ࡱ>  0$Ybjbj00 7ZgZgP,d d 778|s6'-L-$.6666666$8j;b?61.m-@-1.1.?677T61111.7R611.611:5,"5@!_ti.f5 6j6065 ;%0;5;581.1.11.1.1.1.1.?6?601.1.1.61.1.1.1.;1.1.1.1.1.1.1.1.1.d :  1Programme TitleHealth and Human Sciences2Programme CodeNURU146, NURU1473JACS CodeB9004Level of StudyUndergraduate5aFinal QualificationBachelor of Medical Science5bPosition in the QAA Framework for Higher Education QualificationsHonours6aIntermediate Qualification(s)None6bPosition in the QAA Framework for Higher Education QualificationsH7Teaching Institution (if not 91ֱ)Not applicable8FacultyMedicine, Dentistry and Health9DepartmentSchool of Nursing and Midwifery10Other Department(s) involved in teaching the programmeNone11Mode(s) of AttendanceFull-time or Part-time12Duration of the Programme3 years Full-time / up to 6 years Part-time13Accrediting Professional or Statutory BodyNone14Date of production/revisionFebruary 2021, March 2021 February 2022, May 2022Background to the programme and subject area The Health and Human Sciences BMedSci programme is situated within the Health Sciences School as part of the Division of Nursing and Midwifery and aims to provide a foundation to contemporary health and social care contexts. The programme explores key debates within current health and social care and examines both UK and global landscapes. Students are introduced to epidemiological and public health dimensions of health and society as well as the biomedical basis of health and disease. The programme also explores the sociological and psychological perspectives of health and wellbeing including behavioural change, health inequalities, ageing and society. Students will also explore future global challenges including changing demographic trends, new healthcare technologies, marketization and health care delivery and implications for individuals and society. The Health Sciences School offers a particular benefit to undergraduate students as it brings together a wide range of health-related disciplines and is taught by individuals with a wide variety of expertise and enables research informed teaching. Graduates have gone on to direct entry employment in health-related positions, for example in public health roles, or management roles in health and social care. Other graduates have chosen to undertake postgraduate education in health-related professions including nursing, physician associate, radiography and occupational health, and public health. Other graduates are studying at PhD level. There are five core themes within the degree; (i) the biomedical basis of health & disease; (ii) information skills and digital literacy; (iii) understanding & promoting relationships; (iv) health systems, organisation & delivery and (v) determinants of health & wellbeing. A distinctive feature of the programme (covid permitting) is a health-related placement unit in Year 3. The placement enables a student to spend eight weeks (up to 3 days per week) working within a health or social care setting and provides an invaluable opportunity to explore a range of health and social care careers. Currently, there is also the opportunity to spend part of the third year final Semester on an exchange programme at Maastricht University in the Netherlands (undertaking Erasmus study). Please note that the terms of this opportunity will be reviewed under the pending Turing agreement. Updates will be provided. The Maastricht University Study Placement allows students to study modules, up to the value of 20 credits, or European Credit Transfer and Accumulation System (ECTS) equivalent, relevant to the BMedSci Health and Human Sciences at Maastricht University in the Netherlands. All the relevant Dutch modules are taught in English and will complement those delivered on the degree programme. The precise aims of the Maastricht University Study Placement unit are dependent on the modules delivered in Maastricht University chosen by the student. However, the units of study should aim to impart knowledge and / or skills at the equivalent of Year 3 study (QAA Framework level 6) in a topic relevant to Health and Human Sciences.Programme aims To provide a comprehensive and interdisciplinary programme of learning opportunities in the study of health and health care, integrating a range of perspectives informed and invigorated by the research culture of the University and its staff. To create pathways through the programme with endpoints which reflect individual interests and career aspirations. To enable students to develop the skills and theoretical underpinning necessary for a career in health and / or social care. To offer learning opportunities to practising health professionals seeking a first degree or widening / up-dating of their knowledge of contemporary health care issues. To maximise the range of learning approaches, making use of student directed learning, information technology and e-learning. To encourage and promote lifelong learning.17. Programme learning outcomes: Ongoing and Supportive Care Knowledge and understanding: having successfully completed the programme, students will be able to:K1Demonstrate broad knowledge and critical understanding of theoretical perspectives, concepts and issues relating to social and organisational variations in health and health care.K2Demonstrate sound knowledge and critical understanding of theories which underpin policy and practice in the NHS and other associated organisations within health.K3Demonstrate sound knowledge and critical understanding of multi-disciplinary and inter-professional working and developments in this area.K4Demonstrate broad knowledge and understanding of key principles within biomedical science relevant to the delivery of modern health care.K5Demonstrate critical awareness of the role of, and experience of, approaches to research with health care.K6Demonstrate sound knowledge and experience of the relationship between health policy, theory and practice. Skills and other attributes: having successfully completed the programme, students will be able to:S1Demonstrate a high level of analytical and intellectual skills within a multidisciplinary context.S2Demonstrate a high level of ability to direct, reflect upon and manage personal learning.S3Identify issues and problems and subsequent strategies for problem solving within health and social care and other contexts.S4Demonstrate skills in the areas of time management, planning, review and evaluation of learning.S5Demonstrate appropriate level IT and network skills to permit effective data searching and analysis for research and other work activities.S6Demonstrate transferable interpersonal skills in communication (written and oral) and team working.S7Demonstrate skills in critically assessing research relating to modern approaches to evidence-based health care.S8Apply skills and knowledge gained from coursework in health/social care settings or in research in health/social care settings.S9 Understand the importance of effective communication and communicate effectively in a range of situations. 18. Teaching, learning and assessment Development of the learning outcomes is promoted through the following teaching and learning methods: The teaching and learning strategy is based upon a commitment to innovative teaching methods, a student centred approach, and a close match between unit aims and learning approaches. There is a combination of traditional lectures and seminars, but also skills-focussed workshops, problem solving seminars, topic based, and multi-disciplinary workshops as well as blended learning. A key feature of the programme team is the combination of academic backgrounds and disciplines, including the health professions, social sciences and biomedical sciences. Level 1 introduces students to core health themes including health promotion, health inequalities and information skills and digital literacy. There is a focus on supporting transition to higher education and developing student abilities as life-long learners and in the acquisition of transferable skills. (S2, S4, S5, S6 and S9). Students are provided with academic support via a personal tutor system and signposted to university academic skills development supports. Traditional lectures are used infrequently on their own. Where they are used, the aim is to impart essential or specific knowledge (K4). More frequently lecture-style inputs are used in conjunction with blended learning, classroom activities and group seminars in combined taught sessions. This approach reflects a concern to promote critical reflection and to encourage incremental understanding of the principles and theories being presented. The intention is to intensify this approach as the programme progresses through more opportunities for critical engagement at Levels 2 and 3 (K1-3, K5, S1-3). Independent Study is essential to the successful completion of the programme. New students are introduced to this expectation and to the skills required for independent study at Level 1. (S2 and S4). Independent study is geared towards broadening and deepening knowledge gained in taught sessions, for example through further reading and research, preparation for taught sessions and student-led seminars, and preparation for assessment. At Level 3, students are able to undertake a dissertation which requires considerable independent work, planning and organisation. Independent learning therefore contributes to the achievement of all the programmes learning outcomes and is essential for developing the skill set of the 91ֱ Graduate. Placement - Students are given the opportunity to undertake a broad health or related placement (20 credits) The placement option enables students to experience at first-hand how inter-professional learning and policy operates within health, social care or research environments and through their placement activities undertake and manage specific project work. (K6, S3-4, 6, 8). All students also undertake a dissertation which usually relates to their career interest or placement experience (S7). Occasional teaching methods include tutorials around specific topics or assessments designed to develop self-direction and planning skills (S4) and occasional symposia on specific area/themes (K1; S1- 3). Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: Formative assessment opportunities help students appraise their own progress and identify further needs in relation to knowledge, understanding or skills: these do not contribute to the mark for the unit or the degree. Informal staged assessments through some units are designed to monitor progression, to act as a focus for student activity and to provide students with constructive feedback in preparation for summative work. Other examples of formative assessment used on the programme include reports on class activities, student-led seminars and presentations. Modules are assessed by a variety of methods including: essays, reviews of literature, formal examinations, presentations (oral or through media such as infographics/podcasts/posters), placement portfolios and dissertations. By Level 3 the emphasis is very much on demonstrating advanced abilities to integrate learning across disciplines and apply skills. Assessment on individual modules uses appropriate combinations of the following. Essays and project work test subject knowledge, critical understanding, written communication skills, increasing autonomy and organisation of learning, development of transferable reflection and analysis abilities (K1-5; S1-4, S6). Presentations test organisational, enterprise and communication skills (S2-S6). Placement Portfolios: test reflection, evaluation skills as well as ability to integrate and apply subject and skills learning (K1-3, K6; S1-4, S6). The dissertation tests research understanding and skills, subject matter knowledge and critical understanding, advanced ability to critically analyse and organise materials, often from different disciplines (K1-5; S1-5). Unseen examinations: to test subject knowledge (K1, K4). 19. Reference points The learning outcomes have been developed to reflect the following points of reference: Subject Benchmark Statements  HYPERLINK "https://www.qaa.ac.uk/quality-code/subject-benchmark-statements" \h https://www.qaa.ac.uk/quality-code/subject-benchmark-statements Framework for Higher Education Qualifications (2014)  HYPERLINK "https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf" \h https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf University Vision  HYPERLINK "/vision" \h /vision Research strengths and interests of the department. Teaching and Learning Strategy of the School of Nursing and Midwifery. Strategic needs of key stakeholders in NHS/Social Care and current policy.20. Programme structure and regulations The programme ensures a common grounding in the core knowledge and skills areas of relevance to all health care and allied careers, while also enabling student choice. The programme contains compulsory elements in biomedical sciences, social sciences, health care organisation and policy and in research and learning skills. In order to assist students in integrating their experience, a programme level approach builds on the core t themes that underpin the programme. Five core themes run through the three years of the degree with each module aligned to one or more of these themes. The five themes are: () the biomedical basis of health & disease; (ii) information skills and digital literacy; (iii) understanding & promoting relationships; (iv) health systems, organisation & delivery and (v) determinants of health & wellbeing. At Level 1, students take 80 credits worth of core modules, plus 40 credits from department optional modules and/or an approved list of guided modules from across the University. Students have an opportunity to receive guidance at the end of Level 1 in order to assist in their choice of subsequent modules and in relation to subsequent career aspirations. At Level 2, students take 80 credits worth of core modules, and can choose a further 40 credits drawn from department optional modules and/or an approved list of guided modules across the University, to construct their degree in accordance with their interests, skills and career aspirations. At level 3, students take 40 credits from the core dissertation module and students must select at least two 20 credit modules from the following: Ethics in Practice, Global Health Challenges, and the Biomedical Basis of Disease Management. Students can also choose 40 credits from an approved list of guided modules from across the University. In the second semester students can also choose to undertake a placement option worth 20 credits. This placement offers them work experience within health or related settings. Currently, students may choose a 20 credit unrestricted unit or a 20 credit study abroad option at the University of Maastricht (as part of the Erasmus programme, but please note this will be reviewed pending the Turing agreement). A part-time route through the programme was introduced in 2016. The details are set out in the relevant regulations. Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar on-line at  HYPERLINK "http://www.sheffield.ac.uk/calendar" \h www.sheffield.ac.uk/calendar21. Student development over the course of study Level 1: The overall emphasis of modules at Level 1 is to support the transition to Higher Education and develop a foundational understanding of key concepts within medical humanities including public health, health inequalities, and social, biomedical and epidemiological perspectives on health and wellbeing. A variety of assessments are used across core units to introduce and promote skills and abilities that will lay a foundation for later years. For example, oral presentations help students to develop their communications skills and essays introduce critical analytical and writing abilities. Students are encouraged to reflect on the academic skills in year 1 and encouraged to discuss with their personal tutors how these skills might be developed, utilising the support services provided by the University as appropriate. Level 2: The programme level approach in level 2 builds on information skills and digital literacy skills to examine research methods and critical appraisal. Students also develop a strong understanding of the biomedical basis of illness as well as the sociological and psychological understandings and theories of health and wellbeing There is increasing student direction over learning through module choice. This allows students to begin to give greater or lesser emphasis to themes, depending on their growing academic interests and intended career destinations. At this intermediate level, there is increasing emphasis on student input to seminars and on independent learning. Project management and key health policy issues are also addressed to lay the foundation for advanced study and fuller independent work at Level 3 Level 3: The emphasis is on students developing advanced understandings of global health and social care challenges, policy and practice, using a variety of analytic and theoretical frameworks. The aim of these modules is both to build upon prior core knowledge and skills gained in previous Levels and to develop theoretical and practical understanding relevant to the forthcoming (optional) placement as well as future career progression. At this Level, students ability to integrate and analyse become central, with assessment and student-led seminars. The dissertation module is an important module in Year 3. It encourages students to focus on a specific health care challenge (determined by the students own interests) and to examine the evidence for that particular challenge. Students then analyse the implications of and strategies for responding to that particular challenge. Further module options enable students to critically examine the ethical dimensions of health and social care practice, contemporary Global Health Challenges and implications for sustainability and global wellbeing. Students can also build upon the biomedical programme level approach to explore the pathophysiology of disease management linking understanding to health care practice. Experiential and practical learning are acquired through the level three placement, which is an option in the second semester. Placement learning is assessed by a portfolio to document and reflect on knowledge, skills and experience. Throughout the programme, students are encouraged to reflect on the connections between and tensions across different disciplinary traditions.22. Criteria for admission to the programme Entry to the programme beyond Level 1 is considered on an individual basis,but is usually subject to satisfactory completion of study which is equivalent to Level 1. Detailed information regarding admission to the programme is available at  HYPERLINK "/prospectus/courseDetails.do?id=B9912016" \h /prospectus/courseDetails.do?id=B991201623. Additional information The School of Nursing and Midwifery is based within the: Health Sciences School Barber House Annexe 3a Clarkehouse Rd 91ֱ S10 2LA 0114 222030 Email enquiries:  HYPERLINK "mailto:hsccpd@sheffield.ac.uk%20" \h snm.enquiries@sheffield.ac.uk Information at:  HYPERLINK "/health-sciences" /health-sciences Units may be delivered at any site on the university campus Different units may be delivered each year. The School produces a brochure on an annual basis identifying those that will be available for students to access.This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at 91ֱ can be accessed via our Student Services web site at  HYPERLINK "/study " /study     nuru146 - ver22-23 PAGE1 Programme Specification A statement of the knowledge, understanding and skills that underpin a taught programme of study leading to an award from 91ֱ Students will be able to develop skills to: ./012@AQRSTU^_cdefguv   ' ( , ˻h%h hB*OJPJQJ^Jph%h h;B*OJPJQJ^Jphh hOJPJQJ^Jh h;5OJPJQJ^JhOJPJQJ^Jjh UmHnHu3jh h 5OJPJQJU^JmHnHu3/7(($$d%d&d'd(dIfNOPQRgd (($Ifgd r<]r/02AcVV (($Ifgd kd\$$Ifl3F(e0f)    44 lapyt ARSU+ (($Ifgd kdo]$$Ifl3F(e0f)    44 lapyt 7(($$d%d&d'd(dIfNOPQRgd U_dekd"^$$Ifl3F(e0f)    44 lapyt 7(($$d%d&d'd(dIfNOPQRgd (($Ifgd egv9$(($$d%d&d'd(dIfNOPQRgd (($Ifgd cVV (($Ifgd kd^$$Ifl3F(e0f)    44 lapyt + (($Ifgd kd_$$Ifl3F(e0f)    44 lapyt 7(($$d%d&d'd(dIfNOPQRgd   kd;`$$Ifl3F(e0f)    44 lapyt 7(($$d%d&d'd(dIfNOPQRgd (($Ifgd  ( - 7(($$d%d&d'd(dIfNOPQRgd (($Ifgd , - . 0 1 = r s t u v w x    8 A B F G H J K ` a w x y { | ɴɴɝɡɡɡɡɡh;%h h;B*OJPJQJ^Jph(h h;5B*OJPJQJ^Jphh hOJPJQJ^Jh h;5OJPJQJ^Jh%h hB*OJPJQJ^Jph>- . 1 s cV7(($$d%d&d'd(dIfNOPQRgd (($Ifgd kd`$$Ifl3F(e0f)    44 lapyt s u v x + (($Ifgd kda$$Ifl2F(e0f)    44 lapyt 7(($$d%d&d'd(dIfNOPQRgd x +kdTb$$Ifl2F(e0f)    44 lapyt 7(($$d%d&d'd(dIfNOPQRgd  7(($$d%d&d'd(dIfNOPQRgd (($Ifgd (($Ifgd  cVV (($Ifgd kdc$$Ifl3F(e0f)    44 lapyt    + (($Ifgd kdc$$Ifl3F(e0f)    44 lapyt 7(($$d%d&d'd(dIfNOPQRgd  B G H kdmd$$IflXF(e0f)    44 lapyt 7(($$d%d&d'd(dIfNOPQRgd (($Ifgd H K a x 7(($$d%d&d'd(dIfNOPQRgd (($Ifgd x y | cVV (($Ifgd kd e$$Ifl3F(e0f)    44 lapyt  + (($Ifgd kde$$Ifl3F(e0f)    44 lapyt 7(($$d%d&d'd(dIfNOPQRgd  kdf$$IflXF(e0f)    44 lapyt 7(($$d%d&d'd(dIfNOPQRgd (($Ifgd    G H I u v VW\]opqrmλznzzzzzznzznzzYY(h h;5B*OJPJQJ^JphhROJPJQJ^Jh h;OJPJQJ^J( *h h;B*OJPJQJ^Jph"""hOJPJQJ^Jh;5OJPJQJ^Jh%h hB*OJPJQJ^Jph%h h;B*OJPJQJ^Jphh h;5OJPJQJ^Jh hOJPJQJ^J"  H 7(($$d%d&d'd(dIfNOPQRgd (($Ifgd H I v ]pocZOOOBO xx$Ifgd x$Ifgd & Fxxkd9g$$Ifl3F(e0f)    44 lapyt no67\]DE`abcef    GŲŏދ޲}ދދjh UmHnHuh;h h;5OJPJQJ^J%h hB*OJPJQJ^Jph%h h;B*OJPJQJ^JphhOJPJQJ^Jh;5OJPJQJ^Jhh hOJPJQJ^Jh h;OJPJQJ^J1o7]GGGGG7xx$$d%d&d'd(dIfNOPQRgd & Fxxjkdg$$Ifl(D)0D)44 lap yt xx$IfgdREH PP$Ifgd xxlkdeh$$Ifl|(D)0D)44 lap yt 7xx$$d%d&d'd(dIfNOPQRgd br7(($$d%d&d'd(dIfNOPQRgd (($Ifgd Hkdh$$Ifl4e(D)D)44 laf4p yt bcf  +]kdi$$Ifl,0(.'D)44 lapyt (($Ifgd (($Ifgd ]kdFi$$Ifl,0(.'D)44 lapyt   &]kd&j$$Ifl,0(.'D)44 lapyt (($Ifgd (($Ifgd %&')*G7ijkmn. / 0 2 3 !!!!!%!!!!!! 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