MSc Advanced Nurse Practitioner Post Graduate Diploma Advanced Nurse Practitioner. Programme Specification PART 1: COURSE SUMMARY INFORMATION 1

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1 MSc Advanced Nurse Practitioner Post Graduate Diploma Advanced Nurse Practitioner Programme Specification PART 1: COURSE SUMMARY INFORMATION 1 Awarding body School Faculty Partner institution(s) University of Brighton School of Nursing and Midwifery Health & Social Science Course status Validation/Franchise/Joint 2 Host Department Falmer N/A Location of Study/campus Professional, Statutory and Regulatory Body Award and titles Award Title Final award MSc Advanced Nurse Practitioner Intermediate award PG Diploma Advanced Nurse Practitioner Intermediate award Intermediate award Mode of study Duration of study (standard) Full-time Sandwich Part Time 3-6 years 6 years Distance Start date for programme (month/session) Course codes/categories JACS code UCAS code QAA Subject Benchmark CATS points for course Admissions Agency UCAS GTTR NMAS Direct to School Admissions criteria September 2009 Maximum registration period Nursing Midwifery and Health Visiting. MSc ANP 180 level 7 credits or 150 level 7 credits and 30 level 6 credits (Supplementary Prescribing Module) or PG Dip ANP 120 level 7 credits or 90 level 7 credits and 30 level 6 credits (Supplementary Prescribing Module) Yes 1 Information from Part 1 is entered onto the courses database 2 Delete/cross through as appropriate

2 Students should be registered with the Nursing and Midwifery Council in the UK PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims: The aims of the programme are: To develop the knowledge and skills for the extended and advanced role of nurse practitioner in relevant settings To offer a flexible course which enables students to meet their specific learning requirements Students should have a minimum of three years post registration experience Students should be working for a minimum of 15 hours a week, in a role which is suitable for their development as an advanced nurse practitioner Students would normally be expected to hold a first degree or demonstrate an ability to benefit from level 7 study Applicants who meet the admission criteria will also normally be required to attend an interview Accreditation of prior and experiential learning (AP(E)L) is available to all students enrolled on educational programmes within the School of Nursing and Midwifery. It is an established process requiring an academic judgment on previous learning and recording of the assessment outcome at an examination board. Students provide evidence of prior achievement for accumulation and transfer of credit in accordance with GPHSS regulations to a maximum of 60 credits for the PG Diploma and 90 credits for the MSc, 30 of which may be at level 6 ( Independent and Supplementary Prescribing) Contacts Approval/start dates Start date (month/session) September 2009 Approval date Review date Validation Programme Specification Republished Sept 09 following Periodic Review. Numerous changes and updates made. Republished Sept 10 with generic PG Health. Course Leader (or Course Ms Annie Chellel SNM Development Leader) Admissions Tutor Annie Chellel SNM Examination and Assessment External Examiner(s) Helen Rushforth from September 2009 Examination Board(s) SNM Graduate Division (AEB/CEB)

3 PG Diploma Advanced Nurse Practitioner Advanced Physical Assessment Adult Or Advanced Mental Health Assessment Or Advanced Physical Assessment Child MSc Advanced Nurse Practitioner Advanced Physical Assessment Adult Or Advanced Mental Health Assessment Or Advanced Physical Assessment Child Advanced Nurse Practitioner Studies Advanced Nurse Practitioner Studies Research Module Research Module 3 Optional Modules eg: Advanced Respiratory Care Case Management Independent and Supplementary Prescribing Clinical Decision Making 60 credits Dissertation credits 60 Total 120 credits 3 Optional Modules eg: Advanced Respiratory Care Case Management Independent and Supplementary Prescribing Clinical Decision Making Total 180 credits 60 credits

4 LEARNING, TEACHING AND ASSESSMENT Learning Activities aim to integrate and challenge theory & practice by using the students and own & simulated experiences. Critical debate is encouraged, particularly on teaching ethical dilemmas and the effects of policy implementation in practice. Students are encouraged to be innovative and creative as well as critically reflective of their own abilities and their advancing knowledge. Methods such as self-evaluation, critical incident techniques and reflective practice groups are used to draw out these aspects of learning. Critical problem solving and critiques of decision making processes are also a key feature of advanced practice and will be explored through problem based learning, self-directed learning, role modelling and demonstration, particularly in the practice setting. Students are expected to develop their own independent learning strategies congruent with their individual learning styles. In the practice setting they are expected to negotiate their own learning needs and where relevant develop contracts with mentors and produce a portfolio of their learning experiences and their own personal growth and development. Some aspects of learning will be guided by focused study of articles and research reports in order to further develop critical appraisal skills and engage with knowledge from the forefront of professional practice and academic scholarship. Objective Structured Clinical Examination will be used to assess the development of advanced assessment, diagnostic and, where appropriate, prescribing skills. During the course selected keynote lectures are led by academic lecturers, lecturer practitioners/nurse fellows, nurse practitioners and nurse consultants and invited speakers.

5 Assessment The main methods of assessment and links to learning outcomes are as follows: Dissertation advancing knowledge and developing the professional knowledge base, demonstrating higher levels of autonomy, increased independence of view, demonstrating critical awareness of current problems and/or developing new insights at the forefront of their field of study/area of professional practice. Critical Incident Analysis and Case Studies developing advanced clinical skills, professional knowledge and practice, developing a critical understanding of ethico-legal frameworks in practice and accountability in an extended role Personal and Practice Development Plans managing change, leadership, independent learning, negotiating learning needs, innovation in practice and service delivery, critical understanding/analysis of policy context and potential nature and scope of extended roles Seminar Presentation advancing professional knowledge, critical understanding of nurse practitioner role, developing advanced clinical skills, professional knowledge and practice, developing team leadership /integrated working. Assignments critically explore current research, concepts, competing arguments, the nature and scope of evidence based practice, policies and strategies currently used and an opportunity to assess their contribution to the evolving modernisation agenda. Clinical skills assessment OSCE and a portfolio of practice evidence - provide evidence of the application of advanced technical expertise, skills and knowledge critically to provide holistic care. Assessment of competence in current performance and demonstrate capability in developing the advanced knowledge and skills necessary for advanced professional practice and life long learning. REGULATIONS

6 Regulations The course regulations are in accordance with the University's General Examination and Assessment Regulations (available from the school office or the Registry). This course follows the requirements of GEAR (regulations from September 2009 apply)& GPHSS specific assessment regulations GPHSS Assessment Regulations - applies as of September 2009 N.B. Only students starting their award from September 2009 will be eligible for merit awards as described. All students will be eligible for the new distinction awards irrespective of their start date. Each module will be independently assessed Below 50% refer/fail 50%-59% pass 60%-69% merit Above 70% distinction To achieve a merit or distinction at PG Cert or PG Dip level an aggregate mark of between 60%-69% for merit or 70% or above for distinction must be achieved. To gain merit at Masters level an aggregate mark of 60%-69% in the taught component plus a mark of 60%-69% in the dissertation must be achieved. To gain a distinction at Masters level an aggregate mark of 70% or over must be achieved in the taught component plus a mark of 70% or over in the dissertation. When students are unable to progress to their original masters, PG Diploma or PG Certificate award as they have not attained the mandatory modules for that award or they fail to progress and wish to exit with some recognition of the 60 academic credits they have achieved, there is the possibility of these students transferring to the generic PG Certificate Health within this award PROFESSIONAL AND STATUORY BODY DETAILS (optional) If a course is accredited by a PSB, full details of how the course meets those requirements, and what students are required to undertake should be included here N/A

7 LEARNING SUPPORT Central support: all students benefit from: University induction week Student Handbook Course Handbook Extensive library facilities Computer pool rooms (indicate number of workstations by site) address Welfare service Personal tutor for advice and guidance Course specific: in addition, students on this course benefit from: Use of Student Central Module handbooks Skills/Practice handbooks Mentors Module leaders Course leader Peer support Action Learning groups Nurse Practitioner web site ADDITIONAL INFORMATION More detailed information about the course can be found in a range of documents, including Definitive Course Document Student Handbook Student Intranet University Student Handbook General Examination and Assessment Regulations for Taught Courses QUALITY INDICATORS This section details external indicators of the quality of the provision QAA Subject Review 2005 outcome and date The education provision offered by the University of Brighton and partner NHS Trusts was judged to be at the highest level in all categories across Nursing, Midwifery and Health Visiting. The reviewers recorded complete confidence (highest grade) in academic and practitioner standards across Nursing, Midwifery and Health Visiting. The reviewers recorded that the quality of learning opportunities related to teaching; the quality of learning opportunities related to student progression; and the quality of learning opportunities related to learning resources were all judged to be of the highest grade - commendable. National student awards The reviewers confirmed that the NMC requirements were met.

8 Professional accreditation: [full details of professional accreditation can be found under course structure]