | 0 | 1 | 7 |
| 2000 | 0 | 0 | 14 | 70 | 6 | 30 | 0 | 0 | 0 | 0 |
| 2001 | 0 | 0 | 9 | 48 | 7 | 37 | 0 | 0 | 3* | 15 |
* Still on programme until completion of the dissertation
Summary of academic and practitioner standards for clinical psychology
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programme in Clinical Psychology at the University of Southampton in partnership with Hampshire and Isle of Wight Strategic Health Authority and the Dorset and Somerset Strategic Health Authority.
Strengths
- The balance of theory and research in the clinical psychology curriculum is appropriate, with a commendably strong orientation towards research (paragraph 30).
- A notable feature of the Doctorate in Clinical Psychology is the dissemination by students of research and scholarship that has implications for clinical practice (paragraph 36).
Weakness
- Although trainees welcome their input, they report that using practice-based clinical psychology staff as markers can result in delayed return of work (paragraph 34).
B3 Occupational Therapy
Intended learning outcomes
38 The ILOs for the BSc (Hons) Occupational Therapy reflect the programme aim of producing practitioners who are competent and fit for purpose, practice and academic award. The ILOs have been developed with reference to the HPC Standards of Proficiency, the curricular framework guidance from the College of Occupational Therapists (COT), the Subject benchmark statement for occupational therapy, published by QAA, and the emerging HPF. The ILOs reflect certificate, diploma and honours levels with respect to the FHEQ. Employers are satisfied that the ILOs are designed to produce graduates who are suitable for employment in occupational therapy.
39 Revalidation of the BSc degree in March 2004 led to a mapping exercise clearly indicating the ILOs against each of the unit profiles, which students and clinical placement staff have found very effective in increasing their understanding. Communication of the ILOs is successfully accomplished through the programme specification which is also found in the year one student handbook, the definitive document and the school website. The ILOs are mapped against the Subject benchmark statement in the clinical/practice placement educators' handbook and ILOs for placements have evolved with input from practice partners.
40 The ILOs for the FD in Health and Social Care aim to produce graduates able to succeed in the workplace and in lifelong learning, including further academic study. The ILOs listed in the FD in Health and Social Care student handbook reflect these aims. They include key skills, generic skills, specialist knowledge and work-based learning and are mapped against Foundation Degree qualification benchmarks, published by QAA. The ILOs for the FD in Health and Social Care were designed using the SoHPRS's progression framework. A programme committee facilitates communication with external stakeholders and is a forum for the development of the ILOs.
41 Communication of the FD in Health and Social Care ILOs is through the programme handbook and the VLE. There are appropriate ILOs for clinical placements. Learning outcomes have been made more explicit during induction and at regular intervals because of the non-traditional nature of the student group in the FD in Health and Social Care. The majority of placement supervisors and employers feel they have an excellent understanding of the ILOs and are in a position to influence future changes of learning outcomes.
Curricula
42 The three-year, full-time curriculum of the BSc (Hons) Occupational Therapy satisfactorily prepares students for competent and safe practice. External examiners and employers confirm that the curriculum meets the statutory and professional body requirements of the HPC and the COT. Students progressively develop their intellectual and professional skills throughout the modular programme. The initial focus is on understanding knowledge, and students' skills are increasingly advanced towards evaluating and synthesising theory and practice in both academic and clinical practice settings.
43 There is a very sound structure for partnership initiatives and collaboration with the HIoWSHA, DSSHA, SSSHA and local practice placement educators. University staff successfully encourage input from local employers and practitioners to curriculum planning, design and approval. Some clinical staff have commented previously that the programme does not always prepare students to work in a mental health setting and that the programme is too heavily biased towards physical occupational therapy practice. This has been addressed with the enlargement of the mental health component in each year of the programme. Schedules and work pressures of academic and clinical placement staff and the dispersed geographical locations of clinical placements pose challenges for communication. The SoHPRS practice educators' website for occupational therapy is a promising tool in increasing communication and the involvement and participation of practitioners in curricular planning.
44 The patient/client is at the centre of the occupational therapy curricula. For instance, the second level of clinical placement units focus on the patient/client. Case studies are often used in university-based modules for students to consider occupational therapy interventions for persons whose situation and problems are outlined in various stages of their illnesses.
45 Students are given general information about their curricular units through student handbooks and the School's website. Information is also available in the Rough Guide for first-year students, which includes a clear statement of skills to be developed in clinical practice placements. In addition to the core or required modules, students obtain a clear picture of some of the specialty topics they can study through occupational therapy specific option modules and joint option modules, which are studied with physiotherapy and podiatry students. Successful completion of a research project adds to the students' use of evidence-based practice and deep learning skills including reflection, critical analysis and evaluation. The currency of the curricula is ensured through research activities of the staff and contributions of practitioners.
46 There is a strong interprofessional learning component in the occupational therapy curriculum where there are shared units with physiotherapy and podiatry such as foundation sciences and joint units such as professional practice. There are also common learning elements, such as collaborative learning and interprofessional problem-solving, which are part of the NGP, integrating interprofessional learning across all pre-registration programmes at the University.
47 Consistent with the University's strategy to widen access to health professions, a four-year, part-time study route, leading to a BSc (Hons) Occupational Therapy degree, is scheduled to start in 2006. In addition, the new vocationally focused FD Health and Social Care has been jointly designed with employers. This flexible route can be completed in two years by full-time study and three years by part-time study. Level 1 or first-year study is a generic introduction to health and social care. On completion of level 1 studies, students can opt for an occupational therapy specific pathway and, on successful completion of this pathway, students are eligible to join the second year of the BSc (Hons) Occupational Therapy or may exit as an associate practitioner with an occupational therapy focus.
Assessment
48 The individual programme units in occupational therapy clearly follow the University's and SoHPRS's assessment strategies which, in turn, follow the Code of practice, Section 6: Assessment of students, published by QAA. The assessments reflect and are cross-referenced to the ILOs, and are developmental in nature throughout the programme. Assessments include essays, examinations, practicals, case presentations, research protocols and clinical placements, and they fulfil the criteria of the COT and the HPC.
49 Reliability exercises include double-marking as well as debrief, floating observers, sample and match-marking. Internal moderation systems are fully comprehensive, offering comments about the assessment and suggestions of how to improve the unit delivery for the future. Students are provided with extensive assessment information through their student handbook. Feedback on assessed work is clearly written, with extra support being offered if required. The personal tutor system allows for individual feedback and discussion.
50 External clinical staff are involved in teaching and assessment and feel that they are members of the subject team. New members of staff are eased into their assessment role with the chance to work alongside other, more senior members of staff. Since the training of clinical educators prior to taking students is not mandatory, some clinical educators, who have not accessed the training, are not fully familiar with some of the occupational therapy assessed outcomes. However, the new website can be accessed by all parties, ensuring that information on the achievement of the ILOs through the assessment process is transparent. The issues of reliability of marking on clinical placement are constantly addressed by information offered to clinical staff in the combined clinical placement workshops and in the information offered to students. Despite concerns by students, the spread of clinical marks indicates that clinical staff are using assessment criteria appropriately.
51 Assessments in the FD in Health and Social Care are focused on work-related themes and the assessments are based on ILOs and satisfy the external examiners. Assessment for the FD is by essays, coursework presentations, reports, examinations, case studies, projects, portfolio development and reflection on practice. These have been developed in discussion with employers and have been adapted in response to evaluation. Currently, the initial assessment is shared, but it is followed by a discipline-specific assessment designed to lead to greater success and less wastage from the programme.
Student achievement
52 External examiners report that student achievement demonstrates that the programme adheres to the standards set by the professional and statutory bodies and national benchmarks for occupational therapy. The overall student performance for the BSc (Hons) occupational therapy is shown in Table 1c and is comparable with other programmes nationally, with the majority of students achieving Upper Second class honours or above. The performance of the small number of part-time students is comparable with that of full-time students.
53 Assessed work demonstrates achievement of specified learning outcomes and is indicative of fitness for award and practice. Employers state that students are fit for purpose and practice and, in particular, they are well prepared for work in community settings. Table 2c shows that most students find employment (80 per cent and 74 per cent for the 2000 and 2001 cohorts respectively) and, of these, around two-thirds are local appointments. The majority of students obtain employment in the NHS but a significant number take up posts in social services.
54 As the FD in Health and Social Care is a new programme, with its first students accepted in 2004, it is too early to comment on outcomes at the end of the programme. However, for level 1, external examiners state that standards are appropriate to the programme and in accord with national expectations. Assessed work for level 1 also indicated very good and clear achievement of ILOs. Some students have already been accepted to study specific professional units from the occupational therapy programme. The HIoWSHA has identified the need to develop the workforce at associate/assistant practitioner level (FD) as part of the workforce redesign needed to deliver future NHS services. So far, graduates from the 'old' FD programme have been employed as ward assistants, working with a stroke ward team, rapid discharge team and in orthopaedic intermediate care.
Table 1c: Completion and achievement statistics for all award-bearing programmes in occupational therapy
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Occupational therapy | 2000 | 5 | 8 | 40 | 62 | 20 | 30 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| 2001 | 3 | 5 | 31 | 55 | 22 | 40 | 0 | 0 | 0 | 0 | 0 | 0 | |||||
| 2002 | 5 | 8 | 38 | 62 | 16 | 26 | 1 | 2 | 1 | 2 | 0 | 0 | |||||
| BSc (Hons) Occupational therapy - Part-time mode | 1998 | 1 | 25 | 2 | 50 | 1 | 25 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| 2001 | 0 | 0 | 3 | 50 | 3 | 50 | 0 | 0 | 0 | 0 | 0 | 0 | |||||
Table 2c: Employment statistics for all pre-registration programmes
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Occupational therapy | ||||||||||
| 1999 | 0 | 0 | 30 | 53 | 19 | 33 | 0 | 0 | 8 | 14 |
| 2000 | 0 | 0 | 35 | 54 | 17 | 26 | 12 | 19 | 1 | 1 |
| 2001 | 0 | 0 | 25 | 45 | 16 | 29 | 6 | 11 | 9 | 15 |
| BSc (Hons) Occupational therapy - Part-time mode | ||||||||||
| 1998 | 0 | 0 | 0 | 0 | 4 | 100 | 0 | 0 | 0 | 0 |
'Other' category includes non-respondents.
'Unemployed' category includes those travelling or having a break.
Summary of academic and practitioner standards for occupational therapy
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Occupational Therapy at the University of Southampton in partnership with Hampshire and Isle of Wight Strategic Health Authority, the Dorset and Somerset Strategic Health Authority and the Surrey and Sussex Strategic Health Authority.
Strengths
- Learning outcomes have been made more explicit during induction and at regular intervals because of the non-traditional nature of the student group in the FD in Health and Social Care (paragraph 41).
- The School of Health Professions and Rehabilitation Sciences practice educators' website for occupational therapy is a promising tool in increasing communication and the involvement and participation of practitioners in curricular planning (paragraph 43).
Weakness
- Some clinical educators, who have not accessed the training, are not fully familiar with some of the occupational therapy assessed outcomes (paragraph 50).
B4 Physiotherapy
Intended learning outcomes
55 The ILOs for the BSc (Hons) Physiotherapy and the MSc Physiotherapy (pre-registration) are designed to produce practitioners who are safe, competent and fit for purpose, practice and academic award. The ILOs have been developed in line with the curricular and framework guidance from the Chartered Society of Physiotherapy (CSP), the HPC Standards of Proficiency, the Subject benchmark statement for physiotherapy, published by QAA, and the emerging HPF. The ILOs reflect the academic level commensurate with certificate, diploma, honours and master's level with respect to the FHEQ.
56 The ILOs listed in the FD in Health and Social Care student handbook are mapped against the Foundation Degree qualification benchmark, published by QAA. Learning outcomes for the FD Health and Social Care were designed using the SoHPRS's progression framework. A programme committee facilitates communication with external stakeholders and is a forum for development of ILOs.
57 Physiotherapy ILOs are clearly communicated through student handbooks, clinical/practice placement educators' handbook, programme specifications (published on the SoHPRS website), and the VLE. FD in Health and Social Care ILOs are communicated through the programme handbook and the VLE and they have been made more explicit during induction and at regular intervals because of the non-traditional nature of the group. Students at all levels demonstrate an adequate understanding of the ILOs, which are negotiated between clinical supervisor and student at the beginning of and throughout the duration of each placement.
58 As part of the revalidation process of the BSc (Hons) programme in March 2004, a mapping exercise was undertaken, clearly indicating the ILOs against each of the unit profiles. The ILOs are linked to the Subject benchmark statement in the clinical/practice placement educators' handbook. External stakeholders are involved in the annual review and development of ILOs for the BSc and MSc programmes and these links are made explicit in the definitive document. The University runs a well-received clinical educators' course, which explores the ILOs and learning contracts.
59 The MSc pre-registration programme requires students to demonstrate M-level achievement for the academic component of the programme and undergraduate level competence at practice level. The ILOs have been designed accordingly and are monitored by the programme team. Undergraduate and postgraduate students have the same clinical practice ILOs, and this is seen as an advantage for clinical placement staff. There are appropriate clinical placement ILOs for the FD in Health and Social Care.
60 Interprofessional learning is extensively featured in the ILOs of the BSc programme through the NGP common learning modules and other shared modules, which have been validated jointly with the BSc (Hons) Occupational Therapy and BSc (Hons) Podiatry. Employers are satisfied that the ILOs for the physiotherapy programmes are designed to produce graduates who are highly suitable for employment.
Curricula
61 The BSc (Hons) Physiotherapy and the MSc Physiotherapy (pre-registration) curricula satisfactorily prepare students for competent and safe practice and comply with the pre-requisites for registration as physiotherapists. External examiners and employers confirm that the curricula are appropriately designed to produce graduates fit for purpose, practice and award. There is an extensive system of collaboration and partnership in curriculum planning and delivery with HIoWSHA, DSSHA, SSSHA and practice placement educators. However, a few practice supervisors would like to be even more involved in planning programme content.
62 A strong commitment to widening access is evident in the planned, flexible four-year part-time study leading to a BSc (Hons) Physiotherapy, which is scheduled to commence in 2006, the MSc (pre-registration) programme and the flexible route available in the FD in Health and Social Care. On successful completion of first year work and physiotherapy pathway units in their second year, FD in Health and Social Care students can have a direct entry to year two studies of the BSc (Hons) Physiotherapy programme or may exit to take up an associate practitioner role with a physiotherapy focus.
63 Throughout the three-year, full-time BSc (Hons) Physiotherapy programme, students participate in the NGP, undertaking interprofessional learning with different health profession students, such as medicine, nursing and midwifery. Elements of the curriculum are also shared with occupational therapy and podiatry students, encouraging an interprofessional orientation.
64 Putting the patient at the centre of the students' learning is emphasised in both university-based modules and clinical practice. Physiotherapy-specific modules use case studies to cover theoretical and practical components of this programme, including clinical reasoning, justifying physiotherapy interventions and appraising evidence. Satisfactory planning, carrying out, presentation and dissemination of results of individual research projects are a programme requirement. Most of the BSc (Hons) modules are compulsory, but students can also extend their learning by choosing an option module offered in year three.
65 The two-year, full-time MSc (pre-registration) graduate entry programme is organised around guided discovery learning and is essentially based on three core areas of physiotherapy: neuromusculoskeletal, cardiorespiratory and neurology. This curriculum addresses all specified learning outcomes but postgraduate students would like more time learning clinical skills rather than reflective skills. Under the NGP, master's students undertake two common learning units, the interprofessional teamworking and enabling change in practice, which they study together with other health profession student groups.
66 Information about all these programmes is readily accessible in student handbooks and the School's website. Developments in theory and practice are continually reviewed. Undergraduate and postgraduate students judge physiotherapy clinical placements as excellent vehicles for integrating theory and practice skills at all stages of their programmes. Practitioners and physiotherapy managers who contribute to these programmes, along with staff research activities, ensure that students are informed of recent professional trends and developments.
Assessment
67 The assessment strategy complies with the SoHPRS's assessment guidelines and regulations, fulfils the criteria set by the HPC and CSP and is in line with the Code of practice, Section 6: Assessment of students, published by QAA. Methods of assessment used are essays, practical and written examinations, research protocols and clinical placements. External examiners state that assessment processes are equivalent to those used in other similar programmes.
68 External clinicians are used to maintain currency in some of the academic practical assessments, such as objective structured practical examinations (OSPEs) and objective structured clinical examinations (OSCEs), and staff are well briefed beforehand. There are good links between the university staff and their clinical colleagues so that clinical staff feel well informed and supported.
69 Appropriate moderation and feedback systems support the assessment process. Reliable methods are used to ensure that assessment of scripts is transparent and that timely student feedback is provided. Feedback is offered as soon as possible through the return of scripts, sight of examination papers and group feedback. In addition, there is good use of the personal tutor system that incorporates feedback from clinical placements in addition to academic work.
70 There is good support for the programme in the locality and clinical staff are preparing to use the CSP accreditation of clinical educators scheme to ensure their currency regarding student assessment. The grading of clinical practice contributes to the final degree classification and some students have concerns regarding the allocation of marks. Also, some clinical staff comment that the grading system could be refined further. However, the reviewers conclude that clinical staff are well prepared for the task by the clinical educators' courses, and that grades are allocated appropriately. Across the breadth of clinical placements used, there is evidence that there is parity between placements. Academic staff consider it to be essential to contact any clinician who it is felt does not comply fully with the assessment criteria, and discuss the situation with them.
71 Assessments in the FD in Health and Social Care are focused on work-related themes and the assessments are based on ILOs and satisfy the external examiners. They have been designed in conjunction with physiotherapy employers in the area with a view to producing an associate practitioner with a physiotherapy focus or to allow entry into the second year of the physiotherapy degree programme.
Student achievement
72 Standards set and achieved on the BSc (Hons) Physiotherapy programme are entirely appropriate with reference to professional and statutory bodies and academic level. The external examiner reports that the standard and quality of students' work fully demonstrates equivalence with that achieved on other programmes. Table 1d shows that the student performance is creditable, with as many as 80 per cent obtaining an Upper Second class degree or above in the 2000 and 2002 cohorts. The small number of students on the part-time BSc (Hons) Physiotherapy programme show roughly similar results (Table 1d). It was noted by an external examiner that common teaching on the occupational therapy and physiotherapy BSc programmes produces well-rounded and holistic work from the physiotherapy students.
73 Employers indicate the University produces high-quality graduates. They consider that BSc Physiotherapy students graduate with the expected level of skills and have an appropriate level of awareness of limitations and when to seek advice. Students have achieved a high level of success in obtaining first posts. Table 2d demonstrates that 88 to 76 per cent of the 1999 to 2001 cohorts obtained employment, with many being local appointments. A downward trend in the number of graduates employed locally and a small increase in the number of graduates reporting that they are unemployed is evident from the table. However, nationally there is now a discrepancy between new graduates and the numbers of posts available; consequently, some students are taking longer than three months to find employment. Students are fully apprised of the employment situation before starting the programme. Suitable students are now being directed to postgraduate opportunities as an alternative to full-time employment. The NHS Workforce Review Team - Physiotherapy Action Plan identifies a number of ongoing activities aimed at improving employment options for physiotherapy graduates.
74 The MSc Physiotherapy programme has yet to produce its first graduates. Assessed work to date is confirmed as being in line with expected standards by external examiners and is indicative of fitness for practice and award. Clinical staff report that students on the MSc Physiotherapy (pre-registration) programme are prepared to think for themselves and are self-directed and resourceful on clinical placement.
75 As the FD in Health and Social Care is a new programme with its first students accepted in 2004, it is too early to comment on student achievement outcomes at the end of the programme. However, for level 1, the standards required were appropriate to the programme and in accord with national expectations. Assessed work for level 1 also indicated very good and clear achievement of the ILOs. Some students have been accepted to study specific professional units from the BSc (Hons) Physiotherapy degree programme.
Table 1d: Completion and achievement statistics for all award-bearing programmes in physiotherapy
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Physiotherapy | 2000 | 7 | 11 | 48 | 74 | 10 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| 2001 | 4 | 6 | 41 | 62 | 21 | 32 | 0 | 0 | 0 | 0 | 0 | 0 | |||||
| 2002 | 9 | 15 | 42 | 68 | 11 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | |||||
| BSc (Hons) Physiotherapy Part-time mode | 1998 | 0 | 0 | 3 | 75 | 1 | 25 | 0 | 0 | 0 | 0 | 0 | 0 | ||||
| 2001 | 1 | 20 | 3 | 60 | 1 | 20 | 0 | 0 | 0 | 0 | 0 | 0 | |||||
Table 2d: Employment statistics for all pre-registration programmes
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Physiotherapy | ||||||||||
| 1999 | 0 | 0 | 43 | 64 | 16 | 24 | 0 | 0 | 8 | 12 |
| 2000 | 0 | 0 | 31 | 48 | 26 | 40 | 8 | 12 | 0 | 0 |
| 2001 | 0 | 0 | 29 | 44 | 21 | 32 | 10 | 15 | 6 | 9 |
| BSc (Hons) Physiotherapy Part-time mode | ||||||||||
| 1998 | 0 | 0 | 0 | 0 | 1 | 25 | 1 | 25 | 2 | 50 |
'Other' category includes non-respondents.
'Unemployed' category includes those travelling or having a break.
Summary of academic and practitioner standards for physiotherapy
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Physiotherapy at the University of Southampton in partnership with Hampshire and Isle of Wight Strategic Health Authority, the Dorset and Somerset Strategic Health Authority and the Surrey and Sussex Strategic Health Authority.
Strengths
- Undergraduate and postgraduate students judge physiotherapy clinical placements as excellent vehicles for integrating theory and practice skills at all stages of their programmes (paragraph 66).
- Clinical staff report that students on the MSc Physiotherapy (pre-registration) programme are prepared to think for themselves and are self-directed and resourceful on clinical placement (paragraph 74).
B5 Podiatry
Intended learning outcomes
76 The ILOs for the BSc (Hons) Podiatry are designed to produce practitioners who are safe, competent and fit for purpose, practice and academic award. They have been developed with reference to the HPC Standards of Proficiency, the curricular and framework guidance from the Society of Chiropodists and Podiatrists (SCP), the Subject benchmark statement for podiatry, published by QAA, and the emerging HPF. The ILOs reflect the academic level of the programme in line with the FHEQ and are validated by the University and approved by the HPC and SCP.
77 Following the BSc revalidation process in March 2004, a mapping exercise was undertaken, clearly indicating the ILOs against each of the unit profiles. A condition that there should be a specific ILO relating to local anaesthesia has been addressed. Interprofessional ILOs are featured in the shared and joint units with students from other disciplines.
78 The BSc ILOs are clearly linked to the clinical practice area and cross-referenced to the Subject benchmark statement in the clinical placement information for practice staff. The ILOs are effectively communicated in the student handbook, clinical placement book, the VLE and the School's website. Student perception of some ILOs, for example, clinical knowledge and applied theory, having more importance than others has led to additional time being spent on clarifying ILOs such as lifelong learning and continuing professional development. University staff are actively promoting the equal importance of all ILOs.
79 There is an induction process to increase the familiarity of new clinical educators and clinical placement providers with the ILOs. Employers are satisfied that the ILOs are appropriate and report that they have equal involvement with the University in their development. However, some practice staff would like to be even more involved in the development of ILOs.
80 The FD in Health and Social Care ILOs are mapped against the draft Foundation Degree qualification benchmark, published by QAA. A programme committee facilitates communication with external stakeholders and is a forum for the development of FD in Health and Social Care ILOs. Communication of the ILOs for the FD in Health and Social Care is through the programme handbook and the VLE, and there are appropriate ILOs for clinical placements.
Curricula
81 The BSc (Hons) Podiatry curriculum, which can be studied full or part-time, sufficiently prepares students to be fit for purpose, practice, award and registration with the HPC. The popularity and success of the part-time study route has made this the preferred mode of delivery of this programme.
82 There is effective collaboration between university and clinical staff with respect to curriculum design and delivery. In partnership with the Southampton City Primary Care Trust (PCT) and other regional providers of podiatry, the programme now follows a clinical education model based on other allied health professions. The podiatry curriculum has moved from the traditional, central university model to the predominantly clinical placement model, although it has retained a central clinical facility in which some preliminary teaching takes place. An extensive system is in place to ensure the involvement of podiatry PCT managers and practitioners in curricular planning and delivery, such as national strategy days, regional groups and an expert reference group.
83 All study units in this programme are compulsory. The student is incrementally prepared for practice with profession-specific units and joint/shared units of study. Profession-specific units encompass a range of clinical skills, including assessment, diagnostic and advanced skills. Profession-specific units also equip students with intellectual and practical skills in order to plan, implement and evaluate management strategies and care plans for patients. Meeting patients' needs is at the centre of the student's learning, and clinical practice constantly emphasises this aspect of a student's responsibilities.
84 About 40 per cent of units in this programme are shared/joint, where students are taught with mostly occupational therapy and physiotherapy students. These units include interprofessional learning and NGP common learning units, where opportunities to work with other health student groups, such as medicine and midwifery, are provided to actively promote an effective interdisciplinary approach to patient care. Through research projects, students are guided and encouraged in critical appraisal, analytical skills, dissemination of research results and independent working.
85 There is ongoing work aimed at securing placement in all sectors, including independent practice, as well as achieving equality of experience for students and sufficient opportunities for 'hands-on' experience during clinical placements. Clinical placement units are well defined, providing students with specific information on the knowledge, professional skills, attitudes and values required at each clinical placement study. Awareness of recent trends and realities of this profession are maintained through clinical placements and staff who are also practitioners. Research and scholarship of podiatry staff enrich the curriculum.
86 In common with occupational therapy and physiotherapy, the FD in Health and Social Care provides a profession-specific level 2 pathway. In this two or three-year flexible route, students who have completed 120 units of level 1, or first-year work, can have a direct entry to year two of the BSc (Hons) Podiatry programme. Students may also exit after year two, having undertaken specific units in podiatry that prepare them for an associate practitioner role with a podiatry focus.
Assessment
87 The assessment methods used in podiatry follow the SoHPRS's assessment strategy and increase in complexity as the programme progresses. They also comply with the guidelines set by the SCP, HPC and the Code of practice, Section 6: Assessment of students, published by QAA. Assessment methods in podiatry are wide ranging and address the ILOs. The ordering of assessments, with the initial emphasis on clinical knowledge, may have contributed to students perceiving some ILOs as more important than others. In recognition of this, a clinical development record (CDR) is being introduced for use in clinical assessment to encourage reflective skills and enhance the importance of lifelong learning. This work is developmental and ongoing and is shared between academic and clinical staff. The CDR may progress to become a portfolio.
88 Staff recognise that developing appropriate clinical skills takes time and have assessment procedures in place that are cumulative in nature. The OSCEs and OSPEs are used as practical assessment methods under robust examination conditions, and students report being satisfied with the procedure. The programme is moving towards clinical assessment being completed on placement by the clinical educator, as on other programmes within the School's provision. Staff are working with clinical colleagues to produce an assessment tool that is clear and acceptable to all parties. The training and support provided by the University offers the podiatry clinical staff the skills and confidence to mark fairly and consistently, and clinical staff feel that there has been a lot of time and effort invested by the University to guide them on assessments. Students are clearly briefed about the assessment expectations required from them to pass their placements and the associated grading system.
89 A recommendation in the external examiner's reports for February and July 2004 was that feedback should be related more closely to ILOs, in year two and in professional practice in particular. This is an area that the University is aware of and is actively seeking to address, and strong feedback mechanisms are now in place. Student work reviewed and the most recent external examiner's report for podiatry indicate that feedback is consistently related to the learning outcomes. Internal moderation systems are fully comprehensive, offering suggestions about how to improve the unit delivery and assessment in the future.
90 Assessments in the FD in Health and Social Care are focused on work-related themes, are based on the ILOs and satisfy the external examiners. There is an emphasis on assessments that reflect the workplace and there is a clear pathway following successful completion of assessments to enter a podiatry pathway that could lead to entry onto the podiatry degree. Assessments include portfolio development, case-studies, projects, poster presentation and examination. External examiners report satisfaction with the assessment procedures and consider them to be appropriate, although at times above what should be expected at FD level.
Student achievement
91 The external examiner reports that students meet the requirements for registration with the HPC and membership of the SCP, and have an excellent knowledge base and a good understanding of the research process. Assessed work indicates marks awarded in line with expected standards for the level of work presented and show that ILOs have been achieved. Degree results, shown in Table 1e, indicate a normal distribution of degree classifications, but with larger numbers, between 10 and 15 per cent, obtaining a First class degree. Two students were awarded a BSc Allied Health Studies degree but did not receive professional qualification. A positive feature of the BSc (Hons) Podiatry is the success of non-traditional entrants. In 2005, all students awarded a First class honours degree were mature students.
92 Employers indicate that the programme provides students with a good preparation for the workplace and adequately prepares them for work in the NHS. Table 2e shows that over 60 per cent of recent graduates gain employment within three months of completion, mostly within the NHS. Equal numbers remain locally as move away from the region. A small but significant proportion gain employment in the independent sector, which is representative of the national picture.
93 As the FD in Health and Social Care is a new programme, with its first students accepted in 2004, it is too early to comment on student achievement outcomes. However, for level 1, the standards required were appropriate to the programme and in accord with national expectations. Assessed work for level 1 also indicates very good and clear achievement of ILOs, including a broad knowledge base and appropriate practice competences. Some students have been accepted to study specific professional units from the BSc (Hons) Podiatry degree that form a podiatry pathway.
Table 1e: Completion and achievement statistics for all award-bearing programmes in podiatry
| Programme | Cohort | Diploma programmes Pass |
Diploma programmes Fail |
Degree classification | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2i | 2ii | 3 | P | F | ||||||||||||
| No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | No. | % | ||
| BSc (Hons) Podiatry | 2000 | 4 | 15 | 11 | 41 | 10 | 37 | 2 | 7 | 0 | 0 | 0 | 0 | ||||
| 2001 | 3 | 13 | 8 | 33 | 10 | 42 | 1 | 4 | 2 | 8 | 0 | 0 | |||||
| 2002 | 5 | 15 | 15 | 44 | 13 | 38 | 1 | 3 | 0 | 0 | 0 | 0 | |||||
Table 2e: Employment statistics for all pre-registration programmes
| Programme | Further study | Local employers | Employers elsewhere | Unemployed | Other | |||||
|---|---|---|---|---|---|---|---|---|---|---|
| No. | % | No. | % | No. | % | No. | % | No. | % | |
| BSc (Hons) Podiatry | ||||||||||
| 1999 | 0 | 0 | 3 | 10 | 12 | 40 | 0 | 0 | 15 | 50 |
| 2000 | 0 | 0 | 11 | 41 | 5 | 19 | 9 | 33 | 2 | 7 |
| 2001 | 0 | 0 | 10 | 42 | 5 | 21 | 1 | 4 | 8 | 33 |
'Other' category includes non-respondents.
'Unemployed' category includes those travelling or having a break.
Summary of academic and practitioner standards for podiatry
Overall, the reviewers have confidence in the academic and practitioner standards achieved by the programmes in Podiatry at the University of Southampton in partnership with Hampshire and Isle of Wight Strategic Health Authority.
Strengths
- The training and support provided by the University offers the podiatry clinical staff the skills and confidence to mark fairly and consistently (paragraph 88).
- Student work reviewed and the most recent external examiner's report for podiatry indicate that feedback is consistently related to the learning outcomes (paragraph 89).
- A positive feature of the BSc (Hons) Podiatry is the success of non-traditional entrants (paragraph 91).
Good practice
- An extensive system is in place to ensure the involvement of podiatry Primary Care Trust managers and practitioners in curricular planning and delivery, such as national strategy days, regional groups and an expert reference group (paragraph 82).
C Quality of learning opportunities
Learning and teaching
94 External examiners' reports indicate that effective learning and teaching take place in both campus and practice settings. Evidence from a range of sources suggests that there is good depth, breadth, pace and challenge of teaching, based around a variety of suitable teaching methods, that are encompassed in the University's learning and teaching strategy. The facilities and teaching on the University campus are highly valued by the students, including the learning opportunities offered by the clinical skills laboratories. The patient/client is at the centre of the approaches to learning and teaching. Case-studies are often used in university-based modules for students to consider interventions for persons whose situation and problems are outlined in various stages of their illnesses.
95 A great deal of thought and effort has been put into providing an interprofessional element to learning and teaching, with strong regard for subject-specific, transferable, practical and professional skills. The NGP provides an environment where common learning of students across an extensive range of healthcare awards is having a positive impact on the students' knowledge base and ability to teamwork across professional groups. Students described how they are required to interact with students from all subjects and to be actively involved in working together, not just from the disciplines under this review but across all health profession groups being taught by the University. The interprofessional teaching did, however, inspire variable levels of enthusiasm between different student groups, with those most enthusiastic being the new level 1 intake students. This suggests that interprofessional learning is a developing area that is evolving in the right direction.
96 An appropriate range of clinical placements offering different learning experiences is available. Meetings with staff and students provided evidence of an effective learning network and placement opportunities that closely matched the curricular content and programme aims. There is a central placement administrator for occupational therapy and physiotherapy who also aims to encompass podiatry. This administrator works with academic leads from each of the professions to coordinate placement education, and this links to the SHA through the Practice Development Coordinator supported by learning environment facilitators.
97 New staff teaching at the University are allocated mentors and undertake the Postgraduate Certificate in Academic Practice (PCAP). A version of PCAP for practice educators is being piloted by podiatry. Staff curricula vitae and discussions with staff indicate that staff research within the University is encouraged and plays an important role in informing teaching. The Centre for Learning and Teaching and the Training and Development Unit offer support and a variety of courses that, along with peer observation of teaching, enhance learning and teaching.
98 The majority of the practice staff are extremely committed to their role of supporting students/trainees on placement and are positive about their relationship with the University. Practice staff confirm the benefits of the supervisor briefing days. Occupational therapy clinical staff, in particular, praise the quality of the basic courses, although some appear not to have undertaken the supervisor training offered by the University. However, some occupational therapy staff expressed concerns that post-basic practice/clinical practice training is limited.
99 The range of opportunities for CPD in relation to the supervisor role is noted as a particular strength of the University by clinical psychology and physiotherapy practitioners. The SoHPRS produces 'Pro-active', a useful newsletter that informs practice staff of forthcoming lectures, courses, educational events and items of interest. Clinical psychology staff also report the benefits of being able to access lectures and conferences organised by the University. Physiotherapy practice staff, who contribute to unit teaching, identify the ability to access the dissection laboratories as a particularly useful resource.
100 The materials supporting learning and teaching across all disciplines were seen as good and consistent with those required for quality learning and teaching. Academic support services are effective and developments in e-learning to support students' learning is an important aspect of the University's learning and teaching strategy. Students identify that using the managed VLE provides helpful additional support to facilitate their learning. The on-line help facility and frequently asked questions provide an effective guide to support the use of the VLE. The common learning website gives all students access to information and contact with designated placements and is an extremely helpful resource for students. There is joint working with the NGP in relation to this website and it is being broadened to allow all professions to use the site.
101 Students are supported by an effective mentor system in practice. Although occupational therapy and physiotherapy students are assigned one supervisor/mentor, the team approach to assessment and delivery provides welcome additional support for students. Learning in practice is supported by HIoWSHA through a 'mentor of the year' award, which recognises the contribution of practice staff to IPE. Student feedback while on placement is given regularly during placement visits, and students are required to provide an action plan, set goals and regularly meet with staff to assess progress. The exact mechanism varies between disciplines but the general process is similar.
102 In all placements meetings, staff reported an emphasis on induction and on meeting the various policies and health and safety regulations in force and applied to staff of that particular Trust. The level of partnership between placements, the University, Trusts and the SHAs is very strong.
The quality of learning and teaching is commendable.
Strengths
- The patient/client is at the centre of the approaches to learning and teaching (paragraph 94).
- The New Generation Project provides an environment where common learning of students across an extensive range of healthcare awards is having a positive impact on the students' knowledge base and ability to teamwork across professional groups (paragraph 95).
- The range of opportunities for continuing professional development in relation to the supervisor role is noted as a particular strength of the University by clinical psychology and physiotherapy practitioners (paragraph 99).
- The on-line help facility and frequently asked questions provide an effective guide to support the use of the VLE (paragraph 100).
Weakness
- Some occupational therapy staff expressed concerns that post-basic practice/clinical practice training is limited (paragraph 98).
Student progression
103 Applications are buoyant for all programmes. The number of applicants-to-places ratios are 10:1 for clinical psychology, 14:1 for physiotherapy, 6:1 for occupational therapy, 5:1 for podiatry and 3:1 for audiology. Students are admitted through UCAS for undergraduate programmes and by direct entry for postgraduate programmes. Students are interviewed where programme teams consider this to be necessary, for example, mature students. Specific selection criteria are in place. In clinical psychology, physiotherapy, occupational therapy and podiatry, NHS staff contribute to interviewing and students help provide information and support for candidates during open and interview days.
104 The University aims to have a selection process that chooses students from a wide range of backgrounds and breadths of experiences. The enterprising FD in Health and Social Care, delivered through the Health Care Innovation Unit, is successful in widening participation. Students access this programme who would not have entered directly into one of the discipline-specific honours degrees and benefit from its flexibility and gentler pace.
105 The University has a clear equal opportunities policy. Figures for the University as a whole show 84 per cent of the 2003-04 intake were white and 92 per cent were from the UK; 98 per cent are full-time students, the majority of whom are embarking on a three-year period of study. The programmes under review attempt to achieve a balance of students but, at present, the majority of students are white females.
106 The organisation of student support services is considered as part of the Learning and Teaching strategy 2002-05, with an aim to provide better coordination and delivery of services to students, to improve links between general academic services and academic departments and to enhance support to students to develop skills for employability and lifelong learning skills and attributes. The reviewers met students with special needs who were being supported appropriately by university and programme staff.
107 The University's student entitlement document gives very clear expectations for learning to the student. Programme documentation and the University's website give details of support available. The opening of the Student Services Centre this autumn, as part of a student resources network that will provide integrated and comprehensive support for students, is welcomed by staff and students. Initial reports suggest that, in spite of some teething difficulties, this development will enhance the existing support available.
108 There is a formal induction programme for all students in the University, and subsequent inductions for practice placements. An academic and personal review system in place, which provides an opportunity for a student to talk to their mentor and a time to review progress and make future plans. It helps develop skills in understanding supervisory relationships and aids reflective learning. Personal tutors believe that the skills developed in this way are also a useful contribution to the development of students' CPD portfolio. Meetings are structured and timed at regular intervals. Students are strongly advised to attend and those met by the reviewers expressed their appreciation of the support received.
109 Attrition rates, shown in Table 3, are low across the programmes, although with some variability. The MSc/PgDip Audiology programmes exhibit very little attrition. There is also a very low attrition rate for the DclinPsy. Only two students have left the programme over three years. Support for failing students on the BSc (Hons) Physiotherapy is good and attrition is low, below the national average of 8 to 9 per cent. Attrition rates for the BSc (Hons) Podiatry are consistently below or around the national figure of 10 per cent. Students from the FD in Health and Social Care have only just completed level 1. Attrition rates for this new widening participation programme are low at 7 per cent.
110 Attrition rates for the BSc (Hons) Occupational Therapy initially seem high (Table 3) but they are not far out of line with the national figure of 12 per cent. The majority of students who leave do so for personal or health reasons, although some leave because of wrong career choice or academic failure. Pre-entry open days have been introduced to counsel students about the demands of the programme and an occupational therapy career. Tutorial support has been strengthened and suspension, with ongoing support, utilised through periods of personal difficulty. There is also a voluntary summer school for those without a strong science background. There is evidence of a downward trend in Table 3, and the most recent cohort of students have improved attrition rates of 11 per cent. Highest attrition rates have occurred on the flexible, part-time study route for occupational therapy. These were considered to be the result of the variable pattern of attendance and the programme has been withdrawn, with a separate, part-time programme being developed for a 2006 start.
111 The first cohort of BSc (Hons) Audiology students in 2003 had a 19 per cent attrition rate, and the second cohort 13 per cent. The higher attrition was attributed to students being accepted through clearing, combined with the fact that it is a new venture. The entry requirements have been increased and this has not reduced applications (around 100). Students were not recruited through clearing in 2005. The MSc Physiotherapy programme has yet to produce its first graduates, but initial figures suggest that attrition rates may be higher than hoped. Factors appear to be the nature of pre-entry qualifications and inappropriate career choice by some entrants. Recruitment criteria have been modified for the subsequent intake.
112 In year three, students are advised on postgraduate and job opportunities and open days are held with potential Trust employers. Guidance is also offered on making applications and interview techniques. In particular, for physiotherapy graduates, the post-qualification options in relation to continuing study and research are discussed with students in the final year of their degree. Bursaries have been awarded by the SoHPRS for 2005-06 to support three new graduates' research.
Table 3: Recruitment and attrition statistics for pre-registration qualifications
| Recruited | Withdrawal | Transfer in | Transfer out | Discontinuation | |||||
|---|---|---|---|---|---|---|---|---|---|
| No | % | No | % | No | % | No | % | ||
| MSc Audiology | |||||||||
| 2002 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2003 | 24 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 2004 | 21 | 2 | 9 | 0 | 0 | 0 | 0 | 0 | 0 |
PgDip Audiology |
|||||||||
2003 |
6 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
2004 |
4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
DClinPsy |
|||||||||
2000 |
20 | 1 | 5 | 1 | 5 | 0 | 0 | 0 | 0 |
2001 |
19 | 1 | 5 | 1 | 5 | 0 | 0 | 0 | 0 |
2002 |
19 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
BSc (Hons) Occupational therapy |
|||||||||
2000 |
74 | 4 | 5 | 3 | 4 | 3 | 4 | 5 | 7 |
2001 |
69 | 8 | 12 | 1 | 1 | 5 | 7 | 1 | 1 |
2002 |
70 | 6 | 9 | 3 | 4 | 3 | 4 | 2 | 3 |
BSc (Hons) Occupational therapy - part-time mode |
|||||||||
1998 |
7 | 2 | 29 | 0 | 0 | 0 | 0 | 1 | 14 |
2001 |
6 | 1 | 17 | 2 | 33 | 0 | 0 | 1 | 17 |
BSc (Hons) Physiotherapy |
|||||||||
2000 |
3 | 5 | 7 | 2 | 3 | 4 | 6 | 1 | 1 |
2001 |
69 | 3 | 4 | 4 | 6 | 2 | 3 | 2 | 3 |
2002 |
69 | 6 | 9 | 3 | 4 | 3 | 4 | 0 | 0 |
BSc (Hons) Physiotherapy - part-time mode |
|||||||||
1998 |
5 | 0 | 0 | 0 | 0 | 1 | 20 | 0 | 0 |
2001 |
6 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| BSc (Hons) Podiatry | |||||||||
| 2000 | 28 | 2 | 7 | 4 | 14 | 3 | 11 | 0 | 0 |
| 2001 | 28 | 3 | 11 | 4 | 14 | 3 | 11 | 2 | 7 |
| 2002 | 40 | 3 | 8 | 2 | 5 | 1 | 3 | 3 | 8 |
The quality of student progression is commendable.
Strength
- The enterprising FD in Health and Social Care, delivered through the Health Care Innovation Unit, is successful in widening participation (paragraph 104).
Learning resources and their effective utilisation
113 The University has a strategic framework that is used effectively for the development and deployment of resources. The provision of resources on-campus is clearly linked to both their generation by and availability for learning and teaching. This strategic development of resources is part of the University Learning and Teaching Strategy 2002-05, implementation of which helps ensure that central university services are organised according to need. This is achieved by a cohesive structure that brings together the expertise of the professional service groups of computing/information technology, libraries/information, careers advisory service and educational development/quality assurance.
114 The learning resource needs of practice learning are not specifically covered by the strategy. However, the SHA recognises the resource issues surrounding practice placements and, where a particular problem with the availability of resources in clinical psychology practice was identified, some non-recurrent funding was provided to meet the need. The SHA has a part-time Learning Resource Strategy Manager who is responsible for the strategic development, coordination and quality monitoring of the NHS library services. This post includes responsibility for scoping access to learning resources from within placement provider organisations in HIoWSHA. Visits to practice placements suggest that the quality and accessibility of library facilities across the provision is quite variable, although all students receive information prior to or at the beginning of their placements about the availability of such resources. Many practice areas have developed and provide specific resources to support learning. Students are welcomed on placements and have access to the same resources as practice staff, including in-service training opportunities.
115 The academic staff numbers are adequate to support the current student numbers, and staffing levels meet professional and regulatory body requirements. The University recognises the diversity of the professional roles of staff and provides development opportunities that support staff in a range of areas. Clinical staff provide additional expertise to support the effective delivery of the curricula, and this is extremely beneficial in ensuring the currency of the curricula and the staff expertise in the achievement of the ILOs. A particular example of this is the use of a one-day-a-week secondment of a clinical podiatrist to the University. Overall, the academic and practice staff have the relevant qualifications and expertise and are well matched to the needs of the provision. Appropriate administrative and technical staff are available in the university setting, and student feedback identifies the helpfulness and approachability of administrative and technical staff as a particular strength in the School of Health Professions and Rehabilitation Sciences. The availability of administrative staff to support the management of placement learning in physiotherapy and occupational therapy was particularly useful.
116 Placements for the subject provision are provided across a wide geographical area and four strategic health authorities. The innovative Hampshire and Isle of Wight Practice-Based Learning Project, a collaboration between the SHA, local Trusts, the independent sector, Social Services and education providers, has been set up to address the problems of finding sufficient placements in a wide range of settings and to meet the challenge set out in Working Together - Learning Together (Department of Health 2002). The learning environment facilitators who have historically focused on the needs of nurse education in practice are clearly becoming more involved with the support and development of placement provision across the disciplines being reviewed. This was particularly noted in respect of the interprofessional learning placements. The quality monitoring of the placements involves the supervisor, locality contact and student/trainee. Information gathered by the locality contact when visiting the placement and student evaluation of the placements are central to the monitoring process and to ensuring that there is consistency of experience for and between students. The number and diversity of placements available across the provision ensure that students meet the registration requirements of professional and regulatory bodies.
117 The University uses a pool of teaching accommodation that is maintained to a uniform standard which is rated as satisfactory or above by the majority of students. Specialist facilities, where required for audiology, occupational therapy, physiotherapy and podiatry, are good and students are able to access these facilities for self-directed study during the working day when they are not required for timetabled sessions. The resources available within the specialist teaching accommodation adequately reflect those used in current clinical practice.
118 The University libraries provide distinctive, distributed services in support of the local health economy. There are seven libraries, of which the key sites are the Biomedical Sciences Library at Boldrewood, the Health Services Library at Southampton General Hospital and the Hartley Library at Highfield. Benefiting from a £10 million refurbishment project completed at the end of 2004, the Hartley Library now exemplifies the commitment of the University to place libraries at the heart of the academic process. The majority of students are more than content with the library as a place to study, and the availability of the printed and electronic resources is also rated as good or above. Students may also access library facilities remotely either on-campus, at home or when on placement. There are well-established working relationships between the librarians in the library and the NHS at placement provider sites. The HIoWSHA has a 'Library Charter for Students on Placement' which exemplifies the commitment of the SHA to its responsibilities in respect of placement resources. The HIoWSHA is also committed to supporting its Trusts' library services in achieving accreditation through the HeLicon scheme.
119 The University Information Systems Service provides both the information technology (IT) infrastructure and a large number of public workstations at all of the University's teaching sites, many of which are located in or adjacent to the libraries. Students are quite satisfied with the availability of computing facilities. There is also an assistive technology service for the exclusive use of students who require assistance or adjustments to gain access to the curriculum. Increasing emphasis is being given to the on-line resources accessible through the University library website, VLE and the new University portal. Wireless access and laptop facilities are available at all sites of the university library. The Virtual Personal Network capability enables users at home to access resources as though they were logging on from a University-networked PC. The ability to access IT facilities remotely is particularly highly rated by students, and schools supplement this provision through their own IT support structures. However, students and practice staff report that the availability of computers at some placement sites is limited.
The quality of learning resources and their effective utilisation is commendable.
Strengths
- Student feedback identifies the helpfulness and approachability of administrative and technical staff as a particular strength in the School of Health Professions and Rehabilitation Sciences (paragraph 115).
- The innovative Hampshire and Isle of Wight Practice-Based Learning Project, a collaboration between the HIoWSHA, local Trusts, the independent sector, Social Services and education providers, has been set up to address the problems of finding sufficient placements in a wide range of settings and to meet the challenge set out in Working Together-Learning Together (Department of Health 2002) (paragraph 116).
- The University libraries provide distinctive, distributed services in support of the local health economy (paragraph 118).
Weakness
- Students and practice staff report that the availability of computers at some placement sites is limited (paragraph 119).
D Maintenance and enhancement of standards and quality
120 The University has a comprehensive framework for monitoring and enhancement of standards and quality, characterised by the involvement of students at university, faculty and school-wide committees. Key responsibility for the maintenance, development, and implementation of good practice and overall quality remains within the discipline/school. In spite of these systems reviewers noted that one external examiner also supervises audiology students at the University, which is contrary to the Code of practice, Section 4: External examining, published by QAA. However, this has been recognised by ISVR and the external examiner has been replaced.
121 The Schools give full consideration to periodic internal reviews, annual monitoring reports and external examiners' reports. The University develops action plans to address any issues raised through these channels. In addition, evidence exists to show that both the University and partner placement providers are meeting the required HPC and the relevant professional bodies' requirements. There is a clear performance management framework in place that includes annual and quarterly monitoring arrangements. The Education Management Committee has an overarching role to ensure uniformity within SoHPRS and is a mediator between the School Board and the University. There is a good working relationship with SHAs, in particular, there is a very strong partnership between the HIoWSHA and the University.
122 Detailed and documented feedback from student evaluations are provided annually to all educators who have undertaken student practice education over the year, and local authorities, integrated services and the independent sectors are included in this process. In addition, the School has in place an effective system for evaluating clinical/practice education, involving the supervisor, locality contact and students. There is, however, variable experience reported by occupational therapy placement staff in terms of communication and feedback to enable them to contribute to an effective learning environment. In these cases, this was narrowed down to variable levels of communication that are being addressed by the above mechanisms. Employers recognise that, at times, information was stalling within the Trusts after being sent out by the University, and placement staff are not always aware of the source of feedback, for example, student evaluations, and are sometimes unaware of their own impact on learning and teaching developments.
123 It is clear that there exists a strong working relationship between academic staff and practice/clinical educators. There is an established network in place to look at developing partnership working across a range of disciplines. Some initial developments include reflective learning opportunities and monitoring through ongoing quality monitoring and enhancement developments. The self-evaluation document demonstrates the effectiveness of the partnerships and a self-critical and analytical approach to maintaining and enhancing quality.
Strength
- There is a very strong partnership between Hampshire and Isle of Wight Strategic Health Authority (HIoWSHA and the University of Southampton (paragraph 121).
Weaknesses
- One external examiner also supervises audiology students at the University, which is contrary to the Code of practice, Section 4: External examining published by QAA (paragraph 120).
- There is variable experience reported by occupational therapy placement staff in terms of communication and feedback to enable them to contribute to an effective learning environment (paragraph 122).
Action plan
Major Review of healthcare programmes
NOVEMBER 2004
University of Southampton in partnership with Hampshire and Isle of Wight Strategic Health Authority
We have discussed and agreed the following action plan:
Title of organisation (Lead SHA/WDC): Hampshire and Isle of Wight Workforce Development Directorate
Signature: Mr Denis Gibson
Position: Director of Workforce Development
Title of organisation (HEI): University of Southampton
Signature: Prof WA Wakeham
Position: Vice-Chancellor
- It is proposed that the evidence of quality enhancement and improvement is monitored through the annual Contract Management Group meetings between the University, WDD and NHS Trusts
- For some of the actions listed below the current uncertainty in the local health economy may constrain our ability to progress an action as fast as we would like. Rather than repeat this comment we are stating it here just once.
| Component | Strengths/Weaknesses | Actions to be taken | Target completion date/s | Constraints preventing delivering the action required | Impact of not delivering the action required | Lead responsibility (organisation/s and person/s)Name and title of organisation | Evidence of quality enhancement |
|---|---|---|---|---|---|---|---|
Academic and practitioner standards
|
Strengths
|
To continue and build on this strength by developing this further through the inter-university working group; also implementation of software improvements by the ISVR support staff |
Review the 2005/06 experience of the electronic workbook in Summer 2006; implement improvements for the 2006/07 academic year |
None |
There may be a lost opportunity to improve the applicability and usability of this excellent tool |
Clinical Placement Coordinator for Audiology |
Improved version of electronic workbook, evidenced by user feedback from students and clinical placement supervisors |
|
To continue and build on this strength by developing longer-term relationships and mutual understanding between University and clinical placement staff; immediate targets are Placement Debrief and Supervisor Training Days in Summer 2006 |
Placement Debrief and Supervisor Training Days arranged for August 2006 |
None |
There may be a lost opportunity to improve this developing working relationship |
Clinical Placement Coordinator for Audiology |
More effective joint working and assessment of students evidenced by feedback from clinical placement supervisors |
|
|
To continue and build on this strength by ensuring that trainees have adequate time & opportunities for conducting their research and to ensure that they are supervised by research-active staff. |
Ongoing |
None |
There may be a lost opportunity for training research-capable clinicians who can contribute to the evidence- and knowledge base of the field. |
Programme Leader for Clinical Psychology |
Sustained or improved research outputs evidenced in programme review |
|
|
To continue and build on this strength by ensuring continued high-quality research and scholarship, and by encouraging trainees to publish their work in relevant journals and to present their work at relevant conferences. |
Ongoing |
None |
There may be a lost opportunity for ensuring that the clinical research conducted as part of training appropriately informs clinical practice. |
Programme Leader for Clinical Psychology |
Sustained or improved research outputs relevant to clinical practice evidenced in programme review |
|
|
To continue and build on this strength by continuing to introduce students to learning outcomes from induction onwards supported by frequent discussion. |
Ongoing |
None |
Students may not fully understand the learning outcomes with a negative impact on their achievement. |
Programme Leader for the Foundation Degree in Health & Social Care |
Sustained or improved achievement of the programme Learning Outcomes |
|
|
To continue and build on this strength by reviewing the initial phase of the website's provision and acting on feedback from practice placement providers to enhance communication still further |
December 2006 |
None |
There may be a lost opportunity to maximise on the communication potential of the new website |
SHPRS IT Team and Placement Co-ordinators |
Sustained/increased communication with practitioners evidenced through Contract management Groups and To networks |
|
|
The finding and maintaining adequate numbers of quality placements continues to be a challenge. The University in partnership with the SHA/WDDs is implementing a new allocation model to help sustain the pattern and range of experience. |
For implementation from July 2006 |
Organisational commitment to supplying the appropriate information. |
Failure to sustain adequate numbers and range of placement experience in commissioning areas. |
University of Southampton Placement Co-ordinators Placement Development leads in SHAs/WDDs |
Adequate numbers and range of placement experience for commissioned numbers of students |
|
|
To continue and build on this strength by sustaining this model of learning for the MSc programme and to use it for the new Part-time programme. |
Ongoing for MSc. For implementation from October 2006 for the part-time programme |
Loss of staff for MSc. Part-time programme does not run from October 2006 |
There may be a lost opportunity to sustain and increase the numbers of self-directed and resourceful students. |
University of Southampton Programme Leaders for Physiotherapy and the part-time programme. |
Sustained feedback for MSc students. Similar feedback is received from clinical staff for the part-time students via locality visitor reports and Supervisor debriefs for new part-time programme. |
|
|
To continue and build on this strength by maintaining our commitment through continuously updating the support and education offered to all clinical educators |
Ongoing |
None |
There may be a lost opportunity for maintaining and enhancing the expertise of all our clinical educators |
Programme Leader for Podiatry |
Sustained or improved quality of assessing and marking evidenced in programme review |
|
|
To continue and build on this strength by effective utilisation of feedback from external examiners |
Ongoing |
None |
There may be a lost opportunity to maintain and enhance student feedback |
Programme Leader for Podiatry |
Sustained or improved student feedback evidenced in programme review |
|
|
To continue and build on this strength through effective learning, teaching and support. |
Ongoing |
None |
There may be a lost opportunity to maximise student achievement |
Programme leader for Podiatry |
Sustained or improved student achievement evidenced in programme review |
|
Good practice
|
To continue and build on this strength through effective utilisation of networks and appropriate consultation to inform and enhance curriculum design and programme delivery |
Ongoing |
None |
There may be a lost opportunity to maximise contributions and input from all stakeholders in the ongoing curriculum planning process |
Programme Leader for Podiatry |
Continued positive feedback in relation to our graduates from employers, evidenced in programme review |
|
Weaknesses
|
That markers are advised about the University targets on turn around time and that this continues to be monitored |
Dissemination of advice to be completed by September 2006
Effectiveness to be reported through Annual Operating Statement in academic year 2006/07 |
None |
Students will not receive the timely feedback that they require for effective learning |
Programme Leader for Clinical Psychology |
Improved turn around to meet University expectations |
|
|
Ensure all clinical educators access the baseline training required pre-placement assessment |
September 2007 |
None |
The risk that the learning outcomes will be inappropriately assessed |
Practice placement coordinator for Occupational Therapy |
An increase in the proportion of clinical educators who have accessed baseline training |
|
|
|||||||
Quality of learning opportunities Learning and teaching
|
Strengths
|
To continue and build on this strength by retaining the use of patient scenarios and cases as the focus of learning and teaching in all current and new programmes |
Ongoing |
None |
There may be a lost opportunity to maintain the currency of programmes and their relevance to patient care. |
University of Southampton Programme Leaders |
Sustained commentary on patient centredness and currency in external examiner reports. |
|
To continue and build on this strength, when resources permit, by extending this activity into additional programmes |
Ongoing |
None |
The benefits of experiencing interprofessional teamworking is not made available to all healthcare students and would be at odds with national policy |
University of Southampton Director of the Health Care Innovation Unit |
Sustained or improved interprofessional activity and abilty of students. |
|
|
To continue to build on this strength by maintaining the training and development programmes for supervisors and continuing to update them in line with professional guidance and experience |
Ongoing |
None |
There may be a lost opportunity to sustain and enhance the numbers and quality of practice supervisors. |
University of Southampton Placement Co-ordinators and Supervisor Development Leads |
Adequate numbers of places on training and development programmes to meet demand. Programmes that reflect current professional guidance. |
|
|
To continue and build on this strength by using student feedback to inform updates to this facility |
Ongoing |
None |
There may be a lost opportunity to maximise on the learning potential of this technology for students |
University of Southampton Programme Leads and IT staff |
Continued positive response to this facility evidenced through student experience feedback |
|
Weakness
|
The WDD and HEI accept responsibility for development of clinical educators for which we are complimented (paras 58 & 88). The HEI provides post-basic/professional practice development, however, funding is the responsibility of individuals and their employers which is outside the scope of this review. Consequently, the HEI and WDD propose no further action on this point. |
||||||
|
|||||||
Student progression |
Strength
|
To continue and build on this strength by continuing to develop this programme and the systematic use for baseline assessment as the first stage of the students' PDP. |
Ongoing |
None |
Programme is less successful in widening participation |
Programme Leader for the Foundation Degree in Health & Social Care |
To sustain or improve student retention and achievement for this programme |
|
|||||||
Learning resources and their effective utilisation
|
Strengths
|
This strength will be built on by continuing to encourage a student-centred approach in all dealings with students |
Ongoing |
None |
There may be a lost opportunity to maximise positive student experiences |
Senior Executive Committee within SHPRS |
Continued positive commentary on support staff evidenced through student experience feedback |
|
To continue and build on this strength through the structure and work of the Practice Based Learning Team and it's comprehensive range of initiatives (eg the Practice Based Allocation Resource Pilot Project; reviews of practice placement capacity) |
Ongoing |
Organisational change |
Potential missed opportunity to continue to support innovation, develop and enhance quality in the learning environment. |
Hampshire and Isle of Wight Workforce Development Directorate in Partnership with the University of Southampton and other HEIs |
Delivery of the PBL's objectives for 2006/07 |
|
|
The University will continue to build on the strong partnerships that exist with Trust Information and Library services in the delivery of high quality services. |
Ongoing |
Organisational change |
Potential missed opportunity to continue to support and develop quality information and library services. |
University of Southampton Hampshire and Isle of Wight Workforce Development Directorate Employer Organisations |
Positive student feedback and positive indicators from the Library Accreditation Process |
|
Weakness
|
Continue to audit resources for students at all placement sites and produce a summary report on this issue |
September 2007 |
None |
Not doing the summary report will mean that we are unable to do the gap analysis required |
University of Southampton Programme Leaders Contract Management Groups for commissioning SHAs |
A reduced number of reports about limited access to IT |
|
|
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Maintenance and enhancement of standards and quality
|
Strength
|
To continue to build on and develop this strength through close working relationships between HEI, WDD and Employer Organisations |
Ongoing |
Instability arising from organisational change |
Potential for missed opportunities to foster strong partnership arrangements for mutual benefit |
University of Southampton Hampshire and Isle of Wight Workforce Development Directorate Employer Organisations |
Evidence of strong partnership working via the Performance Management Framework |
Weaknesses
|
Remove external examiner and appoint replacement To improve annual screening of external examiners to avoid potential conflicts of interest |
November 2005 To feed into the existing University review of the role of External Examiners |
None |
Action already achieved before Major Review completed |
Programme Leader for Audiology
Associate Dean (Education) with the Head of the University Education Development Service |
Implementation of annual screening of external examiners |
|
|
We recognise the importance of communication between and within organisations. The University will continue to build on the multiple communication routes in place (eg further development of the practice educator web site, workshops, locality visits). The WDD will work with key individuals in placement provider organisations (QA Trust Leads, LEFs, Departmental Managers) to enhance their internal networks and links with the University. |
Ongoing |
Organisational instability and staffing changes |
Reduced effectiveness of partnership |
The University and SHA/WDD Contract Management Groups |
Enhanced communication and more effective partnership evident at Annual Contract Monitoring |
|
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