Course Summary

Complementary therapies have seen a rapid growth in popularity over the past ten years, both by the general public and by healthcare professionals.

The roots of complementary therapies are found within Asian and Oriental societies, where traditional healing methods have been passed down through the generations. The acceptance of this approach in Western society has been mirrored by a growth in practitioners; historically these practitioners were self-taught, but the rise in the popularity of complementary practice has prompted a need for regulation and verification of therapists and practitioners in this field.

The growth of complementary therapies has inevitably increased the number of students wishing to pursue an academic pathway in the subject - at the same time, there are large numbers of practitioners who have completed vocational qualifications and who recognise the need to enhance their existing knowledge and understanding. With this group in mind, this course is offered on a part-time basis.

As part of your study, you'll explore the issues of achieving and maintaining professional standards in theory and in practice, particularly considering the integration of complementary therapies into mainstream healthcare. You'll adopt an integrated studies approach, which encourages reflection and a research-based approach in order to address the academic components of the course as well as vocational aspects relating to employability.

Why choose this course?

The skills and knowledge you will acquire on this part-time course will make you highly employable in the field of complementary therapies, and will provide an academic qualification to support any vocation qualifications and experience you may already have. This course has been accredited by Foundation Degree forward, as well as the the International Federation of Aromatherapists and Reflexologists. Both professional organisations are highly regarded within the complementary industry, and students have the opportunity to gain additional qualifications with both organisations.

During the course you will:

• Be able to study part-time, enabling continued vocational training or work experience
• Have the valuable opportunity to work within different areas of complementary therapy
• Gain hands-on experience through the links we have established with The McMillan Cancer Unit at Luton and Dunstable Hospital, The Pasque Hospice and Bedford Body Positive (HIV/Aids charity)
• Gain further experience by using complementary therapy skills at many charity events

FDCOM-BP

Assessment

To enable students achieve the learning outcomes of the programme a variety of assessment strategies are employed. These may be seen to have particular relevance to the demonstration of core skills.

Assessment Strategies:

Presentations either by individual students or in groups address the issues of communication and the ability to work with others. In individual presentations students are required to set goals and objectives, taking responsibility for their own learning. In groups students learn to plan and set collective goals.

Communication is with group members, peers and tutors. The presentations have been designed in such a way that communication takes a variety of forms: verbal, visual and in tactile demonstrations.

Invigilated and timed class tests, address the skills of the application of number where calculations are involved, problem solving and the use of information technology. These assessments are particularly relevant to units addressing the Biological Sciences and those with Chemistry and Botany components.

Written assignments allow students to access research material and other information using information technology. This type of assessment facilitates problem solving and allows the student to extend his/ her knowledge base. For example, the evaluation of therapy choice in conjunction with health status whilst developing skills of written communication.

Keeping a Reflective Journal allows the student to reflect on his/ her progress leading to improvements in both learning and performance. Improvement is also obtained through verbal feedback during presentations and in written feedback from assignments. The acquisition of the skill of improving ones own learning performance is vital for the student wishing to progress to degree level study.

The Work Placement Reflective Diary and work -based evaluations facilitate career development, which is further enhanced by the awarding of a recognised professional qualification in Aromatherapy, Reflexology and Massage Therapy upon successful completion of the programme.

Course Learning Outcomes

Upon successful completion of this course, you should be able to:

1. Demonstrate an understanding and knowledge of the key Complementary Therapy skills of Reflexology, Massage and Aromatherapy.

2. Understand the practice of Complementary Therapy within a variety of Health care settings.

3. Demonstrate knowledge of anatomy and physiology that underpins the study of Complementary Therapy.

4. Analyze and demonstrate a range of interpersonal skills required within the therapeutic relationship.

5. Demonstrate proficiency in the practice of Complementary Therapies as above.

6. To demonstrate the academic skills of accessing, disseminating research information with analysis and reflection.

7. Articulate an understanding of the links between work-based practice and the classroom.

8. Demonstrate the acquisition transferable skills and subject specific skills.

9. Progress and continue academic study leading to the award of BA (Hons) Healthcare, Complementary Therapy.

Educational Aims

Aims and Objectives of the Foundation Degree in Complementary Therapy:

The purpose of the programme is to prepare students to work as independent practitioners in assessing, planning, implementing and evaluating a treatment programme composed of a range of therapies to meet the clients needs and to deliver this in a range of settings. The programme enables students to acquire knowledge of complementary therapies in order to be able to perform treatments and to educate clients towards a healthier way of life. Future licensing and existing regulation, qualification and regulatory bodies will influence the content, nature and development of professional practice.

The programme offers an academic component that facilitates entry into final year degree programme study leading to the award of BA (Honours) Healthcare (Complementary Therapy) at the University of Bedfordshire.

The curriculum has been designed and organised in order to integrate the theoretical and practical elements of Complementary Therapy .It offers a holistic and research -based programme in this way it may be seen to cater for students who wish to enter employment on completion of the Foundation Degree and those who wish to extend their academic career.

Student support

Barnfield has a range of student support services, academic advice systems and a disability advisor. Students are given tutorial support at appropriate points through out the course. Course books, online databases and web access are available through the Barnfield College library.

Students will also have access to Learning Resources at the University of Bedfordshire which includes books, journals, online databases, and specialist newspapers and magazines.

Team working

Some units include group work. Students produce creative and realistic solutions to complex problems including time management, monitoring progress to work to deadlines, evaluating their group and individual strategies to achieve the desired outcome. They have to participate effectively in the operation of a team and collaborate with members of the team.

Career Management Skills

Professional development is included at level one in interpersonal skills and health information and WBL 1 and at level two in the effective professional unit and WBL 2.

Students will learn about and business practice and about professional roles in Complementary therapy. Opportunities are provided to students to find out more about the industry through guest lectures and careers conferences at Barnfield College, the University and external conferences.

Career/Further study opportunities

Career: Professional and personal development is included at level and two integrated in units such as WBL and the effective professional. Opportunities are provided to students to find out more about the industry through guest lectures and careers conferences at Barnfield College, the University and at Complementary conferences.

Further study:

On completing this course students are likely to progress into the BSc (Hons) in Healthcare.

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.

Foundation degrees are also particularly suitable if you want to qualify while working.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.

We welcome applicants with relevant work experience.

Standard entry requirements for Undergraduate degrees (BA/BSc)

We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.

The general requirement is one of the following:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

Postgraduate applications (MA/MSc) should be made direct to the University using the  standard University application form. There are some exceptions, please see individual course descriptions for details.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.

We have students from all the European Union member countries so we are quick to make decisions on most qualifications.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course application

Please read the Direct application instructions before completing the course application form.

Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section

Accreditation of prior certificated learning (APL)

APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.

Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `

The APL form should be submitted at the same time as the course application form.

We regret we are unable to process APL forms from students who have not submitted a formal course application form.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

The programme is primarily delivered at Barnfield College. To ensure students have a rounded Higher Education learning experience, lecturers from the University of Bedfordshire will participate in module delivery. Students will attend classes at the Park Square campus of the University and will also have access to the Universitys Learning resources.

Teaching and Learning strategies reflect the theoretical and practical components of the programme.

The theoretical component of the programme will be delivered via lectures followed by seminars. These are essentially student centered and designed to encourage maximum participation, interaction and interest. A variety of teaching and learning strategies will be employed including group discussion, debate, role play and a range of materials including television and video, newspaper and journal articles will be utilized.

Work based learning and personal development planning runs throughout the programme and involves exposure to demonstration, discussion, and the delivery of therapies to individual clients and the management of treatment programmes. At level one this occurs within the College environment (on site Spa and Studio), at level two supervised practice is undertaken in the work placement. One to one tutorials are an integral part of the teaching and learning strategy. Students are offered academic support in relation to essay writing, planning learning objectives, and as part of the continuous Learner Review Process.

Students with disabilities

Students are considered on an individual basis, historically a number of students with disabilities have been able to study the practice aspects of the programme. Barnfield College has services dedicated to the support of students possessing learning needs outside of the programme study arrangements.

The University of Bedfordshire follows the framework recommended by the Code of Practice for Assurance of Academic Quality and Standards in Higher Education produced by the Quality Assurance Agency for Higher Education (1999).

The requirements of the Special Educational Needs and Disability Act (2001) which updates the Disability Discrimination Act (1999) are also followed:

• The University of Bedfordshire has an established Disabilities Advice Service with dedicated Advisers who work closely with tutors when students are referred, providing a comprehensive advice and support service for students with disabilities

Skills Development

The development of generic and subject-specific skills is a major feature of foundation degrees. On completion of the Foundation Degree, students should be working towards level 4 in the Key Skills of Communication, Working with Others, Problem Solving and Improving Own Learning and Performance.

In the Key Skill of Application of Number students should be working towards level 3 particularly in relation to units with integrated Chemistry and Botany components and information technology. On completion of the Foundation Degree, which is underpinned by research and evidence based practice; students will be expected to have achieved level 4.

• Communication skills are addressed throughout the programme focusing on personal and professional development. The level one unit Interpersonal Skills and Health Information in Complementary Therapy deals with the importance of a wide variety of communication skills utilised within the therapeutic relationship. Elsewhere communication is integrated and implicit within units, becoming explicit at assessment points through oral presentations- individual and group, written assignments and practical demonstrations. Furthermore the enhancement of communication skills will allow students to identify and negotiate their learning needs maximising learning opportunities


• Application of number exists in business planning and exercises delivered in the Work Based Learning Units at level one and two. More specific application is present in the form of calculations and numerical expression required for successful completion of the timed (unseen) Class Test, the second assessment point for the level 2 Unit Reflexology Aromatherapy and Massage


• Information technology underpins the programme in relation to accessing and utilising research -based materials. In year 1 students are introduced to the study skills necessary to negotiate and maximise usage of the Learning Resources environment and exposed to techniques and strategies allowing development of proficiency and confidence in dealing with different sources of information. In year 2 the unit Evidence- Based Practice: Research Awareness for the Effective Professional builds on students study skills to enable progression to an honours degree project


• Working with others is present throughout the programme in the practical setting interacting with clients and in the classroom working with peers to present information and with teaching staff in planning individual objectives


• Improving own learning and performance -This skill is essential to and explicit within the Personal and Professional Development Planning component of work based learning and is implicit throughout the programme. It is achieved through the processes of reflection, self and peer evaluation and detailed tutor feedback

Students, with tutor support, will be encouraged to set goals and to evaluate outcomes. The keeping of a reflective journal, the inclusion of oral presentations as assessment points and the emphasis on a research- based approach all serve to enable the students to improve own learning and performance.

• Career development is facilitated through the Work Based Learning Units. The emphasis is on the growth of student confidence within the working environment, the development of personal and professional skills and the use of research to underpin practice. Other aspects of career development include visits from employers and practicing Complementary Therapists as well as the compilation of curriculum vitae

Improving learning and performance

Through group crits, and their own records or progress students working in teams monitor the groups progress and evaluate their individual effectiveness to achieve their aims. Working individually students have to set their own goals tasks to achieve their research goals, drawing on previous learning experience to achieve creative solutions to common problems.

Progress files

Progress files are completed at Level 1 and 2 WBL where students are expected to keep reflective diaries. They will be asked to present and develop your ideas over a period of time recording them in a diary, log book and/or through a portfolio which record the various treatments. Formative assessments ensure the understanding of the process and to facilitate further development.

Professional standards

Professional standards are developed with a stronger emphasis on experiential learning and reflective practice. Students will be expected to consider ethical, practical and social considerations in relation to professional practice. They will be expected to implement approaches to Personal Development Planning.

Strategy for developing and embedding the professional standards

Actively engaging employers in curriculum development, delivery and assessment of learning through close links with an employers forum

Integrating career planning throughout the programme

Enhancing professional skills development, related where appropriate to IFA and IFR standards (International Federation of Aromatherapists and Reflexologists)

Supporting students in evaluating, and learning how to evidence, the skills shaped and developed within the programme.