Teaching and assessment
Teaching and Learning Strategy – how do we promote student learning?
This course aims to apply academic rigour and excellence in a vocational setting within the NHS EPRR field. Students will develop skills for independent and critical thinking, effective communication, problem solving and reflective practices. With a vocational approach, this course provides a targeted curriculum delivered by current industry experts and academic staff, through various teaching modes. Students will gain robust knowledge and skills for a wide range of EPRR environments, alongside the development of both academic and professional competencies.
Approach
Emergency Preparedness, Resilience and Response for Healthcare will deliver content using a variety of teaching modes, enabling students to gain a deep understanding of the EPRR environment, through synchronously delivered theory, exposure to vocational practices and authentic field-based workshops.
The course content was conceptualised, designed and executed by current EPRR NHS experts alongside University of Kent staff and is fully aligned with the Skills for Justice/Health National Occupational Standards for Civil Contingencies (NOS) Framework and the NHS Minimum Occupational Standards (MOS). Students will be taught by the same NHS EPRR Leaders and be provided access to real life Health EPRR practice via NHS Training events and exercises.
Through the CPD (stage 1) module essential knowledge, skill and practice are taught. The following year, however, focuses the student’s attention towards the application of theory and reflective practice through a workplace independent research project.
Our authentic assessment approach means that students will be prepared to apply intellectual content in a real EPPR context from an informed perspective in a professional manner, either independently or within a team structure. They will be able to reflect on current practices and/or legal investigations through an applied work-place research project in their final module of the PGCert, with the application of academic rigour to a real life EPRR question.
All lecture content (where possible) is recorded with automatic captioning to improve accessibility and is placed on our virtual learning environment (see Kent Inclusive Practices) alongside other important resources such as module and assessment guides, lecture slides, workshop worksheets, discussion forums, guided reading and feedback forms.
Students are encouraged to demonstrate their knowledge and skills in authentic learning situations, via workplace interactions, attending NHS EPRR training exercises, designing and creating EPRR training workshops, case studies and reflective research, and supporting each other's learning through peer review and peer marking processes.
Assessment and Feedback Strategy – how do we measure student learning?
This EPRR in Healthcare course will challenge students to demonstrate their course learning outcomes through a series of authentic, innovative, varied and intellectually progressive assessments with a real-world application, whilst enhancing learning, expertise, and professional attributes, enabling students to operate in an EPRR environment.
Assessments will be accessible and inclusive for a wide range of students. Students will be provided timely and constructive feedback in various forms and be trained in how to best exploit it.
Approach
A range of assessment types will be used throughout the course to complement the needs of the subject area and to support the development of knowledge, professional skills, and employability opportunities.
Students will undergo a varied authentic assessment pattern across the course, ensuring they are adaptable and continuously strengthen a strong sense of integrity and objectivity in all the work they produce. This is especially important given the investigative and legislative aspects of EPRR.
Correspondingly, students will be trained and assessed upon their ability to communicate with a multitude of audiences, including fellow practitioners, multi-agency communication, formal inquiry panels and even in pedagogical settings. The authentic assessments used to achieve this may include competency in practical techniques, case notes and critically reflective studies, oral presentations and workshops and workplace research projects.
These will give students the chance to self-assess and reflect on their practice and knowledge. Peer reviewed processes will also be used during assessments to encourage students to critically compare their work with others, to engage with marking criteria, and to create awareness of the importance of feedback. The course adopts a structured feedback and feedforward system, which enables students to act on the advice and recommendations in future assessment opportunities.
The calendar of students’ assessment deadlines in each module and stage will be carefully managed by the School of Natural Sciences and NHS to ensure students can engage with each assessment to the best of their abilities. Deadlines will also be structured to ensure students are provided timely and constructive feedback to permit personal reflection and development ahead of the next assessment.
Students will be provided clear marking criteria in advance of their assessments, detailing academic expectations for each grade classification, which will then be used by markers to ensure consistency of marking is upheld. Student’s work will also undergo moderation as per guidance set out in Annex 6 of the Credit Framework.
Study support
Support for our students within the School of Natural Sciences and the NHS, is key to their success. Within the course students will be supported by a structured programme of professional skills development, individualised support from both an academic adviser, an NHS Practitioner and a dedicated professional and pastoral support system. This combination ensures that each member of our diverse student cohort can access excellent academic and personal support to maximise success during their studies.
Approach
Upon arrival, students are engaged with a Welcome programme that provides key information on support, student success and expectations. During this programme students meet with their Academic Adviser, whose role is to provide consistent and individual support and feedback. Students will also meet their academic advisor on a structured termly basis to provide personalised guidance and feedback on their studies, personal development and career aspirations.
Guidance for students in advance of each meeting are provided on dedicated Moodle pages. Academic colleagues are supported with guidelines for content and discussion points for each meeting so that specific challenges, milestones or thresholds faced by students at that point of their course can be discussed.
The University provides a structured programme of skills development and wider academic support, tailored to student stage and subject-specific needs. It provides support in key themes - including wellbeing and resilience, time management and study skills, revision and exam preparation, and employability – drawing on expertise across the university (e.g. Student Advisory Service, Student Support and Wellbeing, Careers and Employability) and enhances the visibility of these support services to students. The programme aligns with academic advising meetings, so that there is a holistic approach that combines consistent academic support and development for the whole student cohort with individualised support for each student.
In addition to the course-specific support that has been articulated, students will be able to receive additional support (e.g. non-specialist welfare support, Support to Study, Student Success) through the Engagement Support Teams in the Division, the University wide Student Learning Advisory Service and NHS practitioners. Specialist Support for disabled students and students experiencing mental health difficulties is available from the central Student Support and Wellbeing Service.
