B1.2 COURSE TITLE: PGDiploma in Community and Public Health Nursing / MSc in Community and Public Health Nursing

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1 B1.2 COURSE TITLE: PGDiploma in Community and Public Health Nursing / MSc in Community and Public Health Nursing PLEASE NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he or she takes full advantage of the learning opportunities provided. More detailed information on the specific learning outcomes, content and the learning, teaching and assessment methods of each module can be found (*at www /in course/student handbook). 1 AWARDING INSTITUTION/BODY: UNIVERSITY OF ULSTER 2 TEACHING INSTITUTION: UNIVERSITY OF ULSTER 3 LOCATION: JORDANSTOWN 4 COURSE ACCREDITED BY: NIPEC (on behalf of NMC) 5 FINAL AWARD: PGDiploma in Community and Public Health Nursing / MSc in Community and Public Health Nursing 6 MODE OF ATTENDANCE: FULL-TIME/PART-TIME 7 SPECIALISMS: Health Visiting Specialist Community Nursing District Nursing Community Children s Nursing Community Mental Health Nursing Community Learning Disability Nursing School Nursing Occupational Health Nursing Nurse Practitioner in General Practice (Primary Care) 8 COURSE CODE: G156PJ G536PJ 9 HESA CODE: B7 10 EDUCATIONAL AIMS AND OBJECTIVES OF THE COURSE The overall aims of this programme are as follows: 1. to prepare competent Health Visitors or Specialist Community Nurses who are able to reflect systematically upon their practice and, through analysis, synthesis and evaluation, to contribute to the development of public health/health visiting or specialist community nursing practice. 2. to facilitate the provision of a high quality, evidence based, cost effective service for communities, families and individuals within specialist areas of practice. 3. to enable students to meet the NMC requirements for a Registered Health Visitor or Specialist Community Nursing qualification recorded on the NMC Register. 4. to prepare practitioners able to contribute to development of the knowledge and theoretical base for practice 1

2 11 MAIN LEARNING OUTCOMES The course provides opportunities for students to achieve and demonstrate the following learning. 11K K1 K2 K3 K4 SUBJECT RELATED QUALITIES Knowledge and Understanding demonstrate a high level of knowledge and decision making about clinical practice in their specialist area; demonstrate a high level of knowledge and judgement pertaining to health visiting or specialist community nursing demonstrate understanding of the contribution made by the concepts, models, and methodologies of the disciplines underpinning nursing to the development of nursing theory, practice and enquiry. draw on global developments within public health and their area of specialisation and use this understanding in developing innovative practice. Learning and Teaching Methods: A range of teaching/learning methods are used to enable students to develop knowledge and understanding related to learning outcomes and to provide the foundation for other learning outcomes. Methods used include lectures, seminars/discussions, guided reading and use of web sites. Videos and other materials and elearning are used to support these. Assessment Methods: Assessment methods require demonstration of the application of knowledge through, for example, population profiles, care plans or case studies, essays, development of portfolios. The School of Nursing Assessment Schedule used in the School of Nursing evaluates knowledge and comprehension/application, as well as other aspects of intellectual skills. 11I I1 I2 I3 I4 I5 I6 INTELLECTUAL QUALITIES integrate theory with practice, explore differing relationships between theory and practice, and apply the ensuing insights to decision-making in public health or specialist community nursing; analyse the relationships between formal models and theories and the personal insights and tacit theories which inform their own practice; meet the clinical governance agenda in relation to the effectiveness of care; systematically analyse and synthesise published research and other evidence based materials and use it to contribute to policy making; identify and analyse the scope for community and practice development, health education and promotion activities within their specialist area of practice and plan and deliver appropriate interventions; assess critically the merits and demerits of an entrepreneurial approach to planning and provision of new roles and services. Learning and Teaching Methods: these qualities will be developed through activities which require students to relate their knowledge to public health practice and vice versa. These include contributing to discussions drawing upon community and clinical experience, engaging in debate, developing community health, family and individual care plans and evaluating their effectiveness in practice, exploring the literature related to their area of practice. Assessment Methods: the major approaches which contribute to the assessment of these outcomes are as follows: 1. assessment of competency development in relation to public health practice as specified for their level of development; 2. the School of Nursing Assessment Schedule assesses intellectual qualities such as analysis, synthesis and evaluation in written coursework; 3. the coursework required will require demonstration of these qualities. 2

3 11P P1 P2 P3 P4 P5 P6 PROFESSIONAL/PRACTICAL SKILLS demonstrate a high level of skill in clinical care within their specialism; competently assess the holistic needs of communities, groups, individuals and families/carers in their specialist area, working in partnership with communities, groups, individual/families/carers as appropriate; plan evidence-based, achievable, culturally sensitive, user centred, innovative, proactive health care; work collaboratively within the multidisciplinary/multi-agency care team as appropriate to their specialism, promoting positive and effective relationships; demonstrate competence in a variety of qualitative and quantitative research methods; (MSc only) plan and execute small scale research within their area of clinical practice. Learning and Teaching Methods: building on previously acquired knowledge and skills, students will continue to develop their skills with the support and guidance of a mentor or practice educator. In addition, lectures and discussion with their specialist lecturer, reflection on practice and clinical supervision will promote their development in these areas. Assessment Methods: the assessment of these learning outcomes will be through: 1. competency assessment in clinical practice with their teacher practitioner and specialist lecturer; 2. presentation of community health profiles and case studies demonstrating these skills. 11T T1 T2 T3 T4 T5 T6 T7 TRANSFERABLE/KEY SKILLS demonstrate objective judgement and decision making in their area of practice in the context of political and socio-economic change; demonstrate leadership within the multidisciplinary and multi-agency context in developing practice within their area of expertise; continue their own professional development, including their role as a specialist as appropriate, through involvement in clinical supervision, peer support and professional fora; support and develop colleagues through adoption of caring humanistic approaches, educaion, supervision, encouraging reflection and acting as a role model; apply moral and legal principles in their area of specialist practice; challenge current practice and lead change within their specialist practice. utilise the skills of innovation to contribute to resourcing and implementing new service initiatives. Learning and Teaching Methods: the theoretical modules will provide the relevant knowledge underpinning these learning outcomes and they will develop the skills through supported exposure to situations in practice in which these skills are required. A questioning approach will be encouraged throughout the teaching of all modules. Assessment Methods: these skills are assessed through: 1. competency assessment in clinical practice with their teacher practitioner and specialist lecturer; 2. presentation of a community health profile, care plans and case studies demonstrating these skills. 3

4 11 MODULE OUTCOME MAP MODULE OUTCOMES TITLES CODE K1 K2 K3 K4 I1 I2 I3 I4 I5 I6 P1 P2 P3 P4 P5 P6 T1 T2 T3 T4 T5 T6 T7 Core Modules Public Health (level M) A Theoretical Approach to Health and Social Care Governance Advanced Methods in Health and Social Care NUR816 Research MSc Research Project NUR836 Specialist Modules Family and Child Focused Public Health (level M) Safeguarding Children (level M) Leadership and Decision-Making in Health Visiting Practice (level M) Leadership and Decision-Making in School Nursing Practice (level M) Assessing Fitness for Work (level M) Health and Safety (level M) Leadership and Decision-Making in Occupational Health Practice (level M) Caring for Adults and Children with Chronic Illness (level M) Therapeutic Skills for District Nursing (level M) Leadership and Decision-Making in District Nursing (level M) Therapeutic Skills for Community Children s Nursing (level M) Leadership and Decision-Making in Community Children s Nursing (level M) Therapeutic Skills for Mental Health Nursing (level M) Leadership and Decision-Making in Community Mental Health Nursing (level M) Therapeutic Skills for Community Learning Disability Nursing (level M) Leadership and Decision-Making in Community Learning Disability Nursing (level M) Health Assessment (level M) Applied Pathophysiology and Pharmacology (level M) 4

5 12 COURSE STRUCTURE AND REQUIREMENTS FOR THE AWARD This programme leads to both the academic award at Postgraduate level and a professional award as either a Health Visitor registered on Part 3 of the NMC Register or a Specialist Community Nurse in a named area of practice recorded on the NMC Register. Students enrol on a linked Postgraduate Diploma/MSc programme. The PGDiploma programme leading to the professional award consists of theoretical modules worth 120 credits, specified workshops and at least 75 days of placement, all of which must be successfully completed. Those completing the MSc complete a research project for an additional 60 credit points of study. Students entering this programme may elect to exit with: Postgraduate Diploma in Community and Public Health Nursing (named specialism) Or MSc in Community and Public Health Nursing (named specialism) The professional award is based on the 120 credits for the modules specified for the Postgraduate Diploma which must be completed within two years. All modules in this programme are at level M. The pass mark for all modules is 50% Professional practice competencies must be achieved. Module Title Credit Level Credit Points Module Status Awards Public Health (Level M) M 15 Required Approaches to Health and Social Care Governance M 20 Required Advanced Methods In Health And Social Care Research M 30 Required Specialist Module 1 (determined by pathway) M 20 Specified Specialist Module 2 (determined by pathway) M 20 Specified Specialist Module 3 (determined by pathway) M 15 Specified MSc Research Project M 60 Required Professional Award PLUS PGDip in Community and Public Health Nursing MSc in Community and Public Health Nursing 5

6 13 SUPPORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways: Induction process which ensures that they understand the context in which they are studying and develop the academic skills required. Course Director ensures that all necessary information is provided and the course is organised effectively. The Course Director can be approached by students as necessary. Advisers of Studies. Each student is allocated to a Studies Adviser who will provide academic and pastoral support for completion of the programme. Within this programme the Advisor of Studies is normally the specialist lecturer for the particular specialised area. The Teacher Practitioner will be responsible for arranging the necessary experience for those students undertaking the Specialist Practice Pathway and for assessment of clinical competence. All students will also have access to the full range of student services and facilities provided including: Information Services Department Student Support Department Sport and Recreation Department International Office Students Union Crèche Chaplaincy Support will be available to deal with technical issues related to the use of elearning 14 CRITERIA FOR ADMISSION TO THE COURSE an Honours or non-honours degree in nursing or health from a University of the United Kingdom or the Republic of Ireland, from the Council for National Academic Awards, the National Council for Educational Awards, the Higher Education and Training Awards Council, or from an institution of another country which is recognised as being or an equivalent standard; or an equivalent standard in a Postgraduate Certificate, Graduate Diploma, Graduate Certificate or an approved professional or other qualification; or provide evidence of their ability to undertake the course through the accreditation of prior experiential learning, and successful completion of an undergraduate research methods module, and First level Nursing qualification entered on the NMC Register. International students will have to obtain temporary registration and Access to current clinical experience within the area of specialist study and One/Two years post registration experience within the last five years as specified for the individual pathway and Agreement from their Manager that necessary clinical experience and support to complete the programme will be provided CATS for up to 80 credit points of study at postgraduate level which must equate with specific modules content of this programme may be permitted Applicants with degrees in cognate areas will be considered on an individual basis. International students will have to demonstrate competence in English through a score of at least 6.5, and 6 in each sub-scale, on the IELTS English Test. 6

7 15 EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF LEARNING AND TEACHING Improving Quality The School of Nursing aims to continually improve the quality of the programmes presented and, to this aim, a number of methods are used to obtain feedback and modify the programme accordingly. Staff/student consultation Student questionnaire Module evaluation Annual course/subject monitoring External examiners Faculty/School strategy Support structure within Faculty/School and University/institution Encouragement of Staff Development activities Evaluation A range of evaluation methods are used: Student evaluation of content and teaching/learning methods Performance in theoretical assessment Performance on clinical competencies Contribution to discussions Teacher Practitioners feedback (for those taking professional qualification) External examiners report 16 REGULATION OF STANDARDS Assessment rules These are detailed in the Course Regulations Pass mark is 50% Condonement is not permitted in this programme. The award of the Postgraduate Diploma is based on the theoretical modules at level M. Distinction is awarded as specified in the Regulations. All clinical competencies must be passed External examiners An external examiner will be appointed with experience in offering comparable programmes elsewhere. His/her responsibilities will be to: review the standard of work produced by students and compare this with work produced by students on comparable courses elsewhere comment on the quality of teaching and learning review the appropriateness of assessment methods comment on any other relevant issues 7

8 17 INDICATORS OF QUALITY RELATING TO LEARNING AND TEACHING The course will be accredited by NIPEC on behalf of the Nursing and Midwifery Council. It will lead to a professional award recorded on the NMC Professional Register. 84% of academic staff and 92% of Nursing staff in the School of Nursing are: Registered Nurse Teachers or hold another teaching qualification or are currently undertaking a teaching qualification. The remaining Nurse Lecturers are commencing the Nurse Teachers course in the next academic year. Dr Viv Coates, a Senior lecturer in the School of Nursing, has been awarded a Distinguished Teaching Fellowship, one of two awarded by the University this year. Nursing at the University of Ulster was awarded a score of 22 at QAA Subject Review [2001] The School of Nursing at the University of Ulster gained a score of 4 in the Research Assessment Exercise and is joint 5 th in the UK [2002] At present 24 members of staff hold Doctorates and 21 are currently working towards these awards FDTL4 funding of 250,000 awarded in August 2002 for project on development of role of mentor by University of Ulster in partnership with Universities of Plymouth and Northumbria and in collaboration with Queen s University of Belfast. Staff are involved in developing policy and research in the area of public health and community nursing, for example: Community Health Nursing: Current Practice and Possible Futures (with QUB, DHSSPS funded) Strategic Direction in Community Nursing in Northern Ireland Regional Immunisation Group Staff involved in community primary care editorial boards Several Lecturer/Practitioner staff bring to course planning and delivery high levels of expertise in their areas of work. 8