Report of Programme Validation Panel

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Report of Validation Panel Page 1/9

Report of Programme

Validation Panel

Panel Visit: 12th_{June 2013}

Named Award: Bachelor of Science (Honours)

Programme Title(s): Bachelor of Science (Honours) in Psychiatric Nursing

Exit Awards: Bachelor of Science in Health Studies (Psychiatric Nursing) Higher Certificate in Science in Health Studies (Psychiatric Nursing)

Award Type: Honours Bachelor Degree

Award Class: Major

NFQ Level: 8, 7,6

ECTS / ACCS Credits: 240, 180, 120

First Intake: September 2013

Panel Members

Dr. Michael Hall Chair Registrar, Tralee Institute of Technology

Dr. Louise Doyle Academic Head of Mental Health Nursing, Trinity

College Dublin (TCD)

Dr Suzanne Denieffe Academic Psychiatric Nursing, Waterford Institute of

Technology (WIT)

Dr Michael Shannon Industry Director, Nursing and Midwifery Services

Ms Tara Westby Graduate Sligo Institute of Technology

Ms. Ann Campbell Secretary to

Panel Registrar, Dundalk Institute of Technology(DkIT)

Programme Development Team

Dr. Edel Healy Mr Malachy Feely Ms Rose Daly

Mr Myles Hackett Ms Betty Meehan Ms Geraldine McDaid

Mr Alvin McEvoy Mr Mark Cunningham Mr Joe Treacy

Ms Patricia Finley Mr Kevin McKenna Ms Ailish McArdle

Ms Louise Wayenburg Dr John Dallat Ms Kathleen Rooney

Dr Gerry McTaggart Ms Audrey Donnelly Dr.Malachy Feely

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1 Introduction

The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes:

 Bachelor of Science (Honours) in Psychiatric Nursing  Bachelor of Science in Health Studies (Psychiatric Nursing)

 Higher Certificate in Science in Health Studies (Psychiatric Nursing)

The evaluators would like to thank the members of the development team for engaging generously and openly with the review process.

The report is divided into the following sections:  Background to Proposed Programme

 General Findings of the Validation Panel  Programme-Level Findings

 Module-Level Findings

2 Background to Proposed Programme

See programme submission for more detailed information.

3 General Findings of the Validation Panel

The panel would like to commend the programme development team for the quality and comprehensiveness of the documentation submitted. The engagement and commitment of the team was evident on the day of the validation panel and a high level of team work was evident.

Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following:

Bachelor of Science (Honours) in Psychiatric Nursing

Accredited for the next five academic years or until the next programmatic

review, whichever occurs sooner X

Accredited subject to conditions and/or recommendations X

Re-designed and re-submitted to the same validation panel after additional developmental work

Not Accredited

Bachelor of Science in Health Studies (Psychiatric Nursing)

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Not Accredited

Higher Certificate in Science in Health Studies (Psychiatric Nursing)

Not Accredited

Note(s):

 Conditions and recommendations described for the parent award apply equally for the specified exit awards.

Approval is conditional on the submission of a revised programme document that takes account of the conditions and recommendations outlined below and a response document describing the actions of the Department to address the conditions and recommendations made by the programme validation panel. In this report, the term Condition is used to indicate an action or amendment which in the view of the validation panel must be undertaken prior to the commencement of the programme. Conditions are mandatory if the programme is to be approved. The term Recommendation indicates an item to which the Programme Board should give serious consideration for implementation at an early stage and which should be the subject of on-going monitoring.

4 Programme-Level Findings

This section of the report addresses the following programme level considerations:  Demand

 Award

 Institute strategy alignment  Entry requirements

 Access, transfer and progression  Standards and Outcomes

 Programme structure

 Teaching and Learning Strategies  Assessment Strategy

 Resource requirements  Quality Assurance.

4.1 Demand

Validation Criterion: Is there a convincing need for the programme and has evidence been provided to support it?

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Report of Validation Panel Page 4/9 Condition(s):  None. Recommendation(s):  None.

4.2 Award

Validation Criterion: Is the level and type of the award appropriate?

Overall Finding: Yes

Condition(s):

 None.

Recommendation(s):

 None.

4.3 Institute Strategy Alignment

Validation Criterion: Is the proposed programme aligned to the Institute’s strategy and are the strategic themes of entrepreneurship, sustainability and internationalisation embedded in the proposed programme as appropriate?

Condition(s):

 None.

4.4 Entry Requirements

Validation Criterion: Are the entry requirements for the proposed programme clear and appropriate?

Condition(s):

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Report of Validation Panel Page 5/9 Recommendation(s):

 None.

4.5 Access, Transfer and Progression

Validation Criterion: Does the proposed programme incorporate the procedures for access, transfer and progression that have been established by the NQAI and does it accommodate a variety of access and entry requirements?

Condition(s):

 None.

4.6 Standards and Outcomes

Validation Criterion: Does the proposed programme meet the required award standards for programmes at the proposed NFQ level (i.e. conform to QQI Award Standards)?

Overall Finding: For parent award? Yes For exit award? Yes

The awards standards requirements for programmes on the NFQ Framework can be found athttp://www.hetac.ie/publications_pol01.htm

Condition(s):

 None.

 Consider the terminology used to describe learning outcomes in Stage 1 and 2 to reflect their status as level 8 modules.

 Clarify Institute’s position on exit awards, in respect of students exiting at level 6 or level 7, when all modules are delivered at level 8.

4.7 Programme Structure

Validation Criterion: Is the programme structure logical and well designed and can the stated proposed programme outcomes in terms of employment skills and career opportunities be met by this programme?

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Report of Validation Panel Page 6/9 Overall Finding: Yes

Condition(s):

 None.

4.8 Teaching and Learning Strategies

Validation Criterion: Have appropriate teaching and learning strategies been provided for the proposed programme?

Condition(s):

 None.

 None

4.9 Assessment Strategies

Validation Criterion: Have appropriate programme assessment strategies been provided for the proposed programme (as outlined in the QQI/HETAC Assessment and Guidelines, 2009)?

Assessment strategies are required in line with HETAC’s Assessment and Standards and should form a substantial part of the documentation to be considered by the programme validation panel. See (HETAC (2009) Assessment and Standards, Section 4.6.1, page 33). Accordingly the assessment strategy should address the following (See (HETAC (2009) Assessment and Standards, Section 2.2.5, page 13) :

 Description and Rationale for the choice of assessment tasks, criteria and procedures. This should address fairness and consistency, specifically their validity, reliability and authenticity;

 Describe any special regulations;

 Regulate, build upon and integrate the module assessment strategies;

 Provide contingent strategy for cases where learners claim exemption from modules, including recognition of prior learning;

 Ensure the programme’s continuous assessment workload is appropriately balanced;  Relate to the teaching and learning strategy;

 Demonstrate how grading criteria will be developed to relate to the Institutional grading system.

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The Institute resource entitled Assessment and Learning: A Policy for Dundalk Institute of Technology (Nov 2010) ( https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology) should also be consulted.

Condition(s):

 None.

 Ensure consistency and clarity of re-assessment strategies to ensure module descriptors accurately describe re-assessment requirements.

 Clarify nature of assessments in module descriptors.

4.10Resource Requirements

Validation Criterion: Does the Institute possess the resources and facilities necessary to deliver the proposed programme?

Condition(s):

 None.

4.11Quality Assurance

Validation Criterion: Does the proposed programme demonstrate how the Institute’s quality assurance procedures have been applied and that

satisfactory procedures exist for the on-going monitoring and periodic review of programmes?

The Institute’s Quality Assurance Procedures are published in the Academic Quality Assurance Manual available at: https://www.dkit.ie/registrar/policies/academic-quality-manualand include approved procedures for the on-going monitoring and periodic review of Programmes.

Condition(s):

 Incorporate Special Regulations into Programme Schedules.

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4.12Programme Management

Validation Criterion: Are the programme management structures adequate?

The introduction of programme directors (including first-year convenors) has had a significant impact on the efficiency of and communication within the programme management structure. This should be retained into the future.

Condition(s):

 None.

 Provide glossary to define the roles of Stage Convenor, First Year Convenor and Programme Director.

5 Module-Level Findings

Condition(s):

 None.

 Re-consider the titles of the Mental Health modules to better reflect development of content over the programme.

 Module descriptors should more clearly reflect the philosophy of the programme, e.g. recovery and service user experiences.

 Module reading lists should be specific to the module content where appropriate.

5.1 Assessment Strategies

Validation Criterion: Have appropriate module assessment strategies been included in the proposed programme?

Overall Finding: Yes, subject to conditions and/or recommendation(s)

Condition(s):

 Clarify module assessment strategies for repeat assessment to apply consistent criteria for re-assessment of modules.

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Report of Validation Panel Page 9/9 Recommendation(s):  None.

5.2 Other Findings

Condition(s):  None. Recommendation(s):  None.

Validation Panel Report Approved By:

Signed:

__________________________________________ Dr. Michael Hall, Chairperson.

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School Response to Validation Panel Report Page 1/10

Response to the Report of the

Programme Validation Panel

Panel Visit: 12th_{June 2013}

Named Award: Bachelor of Science (Honours)

Programme Title(s): Bachelor of Science (Honours) in Psychiatric Nursing

Exit Awards: Bachelor of Science in Health Studies (Psychiatric Nursing) Higher Certificate in Science in Health Studies (Psychiatric Nursing)

Award Type: Honours Bachelor Degree

Award Class: Major

NFQ Level: 8

ECTS / ACCS Credits: 240, 180, 120

First Intake: September 2013

Panel Members

Dr. Michael Hall Chair Registrar, Tralee Institute of Technology

Dr. Louise Doyle Academic Head of Mental Health Nursing, Trinity

College Dublin (TCD)

Dr Suzanne Denieffe Academic Psychiatric Nursing, Waterford Institute of

Technology (WIT)

Dr Michael Shannon Industry Director, Nursing and Midwifery Services

Ms Tara Westby Graduate Sligo Institute of Technology

Ms. Ann Campbell Secretary to

Panel Registrar, Dundalk Institute of Technology(DkIT)

Programme Development Team

Dr. Edel Healy Mr Malachy Feely Ms Rose Daly

Mr Myles Hackett Ms Betty Meehan Ms Geraldine McDaid

Mr Alvin McEvoy Mr Mark Cunningham Mr Joe Treacy

Ms Patricia Finley Mr Kevin McKenna Ms Ailish McArdle

Ms Louise Wayenburg Dr John Dallat Ms Kathleen Rooney

Dr Gerry McTaggart Ms Audrey Donnelly Dr.Malachy Feely

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1 Introduction

The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Health and Science at Dundalk Institute of Technology to design the following programmes:

 Bachelor of Science (Honours) in Psychiatric Nursing  Bachelor of Science in Health Studies (Psychiatric Nursing)  Higher Certificate in Health Studies (Psychiatric Nursing)

The evaluators would like to thank the members of the development team for engaging generously and openly with the review process.

The report is divided into the following sections:  Background to Proposed Programme

 General Findings of the Validation Panel  Programme-Level Findings

 Module-Level Findings

2 Background to Proposed Programme

See programme submission for more detailed information.

3 General Findings of the Validation Panel

The panel would like to commend the programme development team for the quality and comprehensiveness of the documentation submitted. The engagement and commitment of the team was evident on the day of the validation panel and a high level of team work was evident.

Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following:

Bachelor of Science (Honours) in Psychiatric Nursing

Not Accredited

Bachelor of Science in Health Studies (Psychiatric Nursing)

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Not Accredited

Higher Certificate in Health Studies (Psychiatric Nursing)

Not Accredited

Note(s):

 Conditions and recommendations described for the parent award apply equally for the specified exit awards.

Approval is conditional on the submission of a revised programme document that takes account of the conditions and recommendations outlined below and a response document describing the actions of the Department to address the conditions and recommendations made by the programme validation panel. In this report, the term Condition is used to indicate an action or amendment which in the view of the validation panel must be undertaken prior to the commencement of the programme. Conditions are mandatory if the programme is to be approved. The term Recommendation indicates an item to which the Programme Board should give serious consideration for implementation at an early stage and which should be the subject of on-going monitoring.

4 Programme-Level Findings

This section of the report addresses the following programme level considerations:  Demand

 Award

 Institute strategy alignment  Entry requirements

 Access, transfer and progression  Standards and Outcomes

 Programme structure

 Teaching and Learning Strategies  Assessment Strategy

 Resource requirements  Quality Assurance.

4.1 Demand

Validation Criterion: Is there a convincing need for the programme and has evidence been provided to support it?

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School Response to Validation Panel Report Page 4/10 Condition(s):  None. Recommendation(s):  None.

4.2 Award

Validation Criterion: Is the level and type of the award appropriate?

Condition(s):

 None.

4.3 Institute Strategy Alignment

Validation Criterion: Is the proposed programme aligned to the Institute’s strategy and are the strategic themes of entrepreneurship, sustainability and internationalisation embedded in the proposed programme as appropriate?

Condition(s):

 None.

4.4 Entry Requirements

Validation Criterion: Are the entry requirements for the proposed programme clear and appropriate?

Condition(s):

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School Response to Validation Panel Report Page 5/10 Recommendation(s):

 None.

4.5 Access, Transfer and Progression

Validation Criterion: Does the proposed programme incorporate the procedures for access, transfer and progression that have been established by the NQAI and does it accommodate a variety of access and entry requirements?

Condition(s):

 None.

4.6 Standards and Outcomes

Validation Criterion: Does the proposed programme meet the required award standards for programmes at the proposed NFQ level (i.e. conform to QQI Award Standards)?

Overall Finding: For parent award? Yes For exit award? Yes

The awards standards requirements for programmes on the NFQ Framework can be found athttp://www.hetac.ie/publications_pol01.htm

Condition(s):

 None.

 Consider the terminology used to describe learning outcomes in Stage 1 and 2 to reflect their status as level 8 modules.

 Clarify Institute’s position on exit awards, in respect of students exiting at level 6 or level 7, when all modules are delivered at level 8.

School Response:

The Programme Board note the recommendations of the panel. We are of the opinion that these relate to Institute wide policy and shall raise it as a discussion point at the relevant Institute Fora.

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4.7 Programme Structure

Validation Criterion: Is the programme structure logical and well designed and can the stated proposed programme outcomes in terms of employment skills and career opportunities be met by this programme?

Condition(s):

 None.

4.8 Teaching and Learning Strategies

Validation Criterion: Have appropriate teaching and learning strategies been provided for the proposed programme?

Condition(s):

 None.

4.9 Assessment Strategies

Validation Criterion: Have appropriate programme assessment strategies been provided for the proposed programme (as outlined in the QQI/HETAC Assessment and Guidelines, 2009)?

Assessment strategies are required in line with HETAC’s Assessment and Standards and should form a substantial part of the documentation to be considered by the programme validation panel. See (HETAC (2009) Assessment and Standards, Section 4.6.1, page 33). Accordingly the assessment strategy should address the following (See (HETAC (2009) Assessment and Standards, Section 2.2.5, page 13) :

 Description and Rationale for the choice of assessment tasks, criteria and procedures. This should address fairness and consistency, specifically their validity, reliability and authenticity;

 Describe any special regulations;

 Regulate, build upon and integrate the module assessment strategies;

 Provide contingent strategy for cases where learners claim exemption from modules, including recognition of prior learning;

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 Ensure the programme’s continuous assessment workload is appropriately balanced;  Relate to the teaching and learning strategy;

 Demonstrate how grading criteria will be developed to relate to the Institutional grading system.

The Institute resource entitled Assessment and Learning: A Policy for Dundalk Institute of Technology (Nov 2010) ( https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology) should also be consulted.

Condition(s):

 None.

 Ensure consistency and clarity of re-assessment strategies to ensure module descriptors accurately describe re-assessment requirements.

All module descriptors shall be updated on AKARI to include the information indicated above. An example of a completed module with the required information is included in Appendix 1.

4.10Resource Requirements

Validation Criterion: Does the Institute possess the resources and facilities necessary to deliver the proposed programme?

Condition(s):

 None.

4.11Quality Assurance

Validation Criterion: Does the proposed programme demonstrate how the Institute’s quality assurance procedures have been applied and that

satisfactory procedures exist for the on-going monitoring and periodic review of programmes?

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Assurance Manual available at: https://www.dkit.ie/registrar/policies/academic-quality-manualand include approved procedures for the on-going monitoring and periodic review of Programmes.

Condition(s):

 Incorporate Special Regulations into Programme Schedules.

Special Regulations have been incorporated into the Programme Schedule (See Appendix 2).

 None.

4.12Programme Management

Validation Criterion: Are the programme management structures adequate?

The introduction of programme directors (including first-year convenors) has had a significant impact on the efficiency of and communication within the programme management structure. This should be retained into the future.

Condition(s):

 None.

 Provide glossary to define the roles of Stage Convenor, First Year Convenor and Programme Director.

This information is already included in the Programme documentation.

5 Module-Level Findings

Condition(s):

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School Response to Validation Panel Report Page 9/10 Recommendation(s):

 Re-consider the titles of the Mental Health modules to better reflect development of content over the programme.

This recommendation shall be considered by the Programme Board at its December 2013 meeting.

 Module descriptors should more clearly reflect the philosophy of the programme, e.g. recovery and service user experiences.

Module Descriptors shall be updated where required.

 Module reading lists should be specific to the module content where appropriate.

Module Descriptors shall be updated where required

5.1 Assessment Strategies

Validation Criterion: Have appropriate module assessment strategies been included in the proposed programme?

Overall Finding: Yes, subject to conditions and/or recommendation(s)

Condition(s):

 Clarify module assessment strategies for repeat assessment to apply consistent criteria for re-assessment of modules.

All module descriptors shall be updated on AKARI to include the information indicated above. An example of a completed module with the required information is included in Appendix 1.

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5.2 Other Findings

Condition(s):  None. Recommendation(s):  None.

Signed on behalf of the School

__________________________________________ Dr. Edel Healy,

Head of School of Health and Science.

Date: 2nd_{December 2013}

I confirm that the conditions and recommendations contained in the validation panel report have now been met and recommend this programme to the Academic Council at Dundalk Institute of Technology for ratification.

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moduleLearning to Learn

Page 1 of 4

Learning to Learn

Module Details

Short Title: Learning to Learn DRAFT

Full Title: Learning to Learn

Language of Instruction: English

Module Code: n/a ECTS Credits: 5

NFQ Level: 7

Valid From: Semester 1 - 2013/14 ( September 2013 )

Module Coordinator: Myles Hackett

Module Author: Ann Reynolds

Description: This module will support students to develop the necessary knowledge and skills to study effectively and become independent learners in a third level educational environment. The module will also equip students with the practical skills in researching and writing academic assignments essential to personal and professional development. The module is presented in four units of study as follows: Unit 1: Information Skills. Unit 2: Academic Writing Skills. Unit 3: Study and Learning Skills. Unit 4: Introduction to Research.

Learning Outcomes:

On successful completion of this module the learner should be able to

Identify, access, search, retrieve and evaluate information from reliable sources pertinent to the practice of nursing /

1.

midwifery.

Apply the fundamental skills of academic writing to show: clarity of ideas, evidence based knowledge and evaluation of

2.

subject matter.

Apply the knowledge of academic integrity through the appropriate use of citation and referencing.

3.

Recognise the importance of research to practice.

4. Appendix 1

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Page 2 of 4

Module Content & Assessment

Indicative Content

Unit 1 Information Skills

Introduction to the Library’s Information Services: Analysing the information landscape in your discipline. Devising and implementing search and retrieval strategies. Critically and systematically evaluate, manage and use information resources. Using technology to support learning (e.g. Moodle, IT skills, file storage, printing, and email); understand source citation and presenting and communicating information e.g. use of reference management software, VLE etc.

Unit 2 Academic Writing Skills

Assignment submission policy. Scholarly writing (writing styles, planning your work; starting to write; developing your writing). Presentation. Academic language. Structure. Referencing. Academic Integrity (DkIT policy) & avoiding plagiarism.

Unit 3 Study and Learning Skills

Development of individual learning styles. Learning at third level (teaching methods/styles e.g. lectures, labs, tutorials; learning outcomes, assessment approaches, GPA, ECTS). Models of learning and application of learning theory. Learning strategies (factors for effective learning; active learning; reflective learning). Effective reading skills (planning your reading, active reading, skimming). Effective note-making (summarising material, mind-mapping). Creative thinking, critical thinking, and problem-solving. Effective time management and balancing college work and life. Organisation skills (planning, prioritising, procrastination). Team work (groupwork techniques) and creativity. Examination technique.

Unit 4 Introduction to Research

Sources of knowledge. The concept of evidence based practice. The value and significance of research to nursing practice. An

introduction to reading research articles i.e. familiarising student to the different parts of a research article. Differentiation between opinion articles and research publications (qualitative and quantitative). Sources of quality research (databases).

Assessment Breakdown %

Course Work 100.00%

Course Work

Type Description Outcome

addressed % oftotal AssessmentDate

Performance

Evaluation The student will demonstrate the ability to locate and access severalpieces of quality academic sources and reference them using the Harvard Referencing System. Must be passed independently.

1,3 10.00 Week 5 Continuous

Assessment The continuous assessment component will normally consist of theproduction of an academic assignment. Must be passed independently. 1,2,3,4 90.00 n/a No End of Module Formal Examination

Reassessment Requirement No repeat examination

Reassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.

Description

Reassessment of this module will consist of a continuous assessment and performance evaluation. Both elements must be passed independently in order to pass the module.

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Page 3 of 4

Module Workload & Resources

Workload Full Time

Type Description Hours Frequency Average Weekly

Learner Workload

Lecture Introduction to research. This module is delivered

over 10 weeks. 1.00 Every Week 1.00 Lecture Academic Writing Skills and Study and Learning

Skills. This module is delivered over 10 weeks. 3.00 Every Week 3.00 Directed Reading No Description 26.00 Once per

semester 1.73 Independent Study No Description 53.00 Once per

semester 3.53 Total Weekly Learner Workload 9.27 Total Weekly Contact Hours 4.00

This course has no Part Time workload. Resources

Recommended Book Resources

Maslin-Prothero, S. eds. 2010, Bailiere’s Study Skills for Nurses and Midwives, 4th Ed., Bailliere Tindall Edinburgh

Melnyk, B.M. and Fineout-Overholt, E. 2010, Evidence-Based Practice in Nursing & Healthcare: A Guide to Best Practice, 2nd Ed., Lippincott Williams & Wilkins. Philadelphia

Moore, S., Neville, C., Murphy, M. and Connolly, C. 2010, The Ultimate Study Skills Handbook., Open University Press. Maidenhead.

Polit, D.F. and Beck, C.T. 2009, Essentials of Nursing Research. Appraising Evidence for Nursing Practice, 7th Ed., Lippincott Williams & Wilkins. Philadelphia

Other Resources

website: Dundalk Institute of Technology library 2013, research engine, Dundalk IT, Dundalk https://www.dkit.ie/library/using-library/search

website: CELT 2013, Teaching and Learning resources, DkIT, Dundalk https://www.dkit.ie/celt

website: Support for Learning, DkITn/a http://www.dkit.ie/library/support/support-learning website: Critical thinking and reflection

http://learnhigher.ac.uk/Students/Critical-thinking-and-reflection.html website: Creative thinking

Creative Thinking Palgrave https://www.dkit.ie/sldc/resources website: Groupwork

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