4 COURSE ACCREDITED BY: NURSING AND MIDWIFERY COUNCIL (through NIPEC) SOCIAL WORK COUNCIL (being submitted)

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1 COURSE SPECIFICATION COURSE TITLE: PGDIPLOMA/MSc IN DEMENTIA STUDIES 1 AWARDING INSTITUTION/BODY: UNIVERSITY OF ULSTER 2 TEACHING INSTITUTION: UNIVERSITY OF ULSTER 3 LOCATION: JORDANSTOWN / CAMPUS ONE 4 COURSE ACCREDITED BY: NURSING AND MIDWIFERY COUNCIL (through NIPEC) SOCIAL WORK COUNCIL (being submitted) 5 FINAL AWARD: POSTGRADUATE DIPLOMA IN DEMENTIA STUDIES or MSc IN DEMENTIA STUDIES PROFESSIONAL QUALIFICATION AS SPECIALIST NURSE RECORDED ON NMC REGISTER (Nurses only) 6 MODE OF ATTENDANCE: PART-TIME/DISTANCE LEARNING 7 SPECIALISMS: 8 COURSE CODES: G828PJ, G559PJ 9 HESA CODE: 7 10 EDUCATIONAL AIMS AND OBJECTIVES OF THE COURSE Aim This programme aims to provide various health and social care professionals with the knowledge and skills required to deliver high quality, holistic, person-centred care to people with dementia and their carers. 11 MAIN LEARNING OUTCOMES This course provides opportunities for students to achieve and demonstrate the following learning. 11K K1 K2 SUBJECT RELATED QUALITIES Knowledge and Understanding Demonstrate an understanding within a comparative, international public health perspective of the incidence and prevalence of the major dementing conditions Demonstrate a high level of knowledge about the epidemiology, aetiology, course and treatment of various dementias and skills in providing a high quality, holistic, person-centred response to people with dementia and their carers Elearning, contribution to seminars and discussions. Group WebCT presentations, case studies, other written submissions 1

2 11I I1 I2 I3 I4 I5 INTELLECTUAL QUALITIES Evaluate alternative approaches to understanding and meeting the needs of this client group Explore and evaluate the contribution of evidence-based practice in various dementia care services such as hospitals, nursing and residential homes, day care and domiciliary care Analyse and evaluate legal and ethical issues pertaining to the care of people with dementia and their carers and to be competent in balancing rights and risks Analyse and evaluate the importance of demographic, organisational, financial, geographical and political factors on the delivery of dementia services, particularly those factors relevant to the region in which the student presently works Contribute effectively to policy formulation, service planning and delivery, and quality enhancement through application of a thorough understanding of contemporary developments, design and technology in dementia care services, and issues unique to dementia service provision in region in which the student presently works I6 MSc Plan and undertake a research project and prepare this for dissemination either in the form only of a paper suitable for publication in an academic journal or as a dissertation Elearning, contribution to seminars and discussions, group and individual supervision for MSc dissertation, professional practice Group WebCT presentations, case studies, dissertation, clinical assessment (where appropriate) 11P P1 P2 P3 P4 PROFESSIONAL/PRACTICAL SKILLS Within the client s social context, contribute fully to the assessment of the client through initial generic assessment, specialist assessment by a specific discipline, the use of differential physical and psychological tests and measurement tools, and be able to make appropriate referrals Help the person with dementia to achieve their personal goals through various interventions such as information, counselling, advice, support, occupation and social stimulation and referral Practice and evaluate an experimental, open-minded approach to environmental interventions designed to enhance the quality of life of an individual with dementia, the family and professional carers Provide professional leadership, mentoring, supervision and support within a multi-professional perspective to dementia care colleagues Elearning, contribution to seminars and discussions, group and individual supervision for MSc dissertation, professional practice Group WebCT presentations, case studies, dissertation, clinical assessment (where appropriate) 2

3 11T T1 T2 T3 T4 T5 T6 TRANSFERABLE/KEY SKILLS Demonstrate the skills to work co-operatively and effectively across professional boundaries in planning a uni and multi-professional response to the needs of the person with dementia and their carers Critically reflect on the effects of values, beliefs and professional allegiances on the delivery of care to people with dementia Explore and value the contribution of family carers and enhance their wellbeing and ability to cope with living with and caring for a person with dementia by providing information, education, training, counselling, advice and support Challenge current thinking and practice in relation to organisational, environmental and societal changes required to provide person-centred care to people with dementia and their families Critically assess the merits and demerits of an entrepreneurial approach to service planning and delivery Utilize the skills of innovation to demonstrate an understanding of how to plan, resource and implement new service initiatives Elearning, groupwork in preparation of presentations, contribution to seminars and discussions, professional practice Group WebCT presentations, case studies, dissertation, clinical assessment (where appropriate) Students will be expected to take responsibility for their own learning, with the support of academic staff and clinical mentors for those aiming for a professional qualification.. Elearning is the major method for presentation of most of the theoretical content in this programme. Students will be provided with the necessary guidance to use this approach effectively and informed about technical support. Progress will be monitored through regular web-based discussion/ seminars. Development of an understanding of the contribution to care of individuals with dementia and their carers of the different members of the multidisciplinary team will be promoted through groupwork. This will be carried out primarily through elearning based discussions. In addition, regular face-to-face sessions will be available for discussion of issues arising from students individual areas of practice. Clinical Practice. The role of the mentor is central to the development of competence in clinical practice for those nurses undertaking the Specialist Practice programme for a recorded qualification on the NMC Register. The mentor will teach, guide and support students in the achievement of clinical competencies. He/she will also monitor development of competencies and record successful achievement. Assessment methods are described in more detail in relation to each module. The methods used include: Summative Assessment Examination Written submissions such as case studies, essays etc. Certification of successful completion of practice competencies 3

4 11 MODULE OUTCOME MAP Please Note: The matrix displays only the main measurable outcomes. There may be other outcomes detailed in the module descriptions (eg attitudes and behaviours) which are not assessed. MODULE TITLES CODE LEARNING OUTCOMES K1 K2 I1 I2 I3 I4 I5 I6 P1 P2 P3 P4 T1 T2 T3 T4 T5 T6 Understandings of Dementia P The Context of Dementia Care P Approaches to Dementia Care P Advanced Methods in Health and Social Care Research NUR816J Knowledge and Decision-Making for Practice Strategic Issues in Dementia Care MSc Research Project NUR836J Clinical Placement Competencies (for Nurses undertaking Specialist Practice Preparation) 4

5 12 COURSE STRUCTURE AND REQUIREMENTS FOR THE AWARD This programme consists of 120 credits of study presented through four specialised modules about dementia (75 credits) and two generic modules on research and epistemology (45 credits) for the Postgraduate Diploma. Those completing this level of study may continue to undertake a research project (60 credits) for the award of the MSc in Dementia Studies. Those nurses undertaking the specialist practice qualification within this programme will also complete 75 days of practice and demonstrate achievement of clinical competencies specified. The programme will be available part-time n the first instance but also full-time from year 2. It will be offered mainly through elearning. Module Title Credit Credit Module Status Awards Level Points [exit awards] Understandings of Dementia M 20 Required The Context of Dementia Care M 20 Required Approaches to Dementia Care M 20 Required Advanced Methods in Health and Social Care Research M 30 Required Knowledge and Decision-Making for Practice M 15 Required Strategic Issues in Dementia Care M 15 Required MSc Research Project M 60 Required PGDiploma in Dementia Studies [Specialist Qualification in Dementia care - Nurses only] MSc in Dementia Studies 13 SUPPORT FOR STUDENTS AND THEIR LEARNING Each student will be allocated to a Studies Adviser who will provide academic and personal support for completion of the programme. All students will also have access to the full range of student services provided. Support will be available to deal with technical issues related to the use of elearning through Campus One. 5

6 14 CRITERIA FOR ADMISSION TO THE COURSE Applicants must satisfy the University s general entry requirements and specific requirements for admission to the course are detailed below: Honours Graduates in a relevant health or social care profession. Other graduates working in the area of dementia. [Graduates with less than a first or upper second class honours degree are normally interviewed] Completion of an Undergraduate Research Methods module [Those who do not meet this requirement will be required to undertake such a module (available by distance learning or attendance) before commencing the programme]. Entrants will have or be able to negotiate access to practice settings. Applicants without the usual entrance requirements will be assessed through APEL. Nurses aiming for a Specialist Practice qualification recorded on the NMC Register are required to: Be entered on the NMC Register as Adult, Mental Health or Learning Disability nurses. Have 3 years relevant clinical experience and currently be working in a relevant area Have the support of their senior manager and agreed arrangements for mentorship to be provided. Have successfully completed an undergraduate module on management in nursing or health care. Decisions about admission will be made on the basis of written application, references and, in some instances, an interview. Academic ability, previous study of a professional area and research knowledge, reasons for wishing to undertake the programme and indications of creative thinking will be considered. International Students International students will be considered on the basis of the marks shown on their transcripts in comparison with norms for the programmes they have completed. The overall mark obtained in their degree should indicate a level of performance equivalent to a UK honours degree. English: an IELTS score of at least 6 overall, and 5.5 in each section of the test. International students aiming for a NMC recognised specialist nursing qualification must gain NMC registration, study full-time in Northern Ireland, and have 6.5 on the IELTS score. 6

7 15 EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF LEARNING AND TEACHING The methods below are used to the evaluate and enhance the quality of programmes offered. Evaluation Student evaluation of content and teaching/learning methods Performance in theoretical assessment Performance on clinical competencies Contribution to discussions Mentors feedback (for those taking professional qualification) External examiners report Staff-student liaison meetings or other method of obtaining student feedback Annual Course Review Improving Quality Response to all of the above 16 REGULATION OF STANDARDS, Assessment rules External examiners Pass mark at Postgraduate level is 50% All assessments must be passed Distinction will be awarded for the PGDiploma or MSc for an overall mark of 70%, with 70% for the Research Project for the MSc, and 70% in modules equivalent to at least 50% of the total credit points. Pass of all clinical competencies (when professional qualification being included) An external examiner will be appointed with experience in offering such a programme in Great Britain. 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 for award of a recorded qualification as a Specialist Nurse in Dementia Care. The Social Work Council will validate the programme as contributing to the Post-Qualifying Award for Social Workers. 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. 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 each 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] The majority of staff contributing to this programmes belong to the Recognised Research Group on Working with Older People within the Centre for Nursing Research. 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. The majority of staff from Social Work involved with the teaching and delivery of the course are subject specialists who are actively engaged in research activity, which is used to inform their teaching. Nineteen staff from Social Work were entered in to the 2001 RAE and achieved a 3a rating. Much of this research activity contributes to policy, practice and service developments within local Health Boards and Trusts although there is also a developing international research profile within the staff team. All new members of staff are required to undertake the Postgraduate Certificate in Higher Education as a formal teaching qualification and existing members of staff are encouraged to do likewise. 8