Student Handbook

Post Graduate Certificate Conflict and Violence Minimisation

2016 / 2017

Course Leader: Kevin Wright

College of Health & Wellbeing

School of Nursing

Students should read this Handbook with reference to – School Student Handbook – Study Skills Handbook – School of Health Referencing Guide

All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.

Mission and Values

We create positive change in our students, staff, business partners and wider communities, enabling them to develop their full potential by providing excellent higher education, innovation and research.

Our values:

• The pursuit of excellence in all that we do. • Equality of opportunity for all, supporting the rights and freedoms of our

diverse community. • The advancement and protection of knowledge, freedom of speech and

enquiry. • Supporting the health, safety and wellbeing of all.

Student Charter The Student Charter has been developed by the University and the Students’ Union so that students gain the maximum from their UCLan experience. It is a two-way commitment or ‘contract’ between the University and each individual student. It acts as a means of establishing in black and white what students can expect from the University and the Union in terms of support, and in return what we expect from our students. Read the full Student Charter

Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to

• experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported."

• contribute to creating a positive environment where discriminatory practices and discrimination no longer happen.

Please review the UCLan Equality and Diversity Policy for further information.

Contents page

1. Introduction to the course

2. Structure of the course

3. Approaches to teaching and learning

4. Student support, guidance and conduct

5. Assessment

6. Course regulations

7. Student voice

8. Appendices

8.1 Approved programme specification

1. Introduction to the course

1.1 Welcome to the course Welcome to the University of Central Lancashire and the School of Nursing. We are really pleased that you have made the decision to study this course with us, and look forward to helping you throughout your programme of study.

The PG Cert Conflict and Violence Minimisation is an innovative development that is firmly grounded in government policies and plans to develop the educational, health and social care workforce in the UK. It is a part-time course that spans 2 semesters.

The NHS is undergoing constant change and the need for practitioners who are knowledgeable and skilled in their field of practice but also adaptable and flexible remains a constant factor. The course will be kept under review by the course management team to ensure that it meets the needs and demands of contemporary practice.

The course student handbook is designed to help you get started and to find your way through the next year of study as easily as possible. It will provide you with information about the course and should be read in conjunction with the School Student Handbook for further information about study skills and assessment procedures.

1.2 Rationale, aims and learning outcomes of the course

Managing violence and aggression within education, health and social care settings, particularly mental health and forensic settings, has become an integral part of the mental health workers role. Since the development of the TEAM course (Teaching Effective Aggression Management) in 2004 we have provided education in physical skills, teaching and knowledge acquisition to mental health professionals across the North West of England. Many of these graduates are now working as MVA (Managing Violence and Aggression) trainers within their workplace and are looking to extend their knowledge, skills and leadership abilities at post-graduate level. This course was developed and delivered in partnership with LCFT.

Violence is not inevitable and is, therefore, preventable. Positive alliances, effective information sharing and commitment to innovative practice will underpin this course which is aimed at those working within a senior level within their services.

The course aims to:

• Create pro-active and contemporary thinking about minimising the occurrence and the impact of conflict, aggression and violence.

• Raise awareness of organisational issues to promote understanding and awareness of the dynamics occurring at an interpersonal and organisational level.

• Contextualise contemporary knowledge, understanding and skills to enhance practice.

• Deconstruct current practice within the student’s own workplace to propose contemporary, evidence based solutions to identified challenges.

• To manage an identified organisational change required to minimise conflict and violence via a project proposal.

The learning outcomes of the course:

A. Knowledge and Understanding e.g. A1. Identify relevant theoretical material which enables project planning. A2. Synthesise new knowledge into the current organisational context A3. Critically examine the issues and individual needs of specific client groups in relation to conflict and violence minimisation. A4. Undertake a critical analysis of the epidemiology, legal and cultural influences on aggression and violence B. Subject-specific skills e.g. B1. Critically reflect upon time and resource management to manage the progression of contemporary practice. B2. Evaluate current practice and interventions for preventing and minimising violence and conflict to enable objective critique of own practice incorporating and respecting service user views. B3. Recognise intrapersonal conflicts and self-destructive behaviours in order to provide empathic resolutions for the individual and the team. B4. Utilise de-brief and formulation models in order to apply new knowledge and skills which will enhance practice C. Thinking Skills e.g. C1. Deconstruct understandings that societal and organisational culture has on conflict, aggression and violence C2. Critically appraise their learning in order to facilitate inter-professional sharing of experience and reflection C3. Demonstrate the capacity to critically reflect upon intrapersonal and interpersonal conflict using an appropriate theoretical framework. C4. Develop an analytical framework to interpret theory and practice knowledge to enhance practice. D. Other skills relevant to employability and personal development e.g. D1. Critically examine current service environment to propose potential changes in practice. D2. Demonstrate the leadership qualities within the context of project management. D3. Critically appraise their learning in order to facilitate inter-professional sharing of experience and reflection. D4. Be able to undertake an analysis of the dynamics of their own team/organisation in relation to safe practice

1.3 Course Team

This course brings students together from a range of clinical/professional backgrounds. The

University offers lecturers with specialist and general backgrounds, but to ensure a

coordinated approach to the management of the course a course leader will facilitate your

progress throughout the programme. The course leader is responsible for monitoring your

overall progress through your award, the achievement of satisfactory assessment results,

allowable progression and requests for intercalation or deferment.

Name Position Role Contact Kevin Wright Senior Lecturer Course leader kwright8@uclan.ac.uk

01772 895482 Brook 332

Howard Shimmin Senior Lecturer Module Leader NU4039

HMShimmin@uclan.ac.uk 01772 893630 Brook 309

Colin Thain

Senior Lecturer Module Leader NP4015

CWThain@uclan.ac.uk

01772 893622

Brook 318

The Course Leader is responsible for the course management including the recruitment

process, organising enrolment and the management of the assessment strategies in line with

the school policies. The Course Leader will support you throughout, monitor your workload,

progression through the course and provide support and guidance and will be the academic

link between the university and the practice area

1.4 Academic Advisor

The course leader will also act as your ‘personal tutor’ and is able to offer general academic

support and advice. If you have any concerns or worries, or wish to make changes to your

course or schedule, you must make an appointment to see your personal tutor in the first

instance who may be contacted by telephone; direct dial numbers are listed above. However,

e-mail is the preferred communication method. Moreover, there will be times set aside on the

course for assignment support, and you will be able to arrange appointments with the course

and module leaders for individual tutorials.

1.5 Administration details Campus Admin Services provides academic administration support for students and staff and are located at Brook Hub and is open from 8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals. Course specific information is also available via school Blackboard sites.

The hub telephone number is 01772 894646

The hub email contact is brookhub@uclan.ac.uk

The hub can be found in Brook Building Room 204

1.6 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. All communication will be sent by email and posted on the noticeboards of the relevant modules. Email is the preferred method of communication, and you can expect a reply within three working days. If you are having any difficulties with contacting the team please email the course leader. 1.7 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range.

The External Examiner for this course is:

Dr John Baker, Senior Lecturer, University of Manchester

2. Structure of the course

2.1 Overall structure All taught programmes of study at the University of Central Lancashire operate under the Credit Accumulation and Transfer Scheme (CATS). You will progress towards a target award through the credit rated course modules. The award of credit is a means of formally recognising learning. Universities award credit, when students successfully pass a module. Credit is expressed numerically i.e. 20 credits, 40 credits, 60 credits. Credit is awarded in recognition of verified achievement of designated or agreed learning outcomes at a specified level.

Universities in the UK offer degrees and related courses that are made up of modules. A module is the means by which a curriculum is delivered and enables learning to be assessed. Each module describes the syllabus, the approaches to teaching and learning and the assessment criteria, along with the form of assessment to be used. Each module specifies learning outcomes and the level of learning to be achieved by the learner. Each module is

therefore credit rated (the volume of learning) and assessed at a designated level.2.2 Modules available

The course is made up of the following three core modules:

2.2.1 Progression Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules / combinations available and you will both agree on the most appropriate (and legal) course of study for you.

2.3 Study Time

2.3.1 Weekly timetable Teaching will involve a broad range of teaching methods including lectures, discussion groups, seminar presentations; case studies, journal club, role play and experiential learning, structured reflection, small group supervision, supervised practice and video assisted learning. Module handbooks will include more information on this.

2.3.2 Expected hours of study The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study.

2.3.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to the course leader. If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. Student attendance is monitored using an electronic scanning system (SAM), and you must bring your library card to all sessions for scanning. You can check your attendance via MyUCLan. Your attendance may be shared with your employer if the request proof of attendance. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate

Module Code

Module Title Semester

NP4015 Student Initiated Module 1 & 2 NU4039 Promoting a safe

organisation 1

NU4038

Minimising conflict: enhancing alliances

2

records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations. Students should report non-attendance to the hub email – BrookHubAttendance@uclan.ac.uk or by telephoning the hub on 01772 891993.

2.4 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Clark to the Board Service, University of Central Lancashire, Preston, PR1 2HE or email DPFOIA@uclan.ac.uk

3. Approaches to teaching and learning

3.1 Expertise of staff All members of the teaching team have a broad range of experience working in settings where they have had to prevent and minimise conflict and violence. Many are also actively engaged in research and have published in this field. There are members of clinical staff who are leaders in the field of violence and conflict minimisation who also contribute to the delivery of the course

3.2 Learning and teaching methods Teaching strategies will include a combination of lectures, directed reading, group work, discussions, guided reflection, role play and critical incident analysis. The sharing of experience and independent learning will be encouraged. The lectures and directed reading will provide you with a framework and stimulus for other forms of learning. Group work, discussion, and guided reflection will encourage you to reflect on practice and identify how theory, research, standards and guidelines can be used to support your practice and the planning and organisation of care provision and services. The use of narratives and scenarios will also enable you to explore your own value systems and will lead to an evaluation of the use of a variety of interpersonal and communication models. The portfolio of evidence developed as a result of formative and summative assessment will encourage you to develop a more independent approach to learning and will focus on selected areas of clinical practice pertinent to the course learning outcomes which can contribute to your personal development plan. You will at times be encouraged to discuss relevant issues from your presentations with peers, users and the course team. This will help you reflect upon and evaluate your ongoing performance as a leader in conflict and violence minimisation. The module content will be taught using evidence and research based framework utilising current clinical guidelines and protocols where appropriate. This will enhance your knowledge base and understanding of critical analysis, evaluation of multiple approaches to practice and confidence in selection of the appropriate approach to implement. Students will be directed to appropriate reading and appropriate web sites to access a range of other materials to support their learning.

3.3 Study skills Whenever you begin to study there is always a lot of information to read and digest. We advise you to take some time to read through course and module information and if you need to clarify any points please see your course leader. There is supplementary information on study skills available from the course leader, in the School Student Handbook and Study Skills Handbook. Further information is available via WISER

3.4 Learning resources

3.4.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.

3.4.2 Electronic Resources LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts.

All key material will be made available on Blackboard.

3.5 Personal development planning Personal Development Planning (PDP) is a process designed to assist you to get the most from your time at University. It is intended to provide you with a structured and supported process through which you can reflect on your learning, performance and/or achievements and plan for your personal, educational and career development. By becoming actively involved in PDP you can improve your capacity to understand what and how you are learning, and how to review, plan and take responsibility for your own learning and future development.

PDP provides an opportunity for you to develop your capacity for learning by encouraging an ongoing cycle of:

• self-reflection on why and how you are learning • identification of your ‘next steps’ through target setting and action planning • monitoring and recording of your academic learning, personal development, your

skills development and career management.

The main benefits you will achieve by participating in the PDP process are that you will become more:

• self-aware, self-confident, reflective and self-directed in your learning • able to plan and take responsibility for your own learning • able to articulate personal goals and evaluate progress and achievement • able to link your current learning to a wider context and to your future development.

Therefore by actively participating in PDP you will take control of your own learning and personal development and you will find that you become increasingly able to work autonomously through the development of critical self-awareness. Another important aspect of PDP is that it integrates personal development with academic activity and helps you to become more self-aware. It also helps you recognise value and further develop core skills such as personal and interpersonal skills, problem solving and team working.

3.6 Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:

• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.

• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,

• You will then be ready to learn how to successfully tackle the recruitment process. You will be able to record your journey using Pebblepad, the university’s e-portfolio system, which will leave you with a permanent record of all the fantastic things you have achieved during your time at UCLan.

It’s your future: take charge of it!

Careers offers a range of support for you including:- • career and employability advice and guidance appointments • support to find work placements, internships, voluntary opportunities, part-time

employment and live projects • workshops, seminars, modules, certificates and events to develop your skills

Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal.

4. Student support, guidance and conduct As stated above the course leader is your main point of contact for all issues relating to the course and your time at the university. On each module you will be allocated a module supervisor and will have the opportunity of a tutorial in relation to the assessment on that module.

4.1 Academic Advisors As stated above the course leader will operate as your personal tutor for the duration of the course. They can be contacted by email at any time to arrange a meeting in relation to the course or any aspect of your studies. A personal tutor can also signpost students to appropriate support if required. Personal tutorials can be in person or via telephone. Personal tutorials should be arranged via email.

4.2 Student Support The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘I’ shop and UCLan Financial Support Bursary (first year students only).

4.3 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.

Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, disability@uclan.ac.uk There is a named lead for students with disabilities within your school. Students are encouraged to contact the course leader if they feel they need any further support in the first instance.

4.4 Health and Safety As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others.

4.5 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students.

4.6 Students’ Union The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs

Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice. More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/. 5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment. 5.1 Assessment Strategy

Module Number

Module Title

Type of Assessment Weighting

NP4015 Student initiated practice development

Report

4000 Words

100%

NU4039 Promoting a safe organisation

Essay/case study

4000 Words

100%

NU4038 Minimising conflict: enhancing alliances

Poster Presentation

&

1500 words related essay

100%

5.2 Notification of assignments and examination arrangements Full guidance and notification of assignments will be given at the start and during each module. Information will also be posted on the Blackboard site for each module. Students

will have at least one tutorial in relation to their assignments in each module. Students will be required to engage in formative assessments of their teaching throughout the course.

5.3 Referencing Referencing must be in the format used by the School of Health (APA). Students should read the School of Health Referencing Guide for further guidance.

5.4 Confidential material During the course and in your assignments you may be required to consider clinical incidents and give examples from clinical practice. All students are reminded of the need to maintain confidentiality and should include a clear statement about anonymity in all written work.

5.5 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity to the course leader as named above. Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to your School office. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook).

5.5.1 Extenuating circumstances Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their students than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook). Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday

commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (see Academic Regulations). Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php You can apply for extenuating circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester. All evidence that is provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept for longer than is necessary and will be destroyed shortly after the end of the current academic year. Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook).

5.5.2 Late submissions If you submit work late and unauthorised, a universal penalty will be applied in relation to your work:

• If you submit work within 5 working days following the published submission date you will obtain the minimum pass mark for that element of assessment.

• Work submitted later than 5 working days after the published submission date will be awarded a mark of 0% for that element of assessment.

• Unauthorised late submission at resubmission will automatically be awarded a mark of 0% for that element of assessment.

5.6 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other.

5.7 Cheating, plagiarism, collusion or re-presentation You are required to sign a declaration indicating that individual work submitted for an assessment is your own.

If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook .

• Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.

• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.

• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.

• Re-presentation is an attempt to gain credit twice for the same piece of work. All students are advised to make use of the originality report within turnitin. Your module supervisor or course leader can demonstrate this. Further guidance is available on Blackboard. The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation:

• the penalty will be 0% for the element of assessment, and an overall fail for the module.

• the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark.

• when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.

In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:

• the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year.

The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance.

5.8 Appeals against assessment board decisions If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are:

1. that an Assessment Board has given insufficient weight to extenuating circumstances;

2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board;

3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;

4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations.

If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance.

6. Course regulations

6.1 Course requirements All assessments must be passed at a minimum of 50%.

6.2 Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.

7. Student voice You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. The Students Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means,

The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them. During each module there will a session for students to feedback on the module content and assessment. There will also be the opportunity for anonymous feedback to be posted on the module electronic questionnaires (MEQ’s).

7.1 Course representatives and School Presidents A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: coursereps@uclan.ac.uk.

School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: coursereps@uclan.ac.uk

7.2 Student Staff Liaison Committee Meetings (SSLC) The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. Your Course Leader will facilitate the meetings using guidelines and provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). Meetings will be facilitated using guidelines and a record of the meeting will be provided with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year).

The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting

• Update on actions completed since the last meeting • Feedback about the previous year – discussion of external examiner’s report;

outcomes of National /UCLan student surveys. • Review of enrolment / induction experience; • Course organisation and management (from each individual year group, and the

course overall); • Experience of modules - teaching, assessment, feedback; • Experience of academic support which may include e.g. Personal Development

Planning, academic advisor arrangements; • Other aspects of University life relevant to student experience e.g. learning

resources, IT, library; • Any other issues raised by students or staff.

7.3 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure

8. Appendices

8.1 Programme Specification

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in Section 17

1. Awarding Institution / Body

The University of Central Lancashire.

2. Teaching Institution and Location of Delivery

The University of Central Lancashire, Preston Campus

3. University School/Centre

Nursing

4. External Accreditation

N/A

5. Title of Final Award

Post Graduate Certificate in Conflict and Violence Minimisation

6. Modes of Attendance offered

Part-time

7. UCAS Code

N/A

8. Relevant Subject Benchmarking Group(s)

QAA framework for HE qualifications (2008)

QAA Master's degree characteristics (2010)

Ten Essential Shared Capabilities(2003) National Workforce Programme, NIMHE

9. Other external influences

National Institute for Mental Health in England (2004) The Management of Violence and Aggression; Positive Practice Standards London: NIMHE

National Institute of Clinical Excellence (2005) Clinical Practice Guidelines for the Short Term management of Disturbed (Violent) Behaviour in Adult Psychiatric Inpatient Settings. London: NICE

NHS Security Management Service: Promoting Safer and Therapeutic Services (2005)

The National Health Service, NHS, ‘Zero Tolerance Strategy’ (1998)

10. Date of production/revision of this form

May 2012.

11. Aims of the Programme

• Create pro-active and contemporary thinking which minimises the occurrence of violence and aggression and instigates change in practice.

• Raise awareness of organisational issues to promote knowledge and understanding of the dynamics occurring at an interpersonal and organisational level.

• Lead an identified organisational change required to minimise conflict and violence via a project proposal.

12. Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and Understanding

A1. Identify and synthesise new knowledge to facilitate project planning and organisational change.

A2. Critically examine the issues and individual needs of specific client groups in relation to conflict and violence minimisation.

A3. Undertake a critical analysis of the epidemiology, legal and cultural influences on aggression and violence.

Teaching and Learning Methods

These will include directed reading, group work, discussions, guided reflection and critical incident analysis. Scenarios and vignettes will be utilized to contextualize learning and personal development.

Assessment methods

The assessments will include written essays, reports and poster presentations with oral defence.

B. Subject-specific skills

B1. Critically reflect upon time and resource management in the advancement of contemporary practice.

B2. Evaluate current practice and interventions for preventing and minimising violence and conflict to enable objective critique of own practice incorporating and respecting service user views.

B3. Recognise intrapersonal conflicts and self-destructive behaviours in order to provide empathic resolutions for the individual and the team.

B4. Utilise de-brief and formulation models in order to apply new knowledge and skills which will enhance practice.

Teaching and Learning Methods

These will include a combination of lectures, directed reading, group work, discussions, guided reflection and critical incident analysis. A reflective model will guide your response to your learning and assist you to integrate new learning into practice.

Assessment methods

The assessments will include written essays, reports and poster presentations with oral defence.

C. Thinking Skills

C1. Deconstruct understandings that societal and organisational culture has on conflict, aggression and violence.

C2. Critically appraise practice in order to facilitate inter-professional sharing of experience and reflection.

C3. Critically reflect upon intrapersonal and interpersonal conflict using analytical frameworks to interpret theory and practice knowledge to enhance practice.

Teaching and Learning Methods

These will include a combination of lectures, directed reading, group work, discussions, guided reflection and critical incident analysis.

Assessment methods

The assessments will include written essays, reports and poster presentations with oral defence.

D. Other skills relevant to employability and personal development

D1. Critically examine service environment to influence and lead potential changes in practice.

D2. Demonstrate the leadership qualities within the context of project management.

D3. Critically appraise their learning in order to facilitate inter-professional sharing of experience and reflection.

D4. Undertake an analysis of the dynamics of team practice, organisation and self in relation to safe practice.

Teaching and Learning Methods

These will include a combination of lectures, directed reading, group work, discussions, guided reflection and critical incident analysis.

Assessment methods

The assessments will include written essays, reports and poster presentations with oral defence.

13. Programme Structures*

14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 7 NP4015 Student Initiated Practice Development.

20 Post Graduate Certificate Conflict and Violence Minimisation

60 credits at level 7. Level 7 NU4039 Promoting a safe

organisation. 20

Level 7 NU4038 Minimising conflict: enhancing alliances.

20

15. Personal Development Planning

Personal Development Planning is an integral part of the student learning experience. It will form the basis for on-going personal development discussions with personal tutors and the course team. Students will be supported in the development of their PDP by:

1 Developing skills of reflection on their academic, personal and professional performance.

2 Personal appointments whereby progress will be reviewed using personal reflection, goal setting and the development of action plans aimed at minimising conflict and violence in the workplace.

3 The identification of strengths and weaknesses, skills, qualities, attitudes and capability in relation to reducing aggression and minimising conflict.

4 Improving learning and performance in taking responsibility for personal development and independent learning.

5. Apply learning to practice as demonstrated through classroom discussion and successful completion of the module assignments.

6. Completing a practice project which seeks to reduce violence and minimise conflict in the workplace.

7. The effective use of supervisory systems to deconstruct practice, learn from de-briefs and instigate proactivity in the work place.

16. Admissions criteria

Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information.

Students will be informed of their personal minimum entry criteria in their offer letter.

In order to be accepted on the course the student must meet the following admission criteria:

The course is open to applicants from various professions as well as health related areas, provided they can demonstrate that they are working in an area where violence, conflict, hostility or aggression may be encountered. Applicants should hold a Bachelor Degree with Honours. However, equivalent learning from other study or experience will also serve to meet this requirement.

17. Key sources of information about the programme

• Student Handbook. • Course fact sheet. • Course flyer. • University website.

18. Curriculum Skills Map

Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Level Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Programme Learning Outcomes

Knowledge and understanding

Subject-specific Skills

Thinking Skills

Other skills relevant to employability and personal

development

A1 A2 A3 B1 B2 B3 B4 C1 C2 C3 D1 D2 D3 D4

e.g.

LEV

EL 7

NP4015 Student Initiated Practice Development Core x x

x x x x

NU4039 Promoting a safe organisation Core x x x

x

x x x x x

NU4038 Minimising conflict: enhancing alliances Core x x

x x

x x x x x x

Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks