PROGRAMME SPECIFICATION

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1 PROGRAMME SPECIFICATION Master of Science in Advanced Healthcare Practice (Clinical) Awarding institution Teaching institution JACS Code Programme Duration Language of Programme Subject benchmark statement Programme accredited by Description of accreditation Validated target and alternative exit awards Liverpool John Moores University LIVERPOOL JOHN MOORES UNIVERSITY B700 All LJMU programmes are delivered and assessed in English DOH (2003) the NHS Knowledge and Skills Framework and Development Review QAA -http://www.qaa.ac.uk/assuringstandardsandquality/quality-code/pagesde The Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ) LJMU Learning Teaching and (LTA) Strategy NMC Regulatory Requirements Department of Health (2004) Health Professionals Learning beyond Registration: Developing a shared Framework. University of Salford, September 2004 Department of Health (2008) NHS Stage Review: Quality Workforce-Strategy Impact. HMSO london Sargent, J. (2003). A proposal to Develop a National Framework for Assistant and Advanced Practitioners. Workforce Confederation Standing Conference, August 2003 The regulation of Health Professionals in the 21st Century (2007) Front Line Care: Report by the Prime Ministers Commission on the Future of Nursing and Midwifery in England (2010) Equity and Excellence Librsting the NHS (DOH 2010) Best Practice Guidance Advanced evel Nursing: A Position Statement (DOH 2010) Master of Science in Advanced Healthcare Practice (Clinical) Postgraduate Diploma in Advanced Healthcare Practice (Clinical) Postgraduate Certificate in Advanced Healthcare Practice (Clinical) Programme Leader Rosemary McCarthy Educational aims of the programme The programme aims of the Advanced Health Care Practitioner Programmes are adapted from Department of Health (2004) and NHS Workforce Development Confederation (Sargent,2003) definitions of Advanced Practice. More specifically, the Advanced Health Care Practice Framework and Specific routes aim to develop clinically autonomous practitioners that: Have highly specialised and highly developed knowledge and skills ( beyond those required for professional registration) that encompass the breadth and depth of current and future professional practice. Accept the full responsibility for providing those services, hithero underatken by others, in defined circumstances. Are able to enhance practice support and educational development of all healthcare practitioners across all levels of practice. Target award Learning Outcomes - Master of Science A student successfully completing the programme of study will have acquired subject knowledge and understanding as well as skills and other attributes.

2 Knowledge and understanding A1. In-depth knowledge and critical understanding of advanced practice within a variety of health care settings A2. In depth knowledge of the pathogenesis of disease processes, integration of the clinical manifestations of disease to the relevant pathophysiological mechanisms, and the subsequent relationships to assessment, diagnosis and clinical mangement A3. Advanced clinical reasoning, critical thinking and creative problem solving in the assessment and management of health and illness A4. Critical examination and analysis of the evidence-base material realted to advanced practice in a variety of clinical settings A5. Critically analyse a number of Leadership theories and have the ability to make sound judgements as to their application in the working context A6. Critical examination and analysis of a variety of issues intrinsic to the advanced practice role development A7. Critically analyse how Comparative Health Policy influences the local health services, and determine their own influencing of the Health Policy agenda at National, Regional and Local Level A8. Critically analyse the factors that are imperative to Organisational Development and design A9. Critically evaluate the various Models of Practice both Healthcare and non-healthcare and demonstrate the strengths and weaknesses of their use. A10. Recognise the boundaries of advanced professional roles. A11. Articulate the legal and ethical frameworks in which the Advanced Practitioner works. A12. Demonstrate how they are both utilising and influencing Research and Evidence Based Practice A13. Ability to explore, critically review, consolidate, extend and apply a systematic and coherent body of knowledge relating to the advanced practice and the assessment, management of health and illness in the clinical setting. A14. Recognise the boundaries of advanced professional roles. A15. Articulate the legal and ethical frameworks in which the Advanced Practitioner works The teaching learning and assessment methods will be appropriate to the modules. They are designed in such a way as to ensure the student can fully benefit from the potential to enhance their knowledge and skills. The methods used will consist of Interactive lectures and presentations including use of Video's CD Roms, Tutorials, Seminars, Workshops, and Enquiry based learning techniques such as Action Learning will be utilised. Blackboard and will form a strong component of several of the modules. Self-directed study will be encouraged Skills and other attributes Intellectual Skills B1. Interpretation of data and application of this in making strategic choices to influence policy and processes B2. Critical reasoning, creativity and originality of thought B3. Effective and appropriate Decision making and problem solving in situations of uncertainty and complexity B4. Emotional intelligence B5. Recognise, extend and advance the boundaries of the professional role through horizon scanning activities B6. Ability to identify, apply and disseminate research findings relating to advanced practice In addition to those already identified above there will be the use of some Interactive materials for Problem

3 solving activities, Examinations, Dissertation Similar methods will be utilised as for knowledge and understanding. We will be testing the students intellectual development through the use of diagnostic, formative as well as summative assessment methods. Much of the diagnostic work will be in the form of group discussions with the module leader, or the utilisation of diagnostic quizzes which is quick and can give the student almost immediate feedback as to their needs. Professional practical skills C1. Critically analyse Quality Systems in their area of Practice and initiate activities for improvement C2. Supervise the Clinical Practice of the team and ensure safety through Risk and Management In addition to those already identified above their will be the use of some Interactive materials for Problem solving activities, Examinations, Dissertation The teaching learning and assessment methods will be appropriate to the modules. They are designed in such a way as to ensure the student can fully benefit from the potential to enhance their knowledge and skills. The methods used will consist of Interactive lectures and presentations including use of Video's CD Roms, Tutorials, Seminars, Workshops, and Enquiry based learning techniques such as Action Learning will be utilised. Blackboard and will form a strong component of several of the modules. Self-directed study will be encouraged Transferable / key skills D1. Select, organise and critically evaluate new data D2. Identify, define and analyse complex problems and apply appropriate knowledge and skills to their solution D3. Communicate ideas effectively with professionals, peers, and service users D4. Function effectively as professionals able to operate in a changing environment D5. Utilise the potential of Multi-disciplinary perspectives found in the workplace to enhance problem solving through debate with others from a variety of backgrounds D6. Devise a suitable research methodology and competently apply appropriate data analysis techniques to investigate work-based problems. The teaching learning and assessment methods will be appropriate to the modules. They are designed in such a way as to ensure the student can fully benefit from the potential to enhance their knowledge and skills. The methods used will consist of Interactive lectures and presentations including use of Video's CD Roms, Tutorials, Seminars, Workshops, and Enquiry based learning techniques such as Action Learning will be utilised. Blackboard and will form a strong component of several of the modules. Self-directed study will be encouraged Programme structure - programme rules and modules Programme rules Master of Science in Advanced Healthcare Practice (Clinical)

4 Postgraduate Diploma in Advanced Healthcare Practice (Clinical) (Alternative Exit Award) Postgraduate Certificate in Advanced Healthcare Practice (Clinical) (Alternative Exit Award) Note: Non Medical Prescribing is a regulated health care professional programme and is not an option for this programme. However the credits can be transferred through into the Advanced Health Care Practice (Clinical) Programme Level 7 Potential Awards on completion Master of Science Core Option Award Requirements 7005PQHEAL DISSERTATION ( PQHEAL RESEARCH METHODOLOGY, METHODS & DATA ANALYSIS ( NPAPP INDEPENDENT AND SUPPLEMENTARY PRESCRIBING ( HMADV ADVANCING LEADERSHIP FOR QUALITY ( HMAADV Diabetes: Enabling Healthcare Professionals to Enhance Healthcare Provision in Practice ( POADV Pre-Operative ( MMADV Advancing the Critical Care Practitioner ( NTADV Speech Language Communication and Narrative ( PQHEAL MENTORSHIP IN HEALTH CARE PRACTICE ( PQHEAL Collaborative and Professional Practice in Dementia Care ( HMADV Professional Practice in Palliative Care ( HMADV Safeguarding in Multi-professional Practice ( HMADV Quality monitoring and improvement in Health and Social Care ( MMADV Specialist Bowel Cancer Screening Practitioner ( MCADV Public Health and the Paramedic ( MCADV Managing Critical Care ( APAPP ADVANCED HEALTH CARE PRACTICE ( ELADV ETHICAL AND LEGAL ISSUES WITHIN ADVANCED PRACTICE ( PPADV PATHOPHYSIOLOGY ADVANCED PRACTICE ( MCADV CLINICAL DIAGNOSTICS ( MMADV CLINICAL EXAMINATION ( MMADV ART AND SCIENCE OF PRACTICE EDUCATION ( PQHEAL NEGOTIATED WORK BASED LEARNING PROFESSIONAL STUDIES (20 90 core credits at level 7 90 option credits at level 7

5 Information about assessment regulations All programmes leading to LJMU awards operate within the University's Academic Framework. https://www.ljmu.ac.uk/about-us/public-information/academic-quality-and-regulations/academic-framework Opportunities for work-related learning ( location and nature of activities) As required within the context of specific modules (Clinical Examination, Clinical Diagnostics, Narrative Therapeutics and Communication, Negotiated work Based learning) it is recommended that students seek support and guidance from a mentoring perspective and clinical skill acquistion. Criteria for admission Other Professional Entry Requirements Clinical Route Prospective candidates will be required to attend an interview in order to provide evidence to support their application. Pathway advice will be offered to facilitate professional and personal development which best fits both their academic and clinical profile. Students would normally have had a minimum of 3 years post registration experience and would be employed within a clinical environment in the public, private or voluntary sector. They would be in a position, which enables them to influence and advance practice within their working context. External Quality Benchmarks All programmes leading to LJMU awards have been designed and approved in accordance with the UK Quality Code for Higher Education, including the Framework for Higher Education Qualifications in the UK (FHEQ) and subject benchmark statements where applicable. The University is subject to periodic review of its quality and standards by the Quality Assurance Agency (QAA) Published review reports are available on the QAA website at Programmes which are professionally accredited are reviewed by professional, statutory and regulatory bodies (PSRBs) and such programmes must meet the competencies/standards of those PSRBs. Support for students and their learning The University aims to provide students with access to appropriate and timely information, support and guidance to ensure that they are able to benefit fully from their time at LJMU. All students are assigned a Personal Tutor to provide academic support and when necessary signpost students to the appropriate University support services. Students are able to access a range of professional services including: Advice on practical aspects of study and how to use these opportunities to support and enhance their personal and academic development. This includes support for placements and careers guidance from the World of Work Careers Service. Student Advice and Wellbeing Services provide students with advice, support and information, particularly in the areas of: student funding and financial matters, disability, advice and support to international students, study support, accommodation, health, wellbeing and counselling. Methods for evaluating and improving the quality and standards of teaching and learning Student Feedback and Evaluation The University use the results of student feedback from internal and external student surveys (such as the National Student Survey), module evaluation questionnaires and meetings with student representatives to improve the quality of programmes. Staff development The quality of teaching is assured through staff review and staff development in learning, teaching and

6 assessment. Internal Review All programmes are reviewed annually and periodically, informed by a range of data and feedback, to ensure quality and standards of programmes and to make improvements to programmes. External Examining External examiners are appointed to programmes to assess whether: the University is maintaining the threshold academic standards set for awards in accordance with the FHEQ and applicable subject benchmark statements the assessment process measures student achievement rigorously and fairly against the intended outcomes of the programme(s) and is conducted in line with University policies and regulations the academic standards are comparable with those in other UK higher education institutions of which external examiners have experience the achievement of students are comparable with those in other UK higher education institutions of which the external examiners have experience and to provide informative comment and recommendations on: good practice and innovation relating to learning, teaching and assessment observed by external examiners opportunities to enhance the quality of the learning opportunities provided to students Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, teaching, learning and assessment methods of each module can be found in module and programme guides.

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