FACULTY OF HEALTH AND LIFE SCIENCES. Nursing and Health Care. Programme Specification

Transcription

1 FACULTY OF HEALTH AND LIFE SCIENCES Nursing and Health Care Programme Specification MSc Complex Care in Children, Young People and Families (Online) FINAL VERSION 18 JULY 2012

2

3 Programme Specification: Complex Care in Children, Young People and Families (Online) Masters Postgraduate Course 1 AVAILABLE AWARD(S) AND MODES OF STUDY Title of Award Mode UCAS Code FHEQ Level PgCert/PgDip/MSc Complex Care in Children, Young People and Families P/T & F/T P/T 36 months N/A Masters level 7 *Students can take up to 5 years to complete. Qualification descriptors can be found at 2 AWARDING INSTITUTION/BODY Coventry University. 3 Teaching Institution Coventry University. This programme will be delivered and assessed entirely online (off campus). 4 INTERNAL APPROVAL/REVIEW DATES Date of first approval/latest review: Date for next review: July 2012 July PROGRAMME ACCREDITED BY 6 ACCREDITATION DATE AND DURATION 7 QAA SUBJECT BENCHMARK STATEMENT(S) AND OTHER EXTERNAL FACTORS Not Applicable Not Applicable 1. QAA Descriptor for a qualification at Masters (M) level: Masters Degree (QAA 2006) Qualification descriptors can be found at: pdf 2. Department of Health (2002) National Service Framework for Children, Young People and Maternity Services: Disabled children and young people and those with complex health needs onspolicyandguidance/dh_ Department of Health (2010) National Service Framework for Children, Young People and Maternity Services detailed information can be found at; onspolicyandguidance/dh_ Department of Health (2010) National Service Framework for Children and Young People s Continuing Care. London. DH. Further information can be found at: onspolicyandguidance/dh_

4 5. Content conforms to the relevant competencies available at Skills for Health; 6. Collaborative work with agencies including, Acorns Hospice, Together for Short Lives (formerly ACT) NHS Connected, West Midlands Paediatric Palliative Care Network, Well Child and The Royal Ballet Further information can be found at: DATE OF PROGRAMME SPECIFICATION 9 PROGRAMME MANAGER/COURSE DIRECTOR Preparation of current programme specification June 2012 Mrs Collette Clay PgCert/PgDip/MSc Complex Care in Children, Young People and Families (Online) This programme has been developed to meet the needs of health care practitioners; predominantly nurses, midwives, doctors, physiotherapists, social workers, occupational therapists and individuals who wish to expand and enhance their practice around complex care. The programme has been designed in consultation with clinical experts, user groups and charities to ensure that the content reflects current contemporary issues in complex care for children, young people and their families. A specific feature of this course is the contemporary blended online delivery style. This innovative course is designed to be delivered and assessed entirely online via the Internet. Each module of learning is offered through the use of interactive web based learning, using patient journeys as a focus for student work. The course is aimed at all members of the multidisciplinary team and open to lay people and will encourage students to work together online to not only develop their specialist knowledge but also to learn how each other s roles combine to offer family centred care. As a result of this approach students will be able to study from home or the workplace and there is no requirement to attend the University. 10 EDUCATIONAL AIMS OF THE PROGRAMME With regard to the area of academic study in health and/or social sciences: Undertake a coherent programme of study. Develop an in-depth knowledge and understanding. Critically and rigorously analyse the relevant literature, including research-based evidence and policy documents. Influence the strategic direction of patient care within one s own field of practice at local, national and/or international level. Assist in the transformation of the workforces and up skill of health and social care practitioners in this field Facilitate continued professional development and the advancement of clinical practice This course aims to focus the learning though an underpinning of research while: 2

5 1. Allowing the students interests to determine the emphasis of the subject matter and the direction of their learning process. 2. Examining the complex social and political nature of health and social care, using an integrated approach drawing on a range of perspectives in relation to children, young people and their families. 11 INTENDED LEARNING OUTCOMES This programme is consistent with the QAA qualification descriptors for Masters (L7) level and the University s Code of Practice for Academic and Professional Skills Development. Annex 1 maps the learning outcomes described below to the programmes mandatory and optional modules. The Learning Outcomes are grouped under the following headings: Subject knowledge and understanding Cognitive (thinking skills) Practical (professional skills) Key transferable skills This PgCert/PgDip/MSc satisfies the core dimensions of the NHS Knowledge and Skills Framework (KSF), the Department of Health (2002) National Service Framework for Children, Young People and Maternity Services: Disabled children and young people and those with complex health ( and Department of Health (2010) National Service Framework for Children and Young People s Continuing Care ( Knowledge and Understanding Generic Outcomes On successful completion of the programme the student should be able to demonstrate knowledge and understanding of: KU1 KU2 KU3 KU4 KU5 KU6 The underpinning principal conceptual and theoretical issues The theoretical foundations of research methodologies An understanding of data and the appropriate analysis of data as applied to healthcare The ways in which evidence is used and could be used to shape the organisation and delivery of health and social care. Health and social policies and their implications for the delivery of health and social care The relationship between agency policies, legal requirements and professional boundaries in shaping the nature of services. KU7 Demonstrate advanced knowledge of the Together For Shorter Live (ACT) care pathways and the implications for Children and Young People Complex Care needs and their families The principal teaching, learning and assessment methods used on the programme to achieve these learning outcomes are identified below. Teaching and Learning online Assessment KU1 KU2 KU3 KU4 Lectures, virtual classroom, published literature, module webs Lectures, seminars, published literature, module webs Lectures, virtual classroom, published literature, module webs Lectures, virtual classroom, published literature, module webs Individual written coursework, formative debates, e-learning methodologies (eactivities and discussion threads), Podcasts Individual written coursework, oral and, e- learning methodologies Individual written coursework, exploring through Problem Based Learning (PBL) and e-learning methodologies Individual written coursework, oral an e- learning methodologies 3

6 KU5 Lectures, virtual classroom, published literature Individual written coursework, discussion threads, portfolio KU6 Lectures, virtual classroom, published literature, module web activities, podcasts and vodcasts KU 7 Web based lectures, web based critical thinking e-activities, case studies and online discussion 11.2 Cognitive (thinking) Skills Individual written coursework, e-learning methodologies Individual and group online contributions; Personal professional reflections, essay, portfolio On successful completion of the programme the student should be able to: Generic Outcomes CS1 Critically analyse, evaluate and interpret knowledge with regard to the area of study CS2 Evaluate and appraise literature and apply the evidence to a health and social care setting. CS3 Critically analyse care within the context of health and social section collaboration and partnership CS4 Analyse care pathways and the implications for complex care practice The principal teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated are identified below. CS1 Teaching and Learning Lectures, workshops, published literature, seminars, case studies Assessment Web based individual coursework; portfolio entries and inter-professional wrapper; written essays CS2 CS3 Lectures, problem based learning, workshops, seminars, published literature Lectures, problem based learning, workshops, seminars, published literature Presentations, seminar papers, written essays, dissertation Presentations, seminar papers, portfolio entries; written essays, dissertation CS4 Web based activities to include discussion and debate, blogs, patient journeys, on line presentations, reading material 11.3 Practical Skills On successful completion of the programme the student should be able to Online discussions, personal professional reflections, portfolio Generic Outcomes PS1 Formulate and present a critical argument using a variety of methods (e.g. report, critical debate, essay) that would stand up to critical review and scrutiny in academic and professional settings PS2 Formulate and justify co-operation across differences such as organisational, professional and service-user/staff boundaries PS3 Competent IT communication and use PS4 Demonstrate advanced communication skills The principal teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated are identified below. PS1 Teaching and Learning Lectures, problem based learning, workshops, seminars, published literature 4 Assessment Written essay, presentation, seminar presentation, poster presentation, portfolio production

7 PS2 PS3 PS4 Lectures, workshops, seminars, published literature Lectures, workshops, seminars, online discussions and teaching Web based activities to include discussion and debate, blogs, patient journeys, vodcasts, on line presentations, reading material, mentors Written essay, presentation, seminar presentation, dissertation Online discussion and assessment Online contributions and discussions, personal professional reflections, communication role play 11.4 Transferable Skills On successful completion of the programme the student should be able to Generic Outcomes TS1 Critique the published work of others (e.g. reports, journal articles) and reflect critically on practice TS2 Execute Project Management TS3 Apply evidence based practice TS4 Present arguments coherently and fluently both in both written and oral forms TS5 Ability to apply learning to the DoH Knowledge and Skills Framework Transferable/key skills are generally incorporated within modules and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules. The wide range of assessment techniques will ensure that the student is given every opportunity to demonstrate their skills in these areas. 12 Programme Structure and Requirements, Levels, Modules, Credits and Awards This course is modular and offered in part-time and full-time mode. The program is delivered and assessed entirely online and students are supported by trained online facilitators. Postgraduate Certificate Complex Care in Children, Young People and Families For a Postgraduate Certificate Award students are required to complete 60 credits. There are 3 core modules comprising: M34CPD M35CPD *M12CPD OR *M05HLS Perspectives of Palliative and Complex Care for Children Young People and families Engaging with Children and Young People with Palliative and Complex Care Needs Interprofessional Work Based Learning OR Independent Study Postgraduate Diploma Complex Care in Children, Young People and Families For a Postgraduate Diploma Award students are required to complete a further 60 credits comprising: M01HLS M38CPD M37CPD Research, Methodology Design and Methods Communication in relation to children and young people Medicines Management in Palliative and Complex care for children and 5

8 Young people Subject specific Option Module * *M36CPD Palliative and end of life care for neonates Note: * and * * * Selection of modules between M12CPD and M01HLS will be dependant upon the ability and resources within the Faculty to support students appropriately * * Where the student is working within the speciality of newborn infants and neonates they will have the option to select module M36CPD Palliative and end of life care for neonates hence replacing either module M38CPD or M37CPD Masters MSc Complex Care in Children, Young People and Families For a Masters Award students are required to have completed the modules for Postgraduate Diploma plus M25HLS Masters Dissertation totalling 60 credits. Masters with merit is awarded for an overall mean mark of 60% to 69.4% Masters with distinction is awarded for an overall mean mark of 69.5% or higher APEL and APL Students who already have substantial experience in the relevant setting may apply for Accredited Prior Learning (APL) or Accredited Prior Experiential Learning (APEL) subject to the provisions of the Academic Regulations. Credit shall not be given for more than two thirds of any course. A student applying for APL/APEL is required to submit evidence supporting their application. Students will need to demonstrate how their previous studies meet the learning objectives for the modules that they are seeking to obtain APL/ APEL for. The student must AP(E)L against a whole module and not part of a module. For APEL, students must satisfy the University that they meet all learning objectives for the module. This will be undertaken through a submitted portfolio (prior to admission) containing sufficient evidence of experience and learning to demonstrate achievement and practice in relation top the module/s learning outcomes. The module leader will assess the portfolio and notify students of the outcome, which will either be; the awarding of the credit, a requirement for further evidence or the credit not being awarded. 13 Support for Students and their Learning The University and the Faculty provide a range of support mechanisms to meet the educational and pastoral needs of students. The Student Services department provides welfare support, careers guidance, counselling, catering, residences and a chaplaincy. The Course Team can confirm that reasonable adjustments can be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with disabilities. The International Office deals with the specific needs of non-uk students. The Students' Union is also available to offer support to all students. Information to students about the available support systems is provided in University guides and during induction. As the whole of the course will be online, substantial levels of support will be available online as well as directly from the University. An induction day will be undertaken at the start of the course to introduce students to higher education, study skills, library (including online access) and to the technology that will be utilised throughout the course. Additional material to support the 6

9 technology will be available as will one to one tutorial support via e-technology, and the use of the University s IT help desk support system. All students are provided with a course handbook and a module guide for each module taken specifying module aims, learning outcomes, indicative content, assessment criteria and recommended reading. Module leaders are also able to offer academic support and guidance. Extensive learning resources include CU Online (a virtual learning environment), a modern, well-equipped online library ( Teaching staff are available during scheduled office hours and through CU Online, , telephone online conferencing and in person. Students with disabilities are supported by the University s Disabilities Office and by nominated learning support staff within the Faculty. Reasonable adjustments can be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with disabilities. Students will also be encouraged to support one another as well as use support from the university via online systems. In addition to the above it is recognised that the material that will be viewed by the students is of a highly sensitive nature and may cause emotional disturbance. Support has been integrated throughout the delivery of specific modules and the programme to offer appropriate support by the Course Director, Module Leader, E-facilitators. As students progress through each module they have set times highlighted in which they are encouraged to Stop, Reflect and Review. The staff delivering the module also has support through the Centre for Children and Families Applied Research. A range of study skills information is available to all students. Induction to the Programme An induction programme provides background information regarding key services such as electronic library, Cu-Online, computing, student services; enrolment; making the transition from undergraduate to postgraduate education; for example writing and presenting at Masters level; student representation. Students will be involved in an induction event prior to the beginning of the programme. This includes; - Course overview/regulations - Expectations of postgraduate study - Teaching and Learning strategies and enterprise skills - Library services induction - IT induction and computing services to include CU Online, student - Student services - counselling/finance/academic/study skills/support e.g. dyslexia - Student Union - Welfare and education bureau, student loans - Health and Safety issues - Introduction to the Course Team - Student Handbook - the handbook will contain information relating to study skills and where these are available; shared learning; learning opportunities; work based mentoring, programmes of study to enable students to meet the outcomes; and a guide to the information available to students via the online provision of CU Online. The following written support materials will be provided on the Coventry University Virtual Learning Environment: University regulations Student Handbook Course Module Directory Module Guides 7

10 14 Criteria for Admission All applicants who meet the entry requirement are considered in line with the Equal Opportunities Policy. Students whose first language is not English are normally required to have IELTS>6.5 (preferably with a high mark in the written component), TOEFL computer-based >250. Minimum entry requirement: Hold a relevant professional qualification, such as Nurse, Midwife, social worker or allied health professional and currently working with children, young people and their families with complex care needs. Students must ideally have studied to BSc level or equivalent (for example the level 3 Introduction to CYP Palliative and Complex Care module). Applications will be encouraged from non-standard entrants with relevant experiential learning especially if ability and readiness to study at Masters level can be demonstrated Applications should ideally be prepared to embrace Online Learning It is essential to have some information technology/computer skills and Internet access Additionally, it is an essential condition for online participation that students have access, for the duration of the course to a PC capable of running Windows XP, updated Internet Explorer programme, Microsoft Office, Adobe Acrobat Reader and compatible software with Broadband connection. Overseas students Overseas students may access the course subject to meeting the academic entry requirements of the course and requirements stated in the Registrars letter 6/1995 regarding educational experiences outside the United Kingdom. However, they will be required to meet the following requirements; 6.5 IELTS or 6.0 IELTS plus compulsory 5-week professional English course Statement on Equal Opportunities Policy The University affirms its commitment to the equal treatment of all human beings regardless of their sex, age, race, ethnic origins, colour, marital status, sexual orientation, family responsibility, physical and sensory disability, political or religious beliefs and activities unless those activities are contrary to the policies of the University. It is firmly opposed to any form of discrimination, which can be shown to be either directly or indirectly based on these human attributes and values. The University will, therefore, as a provider of educational services offer equal opportunities for access to its course within its Admissions Policy and pursue positive recruitment policies to ensure maximum open access. Selection criteria and procedures will be monitored and reviewed to ensure that students are recruited on the basis of their relevant merits and abilities. Student progress and achievements will similarly depend on their relevant merits and abilities and will be subject to monitoring and review to ensure that discrimination is not occurring. The University will take all appropriate disciplinary or legal action to protect staff and students from any discriminatory behaviour, verbal or physical, by any individual or groups from within or outside the institution. Allegations of discriminatory behaviour by any member of the University, staff or student, will be dealt with under the appropriate Grievance and Disciplinary Procedures. Proven cases of discrimination against students may form the basis for appeals against the decisions of the Board of Examiners. Accreditation and Prior Experience of Learning (AP(E)L) Students who already have substantial experience in the relevant setting may apply for Accredited Prior Learning (APL) or Accredited Prior Experiential Learning (APEL) subject to the provisions of the Academic Regulations. Credit shall not be given for more than two thirds 8

11 of any course. A student applying for APL/APEL is required to submit evidence supporting their application. Students will need to demonstrate how their previous studies meet the learning objectives for the modules that they are seeking to obtain APL/ APEL for. The student must AP(E)L against a whole module and not part of a module. For APEL, students must satisfy the University that they meet all learning objectives for the module. This will be undertaken through a submitted portfolio (prior to admission) containing sufficient evidence of experience and learning to demonstrate achievement and practice in relation top the module/s learning outcomes. The module leader will assess the portfolio and notify students of the outcome which will either be; the awarding of the credit, a requirement for further evidence or the credit not being awarded. Alongside specific admissions criteria outlined applicants must provide at least 1 reference. 15 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning. The Programme is managed by the Board of Studies within the Department of Nursing and Healthcare of the Faculty Health and Life Sciences. The Programme Assessment Board (PAB) within the Department of Nursing and Healthcare is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations. The assurance of the quality of modules is the responsibility of the Boards of Studies, which contribute modules to the programme. External Examiners report annually on the programme and their views are considered as part of the annual quality monitoring process (AQM). Details of the AQM process can be found on the Registry web site. Students are represented on the Student Forum, Course Consultative Committee, Board of Studies and Faculty Board, all of which normally meet two or three times per year. Opportunities to exercise some of this business will be via electronic or personal attendance. Student views are also sought through module and course evaluation questionnaires. All programmes are reviewed annual and report to the Board of Study. In addition all courses are subject to a major review normally on a five or six year cycle. Current and former students and employers views are sought where appropriate and taken into account. 16 Regulation of Assessment University policy requires the internal moderation of all assessments. External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms of the subject. External Examiners undertake the moderation of examination papers, and view representative samples of work for the modules/course for which they have responsibility. At programme level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. a seminar presentation and an essay). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark. Awards for Taught Master programmes may be made with Distinction or Merit 9

12 Masters with merit is awarded for an overall mean mark of 60% to 69.4% Masters with distinction is awarded for an overall mean mark of 69.5% or higher 17 Indicators of Quality and Standards Generic RAE rating (2008) the university recognised as world leading. SURGE promotes inter- disciplinary study and research in social justice and inequalities. NMC and HLSP review in March 2008 awarded an overall rating of good with earned autonomy for This course is supported by leading charitable organisations in this speciality; ACORNS and NHS Connected and Together for Shorter Lives (formerly ACT). The leading drivers from the Department of Health and Secretary of State will be reflected in this contemporary programme. This will include adherence to the following Quality and professional standards; Department of Health (2002) National Service Framework for Children, Young People and Maternity Services: Disabled children and young people and those with complex health needs _ Department of Health (2004) National Service Framework for Children, Young People and Maternity Services: Medicines for Children and Young People. London. Department of Health Department of Health (2010) National Service Framework for Children, Young People and Maternity Shttp:// H_ Department of Health (2010) National Service Framework for Children and Young People s Continuing Care. London. DH. 18 Additional Information Key sources of information about the course and student support can be found on the Coventry University web page at: N.B all students are to comply with the University s Ethical Guidance during online discussions and submission of assessment where case work is referred to. Students are expected to adhere to their own professional code of practice guidelines where necessary. Sources of information about the course and student support can be found in: The Course handbook for the PgCERT/PgDip/MSc in Complex Care in Children, Young People and Families Module Information Directory ( Student Services ( Study Support ( 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 s/he takes full advantage of the learning 10

13 opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the Module Information Directory (MID), student module guide(s) and the course handbook. The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education. 19. Mandatory (M) and Core Option (O) Modules Module Cod Module Title Credit Value Status Postgraduate Certificate Perspectives of Palliative and Complex Mandatory M34CPD Care for Children Young People and families Engaging with Children and Young Mandatory M35CPD People with Palliative and Complex Care Needs M12CPD Interprofessional Work Based Learning Option M05HLS Independent Study Option Postgraduate Diploma Research, Methodology Design and M01HLS Methods Mandatory M38CPD M37CPD Communication in relation to children and young people Medicines Management in Palliative and Complex care for children and Young people Mandatory Mandatory M36CPD Palliative and end of life care for neonate **Option Masters Award M25HLS Masters Dissertation Mandatory Note: *Option **Option * Selection of modules between M12CPD and M01HLS will be dependant upon the ability and resources within the Faculty to support students appropriately * * Where the student is working within the speciality of newborn infants and neonates they will have the option to select module M36CPD Palliative and end of life care for neonates hence replacing either module M38CPD or M37CPD 11

14 Curriculum Map Annex 1 Intended Learning Outcomes Knowledge and Understanding Cognitive (Thinking) Skills Practical Skills Transferable Skills Module codes Mandatory M34CPD M35CPD M37CPD M38CPD M01HLS M25HLS Options M12CPD M05HLS M36CPD KU1 KU2 KU3 KU4 KU5 KU6 CS1 CS2 CS3 CS4 PS1 PS2 PS3 PS4 TS1 TS2 TS3 TS4 TS5 13

15 ANNEX 2 COURSE STRUCTURE (Sample) MSc Complex Care in Children, Young People and Families Year 1 Postgraduate Certificate Complex Care in Children, Young People and Families Perspectives on Palliative and Complex care for Children Young People and families (M34CPD) Mandatory module (20 credits) Engaging with Children and Young Peoples Palliative and Complex Care Needs (M35CPD) Mandatory module (20 credites) Interprofessional Work based learning (M12CPD) or Independent Study (M05HLS) Mandatory module (20 credits) Year 2 Complex Children in Children, Young People and Families Research, Methodology, Design and methods (M01HLS) Mandatory module (20 credits) Communication in relation to children and young people (M38CPD) Mandatory module (20 credits) Medicines Management in Palliative and Complex care for children and young people (M37CPD) Mandatory module (20 credits) Year 3 Masters Degree Complex Care in Children and Young People and Families *Option modules Palliative and end of life care for neonates (M36CPD) Interprofessional Work based learning (M12CPD) Independent Study (M05HLS) Masters Dissertation (M25CPD) (60 credits) * Selection of option modules will be at the discretion of the Course Director and dependant upon the students area of speciality. 14

16 15