PGCert/PG Dip/MSc Higher Professional Education

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1 Programme Specification PGCert/PG Dip/MSc Higher Professional Education Incorporating NMC standards to support learning and assessment in practice (2008) practice teacher and teacher Valid from: September 2012 Faculty of Health & Life Sciences

2 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UKPASS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/recognition: (applicable to programmes with professional body approval) Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Oxford Brookes University MSc Higher Professional Education Postgraduate Certificate Higher Professional Education Postgraduate Diploma Higher Professional Education HC78 P X390 Face to face Full time / Part time / Mixed mode English There are no subject benchmark statements for Education Studies at Level 7 but cognisance has been taken of FHEQ generic Level 7 descriptors Nursing and Midwifery Council (NMC) Chartered Society of Physiotherapy (CSP) College of Occupational Therapists Health and Life Sciences June 2012 SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/distinctiveness of the programme The debate within the fields of health and social care on the nature of Higher Professional Education is vibrant and ongoing. Factors influencing its development are complex and frequently present opposing forces for change. Issues such as quality management and enhancement, fitness for purpose, fitness for practice, the needs of the patient/client and the priorities of the various stakeholders need careful consideration alongside models of adult learning, the nature of professional knowledge and the concept of lifelong learning.

3 For students seeking a professional body recognised qualification, the programmes are mapped against the relevant professional standards, and these are explicitly detailed in programme handbooks and module information. 2.2 Aims of the programme The overall aim is to challenge and extend the knowledge, skills and attitudes of those currently involved in higher professional education in the context of health and social care. The programme provides a framework of opportunities for students to Appraise critically their role and that of others within health and social care education Develop a greater depth of understanding of the nature of professional education Develop their knowledge, skills and experience as practitioners, curriculum developers and/or strategic planners. SECTION 3: PROGRAMME LEARNING OUTCOMES Knowledge and Understanding On satisfactory completion of the programme, students will be able to: 3.1 Academic Literacy analyse critically the direct and indirect impact of local, national and international pressures on curriculum design, delivery and evaluation (fits also 3.5) discuss critically their own beliefs and concerns about the nature of professional knowledge, the purpose of professional education and the multiplicity of roles of the educational practitioner (fits also 3.3) incorporate actively the learner s perspective and recognize the impact of policies on curriculum design, teaching methods and assessment strategies (fits also 3.5) 3.2 Research Literacy demonstrate a rigorous action research approach to develop further the evidence base of their professional educational practice (fits also 3.5) develop the ability to design and conduct a piece of research to further understanding and/or development of a specific area of higher professional education in the context of health & social care (fits also 3.5) 3.3 Critical Self-Awareness and Personal Literacy demonstrate ongoing commitment to lifelong learning for self and others 3.4 Digital and Information Literacy demonstrate a robust commitment to scholarship and its integration into their professional practice (fits also 3.1) 3.5 Global Citizenship influence positively collaborative practice for self and others taking into account professional boundaries and diverse methods of thinking (fits also 3.3)

4 SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: Module number Module name Semester Credits Status (level 7) P44410 Creating Frameworks for Learning 1 20 compulsory Award P44412 Professional Educational in Practice 1 and 2 40 Compulsory for NMC Practice PG Certificate Teacher Pxxxxx Teaching in Higher Professional Education 1 and 2 40 Compulsory for NMC Teacher P49212 /3 Work-based learning 1, 2 or 3 20 or 40 optional PG Diploma P49214 Independent Study 1, 2 or 3 20 optional P44820 Leadership in Health and Social Care 1 20 optional P49210 Advanced Research Design 1 or 2 20 Compulsory for MSc P49215 Dissertation 1 and 2 60 Compulsory MSc 4.2 Professional requirements Module P44412: Professional Education in Practice is compulsory for nurses and midwives who wish to gain accreditation with the Nursing and Midwifery Council (NMC) as a Practice Teacher. Completing the modules Pxxxxx Teaching in Higher Professional Education and P44410 Creating Frameworks for Learning is compulsory for nurses and midwives to gain accreditation with the NMC as a Teacher. Physiotherapists and occupational therapists taking either module P44410 or P44412 are eligible with the Chartered Society of Physiotherapy (CSP) or College of Occupational Therapists (COT) for ACE (Accreditation of Practice Placement) or APPLE (Accreditation of Practice Placement Educators Scheme)

5 SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment Context, Practice and Reflection This Programme emphasises student-centred learning, with the student as an independent and self-reflective learner. Students will be encouraged to focus on their own local practice context, and to use this as the basis of critical self-reflection. Reflection is also required on specific practice situations, and this forms the basis of some module assessments. Teaching and Learning methods The teaching, learning and assessment strategy reflects the programme s interprofessional, student-centred and practice-focused approach. In order to make the most of the range of experience, skills and knowledge within the group, a variety of teaching and learning strategies are employed: Critical self-reflection is encouraged as a means of keeping a focus on the development of individual practice. Students will have the opportunity to negotiate the specific details of some assessments to ensure that they are relevant to the development of their practice. Tutorials are used to develop the student s focus on their own practice and their own learning needs. Group activities (eg. action learning circles, seminars workshops, presentations) are used as a means of sharing knowledge, experience and skills, developing critical skills and emphasising the inter-professional nature of teaching practice in health and social care. Presentation skills are developed through student-led seminars and presentations to peers. Portfolios and profiling are used as a means of showing evidence of developing skills, knowledge and experience, of personal achievement and providing the tangible building blocks for life-long learning. Opportunities for on-line learning are provided through the use of Brookes Virtual, the University s integrated Virtual Learning Environment (VLE) Opportunities to engage with the Faculty s research environment. Research methods teaching and seminars are facilitated by staff from a variety of health and social care backgrounds who are actively involved in research studies. Assessment At the beginning of each module, the student will be directed to information in the handbook about the method of assessment, the marking criteria and the deadlines involved. There is a range of course work assessments, encouraging the development of academic and professional literacy and the development of postgraduate attributes. The University Assessment Compact has informed the assessment strategy of the course, which is demonstrated in the following: There are opportunities to negotiate elements of the assignment, through learning contracts, to make them specific to the student s practice context, and learning needs; By basing assessment on the students own practice context, assessment is explicitly linked to personal and professional development; Each module involves a point of formative feedback to enable the student to develop their work in line with the requirements of the assessment strategy; Feedback is given at a point in the semester that allows the student time to make

6 constructive changes in the light of tutor feedback; Assessment schedules for the whole Programme are stated; Assessment is linked to the module learning outcomes; Assessment criteria are explicit and opportunities are provided to discuss them, offering opportunities to develop assessment literacy; There is a variety of assessments used within the programme, offering opportunities to develop academic literacy. Self-assessment On completion of each piece of work for assessment, students are required to undertake and submit a written self-assessment. This is a useful exercise in developing awareness of their academic and professional skills, and for engaging in a dialogue with tutors about their development. The marking process includes giving students feedback on their selfassessment. The programme handbook provides a commentary for students on how the Postgraduate Attributes are developed through the programme. In addition, students can expect to be introduced to the concept of Postgraduate Attributes during induction, and will have tutorial discussions with their academic advisor, particularly in their first year, which will focus on identifying module content and activities leading to their acquisition of Postgraduate Attributes, and their experience of them. 5.2 Assessment regulations The programme conforms to the University Regulations for Postgraduate taught programmes. SECTION 6: ADMISSIONS 6.1 Entry criteria Entrants to the programme should possess the following: Be a registered health or social care professional with a registration acceptable to the relevant United Kingdom professional body Hold an honours degree or a professional qualification equivalent to a first degree or be able to provide evidence of the ability to study at your proposed level of entry if requested Have a minimum of two years professional practice experience Be employed in or have access to a health care setting that will enable the achievement of the learning outcomes ie. hold a post which includes a significant role as a teacher/facilitator in a health or social care setting. Meet the English language requirements of the University 6.2 CRB checks Applicants need to confirm that they have current CRB clearance in accordance with their employer s CRB policy.- check admission and funding issues.. SECTION 7: STUDENT SUPPORT AND GUIDANCE Academic Advisor Students are allocated an Academic Advisor from the staff members in the programme team. Academic Advisors will monitor students progress and communicate with them via

7 and/or telephone. It is likely that students will have at least two contacts (via or telephone) with their Academic Advisor per semester and they will be available to discuss any aspect of academic development. Student Support Co-ordinator Student Support Co-ordinators provide one to one support, advice, guidance and encouragement to help students progress through their chosen programme. They complement the support provided by Academic Advisors by focussing on practical and personal problems which affect students. Module Leader Each module has a leader who is responsible to the programme leader for the quality of the learning experience for students undertaking the module. The module leader is the best person to talk to if students have questions about anything to do with the module timetable, access to Brookes Virtual or the module assignment and submission dates. The module leader produces the module handbook which includes all the information necessary to completion of the module. Upgrade Upgrade is the University s study advice service for anyone who wants advice on: Library Study skills planning and writing essays, assignments and dissertations; Statistics, maths. Students will have the use of all the electronic Oxford Brookes University Library facilities all of the modules within your programme include core texts, which are available as e- books. Where an e-book is not available then the module leader will ensure that a PDF file is available of a selected chapter from the core text. The Library also provides access to a wide range of other online (Web-based) resources, including databases and thousands of full-text electronic journal titles, many of which can be accessed from home or work. Library staff are able to help with queries about finding information. Disability Services The Student Disability Service provide support, advice and information to current and prospective students of Oxford Brookes University. They will work with students to develop an individual support plan to meet individual needs and will also give advice about how the University systems can support students with disabilities. Students Union Oxford Brookes Students' Union exists to ensure the welfare and representation of students attending the University. They offer a diverse range of welfare services and support structures to students as well as running many commercial services. International Students Oxford Brookes University has a community of more than 19,000 students, including more than 5,000 postgraduates. Approximately 20% are international students who come from more than 145 countries worldwide, in addition to other European Union countries. We

8 value the academic and cultural contribution international students bring to the Faculty of Health and Life Sciences. The Faculty runs a Cultural Orientation Programme also available online to orientate international students to the culture of the University and the Department and to enable them to develop the appropriate academic skills required for their programme of study. In addition, the University International Student Advisory Service (ISAS) provides welfare support, visa advice and counselling should you need it. The International Centre for English Language Studies (ICELS) offers academic English support throughout the semester. SECTION 8: GRADUATE EMPLOYABILITY Graduates are employed in a wide range of roles within education in health and social care professional settings and within the higher education sector, for example, community practice teacher (nurses), clinical educator (physiotherapists), practice placement educator (occupational therapists) and university lecturer. The University Careers and Employment Centre may be able to help students find options for developing their career to make the most of your award from Oxford Brookes University. Careers and Employment centre: SECTION 9: LINKS WITH EMPLOYERS For example: Visiting speakers from relevant industries/professions Work placements/opportunities for work-based learning The Practice Assessors Group (PAG), a joint partnership working group between local NHS employers and university lecturers, meets monthly, overseeing and approving all implementation processes of the NMC Standards (2008). Work-based learning is a fundamental part of Module P44412: Widening Perspectives through Educational Practice, in which students have a home and away work placement. Students also have an opportunity to undertake a work-based learning module as a component of the Postgraduate Diploma. SECTION 10: QUALITY MANAGEMENT Indicators of quality/methods for evaluating the quality of provision (e.g. PSRB accreditation; Brookes QA system: external examiners reports, annual and periodic programme review; student surveys; employer/other stakeholder engagement, student representation system, etc.) Indicators of quality/methods for evaluating the quality of provision Student Representation/consultation We value feedback on the programmes, courses, and modules. We utilise feedback from students to improve our educational provision on an ongoing basis. There will be a

9 number of opportunities throughout the programme for students to give feedback on issues of content, delivery and support. A range of consultation methods will be used. This will include face to face and online surveys of the student group at intervals during the period of study. Students contributions to this process is valued. Programme Management The programme will be managed as a programme of study within the University and, as such, will be subject to the standard procedures of the University for managing, monitoring and reviewing programmes. The day-to-day management of the programme will be the responsibility of the Subject-Co-ordinator assisted by the Programme Committee. The Programme Committee, which meets 3 times a year, consists of the programme leader, module leaders, and representatives of students and service users, where these are available to attend. The main areas of discussion within the Committee are: programme administration, teaching and student support, module review, recommending changes to modules or programme rules, and nominating external examiners. Module Review Students experiences of the programme are evaluated in a number of ways. Throughout the modules they will be given an opportunity to evaluate how things are going. At the end of each module they will be asked to contribute to a formal module evaluation. The module leader will produce a module review drawn from these evaluations. These will be discussed at the programme committee meetings each semester. They also form part of an annual programme review. Annual Review The process of annual review allows for a critical appraisal of the programme, including its strengths, limitations, achievements, areas of concern and areas for improvement, leading to an action plan for the subsequent year. The preparation of the annual review will involve all members of the programme team, local experts in the field of professional education and feedback from students in order to produce a balanced and informed judgement about the programme. External Examiner Feedback An external examiner for the programme reviews samples of assessed coursework and comments on the standards and quality of the programme. The External Examiner s Annual Report is made available to students to view. Nursing and Midwifery Council Approval and Monitoring The programme is subject to Annual Monitoring Review (AMR) and re-approval by the Nursing and Midwifery Council (NMC).

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