LBR7573 Level 7 Global Policy in Health Care Assessment Brief 2026 | BCU

Type

Coursework In-Person Exam

Weighting 

Delete as appropriate

Assessment Information 

(Please complete this separately for every item of assessment included on the Module.

Improving Healthcare Systems: Global Challenges, Solutions and Practice Implications

This assessment is designed to support you to evaluate and critically analyse the key challenges that health and social care professionals may face when leading healthcare over the next decade. You will also explore international approaches and consider how evidence can inform improvements in practice, processes, and patient outcomes in your area of practice.

In your essay, you should:

• Identify one key challenge that health and social care professionals in your country are likely to face in delivering effective care over the next decade.
• Critically discuss global responses to this challenge by examining possible solutions or alternative approaches used internationally.
• Consider both the strengths and limitations of these approaches.
• Analyse one example of good practice from another country.
• Explain how this approach could be adapted or applied within your country’s context.
• Evaluate the potential impact of adopting this solution on your health and social care system, including implications for practice, service delivery, and patient outcomes.
• Use a wide range of relevant evidence to support your discussion

AI may be used to support learning (for example to brainstorm, as well as planning/researching to identify relevant sources) but must not replace your own analysis or be copied directly into submissions.

If you use generative Artificial Intelligence (AI) in the process of completing this assessment you MUST set out clearly the following:

• WHY you used generative AI
• WHAT it was used for
• WHICH AI was used; and
• If any generated content has been used directly in this submission, if so where.

Note that this declaration does NOT contribute towards the word count for the assessment.

You will also have to confirm in your declaration that the work remains yours and you have intellectual ownership of it. You may be invited for an informal conversation to discuss the approach to your assessment. A failure to disclose the use of AI, or the use of a misleading description of its use will be considered academic misconduct. As a result, keeping good records of your interactions is strongly advised.

Late or Non-Submission/ Attendance

Word Count

For written tasks where word counts are specified.

The word count for this module assessment is shown under the assessment task. A +10% margin of tolerance is applied, beyond which nothing further will be marked. Marks cannot be awarded for any learning outcomes addressed outside the word count.

The word count refers to everything in the main body of the text (including headings, tables, citations, quotes, lists etc.). Everything before (i.e. abstract, acknowledgements, contents, executive summaries etc.) and after the main text (i.e. references, appendices) is not included in the word count limit.

Academic integrity is the attitude of approaching your academic work honestly, by completing your own original work, attributing, and acknowledging your sources when necessary. Understanding good academic practice in written and oral work is a key element of academic integrity. It is a positive aspect of joining an academic community, showing familiarity with, and acknowledging sources of evidence. The skills you require at higher education may differ from those learned elsewhere such as school or college.   

You will be required to follow specific academic conventions which include acknowledging the work of others through appropriate referencing and citation as explicitly as possible. If you include ideas or quotations which have not been appropriately acknowledged, this may be seen as plagiarism which is a form of academic misconduct. If you require support around referencing, please contact the Building

Academic Skills and Excellence Team (BASE) https://cas.bcu.ac.uk/ or

Academic Skills Support - Library & Learning Resources | Birmingham City University

It is important to recognise that seeking out learning around academic integrity will help reduce the risk of misconduct in your work. Skills such as paraphrasing, referencing and citation are integral to acting with integrity and you can develop and advance these key academic skills through the Faculty’s Academic Development Department.

Whilst AI tools can be helpful in assisting learning, when it comes to assessment, the Academic Misconduct Procedure is clear that this should be a student’s own original work and not the work of other people or AI tools.  

The Use of AI Tools – Student Guidelines follows the same guidelines your lecturers use. If you are unsure of whether AI is appropriate within your work, please read the guidelines or ask your lecturer. For advice and guidance around academic writing, please access support from BASE: https://cas.bcu.ac.uk/. The School’s Building Academic Skills and Excellence Team

Academic misconduct is conduct which has or may have the effect of providing you with an unfair advantage by relying on dishonest means to gain advantage and which therefore compromises your academic integrity.

The Academic Misconduct Procedure sets out the process we will follow, and the penalties we may apply, in cases where we believe you may have compromised your academic integrity by committing academic misconduct.

It is advisable to obtain a formative Turnitin scan before submitting your work to support you in identifying areas which may need altering.

Please visit the University's Moodle Page: Course: Turnitin at BCU 25/26 | Moodle

Work that is submitted and scanned through this service is not stored on the main Turnitin system and this is not your submitted work.

Please note this does not provide a report regarding AI generated work.

Extenuating Circumstances

For further details on the Extenuating Circumstances Procedure

The School of Nursing and Midwifery has a designated student support service known as the BASE: Building Academic Skills and Excellence.

Access the following link to book with an academic skills tutor (including Library skills), a maths tutor, or an English Language tutor. You also should also review the wide range of support and help from the library.

Structure, Organisation, and Communication of Ideas.

Outstanding structure, organisation, and communication of ideas.

For example:

Introduction clearly states the main argument and provides context to the points in the main body.

Discussions and topics are complete, relevant and have a logical order which aligns to the main argument.

All paragraphs flow from one to the next and have conclusions that connect to the main argument.

Connections are made to the taught elements of the module and beyond with

Excellent structure, organisation, and communication of ideas.

For example:

Introduction provides context to the points in the main body.

Discussions and topics are complete, relevant and have a logical order.

All paragraphs conclude with connections made between all paragraphs.

Connections are made to the taught elements of the module and beyond with connections made to professional practice.

Very good structure, organisation, and communication of ideas.

For example:

Introduction connects to the points in the main body.

Discussions and topics are complete, relevant and points have some logical order.

All paragraphs conclude with some connections made between paragraphs.

Connections are made to the taught elements of the module and beyond with connections made to professional practice.

The conclusion drawn communicates a

Good structure, organisation, and communication of ideas.

For example:

Has an introduction.

Discussions and topics are complete, relevant, and points are clear to follow.

Some paragraphs conclude, with some attempt at connections made between paragraphs.

Connections are made to the taught elements of the module and beyond with connections made to professional practice.

The conclusion drawn communicates a synthesis of ideas that

Unsatisfactory structure, organisation, and communication of ideas.

For example:

Introduction is superficial.

Discussion and topics are complete and mostly relevant, but points are not always clear to follow. 

Some paragraphs may include conclusions but do not connect to the next paragraph.

The conclusion drawn communicates ideas that inadequately represents an understanding of the subject matter and is not always

Poor structure, organisation, and communication of ideas.

For example: 

No appropriate introduction.

Discussions and topics are incomplete, and most of the points are difficult to follow.

No appropriate conclusion.

Very poor structure, organisation, and communication of ideas.

For example: 

No introduction.

Discussions and topics are not relevant or are incomplete.

No conclusion.

connections made to professional practice. 

The conclusion drawn communicates a synthesis of ideas that represents a mastery of understanding of the subject matter and is fully representative of the discussion presented.

The conclusion drawn communicates a synthesis of ideas that represents a

commanding understanding of the subject matter and is fully representative of the discussion presented.

40-49%

Fail

20-39%

Fail

0-19%

Fail

Knowledge and

Understanding.

Outstanding demonstration of knowledge and understanding.

For example:

Demonstrates extensive breadth and depth of a theoretically

informed knowledge base, with a full appreciation of the provisional nature of knowledge.

Demonstrates mastery of understanding key theories/ philosophies relevant to the subject field and beyond that of the subject field.

*Demonstrates accurate knowledge of methodological approaches and how these affect the way the knowledge base is interpreted and applied within the context of the assignment task.

Excellent demonstration of knowledge and understanding.

For example:

Demonstrates a breadth and depth of a theoretically informed knowledge base, with some appreciation of the provisional nature of knowledge.

Demonstrates a commanding understanding of key theories/ philosophies relevant to the subject field and beyond that of the subject field.

*Demonstrates accurate knowledge of methodological approaches and how these affect the way the knowledge base is interpreted and applied within the context of the assignment task.

Very good demonstration of knowledge and understanding.

For example:

Demonstrates a breadth and depth of a theoretically informed knowledge base, at times shows appreciation of the provisional nature of knowledge.

Demonstrates significant understanding of key theories/ philosophies relevant to the subject field and beyond that of the subject field.

*Demonstrates some accurate knowledge of methodological approaches and how these affect the way the knowledge base is interpreted and applied within the context of the assignment task.

Good demonstration of knowledge and understanding.

For example:

Demonstrates depth of a theoretically informed knowledge base, with at times appreciation of the provisional nature of knowledge.

Demonstrates an adequate

understanding of key theories and philosophies relevant to the subject field and beyond that of the subject field.

*Demonstrates minimal accurate knowledge of methodological approaches and how these affect the way the knowledge base is interpreted and applied within the context of the assignment task.

Unsatisfactory demonstration of knowledge and understanding.

For example:

Demonstrates minimal depth of a theoretically informed knowledge

base, with little appreciation of the provisional nature of knowledge.

Work shows an inadequate knowledge and understanding of key concepts and ideas.

Work contains some misunderstandings and few factual errors.

Poor demonstration of knowledge and understanding.

For example:

Demonstrates inaccurate knowledge base, with no appreciation of the provisional nature of knowledge.

Work is lacking in knowledge and understanding of key concepts and ideas.

Work contains misunderstandings and factual errors.

Very poor demonstration of knowledge and understanding.

For example:

Does not demonstrate an any understanding of the subject area.

Application of

Critical Thinking.

Outstanding application of critical thinking.

For example:

Constant critical thinking.

The literature utilised is interpreted, analysed, and evaluated with agency to develop persuasive, authoritative arguments.

Viewpoints of authors are interconnected and interrogated with significant informed conclusions drawn.

Excellent application of critical thinking.

For example:

Constant critical thinking. 

The literature utilised is interpreted, analysed, and evaluated with authority to develop persuasive, arguments.

Viewpoints of authors are interconnected and explored with robust informed conclusions drawn.

Very good application of critical thinking.

For example:

Consistent critical thinking.

The literature utilised is interpreted, analysed, and evaluated to develop persuasive, arguments.

Viewpoints of authors are interconnected and explored with informed conclusions drawn.

Good application of critical thinking.

For example:

Consistent critical thinking.

The literature utilised is interpreted, analysed, and evaluated to develop weak arguments.

Viewpoints of authors are interconnected and explored with appropriate conclusions drawn.

Unsatisfactory application of critical thinking.

For example:

Little critical thinking evident.

Evidence of reading.

Content of sources are described, but no attempt to explain.

An attempt at analysis that is reduced to strengths and weaknesses.

An attempt to draw conclusions.

Poor application of critical thinking.

For example:

Very descriptive.

Inadequate evidence of reading.

Content is reduced to mainly student viewpoints and opinions only. 

Inadequate attempt at analysis.

Inadequate attempt to draw conclusions.

Very Poor application of critical thinking.

For example:

Presents ideas as bullet points.

No evidence of reading.

Content is reduced to student viewpoints and opinions only. 

No attempt at identifying strengths and weaknesses.

No attempt to draw conclusions.

Outstanding referencing and citing of sources to support work.

For example:

Sources are cited.

Reference list provided.

Paraphrasing demonstrates accuracy of understanding the reading and integrated within the discussion.

Quotations used effectively and in an insightful way.

Engages both the key authors and the specific sources from the module reading list to develop and construct persuasive academic discussion.

Wider and deeper reading is evident.

All sources have a citation, a reference list item, and is fully accurate using the BCU Harvard referencing system.

*Demonstrates extensive independent, systematic research skills, with authoritative critical thinking applied to the searching and use of information.

Excellent referencing and citing of sources to support work.

For example:

Sources are cited.

Reference list provided.

Paraphrasing

demonstrates accuracy of understanding the reading.

Quotations used and explored.

Engages both key authors and some of the module reading list to develop and construct academic discussion.

Wider reading beyond the module reading list is evident.

All sources have a citation and a reference list item.

Few inaccuracies when using the BCU Harvard referencing system.

*Demonstrates extensive independent, systematic research skills, with sophisticated critical thinking applied to the searching and use of information. 

Very good referencing and citing of sources to support work.

For example:

Sources are cited.

Reference list provided.

Paraphrasing demonstrates accuracy of understanding the reading.

Quotations used and explained.

Key authors cited and referenced.

Engages with the module reading list with some wider reading.

All sources have a citation and a reference list item.

Few inaccuracies when using the BCU Harvard referencing system.

*Demonstrates independent, systematic research skills, with compelling critical thinking applied to the searching and use of information.  

Good referencing and citing of sources to support work.

For example:

Sources are cited.

Reference list provided.

Paraphrasing demonstrates understanding of reading.

Quotations used appropriately.

Key authors cited and referenced.

Engages with module reading list.

Some variety in sources used.

Majority sources have a citation and a reference list item.

Few inaccuracies when using the BCU Harvard referencing system.

*Demonstrates independent, systematic research skills, with convincing critical thinking applied to the searching and use of information.

Unsatisfactory referencing and citing of sources to support work.

For example:

 Sources are cited.

Reference list provided.

Work relies heavily on using quotations superficially.

Attempts at paraphrasing.

Few key authors cited or referenced.

Little engagement with module reading list.

Moderate use of inappropriate sources.

Little variety in sources used.

Some sources are missing a citation or a reference list item.

Few inaccuracies when using the BCU Harvard referencing system.

Poor referencing and citing of sources to support work.

For example:

A limited reference list provided.

Quotations used out of context. No paraphrasing.

No key authors cited or referenced.

No engagement with module reading list.

Use of inappropriate

sources – all websites.

Many sources are missing a citation or a reference list item.

Inaccurate use of the BCU Harvard referencing system.

Very Poor referencing and citing of sources to support work.

For example:

No sources are cited.

No reference list provided.