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Health Science

Course overview

(FdSc) Foundation Degree of Science
Health Science
University of Essex
University of Essex
Health and Social Care (School of)
Southend Campus
Foundation Degree

External Examiners

Ms Sharon Amphlett
Senior Lecturer - Faculty of Health & Society

External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment. External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course. They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards. External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.

eNROL, the module enrolment system, is now open until Monday 21 October 2019 8:59AM, for students wishing to make changes to their module options.


Core You must take this module You must pass this module. No failure can be permitted.
Core with Options You can choose which module to study
Compulsory You must take this module There may be limited opportunities to continue on the course/be eligible for the degree if you fail.
Compulsory with Options You can choose which module to study
Optional You can choose which module to study

Year 1 - 2019/20

Component Number Module Code Module Title Status Credits
01 HS700-4-AU Study and Lifelong Learning Core 15
02 HS701-4-AU Biopsychosocial Science Core 15
03 HS703-4-SP Health, Illness and Disease Core 15
04 HS702-4-SP Patient Safety Core 15
05 HS704-4-SU Long term conditions Core 30
06 HS705-4-FY Skills 1 Portfolio Core 30

Year 2 - 2020/21

Component Number Module Code Module Title Status Credits
01 HS602-5-AU Developing Critical Appraisal Skills Core 30
02 HS722-5-AU Law and Ethics Core 15
03 HS706-5-SP Delivering Public Health Core 15
04 HS707-5-SU Acute Interventions and Rehabilitation Core 30
05 HS708-5-FY Skills 2 Portfolio Core 30

Exit awards

A module is given one of the following statuses: 'core' – meaning it must be taken and passed; 'compulsory' – meaning it must be taken; or 'optional' – meaning that students can choose the module from a designated list. The rules of assessment may allow for limited condonement of fails in 'compulsory' or 'optional' modules, but 'core' modules cannot be failed. The status of the module may be different in any exit awards which are available for the course. Exam Boards will consider students' eligibility for an exit award if they fail the main award or do not complete their studies.

Programme aims

The overriding aims of the curriculum are to establish systems and processes to develop the skills and knowledge that employers need to fulfil the role of the Assistant Practitioner and to provide an educational framework to enable career progression.

The objectives are to:

Widen access to accredited programmes for existing NHS staff and new recruits to enable them to fulfil the role of Associate Practitioner safely and competently

Create flexible, inter-professional learning pathways to bridge the skill gaps of the NHS workforce while meeting the learning needs and aspirations of individuals

Develop and sustain personal effectiveness by developing self-awareness, confidence and autonomy

Maximise and formalise practice-based learning opportunities and expertise

Involvement of employers in the delivery, assessment and monitoring within the workplace

Learning outcomes and learning, teaching and assessment methods

On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:

A: Knowledge and understanding

A1 An understanding of the complex nature of health care delivery, including the socioeconomic, political, legal and ethical influences
A2 An understanding of the theories, principles and concepts underpinning current professional activity
A3 An understanding of the political, cultural and professional issues that hinder and facilitate team work
A4 An understanding of the concept of risk and safety culture and the system of clinical governance as a quality system
A5 Understanding of research methods and research evidence pertinent to area of clinical practice
Learning Methods: A1-A5 Face to face teaching to introduce material in a structured manner with opportunity for class discussion

On-line learning of new material and on-line exercise to test understanding Individual assignment peer review, and group work, utilising inquiry based approaches.

A4 is further supported by directed personal reflection on personal experience of mentorship relationships and through tutorial support and supervision.

A5 is achieved through group work, presentations and critical appraisal of research literature.

Assessment Methods: A1, 3, 4 & 5 are assessed by course work. A2 is assessed by MCQ, Short Answer Test and OSCE

B: Intellectual and cognitive skills

B1 Analyse professional practice/education/health care issues, informed by current development
B2 Use a range of skills, techniques, approaches and materials relevant to health care practice/education/management, informed by current thinking and policy, the profession's evolving evidence base and developments.
B3 Deal with complex ethical and professional issues, making informed judgements on matters that are explicitly addressed within existing codes, standards and protocols.
B4 Develop creative responses to problems and issues
B5 Practice in ways that draw on reflection of practice and responsibilities
Learning Methods: B1-B5 is achieved through a combination of group and individual activities.

Face to face teaching and Web CT are used to introduce new material and explore within a group setting and online discussion.

Web CT which provides structured learning at the students own pace enables the student to deepen and strengthen this learning through enquiry based learning

Assessment Methods: B1-B5 is assessed by course work, MCQ, written tests, OSCE, and a critical appraisal of literature.

C: Practical skills

C1 Perform their role safety and competently with minimum supervision
C2 Demonstrate co-ordinated performance, and be confident in the delivery of care
C3 Take a leadership role in care delivery and within a specific team context
Learning Methods: C1-C3 are achieved through on-line problem based learning, practical demonstration, role-play, course work, OSCE and Short Answer Tests.
Assessment Methods: C1-C2 are assessed by OSCE, C1 to C3 are also assessed by work-based assessment.

D: Key skills

D1 Able to write clearly and effectively and effectively present information verbally
D2 i) Use the Internet, ii) access data via library, health websites, Trusts, and iii) use audio-visual presentation tools and techniques
D3 Interpret and report : calculate fluid intake and output, awareness of drug calculations
D4 Identify problems emerging from theory and practice
D5 Motivate and work within a team context, demonstrate an awareness of personal limitations and scope of practice, and take responsibility for ones own work
D6 Able to respond appropriately and effectively to feedback from staff supervision and guidance, able to plan work so it is submitted complete and on time and able to improve own performance Demonstrate an aptitude for continuing to advance knowledge, understanding and skills in line with identified learning need
Learning Methods: D1-D4 and D6 are achieved through on-line problem based learning, course work, OSCE and Short Answer Tests.

D5 is developed through practice based learning

Assessment Methods: D1-D4 and D6 are assessed by on-line assessment, course work, OSCE and Short Answer Tests.

D5 is assessed by work-based assessment


The University makes every effort to ensure that this information on its programme specification is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements, industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to courses may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications.

The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.

Should you have any questions about programme specifications, please contact Course Records, Quality and Academic Development; email: