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Collaborative development of flexible Foundation degree pathways in partnership with stakeholders.

Collaborative development of flexible Foundation degree pathways in partnership with stakeholders. Claire Thurgate Programme Director – Foundation Degrees Faculty Health and Social Care claire.thurgate@canterbury.ac.uk. What is a Foundation Degree? Drivers for developing a Foundation Degree.

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Collaborative development of flexible Foundation degree pathways in partnership with stakeholders.

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  1. Collaborative development of flexible Foundation degree pathways in partnership with stakeholders. Claire Thurgate Programme Director – Foundation Degrees Faculty Health and Social Care claire.thurgate@canterbury.ac.uk

  2. What is a Foundation Degree? Drivers for developing a Foundation Degree. Developing a Foundation Degree to meet employers needs. What are the challenges? Moving forward.

  3. What is a Foundation Degree? Part-time Programme which integrates academic and work based learning. Vocationally focused and will equip learners with skills and knowledge relevant to both their employment and those that they care for in the health and social care sector.

  4. Drivers for developing a Foundation degree Need to ‘credit wrap’ training for a variety of work-based learning packages. Programme needed to be focused to the individual needs of the workforce - support Band 4 Assistant Practitioner roles. Credibility of knowledge and skills for employment – content driven by Trust. Versatility and adaptability within the workplace – change as roles evolve.

  5. Developing a Foundation degree to meet employers needs Job descriptions – identified skills required and competency boundaries. Content – Foundation degree framework for the health care sector (Skills for Health 2005). Contact time – 40 hours or 10 x 4hour for core modules. 30 hours or 5 x 6hour for work-related. Work-based learning – tasks to link theory and practice. Work-based facilitator.

  6. Programme Outline 2 year programme. 3 terms per year – 10 weeks in length. 2 modules per term – 1 core, 1 work-related. University attendance averages 7 hours per week. 120 credits at Level 4, 120 credits at Level 5.

  7. Core Modules • Level 4 • Skills for learning • Major health issues • Social context health and illness. • Level 5 • Ethics and law • Critiquing research methods • Project

  8. Work-related modules for ward based role • Level 4 • Infection control and tissue viability • Chronic physical conditions • Neurological conditions. • Level 5 • Acute care • Medicines management • Discharge planning.

  9. Strengths of the FD Patient/Service User Flexed to their needs Employee Training vocationally focussed, local, career progression & avoids glass ceiling Employer Focused to local workforce development, competency based practice, education pathway directed by role University Widening participation

  10. What were the challenges? People resources – curriculum development, validation, recruitment and implementation. Business plans. Financial implications – pump priming, release from the workplace. Employers as experts. The student’s transition to Higher Education. Academic understanding of FD student. Organisational cultures and partnership working – aware of each others expectations.

  11. What were the challenges? Team dynamics - trained staff understanding need for new role. Content – understanding relevance core. Work-related meeting all new roles i.e. plaster technicians. Contact time – time to attend university and link to practice. Part-time. Worker or learner? Work-based learning – who owns? Who delivers? Who assesses?

  12. Responding to new roles Changing nature of service delivery – need more flexible approach. Specialist roles can design their own programme. Core modules, shared learning across pathways i.e. infection control and work related modules. Negotiated learning modules to meet the demands of specialist roles i.e. theatres and plaster technicians. Focus assessment – 50% competency development, 50% academic for work-related modules. Competency development – tool links with job description and Trust competency framework. Core standards.

  13. Next Phase.... Monitoring work-based learning – work-based learning facilitator to moderate across programme and link between employer and University. ? Joint appointment. CPD for the post holders; Career progression; Building on national standards.

  14. Future Challenges Development in the private and independent sector and social care; Provision of evidence base of the impact and value added; Knowledge management as a catalyst for changes to the workforce for the future; Assisted technology creating new opportunities for AP’s; Population profile changes; National ‘regulation’ system revamped; A passport to work – function led and competency/knowledge base.

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