Assessment and Assignment Guide Undergraduate Courses within Nursing Studies. 2012/13 (New Curriculum)

Transcription

1 The University of Edinburgh School of Health in Social Science Nursing Studies Assessment and Assignment Guide Undergraduate Courses within Nursing Studies 2012/13 (New Curriculum)

2 CONTENTS Page 1 Introduction 1 2 Assessment in the programme Table 1: Programme assessment strategy 2 3 Progression Re-sits in pre-honours courses Entry to Honours Award of degree Summative assessment over the 4 years Honours classification Compensation in Honours examining 6 4 Student Responsibilities Avoidance of plagiarism and cheating Presentation of course work Over length course work Late submission Non submission of course work Course paper feedback and marking criteria Feedback (feeding forward) to the student Clinical feedback towards assessment and progression Student s record of practice learning Retention of work for portfolio Re-use of assessment material Examinations 12 5 Principles of Assessment Arrangements for practice assessment throughout the programme Practice placement performance assessment Formative assessment Final summative assessments for progression points and entry to the register Record of Mentor/Student contact OAR assessment Assessment by the sign off mentor at the end of the programme Sign off in practice Student Disability Service Reasonable adjustment for disability Assessment and feedback processes 21

3 5.12 Exam Boards and progression Progression timing Examinations within the programme Examination process and procedures Marking and degree classification Achieving the NMC Standards External Examiners and Board of Examiners Bachelor of Nursing with Honours programme External Examiners 24 6 Advice on Writing Language guidelines Guidance for referencing written work A secondary source How to cite information from the Internet Cautionary note when using websites 28 7 Student Guidance on the Avoidance of Plagiarism and the University s Procedures for Dealing with Plagiarism Plagiarism is a form of cheating 28 8 Academic Best Practice and Academic Misconduct Suspected plagiarism Suspected cheating Procedures Reduction of marks Discipline Committee 30 9 Appeals Extract: Regulation (Appeals) Grounds for appeal Progression Within the Bachelor of Nursing with Honours Programme Table 2: Degree Programme Table for the Bachelor of Nursing with Honours and ordinary degree with progression through the programme Award of degree Assessment of BN with Honours Course Work: Marking, Moderation and Double Marking Internal marking and moderation External moderation (course work and written examinations) 34 Appendix 1: Course work cover sheet 36

4 1 INTRODUCTION The Bachelor of Nursing with Honours programme, leading to eligibility to register as an adult nurse with the NMC, fully realises the integration of theory and practice through a 50:50 ratio of taught theory and clinical experience. Nursing Studies at the University of Edinburgh considers assessment as an intrinsic part of the learning process and conforms to the University and NMC requirements which are to engage in a wide diversity of assessment procedures. Nursing Studies follows the guidance which the University provides to ensure the fair and reasonable carrying out of its business. The procedures for course approval, the Examinations regulations and other University regulations which must be complied with are all clearly documented on University and College web sites. This guide explains the general procedures of how you will be assessed academically and clinically throughout your undergraduate studies within Nursing Studies. Each course will have specific assignments with additional set criteria for assessment and this will be explained to you verbally by the course organiser and in written form in the course guide information available on the e- learning platform LEARN. Assessment is an integral part of your learning whilst at university and is governed by general principles. These are available at: New assessment regulations were introduced in 2011 please read and refer to the guide: 1

5 2 ASSESSMENT IN THE PROGRAMME 2.1 Table 1: Programme Assessment Strategy Year 1 Nursing Life Sciences Multimedia presentation 20% Class exam 10% Course paper 20% Degree examination 50% Practice performance assessment Pass Healthy Communities 1 Course paper 100% Practice performance assessment Pass Evidence and Research: Avenues of Inquiry Course paper 100% Practice performance assessment Pass Professionalism 1 (Introduction to Professionalism) Degree examination 100% Practice performance assessment Pass Outside Course(s) (assessment depends on course taken) Assessment performance must meet requirements for progression point 1 Year 2 Nursing Care and Decision Making Multimedia presentation 20% Class exam 10% Course paper 20% Degree examination 50% Practice performance assessment Pass Healthy Communities 2 Course paper assessment - community profile 100% Practice performance assessment Pass Mental Health and Wellbeing Course paper 100% Practice performance assessment Pass Professionalism 2 (Professionals in health care team working) Course paper 100% OR Degree examination 100% 2

6 Practice performance assessment Pass Evidence and Research: Approaches to Design and Methods Course paper 80% Oral / Visual Presentation 20% Practice performance assessment Pass Assessment performance must meet requirements for progression point 2 Progression to Honours is based on the assessments of Year 2 as detailed earlier. Classification of the degree is based on the assessment in the years 3 and 4. Year 3 (Bachelor of Nursing with Honours) Professionalism 3 (Professional judgement and clinical decision making) Course paper 100% Practice performance assessment Pass Management of Transitions The Care of the Older Person Course Paper 100% Practice performance assessment Pass Research Methods for Nursing Course paper 100% Practice performance assessment Pass Honours Option 1 Course paper / Examination 100% Practice performance assessment as relevant to the option Honours Option 2 Course paper / Examination 100% Honours Option 3 Course paper / Examination 100% Pass Assessment performance must meet requirements for progression point 3 Year 3 (Bachelor of Nursing Ordinary) Professionalism 3 (Professional judgement and clinical decision making) Course paper 100% Practice performance assessment Pass Professionalism 4 (Professionals Working in Organisations Clinical Governance) Course paper 50% Degree Examination 50% 3

7 Management of Transitions The Care of the Older Person Course Paper 100% Practice performance assessment Pass Specialist Option 1 Course paper / Examination 100% Practice performance assessment as relevant to the option Honours Option 2 Course paper / Examination 100% Practice performance assessment as relevant to the option Assessment performance must meet requirements for entry to the register Year 4 (Bachelor of Nursing with Honours) Professionalism 4 (Professionals Working in Organisations Clinical Governance) Course paper 50% Degree Examination 50% Honours Option 4 Course paper / Examination 100% Honours Option 5 Course paper / Examination 100% Honours Dissertation 100% Assessment performance must meet requirements for entry to the register 3 PROGRESSION Satisfactory academic performance is defined as achieving at least 80 credit points in any one year of fulltime study. Students may be permitted to "carry" up to 40 credit points from first year into second year (i.e. taking 160 points in year two if only 80 have been achieved in year one), and to carry up to 40 points from second year into Junior Honours (these points will be by definition in ancillary courses). No student, outwith that condoned, will be permitted to carry a credit points shortfall into the Senior Honours year. Clinical performance is documented throughout the programme and must be deemed satisfactory to progress. At the end of each clinical placement the clinical staff, normally the mentor and/or charge nurse, completes the ongoing achievement record (OAR) in terms of the specific learning outcomes or competencies which reflects the sum of their impressions of your abilities and how 4

8 these have developed over the period of the placement. Normally an initial assessment, then a mid way assessment and a final assessment are undertaken. If difficulties arise they should be discussed with your mentor, so that help in overcoming them can be given. The liaison lecturer/placement organiser concerned will also be involved in the assessment and will be ready to assist with areas of difficulty. The OAR is available and subject to the scrutiny of the external examiner and will be available for the relevant examination boards at the end of the academic year. For each placement the student will be expected to complete a similarly structured selfassessment form. Further details are available in your OAR. 3.1 Resits in pre-honours courses It will be possible for a student to pass the in-course assessment, and fail the end-of course examination, or to pass the end-of-course examination and fail the in-course assessment. In the first case, the student will take the resit examination and the mark will be computed giving the same proportion to in-course assessment and exam assessment as was the case at the first attempt. In the second case, a student may be permitted to repeat the in-course assessments (either over the summer in order to qualify for a pass. 3.2 Entry to Honours To be eligible to enter honours in year 3, students must successfully complete the first two years of the programme and: a. ensure entry by achieving grade 50% at the first attempt and in the second year of the programme in either: Nursing Care and Decision Making OR Healthy Communities 2 AND Professionalism 2 (Professionals in health care team working) AND Ensure a pass in the Ongoing Achievement Record for the required clinical practice components of the programme. b. gain entry in terms of the particular conditions notified to students by the school concerned at the beginning of the second year c. exceptionally be granted exemption from these qualifications by the Head of School. 3.3 Award of Degree To be awarded the Bachelor of Nursing with Honours degree students must pass at least eight of the twelve courses in honours years (years 3 and 4) in order to graduate. The honours courses passed must include the required professional courses shown by P. A student may take a maximum of one honours course relating to health in other subject areas with the agreement of their Personal Tutor if this is congruent with the aims of the Bachelor of Nursing programme. A student who fails an Honours course, for which a pass is required for professional registration, will be required to re-sit the examination and/or resubmit the course work. However, the first (fail) mark will be recorded in the profile for the degree classification. Should the work still fail to achieve a pass at resubmission, an oral examination will be scheduled before the end of the academic session. If the student, orally assessed against the specific criteria, still fails to satisfy the 5

9 examiners, professional registration will not be possible. The student will be ineligible for the degree of Bachelor of Nursing with Honours but may be eligible for the award of the degree of Bachelor of Arts (Health Studies) with Honours or Bachelor of Arts (Health Studies). If the requirements are met for the award of the Bachelor of Nursing Ordinary degree the student will be eligible for this award. To be awarded the Bachelor of Nursing Ordinary degree students must pass at least four of the six courses in honours year 3 in order to graduate. The honours courses passed must include the required professional courses shown by P. A student may take a maximum of one honours course relating to health in other subject areas with the agreement of their Personal Tutor if this is congruent with the aims of the Bachelor of Nursing with Honours programme. A student who fails an Honours course, for which a pass is required for professional registration, will be required to resit the examination and/or resubmit the course work. However, the first (fail) mark will be recorded in the profile for the degree. Should the work still fail to achieve a pass at resubmission, an oral examination will be scheduled before the end of the academic session. If the student, orally assessed against the specific criteria, still fails to satisfy the examiners, professional registration will not be possible. The student will be ineligible for the degree of Bachelor of Nursing Ordinary degree but may be eligible for the award of the degree of Bachelor of Arts (Health Studies). 3.4 Summative Assessment over the 4 years The University has final year examinations at the end of each year of study. Course work and assessments which students undertake to contribute towards their degree examination are weighted such that early assessments contribute relatively little towards the final classification of the degree. This is in order to give students the opportunity of being assessed under examination hall conditions developing the necessary skills for subsequent years towards the degree. 3.5 Honours Classification The final classification of your Honours years 3 & 4 follow very specific rules laid down by the College of Humanities and Social Science. In Nursing Studies the classification is based on 12 units of assessment, 6 in year 3 and 6 in year 4. Students may obtain further information from the following website: Compensation in Honours examining A student who has passed courses totalling 80 credit points and has a mean mark over the year of 40% will be awarded 120 credits and will be able to proceed to Senior Honours [carrying the fail marks for the course(s) failed]. Similarly, passes in courses totalling 80 credits in the Senior Honours year, and a mean mark of 40%, will lead to the award of 120 credits for that year and the Board of Examiners will proceed to classify the degree. Students who obtain fewer than 80 credits in Junior Honours, or who do not achieve a mean mark of 40%, will not be permitted to proceed to Senior Honours. They may be permitted to return to complete the requirements for a non-honours qualification. 6

10 Students who obtain fewer than 80 credits in Senior Honours, or who do not achieve the mean mark of 40%, cannot be credited (by compensation) with the full 480 credits required to graduate with Honours and will therefore fail the Honours award. Students in this position at the end of the Senior Honours year may however have enough credit points to graduate with a non-honours degree. 4 STUDENT RESPONSIBILITIES It is the student s responsibility to ascertain his/her assessment deadlines, including examination times and locations. It is essential that the student brings their University identification card with them to all examinations. It is a student s responsibility to ensure that his or her submitted assessed work is legible. 4.1 Avoidance of plagiarism and cheating All work submitted for assessment by students is accepted on the understanding that it is the student s own effort without falsification of any kind. Students are expected to offer their own analysis and presentation of information gleaned from research, even when group exercises are carried out. Any failure adequately to acknowledge or properly reference other sources in submitted work could lead to lower marks and to disciplinary action being taken. Late coursework will not be accepted without good reason, will be recorded as late and a penalty may be exacted. Responsibility for producing the documentary evidence [concerning special circumstances] rests with the student. 4.2 Presentation of course work All course work is to be word processed, double spaced and on one side of the paper only. Course work is required to be submitted electronically through Pebblepad and will be subject to plagiarism checks. AND Two hard copies of the course paper must be submitted to the box outside the General Office (through doorway 6 of the medical school at Teviot Place). One will be returned to you with comments and one will be retained for moderation by the external examiner The two copies of course work are submitted together with the relevant forms described below which are available from outside the General office and from the e-learning platform e.g. LEARN: 1 A front sheet with the title of the course paper and the Course for which it is submitted your Examination number an accurate word count A competed Declaration of Own Work form 7

11 An Assessment Form for Comments, with the first part fully completed Students should keep an electronic back-up of all course work Examination numbers (not matriculation numbers) should be written on all work. Nursing Studies operates an anonymous marking system. Students must not write their name on course/examination papers. 4.3 Over length work A word limit will be specified for each course paper to include references within the text but not the reference list or bibliography. Course papers must display an accurate word count on the front sheet. Over length work will be penalised and given a mark normally at the top percentage of the range of marks in the grade below the initial mark 4.4 Late Submission All course work should be submitted via the essay box outside the General Office by midday on the due date. If for any reason you are unable to submit any course work by the due date you must discuss this with your Personal Tutor. If there is good reason for delaying the submission time for you, an extension will be granted without penalty. If, for some reason, your Personal Tutor is not available to you, then you may contact another member of staff - preferably another Personal Tutor or the Undergraduate Programme Director. In any event you must communicate any attempt to contact your Personal Tutor with her/him and any alternative action taken by you. This can be done by . Course papers submitted late without the permission of the Personal Tutor will lose 5% from their original mark for each working day up to five days, after which a mark of 0% will be recorded. All marks, including penalties for submission of late work and over-length work, will be subject to the discretion of the Board of Examiners. 4.5 Non-submission of course work Non submission of work or non-attendance at an examination without good reason will be counted as a submission and marked as zero. Course work will be subject to the late submission penalty. 4.6 Course paper feedback and marking criteria (Examples of the marking criteria and feedback forms are at the end of this document) Return of work under normal circumstances course papers will be marked and returned within 3 weeks of submission (this excludes vacation time) with a provisional mark. Students are encouraged to seek individual feedback from the assessing lecturer whenever required. The mark awarded for your course work is provisional until the external exam board and will clearly reflect the overall grade of the work. Work will be marked against the explicit marking 8

12 criteria and the key elements of these criteria circled on the assessment sheet. It is possible, however, for one or two of the elements to be atypical whilst maintaining a particular grade overall. As you progress through the 4 years aspects of your work may have different weighting. For example for more senior students, evidence of critical thinking is more heavily weighted when determining the overall mark/grade. 4.7 Feedback (feeding forward) to the student All students receive detailed written feedback on course papers or written assessment (see end of the document) and a feedback system for written exams is in operation. A premium is put on feedback to the student. The feedback identifies for each student, the strengths in their submission and the areas where they have performed weakly and they are given direction as to how to improve the work in future what they need to do to address the weak areas (feeding forward). The written feedback is given to every student for every piece of work. A hard copy of the course paper is normally annotated with feedback and returned to the student with the feedback sheets. In addition global feedback for the course assessment is placed on E-learning platform e.g. LEARN so students have a sense of how the work can be improved as a whole. The tutorial groups are then used to discuss feedback and how students can tackle the assessment better in future. The key to the success of the feedback lies not only in the detailed content of the feedback but also in optimal communication and responsiveness. An illustration of this is the accepted agreement that course work and written feedback will be returned within 3 weeks (not including vacation time). Both staff and students understand that occasionally this is not possible. Students within reason will not find this to be a problem if there has been due group communication by whatever means is appropriate but usually electronically. Nursing Studies in addition to group and individual course work feedback makes available the annotated examination scripts as a means of enhancing learning and examination performance. Exam scripts are made available to students to view their exam submissions and any feedback on the exams scripts from markers. The scripts are retained within nursing studies and viewing is available on specified dates and times only. 4.8 Clinical feedback towards assessment and progression Immediate feedback is given in the clinical skills sessions to ensure optimal psychomotor skills, high quality procedural practice and sensitive interpersonal skills. Clinical practice learning outcomes and competence is assessed by approved practice mentors and monitored by academic staff organising the placements. Mentors, supporting the students on placement and offer feedback on their skills acquisition ensures their optimal learning, guides and reinforces the mentors understanding and the students practice assessment and their role in their learning outcomes and competencies. Clinical assessment leading to progression to the next placement 9

13 takes place on completion of each clinical placement when evidence of practice achievement recorded in the Ongoing Achievement Record (OAR) is scrutinised by the placement organiser to confirm satisfactory performance. For any students who may have failed to achieve satisfactory clinical outcomes, a period of time is built in to the programme to allow for remedial placement for progression or registration take place. This rarely occurs but when tested this has proved an effective mechanism ensuring close clinical support and supervision by both the service mentors and appropriate academic staff. A named external examiner for clinical practice assesses the OAR at the examination board for progression to the next year of the programme. Clinical progression to meet the progression point is at the August examination board (the exception to this is for the Bachelor of Nursing with Honours students in the final year when entry to the register is determined in June). The named external examiner for clinical practice assessment ensures all final year students have progressed and met the requirements for registration as an adult nurse. 4.9 Student s record of practice learning To record learning achievements and mentor assessments, students maintain a collection of documentary evidence and useful information in relation to clinical experience in an Ongoing Achievement Record (OAR). The OAR is an examinable component of the programme and it is expected that the student will develop it throughout the 4 year programme to demonstrate that they have attained the essential skills clusters and met the expected learning outcomes in order to register with the Nursing and Midwifery Council (NMC). Each OAR is unique to the student and can include such things as: Copies of letter to placements Travel arrangements Contact details for placement/university A reflective journal Copies of relevant course assignments Articles and resources of interest Placement teaching packages Records of external clinical visits During the 4 year programme it is the responsibility of the student to Read all the material and become familiar with the assessment procedures to be collected in the OAR. Ensure that all essential skills are attained and learning outcomes are met Ensure all assessments are clearly recorded in the formal documentation and all deadlines are met. Alert Placement Organisers of any concerns regarding achieving the assessments. Meet at the predetermined times with your Mentor and record the meeting. 10

14 Ensure the safe keeping of all documentation and provide evidence from your OAR at the requested times. The responsibilities of the Mentors and Nursing Studies staff are: To monitor the OAR and indicate fitness to practise at the end of the programme To initiate remedial action if required To give feedback To provide clear guidelines on criteria of assessment Consent is obtained from the student and recorded within the OAR to process or share confidential data between successive mentors and education providers when assessing fitness for practise. The Bachelor of Nursing with Honours education programme at the University of Edinburgh has developed this on-going achievement record (OAR), to support mentors, in partnership with mentors, practice education facilitators, students and service users, to record the student s learning and performance when on clinical placement. The aim of the OAR is: To provide students, academic staff, practice based mentors, professional bodies and employers information about the students on-going learning achievement and its quality To support action planning in relation to the students learning requirements To support decision making about the student progress in meeting the NMC competencies The OAR is designed following the Standards for pre-registration nursing education (NMC 2010) and utilises the ESCs, domains and competencies from this document. Mentors are asked to assess the performance of the student nurse allocated to them in relation to the expectations of a registered nurse set by the NMC. The nature and number of the learning outcomes and essential skills increases as the student progresses throughout the nursing programme and they must be competent in all to become a registrant with the NMC Retention of work for portfolio Students are encouraged to build a portfolio of their learning throughout the degree programme. There is no rigid way in which to achieve this but an up to date Curriculum Vitae (CV) along with records of learning can be important. This might mean retaining copies of assessed work or course handbooks and reflective diaries. A portfolio can firstly serve as a record of your learning during the programme which may be useful when applying for postgraduate study or work abroad, and secondly equip the student with the skill to build such a portfolio after graduation and registration as part of lifelong learning Re-use of assessment material Material that has been produced and assessed once by the university cannot be re-presented for assessment in another course; this would be equivalent to getting the same piece of work credited 11

15 twice. Where you explore an area in one module that you have already explored elsewhere, it s important that you develop the material so that it is effectively a new piece of work. If in doubt, consult your course organiser Examinations It is essential that you bring your University identification card with you to all examinations. When are examinations held? Examinations are held in Week 13 & 14 of Semester 1 and in April/May at the end of the academic year. Resit examination are in August. The examinations in Week 13 & 14 form a percentage of the degree examinations held in April/May. Registration for the April/May examinations takes place early in Semester 2. It is your responsibility to identify the date, time, duration and location of the exams for your courses. The registry website is important for this: What if I am ill/under stress? Your Personal Tutor should be informed by you as soon as possible should there be mitigating circumstances that might affect examination attendance and/or performance. This may include issues such as bereavement, stress as well as illness. What if I am ill during the exam? Should your performance be affected by ill health during an examination, the invigilator must be informed immediately. What if I fail? Should a student fail a non-honours examination, they are eligible to register for and resit the examination in August. Honours examinations cannot normally be re-sat but for the required professional honours courses a resit is necessary to ensure a pass for registration purposes only. However, this does not affect the original classification of the degree. Regulations Details of the specific examination regulations will be available within Nursing Studies and the student should consult the Course Organiser Personal Tutor should there be any concerns. 5 PRINCIPLES OF ASSESSMENT The University of Edinburgh has established general principles for assessment. It is recognised that these principles have to cover forms of assessment which require different techniques and supporting regulations. Formative and summative forms of assessment have different aims, and consequently the principles of assessment differ. Nursing Studies follows the principles as laid down by the University. Active fostering of learning is beneficial 12

16 Assessment is part of learning and is an integral part of course planning. Assessment should be beneficial in its effect, particularly in motivating students. The purpose of any assessment, especially formative assessment such as course work, should be to foster learning. It should assist the processes of teaching and learning, and foster the relationship and trust between teachers and learners. It should aim to strengthen morale, encourage initiative and innovation and increase commitment of staff and students. Fair, reliable and valid The assessment process operates fairly for all concerned, and is to be seen to be fair. No individual or group should enjoy privileged status or suffers undue disadvantage in terms of the academic judgments made about student performance. Matters relating to illness, disability or other reasons for non-completion of work are handled sensitively, equitably and consistently through the convening of special circumstances committee prior to the convening of exam boards. The Special Circumstances Committee considers circumstances which are beyond a student s control and for which there is sufficient documentary evidence to show that these circumstances may have adversely affected a student s performance in an assessment. The Special Circumstances Committee makes recommendations to the Board of Examiners which makes a decision on special circumstances. Guidance on special circumstances is given in the University s Special Circumstances Policy. The Special Circumstances Committee deals with personal, medical and compassionate matters, and academic matters relating to supervision, teaching and learning, and resource provision. Students need to report special circumstances to the Board of Examiners, in writing via their Personal Tutor. All academic work is marked anonymously to ensure fairness. During the assessment process where judgments on academic achievement differ between individual assessors, this difference is acknowledged and appropriate measures are put in place to ensure consistency and reliability. This can involve moderation by a further member of academic staff and consideration of the student s work by the external examiners. These measures take account of judgments made from year to year, between different examiners and between assessed course elements within students curriculum. Within Nursing Studies all assessment procedures are included in quality assurance processes and reports and external markers audit and report on the assessment procedures annually. In order to be valid the assessment objectives must match the objectives of the course, this validity is determined through the consideration of all courses within the programme at a convened Board of Studies. Each semester a teaching and curriculum group review proposed assessment information and instruction prior to the assessments being considered by the external examiners. The external examiners review, comment and agree with Nursing Studies on every academic assessment prior to the distribution of assessments to students. Students are made aware of the assessment and criteria by which they are to be judged for each course and placement at the induction to the course and information is reinforced in course guides and the assessment and assignment guide available on E-learning platform e.g. LEARN. All marking 13

17 guidelines and competencies to be achieved are set out within the programme handbook, record of achievement and are made available on E-learning platform e.g. LEARN. Diverse, varied and representative In order to record as full a profile of student strengths and weaknesses, intellectual achievement is measured by a varied and diverse a range of methods. Nursing Studies uses a variety of assessment procedures (please refer to the course information in Section 3 of this document) these include e-portfolio, reflective diaries, summative examinations, oral and visual presentations, reports, writing for publication and essays. A substantial proportion of the marking in each course is sampled and scrutinized by the external examiners to ensure the assessment and marking is representative, fair, valid, reliable and effective. The purposes, procedures and criteria of the assessment process are open, clearly stated and understood by all involved: assessors, lecturers, internal and external examiners and students. All understand the expected learning outcomes of each course in the programme of study; the marking criteria upon which decisions are made; the nature of the grading systems and the nature of the appeals process (appendix XX). Appropriate procedures are in place to allow students a means of gaining the right of redress where this is deemed to be justified. Both staff and students have access to information about these procedures from the outset of the assessment process during the induction to the courses. Effective Each assessment is intended with a specific purpose which must be achieved. This purpose might be: Diagnostic - ascertaining students strengths, weaknesses and learning or developmental needs Formative - helping a student to learn from previous performance in order to improve Summative - providing an accurate judgement and record of a student s attainment The range of assessment strategies utilised by nursing ensures all the above aims are met. The use of oral presentations provides an example of formative assessment. Diagnostic procedures used are for example, the use of on-line self-assessment test for biological knowledge. Equal weighting of 50 percent theory and 50 percent practice Nursing Studies at the University of Edinburgh ensures equal weighing to the assessment of practice and theory in contributing to the final award of the degree and eligibility to register as an adult nurse. Nursing Studies has three external examiners who ensure that equal weighting is given to the assessment of practice and theory in the programme. A specific external examiner has the responsibility to review all the practice assessment and Ongoing Achievement Record (OAR) for every student on an annual basis. 14

18 Nursing Studies is noted by the external examiners and the National Student Survey (NSS) for providing excellent feedback on student assessment to improve future learning. No compensation between theory and practice for progression or the award of the degree Nursing Studies at the University of Edinburgh does not permit any compensation between theory and practice. Students are required to pass both academic and practice assessment for progression at each progression point and entry to the register. Students who successfully complete theory component of the progression point/degree award but fail to achieve the required assessment component for practice learning will not be eligible for progression or the award of the Bachelor of Nursing with Honours degree or the Bachelor of Nursing Ordinary degree. If students do not meet practice competencies for the Bachelor of Nursing with Honours or Bachelor of Nursing Ordinary degree, they can apply to transfer to a different degree within the University or to the Bachelor of Arts Health Studies with Honours (BA Hons) or Bachelor of Arts Ordinary degree (BA) within Nursing Studies. These degrees to not lead to eligibility for registration as an adult nurse. Students who successfully complete the practice assessment but fail the theoretical component and do not meet the academic requirements of the degree award will be unable to receive a degree. It might be that students towards the end of the Bachelor of Nursing with Honours programme meet the both practice and academic requirements for the Bachelor of Nursing Ordinary degree, but not the honours degree, each student will be considered on an individual basis depending on whether failure to meet the outcomes is based on theoretical or practice assessment achievement. For students who meet theoretical outcomes, but not practice assessment, they can seek to transfer to the BA Health Studies degrees which do not lead to eligibility to register as a nurse. 5.1 Arrangements for practice assessment throughout the programme Throughout the clinical placements, each student is allocated a mentor, and normally a co-mentor. Mentors have had NMC approved mentor preparation for this role and have received the necessary information relevant to the students programme of study, the students stage of learning, the process objectives and the learning outcomes/competencies being worked towards. During the placement the mentor provides guidance, teaching, supervision, support and assessment. A discussion and feedback on developing skills and performance is conducted by the mentor mid-way through the placement as part of formative assessment. Towards the end of the placement the mentor writes their summative assessment of the learning outcomes and standards of competence achieved by the student including details of any assessment by relevant service users. During the placements the students experience and performance in the clinical area are also monitored by the Liaison lecturers who liaise with the mentors, the Practice Education Facilitators and the students to ensure that the objectives of the placement are being achieved 15

19 and that the student is making progress across the placement. Throughout the programme assessment of practice performance is assessed in the domains of the NMC Standards Practice placement performance assessment Assessment of a student's practice-based learning is made by the mentor with the support of the liaison lecturer. The mentor records the clinical practice achieved in each domain and in respect of the relevant ESCs. The mentor also makes a qualitative assessment of the student s performance in respect of each domain. As part of the assessment procedure mentors seek feedback from service users on the student s performance and the student is also asked to reflect on and qualitatively assess their own progress. The liaison lecturer has oversight of the reliability of the assessment procedure by virtue of being involved with students and mentors for a particular placement. 5.3 Formative assessment It is anticipated that the mentor meets with the student at least every two weeks for reflection, formative assessment and feedback towards the achievement of outcomes and competencies. 5.4 Final summative assessments for progression points and entry to the register The final summative assessment for the each progression point in the programme takes place at the end of each academic year. The final summative assessment for the award of the degree and registration takes place after the pre-registration placement. For students who fail to meet the required competencies at the completion of the programme, a period of further practice can be undertaken with a repeat summative assessment. Where there are serious concerns about a student s performance, health or conduct, the liaison lecturer will meet with the mentor and student to establish whether they are well founded and if necessary, refer the case to the Fitness to Practise Committee. Where a student fails to meet the summative assessment for a practice placement in the programme a period of further practice is arranged within a twelve week period. The procedure for undertaking a final summative assessment involves the following: The mentor and liaison lecturer will note the previous summative assessments Formative assessments are carried out prior the final summative assessments Students must be informed during the formative assessments of their progress towards achieving the required level At the completion of the placement, the mentor will arrange a formal assessment meeting with the student The mentor is responsible for ensuring the full completion of the documentation The assessment is discussed with the student The summative assessment is returned to the placement organiser The Ongoing Achievement Record (OAR) documents the assessment of the student s practice learning and achievement of practice learning outcomes throughout the programme and is 16

20 scrutinised by each practice placement organiser on the completion of each placement to ensure learning objectives are being achieved and outcomes and competencies are met and to identify any student needing additional support or remedial placement. The OAR is presented to the external examiner for practice assessment and examined at the exam and progression boards. 5.5 Record of Mentor/Student contact It is expected that students and mentors will discuss the students learning throughout the practice placement but will record this at three main points (NES 2008, NMC 2008). Comments may be brief and mentors are encouraged to use an action plan to inform the student of their learning requirements. The initial meeting will be within the first 48 hours of the student commencing on placement and is aimed at inducting the student into the learning environment and producing the student s learning development plan. During this meeting the student and mentor will jointly identify the ESC s and learning outcomes to be achieved throughout the placement, and will consider what learning opportunities will be available within the placement to facilitate this learning. This will also give the mentor an opportunity to review the student s OAR to identify any strengths and/or areas for development. The interim meeting will be midway through the practice learning experience. At this point the mentor and student will meet and jointly review the student s experience. This meeting gives the mentor an opportunity to provide guidance and constructive feedback on the student s performance and to record evidence of the student s progress to date. It also allows the student to request specific input from the mentor to ensure learning needs are met. Any specific learning needs at this point can be recorded on the action plan provided which can be updated as progress occurs. At the final meeting, during the last days of the placement, the mentor and student will record evidence of the student s achievements and evaluate the learning experience. At this point the mentor is required to record any outstanding needs/concerns and to make recommendations for future placements. The mentor will use feedback from the multidisciplinary team and service users, as appropriate, to inform this assessment of the student s performance. The number of days absent/sick and the number of nights and week-ends worked will also be recorded at this point. All recorded assessments are reviewed and signed by the Liaison Lecturer/Placement Organiser when the OAR is returned to the University. Any outstanding learning outcomes are discussed with the student and addressed as required e.g. to inform future mentors or, if required, for referral to the Fitness to Practise committee. Practice placement organisers help students deal with any issues and concerns using a clear, time-limited development plan within or across periods of practice learning. 17

21 Nursing studies makes explicit to all mentors through the OAR documentation that mentors do not keep their own separate student progress records; everything should be recorded in the assessment of practice document-namely the OAR. 5.6 OAR Assessment Throughout the OAR mentors are expected to, in partnership with the student, the wider multidisciplinary team and service users when appropriate, assess the student s ability to undertake nursing care and interventions to pass through each progression point. It is recognised that the students abilities will develop during the placement and can be assessed at 3 levels. Observed It is expected that students will observe all new learning activities. This level is normally achieved by students who are at the beginning of a progression point or who are engaging in specialist areas of care for the first time. Participated This level is achieved when students have initially engaged with an activity or have done so with support from the nursing team. Competent It is expected that students will be assessed as competent when they achieve the standard required for the progression point. To assess the student s level of achievement by the mentor, a variety of assessment methods can be used e.g. observation, questioning, scenario based discussion. It is important for the mentor to gather feedback from team members and service users to inform this assessment. It is required that students are assessed as fully competent in all of the ESCs before they can progress at each point. If, on the basis of the mentor/student assessment it is identified that a remedial practice placement is required in order to implement planned support to allow student progression, this will be negotiated with key staff and additional, new documentation provided. 5.7 Assessment by the sign off mentor at the end of the programme Nursing Studies in partnership with NHS Lothian and Borders Health Boards ensure that judgments about the overall assessment of practice outcome at the end of a part of the programme are based on all the learning achieved in that part. The sign off mentor utilises the Ongoing Achievement Record to support the judgment about competence for entry to the register. This requirement is made explicit in the letters to the sign of mentor prior to the student commencing 18

22 the placement at the end of the programme and through liaison lecturer visits to the student and sign off mentor during the learning experience and prior to the assessment documentation being completed. Should a sign-off mentor have concerns about a student s overall competence at the end of the programme, they are required to draw on evidence from the Ongoing Achievement Record and the assessment of practice document for the whole programme to make their final assessment decision. If appropriate the sign off mentor can recommend an additional final remedial placement be arranged for a further 12 weeks to allow time for the student to meet the competencies required. Should a sign-off mentor still have concerns about a student s overall competence at the end of the remedial placement when they need to make their final assessment decision, the sign off mentor will not sign off for the student to have entry to the register. The student will not exit with an award leading to eligibility to register as an adult nurse. 5.8 Sign off in practice Nursing Studies in partnership with NHS Lothian and NHS Borders Health Boards ensures that the registered professional designated to assess achievement of all practice requirements needed for entry to the register is an adult nurse who is a sign off mentor and who has been suitably prepared through an NMC approved sign off mentorship programme and maintained mentorship status through mentorship updates and triennial review and is recorded on the mentorship database in NHS Lothian as eligible to be a sign off mentor. A live register of sign off mentors is maintained by NHS Lothian and NHS Borders Health Boards. Lothian and NHS Borders Placement Allocation and the Practice Placement Coordinator from Nursing Studies ensures that a sign off mentors is allocated to the students preparing for entry to the register for the final placement. The sign off mentor must have live registration and is appropriately prepared to work with each student during the final practice learning and assessment. The sign off mentor plays the key role in the assessment of the student s learning outcomes and competencies for meeting the NMC standards and competencies as detailed in NMC Standards The sign off mentor is fully aware of the outcomes and competencies for entry to the register. At the end of the programme and at the end of the final practice placement the sign off mentor provides their signature to confirm that the student has met the requirements of the programme in the on-going record of achievement (OAR), Without the sign- off in practice from a sign-off mentor students are not eligible to be signed off by the Undergraduate Programme Director as competent for entry to the Nursing and Midwifery Council Register. 19