BSc (Hons) Advanced Nurse Practitioner

Transcription

1 School of Health and Social are Sc (Hons) dvanced Nurse Practitioner Sc (Hons) dvanced Practice PROGRMME SPEIFITION May 2008

2 2008 ournemouth University Document distribution date May 2008 irculation: General ournemouth University undertakes to encourage the recognition, protection and exploitation of intellectual property rights generated by participants in this programme, to the benefit, as appropriate, of students, staff, industrial/other third parties/partners and the university. School of Health and Social are ournemouth University 17 hristchurch Road ournemouth H1 3LT Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 2

3 ONTENT 1 asic Programme Data 2. cademic & Professional ontexts 3 ims of Programme 4 Programme outcomes Subject Knowledge and understanding: Learning and teaching methods and strategies ssessment Intellectual skills: Learning and teaching methods and strategies ssessment Subject specific skills: Learning and teaching methods and strategies ssessment D Transferable skills: Learning and teaching methods and strategies ssessment 5 Matrix Table 6 Programme Diagram 7 dmission Regulations 8 Programme Regulations 9 Points of Reference for Programme Design 10 Programme Profile Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 3

4 1 asic Programme Data Originating institution ward and programme Title Place of delivery Mode(s) of delivery redit Structure School of Health and Social are Sc (Hons) dvanced Practice Sc (Hons) dvanced Nurse Practitioner ournemouth University University entre Yeovil, Part Time Minimum 2 years Maximum 4 years 120 redits at Level H (60 ETS) Date of first intake October 2008 (ournemouth) January 2009 (Yeovil) Initial target Intake students per intake 2 x year (ournemouth) 1 x year (Yeovil) Placements Within employment Professional ccreditation Sc (Hons) dvanced Nurse Practitioner - Royal ollege of Nursing dvanced Nurse Practitioner ward Version 5 This Programme Specification was revalidated in pril 2008 following a review of the programme by cademic Standards ommittee. It takes effect from September 2008 and applies to all new enrolments. This programme was previously named Sc (Hons) Nurse Practitioner Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 4

5 2. cademic & Professional ontexts The advancement of traditional health care professionals roles has been an important feature within the health care services in recent years. urrent legislation, including The NHS: Modern and Dependable (Department of Health 1997), The NHS Plan (Department of Health 2000), Liberating the Talent (Department of Health 2002), Knowledge and Skills Framework (Department of Health 2004) and Modernising Nursing areers (Department of Health 2006) all recognize that some healthcare professionals require advanced knowledge and skills to provide high levels of care to groups of patients. These innovative part-time top-up degree programmes consisting of 120 level H credits, seek to prepare qualified/registered practitioners in all fields of health care for advanced practice roles. The programme (then Sc (Hons) Nurse Practitioner) was first developed in 1997 to support registered nurses currently engaged in or developing nurse-led, autonomous client focused services. However, recent moves to make patient care, and the education of the carers, more inter-professional has led to this programme being re-developed to encompass the needs of all health care professional groups. In fact, two programmes are offered one for llied Health Professionals and one for nurses. They share the same unit specifications, but in the overall programme outcomes nurses will be required to achieve two extra outcomes which relate directly to the dvanced Nurse Practitioner title (9, 8). Thus the Sc (Hons) dvanced Nurse Practitioner will still meet the requirements of nurse practitioner education and seeks accreditation by the Royal ollege of Nursing (RN) - successful nursing students being eligible for the RN dvanced Nurse Practitioner ward (see ppendix 2 riefing Document). The Nursing and Midwifery ouncil s approved dvanced Practitioner competencies are implicit throughout the programme, and when the new sub-register is decided nurses successfully completing this programme will be eligible to apply to register their award. These programmes have been developed with the belief that professional practice should be underpinned by professional education. They will allow individuals to choose how they fulfil their needs and those of their employers, and includes providing evidence for achievement of the dimensions of the Knowledge and Skills Framework (KSF). The programmes philosophy, which reflects both the University s and the complementary HS mission statement, thus embodies the following features: concern for the development of student s professional capability and potential The provision of a challenging set of professional development opportunities enabling participants to be visionary and proactive change agents thus improving the provision of health care for clients The provision of opportunities for shared learning with other professionals and preparation for lifelong learning within a structured and enterprising environment Learning should be an on-going process in which theoretical study complements reflective practice-based learning The difference and uniqueness of these programmes when compared with other current degrees is that it focuses on an individual s area of advanced practice. Unlike some other top-up degrees which centre on academic theory applied in Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 5

6 practice, Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner not only have a defined body of knowledge and skills, but also allows for the application of practical skills to be applied in practice thus also allowing assessment of the student s practical abilities. 3 ims of Programme The overall aims of the Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner programmes are the same: Support students in providing holistic, clinically-effective, evidence-based, client-focused care within their advancing role Evaluate the contribution of all professions to the care of clients Enable students to define and articulate their own learning needs in relation to their advancing role and client group Provide an educational framework which develops the students own understanding of, and the knowledge and skills needed, for their advancing role Facilitate students ability to critically appraise the outcomes of relevant evidenced based practice and research and apply them to improve practice Facilitate the students personal and professional development If a registered nurse - meet the standards required for registration on the professional sub-register 4 Programme outcomes The programme outcomes for both Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner are the same, with the addition of 9 and 8 for students seeking the dvanced Nurse Practitioner award. This programme provides opportunities for students to develop and demonstrate knowledge and understanding, and skills as follows: Subject Knowledge and understanding: Explore their current role and reflect upon their personal philosophy of care in relation to the needs of their clients/patients ritically appraise the issues surrounding the evolution of advanced professional practice nalyse how law, ethics and professional accountability relate to advanced professional practice Discuss the vision for their advancing health care role within the context of their practice setting and with reference to recent health care developments Evaluate their legal and professional responsibilities in relation to therapeutic/pharmacological treatments Demonstrate knowledge and understanding of pharmacokinetics and pharmacodynamics Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 6

7 8 9 Understand the nature of health and disease Nurse Practitioners only: Demonstrate relevant knowledge and understanding to achieve the advanced practice competencies specified by the NM/RN Learning and teaching methods and strategies Throughout the programme students will be encouraged to take personal responsibility for their learning. variety of directive learning strategies will guide self-managed study. In order to make the most of the range of experiences within the group, a variety of teaching and learning strategies will be utilised in the classroom setting. These will include seminars, workshops, lectures, discussions, debates, use of case studies and group work. Team members will facilitate the integration of theory to practice, reflection and professional collaboration with peers. Students will be expected to support the knowledge gained from their attendance at University by identifying and making effective use of the learning opportunities available within their own and related practice settings. ssessment Outcomes 1-8 will be assessed in the programme assignments. 9 will be assessed within all assessment modes the programme offers Intellectual skills: Explore the research base for health care and evaluate its application to advanced professional practice nalyse literature in relation to a range of evidence base treatment/s. ppraise the choice of therapeutics/ pharmacological options with regards to efficacy, risks and benefits Devise and justify the criteria and methods of assessments chosen by which they will be assessed. Discuss validity and reliability of these chosen methods dvance their practice through critical reflection in their encounter using a reflective model Evaluate the findings in relation to the health history and underlying pathological processes ritically evaluate frameworks for assessing health with a view to establishing therapeutic relationships that empower and inform clients through the selection and considered use of advanced communication skills ppraise and advance their own practice through critical reflection on their encounter with a client Demonstrate knowledge and skills in utilising literature and other sources of evidence as a basis to analyse a topic under investigation and to justify in practice/service Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 7

8 9 10 ritical reflection on managing and evaluating the change and learning achieved through undertaking the project Justify their choice of skill in relation to client needs and critically evaluate the evidence base for the new skill Learning and teaching methods and strategies In addition to the strategies described above further emphasis will be placed on facilitating active learning through discussion, debate and reflection on experience. ssessment Outcomes 1, 2, 8 will be demonstrated in assignments, 3, 7 via portfolio, 4 will be demonstrated by clinical assessment, 5, 6, 10 by clinical assessment and 9 by means of a clinical project Subject specific skills: Systematically review the anatomy and physiology of the body systems ccurately conduct a complete physical examination, justifying the findings of the physical examination in relation to the relevant anatomy and physiology. Distinguish normal findings from abnormal findings. Provide a detailed skill analysis that demonstrates the ability to plan and self-manage learning and explores indicators of competence ccurately conduct, and document the clinical examination of clients within a therapeutic encounter, critically appraising the actual and potential impact variations in life-span, sociocultural / family context and individual beliefs may have upon the health of their client Using a model of clinical reasoning make and justify a differential diagnosis of the presenting problem and formulate an appropriate and mutually agreed plan of action Devise and evaluate appropriate strategies for promoting optimal health Nurse Practitioners only: Demonstrate relevant skills to achieve the advanced practice competencies specified by the NM/RN Learning and teaching methods and strategies In addition to the strategies previously described practical sessions within the clinical skills laboratory will allow opportunity for the demonstration and observation of key assessment skills. Students will be expected to support the knowledge gained from their attendance at University by identifying and making effective use of the learning opportunities available within their own and related practice settings. These will be supported by facilitated reflective sessions in which students will be Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 8

9 encouraged to explore their experience in expanding their practice within their own clinical settings. ssessment Outcome 1, 2, 3 will be demonstrated by MOSE, 4 by portfolio and 5, 6, 7 via clinical assessment and 8 via all assessment methods above D D1 Transferable skills: ritically evaluate their communication skills within their client/practitioner relationship D2 ritically reflect on the process of acquiring their competence by a variety of supporting evidence D3 D4 D5 D6 dvance their practice through critical reflection of their encounter using a reflective model. Demonstrate the ability to justify a change in practice that improves client care Evaluate factors to consider with a client when negotiating a mutually agreed plan of care Demonstrate the ability to manage and evaluate a practice/service development project within their own clinical area Learning and teaching methods and strategies Throughout the programme students will be encouraged to take personal responsibility for their learning. variety of directive learning strategies will guide self-managed study. In order to make the most of the range of experiences within the group, a variety of teaching and learning strategies will be utilised in the classroom setting. These will include seminars, workshops, lectures, discussions, debates, use of case studies and group work. Team members will facilitate the integration of theory to practice, reflection and professional collaboration with peers. ssessment Outcomes D1, D5 will be assessed via a portfolio, D2, D4 via assignments, D3 through assignments and portfolio, and D6 by means of a clinical project. Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 9

10 5 Matrix Table showing the relationships between the Intended Learning Outcomes for the S (Hons) dvanced Practice / S (Hons) Units dvanced Nurse Practitioner Programmes and their onstituent Units Vision for dvanced Practice * * * * * * * * * * Physical Examination of the dult * * * * * dvanced linical Skills Portfolio * * * * * * * * * Pathophysiology & pplied Therapeutics * * * * * * * * pplied Health ssessment * * * * * * * * * * Integration Unit * * * * * * * Subject Knowledge and understanding: 1 Explore their current role and reflect upon their personal philosophy of care in relation to the needs of their clients/patients 2 ritically appraise the issues surrounding the evolution of advanced professional practice 3 nalyse how law, ethics and professional accountability relate to advanced professional practice 5 Discuss the vision for their advancing health care role within the context of their practice setting and with reference to recent health care developments 6 Evaluate their legal and professional responsibilities in relation to therapeutic/pharmacological treatments 7 Demonstrate knowledge and understanding of pharmacokinetics and pharmacodynamics 8 Understand the nature of health and disease 9 Nurse Practitioners only: Demonstrate relevant knowledge and understanding to achieve the advanced practice competencies specified by the NM/RN Subject specific skills: 1 Systematically review the anatomy and physiology of the body systems 2 ccurately conduct a complete physical examination, justifying the findings of the physical examination in relation to the relevant anatomy and physiology. 3 Distinguish normal findings from abnormal findings. 4Provide a detailed skill analysis that demonstrates the ability to plan and self-manage learning and explores indicators of competence 5 ccurately conduct, and document the clinical examination of clients within a therapeutic encounter, critically appraising the actual and potential impact variations in life-span, sociocultural / family context and individual beliefs may have upon the health of their client 6 Using a model of clinical reasoning make and justify a differential diagnosis of the presenting problem and formulate an appropriate and mutually agreed plan of action 7 Devise and evaluate appropriate strategies for promoting optimal health 8 Nurse Practitioners only: Demonstrate relevant skills to achieve the advanced practice competencies specified by the NM/RN Intellectual skills: Explore the research base for health care and evaluate its application to advanced professional practice 2 nalyse literature in relation to a range of evidence base treatment/s. ppraise the choice of therapeutics/ pharmacological options with regards to efficacy, risks and benefits 3 Devise and justify the criteria and methods of assessments chosen by which they will be assessed. Discuss validity and reliability of these chosen methods 4 dvance their practice through critical reflection in their encounter using a reflective model 5 Evaluate the findings in relation to the health history and underlying pathological processes 6 ritically evaluate frameworks for assessing health with a view to establishing therapeutic relationships that empower and inform clients through the selection and considered use of advanced communication skills 7 ppraise and advance their own practice through critical reflection on their encounter with a client 8 Demonstrate knowledge and skills in utilising literature and other sources of evidence as a basis to analyse a topic under investigation and to justify in practice/service 9 ritical reflection on managing and evaluating the change and learning achieved through undertaking the project 10 Justify their choice of skill in relation to client needs and critically evaluate the evidence base for the new skill D Transferable skills: D1 ritically evaluate their communication skills within their client/practitioner relationship D2 ritically reflect on the process of acquiring their competence by a variety of supporting evidence D3 dvance their practice through critical reflection of their encounter using a reflective model. D4 Demonstrate the ability to justify a change in practice that improves client care D5 D6 Evaluate factors to consider with a client when negotiating a mutually agreed plan of care Demonstrate the ability to manage and evaluate a practice/service development project within their own clinical area D 1 D 2 D 3 D 4 D 5 D 6 Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 10

11 6 Programme Diagram Sc (Hons) DVNED PRTIE / Sc (Hons) DVNED NURSE PRTITIONER Sc (Hons) dvanced Practice / Sc (Hons) dvanced Practice (Nurse Practitioner) Stage 2/ Level H ompulsory Units Integration Project (20) pplied Health ssessment (20) Pathophysiology & pplied Therapeutics (20) Exit Qualification: Requires 120 credits at Level H Sc (Hons) dvanced Nurse Practitioner with RN dvanced Nurse Practitioner accreditation or Sc (Hons) dvanced Practice Learning Outcomes 6, 7, 8, 2, 4, 5, 6, 7, 8, 9, 5, 6, 7, D3, D4, D5, D6 (NP = 9, 8) Stage 1/ Level H ompulsory Units dvanced linical Skill Portfolio (20) Physical Examination of the dult (20) Vision for dvanced Practice (20) Progression Requirements Requires 60 credits at Level H Learning Outcomes 1, 2, 3, 4, 5, 1, 3, 4, 10, 1, 2, 3, 4, D1, D2, D3 (NP = 9, 8) Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 11

12 7. dmission Regulations Entry requirements The regulations for this programme are the University s Standard Undergraduate dmission regulations with the following approved additions: e registered with the Nursing and Midwifery ouncil or Health Professions ouncil have 3-years post qualifying experience be currently engaged in practice, normally a minimum of 20 hours/week where they are supported and are able to undertake assessing and examining skills ll nurses will be enrolled on Sc (Hons) dvanced Nurse Practitioner programme. ll other professions will be enrolled on Sc (Hons) dvanced Practice programme. pplicants will be required to provide written evidence in the form of a pre-course learning contract that all parties - sponsoring managers, clinical mentors and students, are actively committed to an advanced practice role and the level of investment required in terms of time and resources. Potentially suitable applicants may be interviewed so that their interest and motivation can be assessed. P(E)L redit can be awarded to students who demonstrate that they have met the learning outcomes of units of the programme up to a maximum of 40 level H credits. 8 ssessment Regulations The regulations for these programmes are the University s Standard Undergraduate Programme Regulations with the following approved exceptions: 8.1 Period of registration The maximum period which a student may take to complete these programmes, from first registration, is normally as follows: ward Sc (Hons) Top-up Part-time maximum 4 years 8.2 Pass Mark The pass mark for each unit will be 40%. Where the unit is assessed by a combination of formally defined separate elements of assessment a pass will only be awarded where the student achieves at least 40% for each part of the assessment 8.3 Physical Examination of the dult Unit: In order to pass the MOSE the student must gain a pass mark (40%) in both Station 1 and Station 2. If a student fails more than one body system in Station 1, no overall pass for this station can be given and the student will therefore fail the MOSE. If a student is required to make a second attempt it will be necessary to undertake both Station 1 and Station 2 and obtain a pass mark in both stations. Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 12

13 8.4 ompensation There is no compensation for units on these programmes. Students must pass all units. 8.5 Provision for intermediate awards There are no intermediate awards within these programmes 8.6 achelors Degree There is no award of achelors degree for these programmes students must pass all units of the programme 9. POINTS OF REFERENE IN PROGRMME DESIGN The programmes design meets the various issues raised in recent NHS documents - The NHS: Modern and Dependable (Department of Health 1997), The NHS Plan (Department of Health 2000), Liberating the Talent (Department of Health 2002), Knowledge and Skills Framework (Department of Health 2004) and Modernising Nursing areers (Department of Health 2006) in that it enables Health are workers to develop their knowledge, skills, and attitudes, and enhance client care in the fast changing world in which they operate. It also draws on the dimensions of the Knowledge and Skills Framework (Department of Health 2004). These programmes have an interprofessional approach and will thus meet the requirements of the NHS Modernisation agenda for continuing professional development with an interprofessional focus. The principles of The Lifelong Learning Framework for the NHS Working Together Learning Together (November 2001) have been met in that the programmes these are: Patient-centred; an integral part of the NHS Quality Framework with employers strategies and plans closely linked to clinical governance plans; meeting local service needs as well as the individual s personal and professional development needs; focused on the development needs of clinical teams, across traditional professional and service boundaries; robust and assures both quality and equality of opportunity; work-based with the focus of competence in doing ; encouraging core knowledge and skills to support the skills escalator approach at this level; making use of a full range of development approaches and methods to teaching and learning, rather than rely solely or largely on formal programmes; modular and attracts academic credit. Professional ody ompetencies: The dvanced Nurse Practitioner programme is based on the Nursing and Midwifery ouncils and the Royal ollege of Nursing s competencies for advanced practice (see appendix 1 riefing & Resource Document), which require the practitioner to be able to exercise higher levels of judgement, discretion and decision making. These fall into four broad areas linical Practice; are and Programme Management; linical Practice Development and linical Practice Leadership all of which means the practitioner undertakes a full assessment, plans and implements care, leads advanced nursing care in a defined area and provides education and training to others. The Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 13

14 programme also takes into account the NM (2002) Report of the higher level of practice pilot and project. The Health professional ouncil have not yet developed standards for dvanced Practice, although the outcomes of the programme demonstrate transferability to Operating Department Practitioner roles (dvanced Surgical Practitioners, Post naesthetic are, High Dependency Unit and Intensive are Unit roles). Q enchmarks: The subject specific skills, transferable skills, knowledge and understanding for Health Studies degree programmes as published by the Quality ssurance gency for Higher Education (2002), have been met in that the programme focuses on aspects of health in the widest remit. It has an interprofessional basis and ensures research is the focus for the course. longside this the teaching and learning strategies enable the development of a reflective and critical approach to the study of health, whilst the diverse assessment strategies not only reflect the intended learning outcomes but also ensure that the content of the programme makes a positive contribution to the student's learning experience. Q qualifications framework: Honours degrees are awarded to students who have demonstrated: i a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline; ii an ability to deploy accurately established techniques of analysis and enquiry within a discipline; iii conceptual understanding that enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline; iv an appreciation of the uncertainty, ambiguity and limits of knowledge; v the ability to manage their own learning, and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline). Typically, holders of the qualification will be able to: a apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; b critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; c communicate information, ideas, problems, and solutions to both specialist and nonspecialist audiences; and will have: Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 14

15 d qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and unpredictable contexts; and the learning ability needed to undertake appropriate further training of a professional or equivalent nature. Relationship with HS Mission: These programmes meet in full issues included in the HS Mission in that it will: Promote high quality teaching and develop the full potential of students and staff in enterprising and stimulating learning environments Enable students to develop the knowledge and skills to facilitate scholarship through applied research and consultancy in order to change, develop and evaluate professional practice Prepare proactive and challenging individuals, who are continually learning and are confident and equipped to handle change Educational activities and working in partnership with agencies and students help to continually improve Health and ommunity are Services primarily in the local region, but also nationally and internationally. Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 15

16 10 PROGRMME PROFILE Date profile completed: 29 pril 2008 School HS Partner institution (where applicable) Programme Sc (Hons) dvanced Nurse Practitioner Sc (Hons) dvanced Practice Mode(s) of study Part Time Unit identification ost entre(s) ssessment *** Unit no. (given by School) Unit name Prog year * ore / option HES Subjec t ode 1 % 2 % No of credits ** Leve l Element Weightings Vision for dvanced Practice 1 ore 20 H 100% Physical Examination of the dult 1 ore 20 H 100% dvanced linical Skills Portfolio 1 ore 20 H 100% Pathophysiology & pplied Therapeutics 2 ore 20 H 100% pplied Health ssessment 2 ore 20 H 50% 50% Integration Project 2 ore 20 H 100% Exam 1 /Work 1 /Work 2 Sc (Hons) dvanced Practice / Sc (Hons) dvanced Nurse Practitioner PS May 08 Page 16