The Foundation Degree in Health Informatics

During 2009-10 this Foundation Degree programme is being delivered at the Warrington Campus, and the Chester Campus subject to demand.

Graduates from this two-year part-time Foundation Degree programme (view modules) may progress to the BSc (Honours) in Health Informatics (view Programme guide) and gain their honours degree after a further 2 year of part-time study.

Introduction

This aim of this guide is to provide prospective students (and their managers) with relevant information prior to embarking on the Foundation Degree in Health Informatics at the University of Chester.

This award is designed for health care employees (and persons aspiring to a career in the health care industry). It aims to improve work-place performance, enhance career prospects, and offer seamless progression to honours degree and beyond for those who wish it. It is suitable for people in a variety of job roles - clinical, technical, research-related, patient care, social care, administration and management.

On successful completion of the 2 year programme, you receive a Foundation Science Degree (FDSc) in Health Informatics. The work-focused Foundation Degree is a new, nationally recognised and valued qualification. It is strongly supported by government, employer organisations and employers.

Those who do not want to commit themselves to the full programme may enrol for single modules, as a method of Continuing Professional Development.

Mode of delivery

The blended learning method of study and assessment provides flexibility - minimising disturbance of workplace commitments, reducing the need to travel, and helping you to balance study, work and other responsibilities. The combination of online delivery supplemented by face to face session, means that attendance at University is once every 4 weeks from 1 pm to 7 pm for trimesters 1 and 2 (16 weeks). In trimester 3 the tutor visits the work place.

It is a requirement of the programme that every student has access to a computer which has an Internet connection. The University's virtual learning environment (IBIS) provides facilities to view learning materials and collaborate with fellow students and tutors:

E-mail. Each student has a university e-mail address which they use for communication with tutors, work-place facilitator and fellow students. This is most appropriate for one-to-one communication, particularly where the topic is confidential.

Discussion Boards. These are used extensively for students to:

  • Post deliverables from learning activities and self assessment of the activity, and receive feedback from tutors and fellow students
  • Make comments and give advice to fellow students
  • Engage in programme-relevant discussion on issues and shared experiences

Web-based learning materials. The student is able to access the module schedule, weekly study guides, PowerPoint lecture notes, briefings and materials for directed and independent study activities.

Online Register. IBIS logs the student's 'virtual attendance' - use of learning materials and postings to discussion boards. This online register alerts the tutor if it appears that a student has not accessed the materials or engaged with learning activities and thus the student can be offered help and support.

Face-to-face sessions. A sixteen-week study block normally includes 4 face-to-face sessions. The student should make every effort to attend because they are specifically to tackle aspects of study that can be done more satisfactorily face-to-face than on-line. Typically, the sessions will be run in weeks 1, 5, 9 and 13, using week 1 to introduce the module content and to encourage tutor group cohesion, week 5 as an assessment workshop, week 9 to include assessment feedback, and week 13 to undertake group work and for the delivery of student presentations where appropriate.

Socialisation. Students are encouraged to participate in formal and informal discussion and on-line 'cafe culture chats' with fellow students. For part-time students this provides an important element of student experience - meetings over coffee and lunch breaks - traditionally only available to full-time students. It is also a mechanism by which student representatives can obtain input from their fellow students.

Best Practice. The Programme Team believes that blended learning in a friendly, relaxed but purposeful environment overcomes the isolation experienced by many part-time students, and gives the student a sense of identity with the course and their fellow students, all of which enhances the learning experience and enjoyment of the course.

Context and Programme Development

The Foundation Degree in Health Informatics is based upon a range of national standards which include:

  • National Occupational Standards
  • Knowledge and skills framework
  • Job evaluation handbook (DoH)
  • NHSIA 2003 Health Informatics Competency Profile
  • Learning to Manage Health Information
  • NHS Professional Awards in IM&T (Health)
  • UK-CHIP Professional standards

For further information on these standards, please visit: www.connectingforhealth.nhs.uk and www.ukchip.org.uk"

The degree was designed, with the extensive involvement of Strategic Health Authorities, Health Service Trusts and other health care organisations, as a collaborative effort by two institutions:

  • the University of Central Lancashire (UCLAN)
  • the University of Chester (UC)
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The Programme at the University of Chester

The Foundation Degree in Health Informatics programme is delivered by the CSIS Department, part of the School of Applied and Health Sciences, at the Chester campus and at the Warrington campus. The Chester campus is close to the centre of the historic city of Chester, while the Warrington campus is set in parkland a short way from Warrington town centre, where it benefits from easy road access and parking.

The friendliness and enthusiasm of the staff members and students within the CSIS Department create a stimulating learning and working environment. The Department has well-equipped teaching laboratories equipped with interactive whiteboards. There are ample workstations in open-access areas and other resources, all available for student use in the evenings and at weekends, as well as during week days.

IBIS (the University's Intranet-based virtual learning environment) is a key resource throughout the study of this programme. It is used to view study guides and other learning material, as an access point to library and external information sources, and for communication by email and electronic discussion boards with your tutors and fellow students. Registered students with an Internet connection can access all the facilities of IBIS from off-campus.

Students may use the University's excellent library facilities on both campuses. Of particular interest to health informatics students is the large collection of electronic books which can be accessed and read from off-campus. As well as physical resources, the libraries provide assistance with various study skills, information retrieval and technical support. Many of these services are available on-line.

Aims of the Programme

On completion of the programme, the student will be able to:

  1. Practise a range of informatics skills appropriate to their work role.
  2. Employ informatics for problem-solving in relation to work-place issues.
  3. Evaluate current informatics practice and devise appropriate innovation and improvement to enable better patient care.
  4. Communicate with information specialists within their organisation.
  5. Think proactively and constructively about current informatics issues and organisational and national strategies for improving effectiveness and efficiency of health care.
  6. Understand the ethical, legal and security implications of informatics in health care.
  7. Continuously update their skills and develop a professional and personal interest in the use of health informatics.
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Work Based Learning

Work Based Learning, a key element of the Foundation Degree programme provides opportunities for you to relate work-place experience to concepts and principles, to put informatics techniques and technologies into practice, and to develop a wider appreciation of health informatics. Reflecting on the work-place and its context facilitates the development of analytical skills and a capacity to "think outside the box". It enhances your ability to apply transferable skills to meet new challenges within your work role and career.

It is anticipated that most students on the Foundation Degree in Health Informatics will have opportunities for Work Based Learning through their current employment, involving activities related to their current job role, or in a wider context. Students are encouraged to gain employer support and must identify a Work Place Facilitator within the workplace who will support your learning in the workplace, giving guidance and support.

The Link Tutor, a designated member of the Programme Team, will support Work Place Facilitators with respect to student job roles, their access to informatics applications, workplace software and hardware, and their organisation's policies, practices and governance relating to health informatics.

The University will assist if you do not have full-time or part-time employment, or if your employment does not have appropriate heath informatics opportunities.

Admission Requirements

The Foundation Degree is suitable for students from a range of backgrounds, not only those with qualifications normally required for entry onto a degree programme. It is an important part of the "lifelong learning" concept that helps people to develop study skills and gain qualifications. At the University of Chester we recognise that employment, domestic and financial commitments make it difficult for some people to undertake a degree course, while others have disabilities or additional requirements. The design of the programme and the University’s outstanding learning support and student services organisations minimise barriers to achievement.

Recent and relevant qualifications or evidence of experience might entitle advanced standing or academic credit by seeking Accreditation of Prior Learning (APL) or Accreditation of Prior Experiential Learning (APEL), preferably at the time of your application.

Applications for part-time study should be made directly to the University of Chester. The Application Form is available online. A written personal statement, which will be used to make an initial assessment of your skills and any learning support needs is requested. As work-based learning is an integral part of the programme, consideration of the suitability of current employment will be a priority in the admission process.

The European Computer Driving Licence (ECDL) or equivalent skills are mandatory. The University of Chester offers training and assessment for ECDL.

Applicants whose first language is not English must have English proficiency certification before starting the programme. Typically, this would be:

  • TOEFL at 550 points or above
  • ELTS 6.0 overall with no less than 5.5 in each band

For further information, please ring Linda Rayner, the Programme Leader on 01244 513 106 or e-mail l.rayner@chester.ac.uk.

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Programme Structure

The Foundation Degree programme is modular and conforms to the nationally recognised credit structure adopted across the university sector. The modules are rated at 20 credits, which correspond to about 200 hours of study. As a part time student you normally study 2 modules (20 credits) at a time over 16 weeks, or 1 double module (40 credits) at a time over 16 weeks.

A typical pattern of study for the Foundation Degree is:

Level 4 (Year 1) Level 5 (Year 2)
CO4601 CO4603 CO4605 CO5601 CO5603 CO5605
CO4602 CO4604 CO5602 CO5604

The module titles are:

  • CO4601 - Individuals, organisations and information
  • CO4602 - Professional skills for health informatics
  • CO4603 - Health Informatics Systems
  • CO4604 - Informatics for effective communication
  • CO4605 - Informatics in the Workplace (40 credits)
  • CO5601 - Issues, policies and priorities in health informatics
  • CO5602 - Informatics in the management of uncertainty and risk
  • CO5603 - Capture and management of data
  • CO5604 - Electronic networks and telemedicine
  • CO5605 - Implementation Project (40 credits)

The foundation degree programme comprises 2 levels of study and attainment – designated level 4 and level 5. At each level, you must gain 120 credits - that is 240 credits in total for the degree. Students who have completed level 4 and decide not to continue their studies to level 5 receive a Certificate in Higher Education.

Level 4

The first priority is to ensure a smooth entry into degree level study. Those who are new to higher education, or have not studied for some time, will benefit from the way this course is designed and the University of Chester's impressive learning support services.

There is a strong vocational emphasis to your studies. You develop practical skills, use software tools, learn and apply sound techniques whilst understanding key concepts and principles.

However, you also develop the skills that will make you a good employee and scholar, which means effective and efficient sourcing and evaluation of information, presenting a rational argument, communicating with colleagues and others, and working effectively as an individual and in a team.

Predominately learning is tutor designed and guided, but with scope for individual and group initiative.

Level 5

The vocational element of your studies focuses on extending your understanding and skill with technology in a health care context. You use more advanced features of software tools, work with more complex structures, begin to develop mastery of sophisticated methods and concepts, and learn to manage uncertainty and risk.

You develop important cognitive and professional skills, including modelling, analysis, creativity and innovation, design, testing, and evaluation.

Finally, you undertake reflection on career development and preparation for level 6 (Honours Degree) study.

At level 5, learning is a collaborative partnership between tutor and student. You are expected to audit your own performance and adopt appropriate learning strategies.

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Useful Information

How do I study?

It is recognised that many students embarking on this programme will be new to higher education or returning to study after a long absence. The induction programme is, therefore, carefully thought-out so that, as well as introducing you to the University's resources and services, it includes guidance on:

  • Developing your study skills
  • Gaining maximum benefit from work-based learning
  • How to use the University's on-line learning system (IBIS)
  • Working in an on-line community of tutors and students
  • Who to go to for help and support

The Foundation Degree seeks to develop:

  1. Knowledge and Understanding: hardware, networks and communications, software, roles and responsibilities within organisations, information governance, organisational and national strategies and protocols, concepts such as the system lifecycle.
  2. Informatics-related vocational/practical skills: operating computer equipment, using software tools, effective work as an individual and in a team, risk assessment.
  3. Informatics-related cognitive abilities and skills: modelling, analysis, creativity and innovation, evaluation and testing, understanding methods and tools, reflection, communication, professionalism.
  4. Transferable and Key Skills: Communication, Application of Number, Use of Information Technology, Problem Solving, Improving Personal Performance, Teamwork.

These are achieved by a combination of:

  • Formal lectures and briefings
  • Practical and workshop sessions
  • Individual and group tutorials
  • Student-led presentations, seminars, and group discussion
  • Directed and independent study
  • Work based activities and reflection
  • Work-focused activity, including projects, problem solving and case study analysis
  • Student-centred academic and work-related research.

Each 20-credit module has an allocation of 200 notional learning hours made up as follows:

  • Contact and Directed Study hours: 96
  • Independent Study hours: 24
  • Work Based Learning hours: 80

The contact and directed study hours are scheduled according to the requirements of each module. Part of your skills' development is to ensure that you recognise and fulfil responsibilities for your own learning and these include attendance. Where you have to be absent for face-to-face sessions, on grounds of sickness or other exceptional circumstances, you must advise the tutor in advance.

Web-based learning materials, email and on-line discussion boards mean that directed and independent study can be done anytime and anywhere that you have access to the Internet, and you can communicate easily with tutors and fellow students.

IBIS, the University's VLE (virtual learning environment), logs your use of learning materials and postings to discussion boards. Your tutor is alerted if it appears that you are slipping behind with your studies and can thus offer help and support. You are encouraged to participate in formal and informal progress reporting and indulge in on-line 'cafe culture' chats with tutors and fellow students. We believe that a friendly, relaxed but purposeful environment overcomes the isolation experienced by many part-time students, and gives you a sense of identity with the course and your fellow students, all of which enhances the learning experience and enjoyment of the course.

A vital part of this programme is the learning that takes place in the work-place by means of "reflection". You are regularly invited to identify incidents, behaviours and situations that relate to, or offer opportunities to utilise, the aspect of health informatics currently under consideration. Some of these 'scenarios' may arise naturally from your work role. Others will be present in your organisation and can be identified with the help of your Work Place Facilitator. It may be that a fellow student can offer parallel or distinct experiences. Occasionally it will be necessary for the tutor to intervene to provide a case study. You will gather information about the scenario, undertake analysis and evaluation of the key features, describe and explain the health informatics connections, and often devise an action plan for innovation or improvement. Arising from this activity will be an entry in your Learning and Reflective Log. This Log is a component in the electronic Progress File, My ePortfolio - that each student has within IBIS and which you discuss periodically with your Personal Academic Tutor. Log entries may be used as items of evidence in assessment in certain modules.

The value of reflection cannot be overstated. The concept of a 'reflective practitioner' is a key factor in continuous quality enhancement cultures. It can provide immediate benefits to working practices and longer term benefits to both the organisation and the individual's professional development.

How am I Assessed?

The Assessment Strategy is designed to:

  • Initially, provide appropriate and non-threatening assessment for those who would not normally access higher education.
  • Utilise assessment methods consistent with those used to measure performance in the work-place, encompassing outcomes and processes.
  • Prepare students for level 6 higher education assessment which normally involves essay-writing, examinations and projects.

Assessment and reassessment methods are detailed in the module outlines. There are clear assessment criteria and a marking scheme for every assessment. Marking schemes identify levels of performance against specific learning outcomes. They indicate how the final mark will be derived, and are designed to facilitate constructive feedback from the tutor.

What if I need Support and Guidance?

Your points of academic contact are the Module Tutors and Programme Leader. If you need technical support or have administrative queries, you will find the CSIS Department's User Support Technician and Support Staff very helpful.

Each student has a Work Place Facilitator, whose role is to support learning in the workplace, with the assistance of the Link Tutor.

You are assigned a Personal Academic Tutor (PAT) to provide support and guidance for the duration of your time on the programme. You will meet your PAT regularly to discuss your progress and any issues.

Your academic achievements are automatically recorded in your computerised Progress File by central administration. You are invited to add your own information and comments and discuss the file with your PAT. The Progress File is the source of information from which your PAT prepares references for employment.

The University of Chester has a particularly strong learning support infrastructure. This includes study skills tutors, disability and additional needs specialists, finance and welfare advisors, counsellors, etc.

Criminal Records Bureau Disclosures

The establishment of the Criminal Records Bureau (CRB) has improved access, for recruiters, to information about people who will be working with children or vulnerable adults. CRB collates information from a number of sources such as the Police, the Department of Health and DfES, to provide institutions with information about the suitability of those seeking to train or work in positions of trust. Forms are available from the Institutional Compliance Officer; in most cases an application fee is charged, for which you are liable. A copy of the disclosure will be sent to the University and yourself. You will need to retain your copy to show your tutor or placement organiser if requested to do so.

Programmes and modules of Study

Certain programmes of study at University of Chester involve placements that necessitate your working with children or vulnerable people (e.g. the prison service, social services, patients in hospital, or schools). If you are registered on a programme of this type or you are required to undertake work with the vulnerable as part of your studies you must apply for an Enhanced Disclosure of criminal records. Some programmes do include elective modules that may involve working with vulnerable people. If you choose a module that is validated thus, you will need to undergo either a Standard or Enhanced Disclosure. Further details are available from your programme leader, module tutor or the Institutional Compliance Officer.

Experiential, Work Based Learning or Student Volunteering

If you undertake either Experiential or Work Based Learning or you wish to partake in a student-volunteering placement involving working with the vulnerable you will also be required to apply for an enhanced disclosure. The relevant department will inform you whether it is necessary for you to apply.

How Do I Apply for Disclosure

Further information on applying for a disclosure and the CRB and disclosure service is available on IBIS or from the Institutional Compliance Officer.

Institutional Compliance Officer: Rob Dawson - Email: r.dawson@chester.ac.uk