Programme Specification and Curriculum Map for the Advanced Diploma in Long Term Conditions

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1 Programme Specification and Curriculum Map for the Advanced Diploma in Long Term Conditions 1. Programme title Advanced Diploma in Long Term Conditions 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University 4. Programme accredited by 5. Final qualification 6. Academic year 2009/ Language of study English Advanced Diploma in Long Term Conditions 8. Mode of study Classroom based 9. Criteria for admission to the programme Demonstration of study at diploma level or above. Currently working with individuals with a diagnosis of or at risk of developing a long term condition, particular to the subject area you are studying. Able to demonstrate an understanding of the issues in the care of those with a long term condition and an acknowledgement of your role as a student. Your supporting statement must be well written and articulate a professional and personal development rational for undertaking the module. 10. Aims of the programme The programme aims to: Effectively educate health professionals in the identification, monitoring, management, treatment and support of people with long term conditions. To familiarise students with the evidence on which to base effective clinical care. Enable students to work in partnership with individuals with long term conditions in promoting agreed plans of care and strategies for self-care and self-efficacy. Develop appropriate practical skills in order to provide effective clinical care. Familiarise health care professionals with local and national targets for the care of diabetes, cardiovascular and respiratory diseases and to promote student participation on

2 the implementation of strategies to achieve the targets. Enable health care professionals to acquire the necessary skills and knowledge to promote their own career advancement. To provide a pathway of study which can be combined with additional modules to form a coherent pathway of study leading to an undergraduate or post graduate award. 11. Programme outcomes A. Knowledge and understanding On completion of this programme the successful student will have knowledge and understanding of : 1. The global and the national incidence of long term conditions, specifically, diabetes, cardiovascular and respiratory diseases and the burden of the diseases in terms of resources and human suffering. 2. The complications and implications of long term conditions and the evidence in support of effective and early treatment and management, including selfmanagement, to minimise those complications. 3. The role of all health care professionals in screening for long term conditions, specifically strategies that will delay or minimise the progression of diabetes, cardiovascular and respiratory diseases. 4. Strategies for encouraging selfmanagement of long term conditions 5. The demographic diversity of long term conditions and the cultural variations in both the screening for and in the management of the diseases. 6. The national and international evidence based targets for measuring and defining long term conditions, including blood glucose, blood pressure, spirometry and lipid control. 7. The evidence to promote the critical evaluation of the current management and treatment of long term conditions. Teaching/learning methods Students gain knowledge and understanding through the use of a variety of teaching and learning methods, informed by the University and School Teaching and Learning strategies, which includes: Self-directed study Lectures Group discussions Peer led presentations and peer assessment Reflective accounts Problem solving approach with case scenarios Workshops Use of web based learning materials. Demonstration of clinical skills Workshops E-learning exercise via virtual learning environment Assessment Method Students knowledge and understanding is assessed by: A learning agreement Written assessed work Reflective learning logs Student presentations Active participation in class & group work Reflection on clinical practice Portfolios Clinical skills

3 B. Cognitive (thinking) skills On completion of this programme the successful student will be able to: 1. Critically review the role of health professionals in screening and health promotion. 2. Explore the professional and ethical issues for screening high risk patients and reducing the incidence of the diseases. 3. Critically analyse the literature around the management and treatment for long term conditions, specifically respiratory diseases, diabetes and cardiovascular diseases. Teaching/learning methods Students learn cognitive skills through a variety of teaching and learning opportunities, informed by the University and School Teaching and Learning strategies which include seminar preparation and presentation, reflection on clinical practice, use of problem solving approach with case scenarios and selfdirected reading. Assessment Method Students cognitive skills are assessed by a variety of methods which are informed by the University and School Assessment Policies which include coursework, literature review, clinical practice, reflective accounts. 4. Understand the demographic variances in long term conditions. 5. Understand the influence of cultural diversity and belief systems that affect patient decisions and may affect concordance. C. Practical skills On completion of the programme the successful student will be able to: 1. Demonstrate clinical competence in practical procedures intrinsic to the effective and safe management of long term conditions, including blood glucose monitoring, peak flow, blood pressure, spirometry and foot examination. 2. Demonstrate clinical competence in enabling clients to make treatment choices that are informed by a supportive and empowering health care team. 3. Demonstrate clinical competence at identifying people at risk of developing diabetes, cardiovascular and respiratory disease and initiating appropriate screening methods and interventions. Teaching/learning methods Students learn practical skills through a variety of teaching and learning methods, informed by the University and School Teaching and Learning Strategies which include:- clinical based learning and practical skills sessions, reflection on clinical practices, tutorials, group tutorials, self directed study, seminar presentations, use of E-learning, portfolio development and planning. Assessment Method Students practical skills are assessed by a variety of methods which are informed by the University and School Assessment Policies which include assessed written work, presentation of student seminars, portfolios from clinical practice, reflective accounts and practical skill workshops.

4 4. Work inter-professionally and collaboratively to enable the best possible care for patients and to reduce the burden of long term conditions. 5. Facilitate the Government s initiatives for expert or self-managing patients through empowering skills, negotiated plans of care, and a supportive and facilitative health service. D. Graduate Skills On completion of this programme the successful student will be able to: Communication Effective Learning Teaching/learning methods Students acquire graduate skills through a variety of teaching and learning methods, informed by the University and School Teaching and Learning Strategies. Effective learning will be supported and facilitated through written coursework, group work, presentations, use of ICT applications e.g. library databases, computer presentations, analysis of qualitative and quantitative research data, reflection on learning needs and clinically based learning. The use of a reflective learning log and portfolio will promote the application of learning to practice. Through the use of reflective learning students will be able to reflect on how they communicate effectively with the many professionals and members of the independent and voluntary sector involved in the care of those with long term conditions, and importantly with the client and the family and carers. Student focused reflective workshops will allow for shared learning and further enhancement of learning and of communication skills. Assessment method Students graduate skills are assessed by group and individual contribution to class debate and furthering the body of knowledge around long term conditions. A range of strategies will be used across the programme to assess the graduate skills of communication and effective learning. The assessments will be both formative

5 (ungraded) and summative (graded). They will include coursework, presentations, reflective accounts and portfolios. 12. Programme structure (levels, modules, credits and progression requirements) Overall structure of the programme Option 1a: concurrent Diabetes and Respiratory Option 1b: concurrent Diabetes and Cardiovascular Option 2a: consecutive Option 2b: consecutive Option 2c: consecutive component in Diabetes component in Long Term Respiratory Diseases. component in Diabetes Care component in the Management of component in Long Term Respiratory Diseases. component in Diabetes component in Diabetes component in the Management of component in Long Term Respiratory Diseases. component in the Management of Spring term: learning log, work based practice and workshops for Diabetes Spring term: Portfolio, work based practice and workshops for Respiratory Diseases. Spring term: Learning log, work based practice and workshops for Diabetes Spring term: Work based practice and workshops for Spring term: Portfolio, work based practice and workshops for Respiratory Diseases. Summer term: Learning log, work based practice and workshops for Diabetes Spring term: Learning log, work based practice and workshops for Diabetes Summer term: Work based practice and workshops for Spring term: Portfolio, work based practice and workshops for Respiratory Diseases Summer term: Work based practice and workshops for

6 Note: Students taking a module in the Autumn term and another in the Spring term may find that some classroom based sessions clash. Please inform your module leader and we will offer alternative ways to access the material you may miss. The Advanced Diploma will be a 60 credit, level three award taken over two or three terms. Students will be offered five different options when studying for the Advanced Diploma. They can select two 30 credit modules from three specialities, Long Term Respiratory Diseases, Diabetes Care or the Management of The Advanced Diploma will be structured with most of the theory component over the first twelve weeks. In weeks thirteen to twenty four students will be in part in the work based practice, collecting evidence for a learning log, portfolio or classroom debate and in part participating in workshops that will allow students to reflect on the clinical and practical issues. There will be four classroom based sessions in weeks thirteen to twenty-four. The programme structure will include epidemiology, demography, pathophysiology, screening, treatment and management, strategies for self-care, clinical history taking and assessment and national guidance and targets. The module structure offers the student the opportunity for independent practice focused learning to facilitate the integration of knowledge and practice. It will encourage critical evaluation of current management and delivery of care for long term conditions Levels and modules Level 3 COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS Students must take all of the following: NA Students must also choose at least 2 from the following: PHC 3621: Long Term Respiratory Conditions PHC 3622: Diabetes Care PHC 3623: Cardiovascular Disease Students may take any, or all of the modules, as part of a BSc Non-compensatable modules Module level Module code 3 All modules are non-compensatable 13. A curriculum map relating learning outcomes to modules See Curriculum Map on p.21

7 14. Information about assessment regulations The programme will adhere to Middlesex University assessment regulations. Students will normally be expected to achieve a pass grade of 16 or above to pass each module on the Advanced Diploma in Long Term Conditions. Students must pass the written theoretical work in both modules and be successfully assessed in the OSCE (cardiovascular only). Students are permitted one re-sit attempted for grades of The grade awarded for a successful re-sit will be 16. Compensation is not permitted. 15. Placement opportunities, requirements and support Time is given, in the second half of each module, to gain learning from clinical areas. Students are encouraged to make clinical links with inter-professional groups in support of their own learning. On the Diabetes Care module opportunities exist to spend one session with a member of a diabetes specialist team. It is the students responsibility to contact the clinician and make arrangements to shadow them. The diabetic specialist nurses at the Whittington Hospital have agreed to student s spending one session with them. However, you can make arrangements with a specialist from another trust. 16. Future careers The Advanced Diploma is designed to enable nurses, on successful completion, to work within the fields of long term conditions. Enhanced knowledge will allow some students to set up specialist clinics or services. Some students may chose, and be prepared for, a specialist post in diabetes, respiratory or cardiovascular care. The Advanced Diploma will offer students the opportunity for career progression with proven competencies in the Knowledge and Skills Framework. 17. Particular support for learning Individual tutorial support to assist with preparation for seminar presentation and assignment requirements. Clinical skills support for clinical skills (including OSCE) University English Language and Learning Support Learning resources support OasisPlus offers reading material and information on electronic resources 18. JACS code (or other relevant coding system) 19. Relevant QAA subject benchmark group(s) 20. Reference points

8 The Learning Framework: Programme design guidance. (Middlesex University, 2006) School of HSSc Curriculum Policy and Strategy Framework 2002/5 School of HSSc Maintenance and Enhancement of Quality and Standards School of HSSc Learning, Teaching and Assessment Policy and Strategy 2008 Standards of conduct, performance and ethics for nurses and midwives (NMC 2008) The National Service Framework for Coronary Heart Disease (DH, 2000) The National Service Framework for Diabetes (DH, 2001) The National Service Framework for Older People (DH, 2001) Structured patient education in diabetes: Report from the Patient Education Working Group. (DH, 2005) The National Service Framework for Renal Disease, parts 1 & 2 (DH, 2004 & 2005) The National Service Framework for Long term Conditions (DH, 2006) The Management of Hypertension in Adults in Primary Care (NICE, 2006) The NHS and Social Care Long Term Conditions Model (DH, 2006) Type 2 Diabetes: The management of type 2 diabetes (NICE, 2008) British Thoracic Society & Scottish Intercollegiate Guidelines Network (2004) The British Guidelines on Asthma Management. National Institute for Clinical Excellence (2004) Chronic Obstructive Pulmonary Disease: Management of Chronic Obstructive Pulmonary Disease in primary and secondary care. British Cardiac Society, British Hyperlipidaemia Association, British Hypertension Society, British Diabetic Association (2000) Joint British Recommendations on prevention of Coronary Heart Disease In Clinical Practice: Summary British Medical Journal 320 (7236):

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