PgCert/PgDip/MSc Contemporary Healthcare

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1 Plymouth University Faculty of Health and Human Sciences School of Nursing and Midwifery Programme Specification PgCert/PgDip/MSc Contemporary Healthcare Advancing Practice / Health Genetics / Midwifery / Children and Young People / Community Nursing Date of Approval: 4 th July 2014 Proposed date of implementation: September 2014 Year of first award: 2015

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3 1. Programme Title: PGCert / PGDip / MSc Contemporary Healthcare Final award titles: MSc Contemporary Healthcare, MSc Contemporary Healthcare in Advancing Practice, MSc Contemporary Healthcare in Health Genetics, MSc Contemporary Healthcare in Midwifery MSc Contemporary Healthcare: Children and Young People MSc Contemporary Healthcare in Community Nursing Level 7 Intermediate award title(s): Postgraduate Certificate/Diploma in Contemporary Healthcare, Postgraduate Certificate/Diploma in Contemporary Healthcare in Advancing Practice, Postgraduate Certificate/Diploma in Contemporary Healthcare in Health Genetics, Postgraduate Certificate/Diploma in Contemporary Healthcare in Midwifery. Postgraduate Certificate/Diploma in Contemporary Healthcare: Children and Young People Postgraduate Certificate/Diploma in Contemporary Healthcare in Community Nursing. UCAS code To be allocated JACS code: B700 MSc Contemporary Healthcare B790 MSc Contemporary Healthcare in Advancing Practice B790 MSc Contemporary Healthcare in Health Genetics B760 MSc Contemporary Healthcare in Midwifery B730 MSc Contemporary Healthcare: Children and Young People B710 MSc Contemporary Healthcare in Community Nursing 2. Awarding Institution: University of Plymouth Teaching institution(s): University of Plymouth 3. Accrediting body(ies) Not applicable Summary of specific conditions/regulations Date of re-accreditation Not applicable Not applicable 4. Distinctive Features of the Programme and the Student Experience Through the contemporary focus of the programme, the intention is that students advance their knowledge and skills with the consequence that they will be well positioned to develop and improve practice in terms of efficiency, effectiveness and quality. This should lead to improved ways of working with a resultant impact on patient care ensuring a culture that fosters research-informed excellence and sustainability, developing competencies in telehealth and clinical decision making. 3 P a g e

4 The programme builds on existing good practice and has been adapted to reflect service, political and professional changes whilst maintaining a clear focus on the University strategy and ensuring a quality student experience. Research-informed teaching will support the programme, with an emphasis on ensuring an evidencebased programme is delivered utilising the range of skills and experience available within the programme team. Development of the new pathways has been achieved through close collaboration between key stakeholders including students, clinical representatives and academics. The programme development team has been conscious of the need to enhance the student experience and promote academic excellence whilst ensuring that the programme meets contemporary service. The distinctive features of the programme are: A student-centred approach to the programme structure providing flexibility in the choice of the pathway award; Opportunities to study in an inter-professional setting with inter-professional core and optional modules; A contemporary and dynamic programme responsive to the changing health and social care environment; including telehealth and sustainability. Professorial level input into curriculum design and delivery of modules; Research informed teaching embedded throughout curriculum; The programme is delivered by a team with extensive experience in the delivery of Masters level modules and a diverse range of health and social care experience. Close partnership working with clinicians contributing to the teaching and assessment strategy 5. Relevant QAA Subject Benchmark Group(s) The Programme is informed by the Quality Assurance Agency (QAA) Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland for level 7 study (QAA for Higher Education 2008). 4 P a g e

5 6. Programme Structure and Pathways Programme Structure: Strategic overview 5 P a g e

6 The Contemporary Healthcare Postgraduate Programme is based in the School of Nursing & Midwifery. The Programme offers a generic award of Contemporary Healthcare (Pg Cert/Pg Dip/Masters degree) with three existing named pathway awards: Contemporary Healthcare in Advancing Practice, Contemporary Healthcare in Health Genetics and Contemporary Healthcare in Midwifery and two proposed new named pathway awards: Contemporary Healthcare: Children and Young People, and Contemporary Healthcare in Community Nursing. The pathways share three linked core research modules (Advancing Research Knowledge in Practice 1 and 2 and the Dissertation). The existing programme offers exit awards of Postgraduate Certificate/Diploma or Masters in Contemporary Healthcare in Advancing Practice; Postgraduate Certificate/Diploma or Masters in Contemporary Healthcare in Health Genetics and Postgraduate Certificate/Diploma or Masters in Contemporary Healthcare in Midwifery. The proposed new pathways will offer additional exit awards: Postgraduate Certificate/Diploma or Masters in Contemporary Healthcare in Community Nursing and Postgraduate Certificate/Diploma or Masters in Contemporary Healthcare: Children and Young People. It will also be possible to have the award of MSc Contemporary Healthcare by choosing modules from any of the five pathways. The postgraduate certificate will comprise 60 credits, postgraduate diploma 120 credits and the MSc 180 Credits. PGCert/PGDip/MSc Contemporary Healthcare Programme Structure (students undertaking the MSc Contemporary Healthcare Programme rather than a specific pathway can select pathway specific modules from any of the pathways) 6 P a g e

7 Illustration of Programme Structure Pathway Specific Optional Module Pathway Specific Post Graduate Certificate 20 Credits 20 Credits 20 Credits 60 Credits Advancing Research Knowledge in Practice 1 20 Credits Pathway Specific 20 Credits Advancing Research Knowledge in Practice 2 20 Credits Post Graduate Diploma 120 Credits Masters Dissertation 60 Credits 180 Credits 7 P a g e

8 Pathway Specific Modules: Advancing Practice Advanced Consulting & Clinical Skills (20) PgCert Clinical Decision Making and Disease Management (20) Leadership, Law and Decision Making in Advancing Practice (20) Health Genetics Practical Genetics for Health Professionals (20 or 30) PgCert Counselling Skills for Genetic Healthcare (20 or 30) Genetic Science for Health Professionals (20 or 30) Midwifery High Dependency Care in Midwifery (20) PgCert Patho-physiology and its Management in Midwifery (20) Advancing Care: Vulnerable Women and Childbirth (20) Children and Young People Management of Children and Young People requiring Urgent or Emergency Care PgCert Enhanced Knowledge and Skills in Children s High Dependency Care The Child and Young Person with Mental Health Needs Community Nursing Work-based Learning in Community Contexts PgCert Leadership, Law and Decision-making Clinical Decision-making and Disease Management Programme Optional Modules Health & Social Care Futures (20) Mentorship (20) or (40) Mentorship via Distance Learning (20) Nurse Independent and Supplementary Prescribing (40) The Preparation of Supervisors of Midwives (20) Examination of the Newborn (40) 8 P a g e

9 7. Programme Aims The aim of the programme is to equip health professionals to advance knowledge and skills by: Developing a contemporary approach to health and social care through advancing and utilising knowledge and skills in professional practice; Ensuring professional practice is underpinned by a focus on excellence and sustainability by developing a critical, analytical and creative approach; Equipping individuals for lead roles in management, clinical practice and/or education; Designing and undertaking research that will enhance and develop patient care and/or service provision. 8. Programme Intended Learning Outcomes 8.1. Knowledge and understanding On successful completion graduates should have developed: 1) A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice. 2) A comprehensive understanding of techniques applicable to their own research or advanced scholarship. 3) Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline. These will be achieved through teaching and learning strategies that include: Lectures, seminars, workshops, self-directed study, and use of communication and information technologies. Assessment methods include: Essay, critical literature review, research protocol, dissertation, oral presentation Cognitive and intellectual skills On successful completion graduates should have developed the ability to: 1) Critically analyse policy, research and theoretical literature 2) Synthesise arguments and results from varying sources including research, policy and theoretical literature 9 P a g e

10 3) Critically reflect on professional practice and incorporate knowledge to enhance practice 4) Develop critical arguments around research, policy and theory 5) Apply knowledge gained from advanced study to professional practice These will be achieved through teaching and learning strategies that include: Group discussion, seminars, group and individual tutorials, on-line study tasks, e-technologies including narrated PowerPoint presentations, podcasts and interactive materials plus synchronous and asynchronous discussion fora Assessment methods include: Essay, critical literature review, oral presentation, case study, critical reflections on practice Key and transferable skills On successful completion graduates should have developed the ability to: 1) Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences 2) Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; non-specialist audiences. These will be achieved through teaching and learning strategies that include: Small group presentations, active participation in group discussions, problem based case studies, e-technologies including use of a managed learning environment to host a variety of study materials and synchronous and asynchronous discussions. Assessment methods include: Essays, reports, oral presentations Employment related skills On successful completion graduates should have developed: 1) The exercise of initiative and personal responsibility; 2) Decision-making in diverse, complex and unpredictable contexts; and 3) The independent learning ability required for continuing professional development 10 P a g e

11 These will be achieved through teaching and learning strategies that include: A wide range of student centred learning approaches, directed student and student led study with analysis and application to the service setting throughout modules. Assessment methods include: A variety that are used throughout the programme incorporating assessment of transferable skills. These may include: examinations, tests undertaken in team-based learning, essays including case studies and reflection, portfolios, Objective Structured Clinical Examination (OSCE) including both oral and practical skills assessment, presentations and project outputs Practical skills On successful completion graduates should have developed: 1) Responsibility for their own professional practice applying ethical, legal and professional principles. 2) Provision of an environment of care in which the uniqueness of each individual is valued and is a commitment to fair and anti-discriminatory practice. 3) Ability to proactively adopt appropriate strategies to enhance learning for patients and colleagues. These will be achieved through teaching and learning strategies that include: Practical skills that will be taught in simulated settings and developed further in clinical practice for advancing practice pathway and specific modules in other pathways. Assessment methods include: A variety that are used throughout the programme incorporating assessment of transferable and practical skills. These may include: examinations, tests undertaken in team-based learning, essays including case studies and reflection, portfolios, Objective Structured Clinical Examination (OSCE) including both oral and practical skills assessment, presentations and project outputs. 11 P a g e

12 8.6 Children and Young People Pathway On completion graduates should be able to: 1) Apply advanced knowledge to the assessment and management of minor illness and injury in children and young people 2) Manage care environments to meet the needs of children, young people and their families 3) Apply enhanced knowledge to the identification of psychosocial needs in children and young people, access appropriate support and work effectively with members of the multi-disciplinary/multi-agency team. 4) Apply specialist knowledge and skills to the delivery and management of care for seriously ill children and their families. These will be achieved through teaching and learning strategies that include; A wide range of student centred learning approaches, directed student and student led study with analysis and application to the service setting throughout modules. Assessment methods include: A variety that are used throughout the programme incorporating assessment of transferable and practical skills. These include: essays comprising case studies and reflection, portfolios, oral and poster presentations and project outputs. 8.7 Community Nursing Pathway On completion graduates should be able to: 1) Apply advanced knowledge of the work-based learning environment to improve service user experience in community nursing contexts. 2) Apply specialist knowledge and compassionate care skills to advance comprehensive health assessment in community settings. 3) Apply specialist knowledge and skills to the development of clinical reasoning and clinical decision making for the prevention and management of a broad range of disease processes and conditions. 4) Apply advanced knowledge and skills to negotiated decision making; demonstrating collaborative and community nursing leadership. 5) Apply advanced knowledge of the legal principles that underpin professional health care practice to community nursing in England and Wales. 12 P a g e

13 These will be achieved through teaching and learning strategies that include; A wide range of student centred learning approaches, blended learning, directed student and student led study with analysis and application to the service setting throughout modules. Assessment methods include: A variety that are used throughout the programme incorporating assessment of transferable and practical skills. These may include: examinations, tests undertaken in team-based learning, essays including case studies and reflection, portfolios, Objective Structured Clinical Examination (OSCE) including both oral and practical skills assessment, presentations and project outputs. 9. Admissions Criteria, including APCL, APEL and DAS arrangements In order to commence this programme, the student must meet the University s entry requirements for study at postgraduate level. Applicants will normally have a first degree, BSc (Hons) at 2.1 or above; or European first cycle equivalent plus a professional qualification in health or social care. Those individuals without a degree but with appropriate practice-related experience relevant to the programme or to any of the pathways may be eligible to apply. The Advanced Practice Pathway requires students to be working in clinical practice, this is to ensure they have access to patients on whom they can undertake health assessments. The Midwifery, Children and Young People, and Community Nursing pathways also require students to demonstrate current registration with the NMC and to be working in clinical practice to enhance and consolidate the theoretical learning. Any modules that students may undertake while they are enrolled on the programme that have a practice element will be required to provide evidence of their DBS status to the module team concerned, and to update the module lead of their legal DBS status at the start of each academic year. Applicants where English is not the first language must also provide evidence of competence in written and spoken English in accordance with the University s Admissions Code of Practice i.e. IELTS minimum of 7 in each part. Each potential student will be assessed for their ability to study at masters level and therefore an interview may be necessary. Candidates without a first degree at 13 P a g e

14 2.1 or above (or European first cycle equivalent) will normally be required to submit a short piece of writing as part of the admissions process. AP(E)L: Claims for credit for prior learning, whether certificated or experiential are accepted and will be assessed following University regulations and Faculty procedures. European Credit Transfer and Accumulation System (ECTS) This programme is equivalent to 90 ECTS credits (second cycle) with 30 ECTS credits at post graduate certificate, 60 credits at postgraduate diploma and 90 credits at Masters degree. Each 20 credit module has the equivalent of 10 ECTS credits and assumes a notional student effort of between hours. 10. Titles and criteria for Final and Intermediate Awards The programme will offer exit awards of: PgCert/PgDip/MSc Contemporary Healthcare; PgCert/PgDip/MSc Contemporary Healthcare in Advancing Practice; PgCert/PgDip/MSc Contemporary Healthcare in Health Genetics; PgCert/PgDip/MSc Contemporary Healthcare in Midwifery. PgCert/PgDip/MSc Contemporary Healthcare in Community Nursing PgCert/PgDip/MSc Contemporary Healthcare: Children and Young People 11. Exceptions to Regulations Normal Plymouth University Regulations will apply to this programme and awards. 12. Transitional Arrangements This programme only commenced in September 2013 and so no current students are likely to be affected by the addition of two new pathways. However, there may be students who have undertaken modules that are included in the new pathways as stand alone or as part of another programme and may wish to enrol on or transfer to another pathway. Requests for enrolment or transfer to new named pathways will be considered on an individual basis. All students on current pathways of study will be contacted in order to inform them of the changes to the postgraduate provision in the School, and any possible effect it may have on them. It is planned that current students will be able to complete the course of study in which they are enrolled. Any current student and students 14 P a g e

15 who have interrupted or have single modules can be advised on an individual level by the appropriate Pathway Leads. 13. Mapping and Appendices: Mapping of Aims and Intended Learning Outcomes Programme aims (from Programme specification) The programme will enhance knowledge and skills by: 1. Developing a contemporary approach to health and social care through advancing and utilising knowledge and skills in professional practice; 2. Ensuring professional practice is underpinned by a focus on excellence and sustainability by developing a critical, analytical and creative approach; 3. Equipping individuals for lead roles in management, clinical practice and/or education; 4. Designing and undertaking research that will enhance and develop patient care and/or service provision. Core modules: 1. Advancing Research Knowledge in Practice 1 2. Advancing Research Knowledge in Practice 2 3. Dissertation Pathway specific modules: Children and Young People: 1. Management of Children/Young People requiring Urgent or Emergency Care 2. Enhanced Knowledge and Skills in Children s High Dependency Care 3. The Child and Young Person with Mental Health Needs Community Nursing 1. Work-based Learning in Community Contexts 2. Leadership, Law and Decision-making 3. Clinical Decision-making and Disease Management 15 P a g e

16 13.1. ILO s against Modules Mapping Programme Intended Learning Outcomes Map Masters (M) Level Graduate Attributes and Skills 2 3 Core Programme Intended Learning Outcomes (as worded in the Programme Specification, FHEQ requirements are given in italics) Aim Related (Core) Modules Knowledge/Understanding A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice. A comprehensive understanding of techniques applicable to their own research or advanced scholarship. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline. 1,2,3 1,2,3 Cognitive/Intellectual Skills Critically analyse policy, research and theoretical literature; synthesise arguments and results from varying sources including research, policy and theoretical literature; critically reflect on professional practice and incorporate knowledge to enhance practice; develop critical arguments around research, policy and theory; apply knowledge gained from advanced study to professional practice 1,2,3 1,2,3 16 P a g e

17 Key/Transferable Skills (generic) Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and nonspecialist audiences; 2,3 2,3 Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; nonspecialist audiences. Employment-related Skills The exercise of initiative and personal responsibility; Decision-making in complex and unpredictable contexts; and 2,3 2,3 The independent learning ability required for continuing professional development Work collaboratively with colleagues and peers, demonstrating an ability to motivate others, and contribute to and support their learning and development Practical Skills (subject specific) Responsibility for their own professional practice applying ethical, legal and professional principles. Provision of an environment of care in which the uniqueness of each individual is valued and is a commitment to fair and anti-discriminatory practice 1,2,3 1,2,3 Ability to proactively adopt appropriate strategies to enhance learning for patients and colleagues. 17 P a g e

18 Children and Young People Pathway Apply advanced knowledge to the assessment and management of minor illness and injury in children and young people Manage care environments to meet the needs of children, young people and their families Apply enhanced knowledge to the identification of psychosocial needs in children and young people, access appropriate support and work effectively with members of the multi-disciplinary/multi-agency team. Apply specialist knowledge and skills to the delivery and management of care for seriously ill children and their families. Related modules 1, 2 1, 2, 3 1, 2, 3 1, 2 Community Nursing Apply advanced knowledge of the work-based learning environment to improve service user experience in community nursing contexts. Apply specialist knowledge and compassionate care skills to advance comprehensive health assessment in community settings. Apply specialist knowledge and skills to the development of clinical reasoning and clinical decision making for the prevention and management of a broad range of disease processes and conditions. Apply advanced knowledge and skills to negotiated decision making; demonstrating collaborative and community nursing leadership. Apply advanced knowledge of the legal principles that underpin professional health care practice to community nursing in England and Wales. 1, 2, 3 1, 2, 3 1, 2, 3 1, 2, P a g e

19 13.2. Assessment against Modules Mapping Assessment mapping of modules in the Contemporary Healthcare programme Module Credit Formative Assessment Summative CORE MODULES Advancing Research Knowledge in Practice 1 20 Critical Review of the Literature 3000 words Advancing Research Knowledge in 20 Research Proposal 3000 words Practice 2 Dissertation 60 Feedback from presentation of work in progress to academics and peers Dissertation report (15,000-17,000 words) ADVANCED PRACTICE SPECIFIC Advanced Consulting & Clinical Skills 20 Tutor feedback on skills Peer & Tutor feedback on video Reflective Account OSCE, Clinical Logs Clinical decision making and disease management 20 Tutor feedback on draft of presentation and essay Case Study OSCE Leadership, Law & Decision Making in 20 Tutor and peer feedback on 4000 word essay Advanced Practice presentations HEALTH GENETICS SPECIFIC Practical genetics for health 20 Course work; OSCE professionals Practical genetics for health 30 Course work; OSCE professionals (Advanced) Counselling skills for genetic healthcare 20 Course work; OSCE Counselling skills for genetic healthcare 30 Course work; OSCE (Advanced) Genetic science for health professionals 20 Exam; Course work Genetic science for health professionals (Advanced) 30 Exam; Course work 19 P a g e

20 MIDWIFERY Advancing Care: Vulnerable Women in 20 Course work Childbirth High Dependency Care in Midwifery 20 Exam Pathophysiology and its impact on 20 Case study childbirth Children and Young People Management of Children/Young People requiring urgent and emergency care 20 Tutor and peer feedback on presentations Enhanced knowledge and skills in children s high dependency care The child and young person with mental health needs (20) COMMUNITY NURSING Work based learning in community contexts 20 P a g e Course work: Essay and portfolio 20 Tutor feedback on draft Course work: Reflective account, OR poster presentation. and Portfolio 20 Tutor feedback on drafts Coursework; Critical reflection. 20 Learning agreement Presentation- Peer and tutor feedback Reflexive workbook 20 Tutor and peer feedback on 3000 word WBL proposal in a report format: Leadership, Law and decision making in 4000 word essay advancing practice presentations Clinical assessment and disease 20 Tutor feedback on draft of Case Study management presentation and essay OSCE OPTIONAL MODULES Mentorship 20/40 Portfolio Nurse Independent and Supplementary 40 Portfolio; OSCE Prescribing The preparation of Supervisors of 20 Midwives Advanced Newborn and Infant 20 Examination

21 Appendix 1: Index of Definitive Module Records (see separate document for Module Records) Core modules Code Module title Credits MCH501 Advancing Research Knowledge in Practice 1 20 MCH502 Advancing Research Knowledge in Practice 2 20 MHC504 Dissertation 60 Pathway specific modules MCH505 Advanced Consulting & Clinical Skills 20 MCH506 Clinical decision making and disease management 20 MHC507 Leadership, Law and Decision Making in Advancing 20 Practice IMS549 Practical genetics for health professionals 20 IMS550 Practical genetics for health professionals (Advanced) 30 IMS551 Counselling skills for genetic healthcare 20 IMS552 Counselling skills for genetic healthcare (Advanced) 30 IMS536 Genetic science for health professionals 20 IMS553 Genetic science for health professionals (Advanced) 30 MCH508 Advancing Care: Vulnerable Women in Childbirth 20 MCH509 High Dependency Care in Midwifery 20 MCH510 Pathophysiology and its impact on childbirth 20 IMS544 Enhanced knowledge and skills for children s high 20 dependency care UEC706 Management of children/young people requiring urgent or 20 emergency care MCH512 The child and young person with mental health needs 20 MCH511 Work based learning in community contexts 20 Optional modules MCH503 Health and Social Care Futures 20 MENT702 Mentorship 20 MENT703 Mentorship via Distance Learning Route 20 HEA576 Nurse Independent and Supplementary Prescribing 40 MIDA501 Preparation of Supervisors of Midwives 20 IMS547 Advanced Newborn and Infant Examination P a g e

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