Component

Type of assessment

Question to be answered

1

Patient/Family Information Leaflet.

30% of module mark.

Develop a patient/family information leaflet which will give them information on the palliative care approach and how this reduces suffering and promotes quality of life for the patient and family.

2

A 2,800 word written case report.

70% of module mark.

Using either your own or one of the case studies provided by the module team identify the physical, psychological, social or spiritual issues the patient may be experiencing and the impact it may have on them. Focus on one of the issues experienced by this patient and discuss current best practice in the assessment and management of this.

Formative assessment

Summative assessment

This involves ongoing engagement in module-related learning activities –the feedback received aids learning by helping students to understand and address current levels of knowledge/ understanding/ skill.

Formative assessment also provides information to staff about student experience, and where there may be a need to focus teaching efforts to support and enhance student performance.

This involves the completion/submission of work that is marked/graded – the results of these generate credit which contribute towards some type of award.

Formative Assessment Activity

Weeks of study

Explanation/Guidance

Expected Timing of Feedback

Facilitated discussions (either in class or on-line)

All

Intended to provide opportunities to check understanding and to request clarification of points.

Ongoing

Group and individual activities (either in class or on-line)

All

As above, but also intended to encourage exploration of some of the issues which will be the subjects of the written assignments.

Ongoing

Summative Assessment Activity (including assignment title/question, where appropriate)

Deadline* for Submission (Date)

Deadline* for Submission (Time)

Mode of submission

Expected timing of feedback

Component 1: Patient/Family Information Leaflet

(30% of module mark)

First diet

10-03-25

9am

On-line

4pm:

04-04-25

Second diet

27-06-25

9am

On-line

4pm:

18-07-25

Third diet

TBC: T1 AY 2025-26

9am

On-line

TBC

Summative Assessment Activity (including assignment title/question, where appropriate)

Deadline* for Submission (Date)

Deadline* for Submission (Time)

Mode of submission

Expected timing of feedback

Component 2:

Case study: discuss best practice in the assessment and management of one issue experienced by the patient.

(70% of module mark)

First diet

18-04-25

9am

On-line

07-05-24

Second diet

27-06-25

9am

On-line

4pm:

18-07-25

Third diet

TBC: T1 AY 2025-26

9am

On-line

TBC

Learning outcome

Summative Assessments

Patient/Family

Information

Leaflet

Case Study of One Patient Issue

1

Apply the key principles and theories of palliative care to the whole person support of people with advanced life limiting illness and their family.

Yes

2

Evaluate the challenges in providing effective and efficient palliative care from international, national and local perspectives.

Yes

3

Determine and evaluate the biopsychosocial factors that are experienced by the person with advanced illness and their family and how these influence the delivery of a multi-agency/multi-professional approach to whole person palliative care.

Yes

Section

Possible Mark

Quality and design of the leaflet.

The leaflet uses a font type and size that make the text stand out against the background. Any images used are relevant to the topic and are not blurred. When folded the information in the leaflet flows correctly from one section to another across the 4 pages.

20

Content of the leaflet: Readability

The leaflet is presented in a way that patients and their families will understand the information being presented to them. This includes the language/words and tense used. The clarity of sentences and how the text is broken up into sections are also important to consider.

25

Content of the leaflet: Accuracy/relevance of Information

The information is accurate and will add to the patient’s and family’s understanding of what the palliative care approach is (not specialist palliative care) and the benefits it has at this point in the illness.

40

Highlight one organisation (e.g. a national charity) which has a patient/family helpline that may be able to offer further information. Give details of their contact numbers and website address.

10

References. While you do not need to reference the actual leaflet, you need to include a list of 3-4 sources you used to develop the leaflet on a third page. This should be to high quality, up to date peer-reviewed information from the course texts or online materials.

5

Total /100

A1 95%

Exceptional

A2 85%

Outstanding

A3 75%

Excellent

B1 65%

Very good

B2 55%

Good

C 45%

Satisfactory

D 35%

Unsatisfactory

E 15%

Very unsatisfactory

Quality and design of the leaflet

20%

Exceptional

quality and design.

Outstanding quality and design.

Excellent quality and design.

Very good quality and design.

Good quality and design.

Satisfactory quality and design.

Unsatisfactory quality and design.

Very unsatisfactory quality and design.

Content of the leaflet: Readability

25%

An exceptional leaflet that patients and families will understand very clearly.

An outstanding leaflet that patients and families will understand very clearly.

An excellent leaflet that patients and families will understand clearly.

A very good leaflet that patients and families will understand clearly. There are few minor issues.

A good leaflet that patients and families will understand fairly clearly. There are some minor issues.

A satisfactory leaflet that patients and families will understand to an extent. There are a few issues of concern.

An unsatisfactory leaflet that patients and families will not really be able to fully understand. There are a number of issues of concern.

A very unsatisfactory leaflet that patients and families will not be able to understand. There are significant issues of concern.

Content of the leaflet: Accuracy/relevance of Information

40%

The accuracy and relevance of the information is of exceptional quality.

The accuracy and relevance of the information is of outstanding quality.

The accuracy and relevance of the information is of excellent quality.

The accuracy and relevance of the information is of very good quality. There are few minor issues with this.

The accuracy and relevance of the information is of good quality. There are some minor issues with this.

The accuracy and relevance of the information is of satisfactory quality. There are a few issues of concern with this.

The accuracy and relevance of the information is of poor quality. There are a number of issues of concern.

The accuracy and relevance of the information is of very poor quality.

There are significant issues of concern.

Details of one person in your organisation who can answer further questions.

Details of one other organisation who can provide further information.

10%

Exceptional information on both elements.

Outstanding

information on both elements.

Excellent

information on both elements.

Very good information

One element better than the other.

Good information

One element much better than the other. Or both need further work

Satisfactory information

Both elements need further work One element may be missing.

Unsatisfactory information. One element needs to be provided

Very unsatisfactory information.

One element needs to be provided

Reference list. Provides a reference list to identify the sources used in the leaflet. (the leaflet itself does not need to be referenced).

5%

Outstanding reference list.

An accurate reference list presented and robust sources of information used.

Exceptional reference list.

An accurate reference list presented and robust sources of information used.

Excellent reference list.

An accurate reference list presented and robust sources of information used.

Very good reference list.

A few anomalies in the reference list. References are to robust sources.

Good reference list.

Some anomalies in the reference list. References are mainly to robust sources.

Satisfactory reference list.

A number of anomalies in the reference list. References are mainly to robust sources.

Unsatisfactory reference list.

A poorly presented reference list and most references are not to robust sources.

Very unsatisfactory reference list.

A very poorly presented reference list and no references are to robust sources.

Section

% of mark for this section.

Content Introduction:

1. Outline the content of each section of the assessment including the name of the case you are going to use and the one specific challenge the assessment is going to focus on.

5%

Background to the case:

1. Present a short case outline and identify all the issues being experienced by the patient.
2. Use the biopsychosocial model of health to show how their wellbeing is affected by the issues you have identified that they are experiencing.

15%

The one specific issue:

1. Start by telling the reader the one specific issue that is to be discussed.

Present background information on the issue to establish:

1. Is it a common or rarer issue experienced by people with advanced illness?
2. What may cause the issue and how may it affect both the patient and their family?

15%

The management of this one specific issue:

1. How would this one specific issue be (assessed if appropriate) and managed in this patient’s case.
2. What outcome would this management approach have on the patient’s biopsychosocial wellbeing?
3. Include information on the importance and benefits of a multi-professional/interagency team approach.

55%

Conclusion to the assessment:

1. Summarise the main points of each of the main sections of the case study.
2. Make one or two final comments on how the approach taken to managing this one specific issue benefitted the patient’s psychosocial wellbeing.

5%

Reflection on learning:

1. What have you learned about this one specific issue.
2. How would you manage a patient in a similar position in the future?

5%

Total – 100%

Content Introduction

Exceptional content introduction.

Exceeds the threshold standard by a significant margin.

Outstanding content introduction.

Exceeds the threshold standard by a significant margin.

Excellent content introduction.

Exceeds the threshold standard by a significant margin.

Very good content introduction.

Well above the threshold standard.

Good content introduction.

Clearly above the threshold standard.

Satisfactory content introduction.

At the threshold standard.

Unsatisfactory content introduction.

Marginally below the threshold standard.

Please seek advice from marker and Effective Learning.

Very unsatisfactory content introduction.

Well below the threshold standard.

Please seek advice from marker and Effective Learning.

5%

Background to the case

Exceptional background to the case that meets all requirements.

Exceeds the threshold standard by a significant margin.

Outstanding background to the case that meets all requirements.

Exceeds the threshold standard by a significant margin.

Excellent quality background to the case that meets all requirements.

Exceeds the threshold standard by a significant margin.

Very good background to the case that meets most of the requirements.

Well above the threshold standard.

Good background to the case that meets most of the requirements.

Clearly above the threshold standard.

Satisfactory background to the case that meets some of the requirements.

At the threshold standard.

Unsatisfactory background to the case that does not the requirements.

Marginally below the threshold standard.

Please seek advice from marker and Effective Learning.

Very unsatisfactory background to the case that does not the requirements.

Well below the threshold standard.

Please seek advice from marker and Effective Learning.

15%

Identify the one specific issue to be discussed.

Exceptional identification of the issue that covers all required points.

Exceeds the threshold standard by a significant margin.

Outstanding identification of the issue that covers all required points.

Exceeds the threshold standard by a significant margin.

Excellent identification of the issue that covers all required points.

Exceeds the threshold standard by a significant margin.

Very good identification of the issue that covers most required points.

Well above the threshold standard.

Good identification of the issue that covers most required points.

Clearly above the threshold standard.

Satisfactory identification of the issue that covers some required points.

At the threshold standard.

Unsatisfactory identification of the issue that does not covers the required points.

Marginally below the threshold standard.

Please seek advice from marker and Effective Learning.

Very unsatisfactory identification of the issue that does not cover the required points.

Well below the threshold standard.

Please seek advice from marker and Effective Learning.

15%

The management of this one specific issue

Exceptional discussion of the management of the issue.

Exemplary use of a range of credible and relevant evidence.

Exceeds the threshold standard by a significant margin.

Outstanding discussion of the management of the issue.

Thorough and consistent use of a range of credible and relevant evidence.

Exceeds the threshold standard by a significant margin.

Excellent discussion of the management of the issue.

Thorough and consistent use of a range of credible and relevant evidence.

Exceeds the threshold standard by a significant margin.

Very good discussion of the management of the issue.

Commendable use of a range of credible and relevant evidence.

Well above the threshold standard.

Good discussion of the management of the issue.

Competent use of a range of credible and relevant evidence.

Clearly above the threshold standard.

Satisfactory discussion of the management of the issue.

Competent use of a range of credible and relevant evidence.

At the threshold standard.

Unsatisfactory discussion of the management of the issue.

Unsatisfactory use of a range of credible and relevant evidence.

Marginally below the threshold standard.

Please seek advice from marker and Effective Learning Service.

Very unsatisfactory discussion of the management of the issue.

Very unsatisfactory use of a range of credible and relevant evidence.

Well below the threshold standard.

Please seek advice from marker and Effective Learning Service.

55%

Conclusion to the assessment

Exceptional conclusion that summarises all the main points.

Exceeds the threshold standard by a significant margin.

Outstanding conclusion that summarises all the main points.

Exceeds the threshold standard by a significant margin.

Excellent conclusion that summarises all the main points.

Exceeds the threshold standard by a significant margin.

Very good conclusion that summarises most main points.

Well above the threshold standard.

Good conclusion that summarises most main points

Clearly above the threshold standard.

Satisfactory conclusion that summarises some of the main points

At the threshold standard.

Unsatisfactory conclusion that does not summarise the main points.

Marginally below the threshold standard.

Please seek advice from marker and Effective Learning Service.

Very unsatisfactory that does not summarise the main points.

Well below the threshold standard.

Please seek advice from marker and Effective Learning Service.

5%

Reflection on learning

Exceptional reflection for future practice.

Exceeds the threshold standard by a significant margin.

Outstanding reflection for future practice.

Exceeds the threshold standard by a significant margin.

Excellent reflection for future practice.

Exceeds the threshold standard by a significant margin.

Very good reflection for future practice.

Well above the threshold standard.

Good reflection for future practice.

Clearly above the threshold standard.

Satisfactory reflection for future practice

At the threshold standard.

Unsatisfactory reflection for future practice.

Marginally below the threshold standard.

Please seek advice from marker and Effective Learning Service.

Very unsatisfactory reflection for future practice

Well below the threshold standard.

Please seek advice from marker and Effective Learning Service.

5%

Improve student learning

includes motivating and enabling students to develop responsibility for their own learning

Measure performance

for example, to assess the level of knowledge, understanding or skill*; assess readiness to proceed to further learning; or grade performance for award purposes

(*a skill may be subject-specific, or it may relate to the development of more general skills (sometimes referred to as ‘transferable skills’), which prepare a student for graduate employment – such as critical, analytical problem-based learning skills, organisational skills, and interpersonal/communication skills)

Evaluate student achievement

with respect to the Intended Learning Outcomes (ILOs) of a module and/or programme

SCQF Level

7

8

9

10

11

Demonstrate and/or work with:

• An overall appreciation of the body of knowledge that constitutes a subject/discipline/sector.

• Knowledge that is embedded in the main theories, concepts and principles of the subject/ discipline/ sector.

• An awareness of the dynamic nature of knowledge and understanding.

• An understanding of the difference between explanations based on evidence and/or research and other sources, and of the importance of this difference.

• A knowledge of the scope, defining features, and main areas of the subject/ discipline/sector.

• Specialist knowledge in some areas.

• A discerning understanding of a defined range of core theories, concepts, principles and terminology.

• Awareness and understanding of some major current issues and specialisms.

• Awareness and understanding of research and equivalent scholarly/academic processes.

• An understanding of the scope and defining features of a subject/discipline/sector, and an integrated knowledge of its main areas and boundaries.

• A critical understanding of a range of the principles, principal theories, concepts and terminology of the subject/ discipline/ sector.

• Knowledge of one or more specialisms that is informed by forefront developments.

• Knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of a subject/ discipline/sector.

• A critical understanding of the principal theories, concepts and principles.

• Detailed knowledge and understanding in one or more specialisms, some of which is informed by, or at the forefront of, a subject/ discipline/sector.

• Knowledge and understanding of the ways in which the subject/discipline/ sector is developed, including a range of established techniques of enquiry or research methodologies.

• Knowledge that covers and integrates most, if not all, of the main areas of the subject/ discipline/sector – including their features, boundaries, terminology and conventions.

• A critical understanding of the principal theories, concepts and principles.

• A critical understanding of a range of specialised theories, concepts and principles.

• Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront.

• A critical awareness of current issues in a subject/discipline/sector and one or more specialisms.

Grade

Numerical range (%)

Definition

Descriptor

A1

90-100

Exceptional

Student work is exemplary and exceeds the threshold standard by a significant margin. It displays exceptional knowledge and understanding; insight, originality and exceptional ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of almost complete autonomy and independent judgement relative to threshold expectations.

A2

80-89

Outstanding

Student work significantly exceeds the threshold standard. It displays a consistently thorough, deep and extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of autonomy and independent judgement relative to threshold expectations.

A3

70-79

Excellent

Student work very much exceeds the threshold standard. It displays a consistently thorough, deep and/or extensive knowledge and understanding; originality and/or very high ability in analysis, evaluation, problem solving or other process skills; very high ability in professional practice skills (where relevant) including evidence of high degree of autonomy and independent judgement relative to threshold expectations.

B1

60-69

Very good

Commendable

Student work is well above the threshold standard. It displays a consistently very good level of knowledge and understanding; high ability in analysis, evaluation, problem solving or other process skills; high ability in professional practice skills (where relevant) including exercise of significant independent judgement relative to threshold expectations.

B2

50-59

Good

Highly competent

Student work is clearly above the threshold standard. It displays generally good knowledge and understanding; good ability in analysis, evaluation, problem solving or other process skills; evidences highly competent performance of professional practice skills (where relevant).

C

40-49

Satisfactory

Competent

Student work is at the threshold standard. It displays generally satisfactory knowledge and understanding in most key respects; competence in analysis and most other process skills; evidences competent performance of professional practice skills (where relevant).

D

30-39

Unsatisfactory

Student work is marginally below the threshold standard. It displays some knowledge and understanding but this is incomplete or partial; limited ability in analysis and other process skills; evidences lack of or partial competence in professional practice skills (where relevant).

E

1-29

Very unsatisfactory

Student work is well below the threshold standard. It displays very limited knowledge and understanding; evidences very limited or no analytical or other process skills; very limited competence over the range of professional practice skills.

N

0 (at first diet)

0-100 at second or subsequent diet

No work to assess

There is no work to be assessed at first diet, or there is incomplete or no engagement with re-assessment

EMERGENCY ARRANGEMENTS

In the event of a University emergency which will knowingly result in loss of access to the VLE/turnitin, you shall be informed via announcement in the VLE, and advised of alternative arrangements for assessment submission.

No student will be penalised as a result of a University systems failure out with their control.

Coursework may not normally be submitted more than one calendar week after the due date

Late submission of coursework without prior agreement

1. Coursework submitted after the due date without prior agreement with the Module Co-ordinator will be penalised by the reduction of ten points from the 100 available, from the mark awarded provided that the work is submitted within one calendar week of the due date.

NB If the module is a pass/fail grade and there is a late submission without prior agreement, the penalty shall be that a fail is recorded.

Agreed extension to coursework deadlines

1. Extensions to coursework deadlines on the basis of good cause may be determined by the Module Co-ordinator, without penalty.
2. The agreed revised date for submission will thereafter be deemed to be the due date for submission.
3. The penalty for ‘late submission of coursework’ will then apply to any work submitted after the agreed revised date for submission, provided that the work is submitted within one calendar week of the due date

The due date for submission should normally lie within the University trimesters dates

What does this mean?

This means extension to coursework can only be granted if this permits management within the timescales for presenting results to Subject Panels

Diet

Details of Academic Support Provision to Support Assessment

1^st

Full guidance about allocation of marks and suggested structure will be provided in class or via the VLE.

A discussion forum will be set up to enable students to post questions about the written assignments and on-line discussion. Private questions can be submitted by e mail.

2^nd

The same guidance about allocation of marks and suggested structure will be provided via the VLE. Private questions about the written assignments and on-line discussion can be submitted by e mail.

3^rd

The same guidance about allocation of marks and suggested structure will be provided via the VLE. Private questions about the written assignments and on-line discussion can be submitted by e mail.

What to do with feedback

Regard all feedback as useful – don’t shrug off positive feedback – don’t get defensive when feedback is critical. Specifically:

For component 1 – Pay particular attention to the written feedback as this will suggest improvements that might be made in the second assignment.

For component 2 – Apply feedback to future academic work at this level.