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1 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation MRES Clinical Research TMRS1KTCNR TMRS2KTCNR 2. Final award Award Title Credit ECTS Any special criteria value equivalent MRes Clinical Research Some of the optional modules have a value of 45 credits; students will be permitted to take these module providing there is goodness of fit it with the Programme timetable 3. Nested award Award Title Credit value ECTS equivalent Any special criteria Post graduate certificate Clinical Research 60 credits 30 Students must take the following modules: Advanced Quantitative Advanced Qualitative 4. Exit award Award Title Credit value Post graduate certificate ECTS Any special criteria equivalent Health Studies Students who obtained 60 credits of which a minimum of 45 credits must be at level 7 in any combination of modules receive the PG Cert Health Studies Postgraduate Health Studies n/a Diploma 5. Level in the qualifications framework M 6. Attendance Full-time Part-time Distance learning Mode of attendance Yes Yes N/A Minimum length of programme 1 2 N/A Maximum length of programme 3 6 N/A 7. Awarding institution/body King s College London 8. Teaching institution King s College London

2 9. Proposing department Florence Nightingale School of Nursing & Midwifery in conjunction with the School of Medicine 10. Programme organiser and contact Details 11. UCAS code (if appropriate) N/A Dr Jo Armes School of Nursing & Midwifery James Clerk Maxwell Building 57 Waterloo Road London SE1 8WA 12. Relevant QAA subject benchmark/ Professional, statutory and regulatory body guidelines No specific benchmark statement for this MRes programme However the relevant guidance has been followed for QAA Master s degree Characteristics ( guidance/pages/masters-degreecharacteristics.aspx (last accessed 11/06/2012) 13. Date of production of specification June 2012 (Implementation October 2012 to conform with NIHR Contract) 14. Date of programme review 2018 / Educational aims of the programme i.e what is the purpose of the programme and general statements about the learning that takes place over the duration of the programme The aim of the programme is to develop students knowledge and research skills to enhance their current and future careers in supporting, delivering and integrating research into clinical practice. The purpose is to foster transferable skills for the use of evidence based research and identify those with the innovation and critical thinking skills to develop a future clinicalacademic career. This MRes is a multidisciplinary programme drawing on disciplines from across the College. Uniquely, students will choose supervisors upon entry into the Programme based upon a choice of projects potential supervisors have provided. The supervisors will come from a range of disciplines and will provide mentorship through the MRes Programme whilst the student works on their chosen project in conjunction with the supervisor and their research team. It is intended that at the end of the Programme, the student will have sufficient skills and research experience to enable them to apply for National Institute of Health (NIHR) or Research Council Pre-Doctoral Fellowships, supervised by their supervisors from the MRes Programme. 16. Educational objectives of the programme/programme outcomes (as relevant to the SEEC Credit Level Descriptors) The programme provides opportunities for students to develop and demonstrate knowledge and understanding along with research skills to support them in acquiring the techniques to enable them to design basic studies. The Programme will develop the students skills to assist them in applying for pre-doctoral fellowships and / or integrate clinical research activity into their fields of practice. The Programme is multidisciplinary drawing on a range of modules to meet students learning needs. On completion of the programme, successful students will have demonstrated: 1. A systematic understanding, based on in-depth study, of an area of clinical research.

3 2. A critical understanding of the research theories and methodologies. 3. The ability to identify appropriate literature, and produce a substantial account of the findings, present a critical evaluation of methodologies and, where appropriate, advance new hypotheses. 4. Originality in the application of knowledge to develop an original research question, demonstrating the ability to analyse, theoretically and empirically, a particular area requiring further investigation. 5. The capacity to deal with complex issues, systematically and creatively, to make sound judgments in the absence of complete data, and evaluate the contribution of both quantitative data and qualitative evidence. 6. Self-direction, independent learning and autonomy in tackling problems and in planning and implementing these at an advanced level. 7. The ability to communicate complex material clearly and appropriately to a range of audiences and using a range of techniques. 8. The ability to advance practice, service delivery and innovate change. 9. The ability to prepare a research proposal or grant application to enable them to proceed to further study. Knowledge and understanding The programme provides a knowledge and understanding of the following: 1. Identify areas that would benefit from further research. 2. Understanding of theories / techniques / research methodologies applicable to their research and clinical interests. 3. Draw on those theories to use appropriate methodologies to formulate a research question. 4. To have conceptual understanding to allow the student to critically appraise the research literature. 5. Appraise different methods for their strengths and weakness, and for their contribution to address research questions. 6. Insight into the issues and considerations that impact upon the planning and implementing research protocols. 7. Assess how research fits within the clinical setting. 8. Understanding of the research process and conduct of a project, from a research and clinical These are achieved through the following teaching/learning methods and strategies: Assessment: Knowledge and understanding is developed through lectures, seminars, tutorials, the study of assigned materials from reading lists, and library and database searches. Written assignments, unseen examinations and the research study project will all assist with the development of knowledge and understanding. Students will have the opportunity to tailor the Programme to their own requirements, in consultation with their supervisors / mentors. They will be encouraged to use communication technologies, reading and reflection and independent learning activities such as attendance at research events, talks and conferences. Assessment: Formative assessment is provided in three ways: i) Informally, through constructive

4 perspective. 9. Appraisal of ethical and research governance considerations in clinically based research. 10. Data management. 11. Analysis and synthesis of primary and secondary data. 12. Evaluate new research findings and appraise them within the context of the wider body of knowledge. 13. To be able to reflect on personal learning needs and plan for next educational and career developments. verbal feedback by academics on contributions to tutorials and topic presentations. (ii) Formally, but with no direct implications for final performance, through feedback on formal formative assignments such as presentations or short essays. (iii) Formally, through verbal and written feedback on summative coursework, and through verbal and written feedback during preparation of the dissertation. Skills and other attributes Summative Assessment is achieved through coursework, examinations and on a final research dissertation. Intellectual skills: 1. Identify areas that would benefit from further research. 2. Draw on methodologies and appropriate theories to formulate research questions. 3. Design a research study using appropriate methodology. 4. Evaluate and appraise research literature. 5. Evaluate and appraise research methods and their contribution to answering research questions. 6. Demonstrate initiative and originality in problem solving. 7. Assess how research fits within the clinical framework. 8. Ability to use a range of learning resources and materials. 9. Data analysis strategies. 10. Synthesis of primary and secondary research data. 11. Appraisal of ethical and governance issues in clinical research. Practical skills: 1. Direct one s own learning. 2. Locate, analyse and interpret the research literature, qualitative and quantitative. 3. Write analytically with a succinct style. 4. Prepare work for publication in peerreviewed journals. 5. Time management in preparing assignments and working to submission deadlines. 6. Apply study and research techniques. These are achieved through the following teaching/learning methods and strategies: Intellectual skills are developed through participation in seminars, meetings with supervisors, discussions and debates about research literature and response to written feedback. Other key strategies are guided self-directed learning and participation in research fora. Assessment: Intellectual skills are assessed by written assignments and a research dissertation. These are achieved through the following teaching/learning methods and strategies: Practical skills are developed through a combination of small group seminars and written assignments requiring the use of practical skills. Assignments and activities reflect key aspects of the research process to teach the practical skills of designing and implementing a research project from inception to dissemination.

5 7. Written and verbal presentation skills. 8. Interpersonal and communication skills to interact effectively with peers and academic colleagues. Generic/transferable skills: 1. Search out new information in a systematic manner. 2. Incorporate appropriate published work into written assignments. 3. Argue a case to peers and provide peers with feedback. 4. Communicate ideas, research findings, principles and theories effectively and clearly by oral, written and visual means. 5. Apply and interpret fundamental statistical skills used in healthcare research. 6. Use a range of information technology software packages. 7. Develop sustainable research collaborations. 8. Organise workload to meet competing deadlines. Feedback from assignments provides the opportunity to develop skills further. Assessment: The development of practical skills is assessed through course work and the dissertation. These are achieved through the following teaching/learning methods and strategies: Generic skills are developed through out the range of activities within the Programme including seminars, classroom discussion, written assignments, research dissertation, computer work and individual mentoring. Assessment: Generic/transferable skills are not formally assessed directly but indirectly the development of these skills will be apparent from assessments for assignments and the research dissertation. 17. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines There are no specific benchmark statements for this programme. The Programme provides educational opportunities for students to advance their competencies in relation to the standards identified above. The modular basis of the Programme allows students to be supported to identify specific specialist knowledge that is required for them to achieve competency. The Programme provides opportunities to demonstrate higher level reasoning skills in relation to experience and knowledge, such that the student is supported in becoming an autonomous and self-directed learner. The compulsory elements of the Programme focus on developing the basic research skills and knowledge to allow students to develop future research projects using a range of methods. Students can demonstrate knowledge gained through formal and informal learning from within the Programme and externally of it, through the completion of assignments and their research dissertation that can be used to inform future study. 18. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic The MRes Clinical Research is constituted from a combination of modules from across the Health Schools because of its multi-disciplinary nature drawing on a wide range of expertise from different health professional groupings. The National Institute of Health Research (NIHR) and the Medical Research Council (MRC) encourages the development of multidisciplinary research. The Clinical MRes aims to attract Nurses, Midwives, Allied Health Professionals and Pharmacists, to develop their research skills so that they can apply for research studentships and fellowships with the above organisations drawing on a range of research skills in order to develop competitive applications.

6 19. Programme structure Please complete the following table and, if appropriate, to include joint, major/minor or other variations Code = code of each module available for the programme Title = title of each module available for the programme, plus its credit level and credit value Status = please indicate whether the module is introductory (I), core (Cr), compulsory (Cp), one or more of however many modules must be passed to progress (CrCp), (P) professional (i.e. module testing skills/competency that has no credit level or value but is a professional body requirement) or optional (O) for each type of programme. For postgraduate programmes use the "single honours" column Pre-requisite/Co-requisite = where appropriate please indicate whether the module is pre-requisite to another module or co-requisite by noting pre or co and the module code that it is pre/co-requisite to. Assessment = please indicate in broad terms the assessment for the module e.g. written examinations, coursework (Note: the availability of optional modules may vary slightly from year to year; the following are the modules available at the commencement of the programme) Code Title Credit Level Full-time Study First Year 7KNIP042 7KNIP036 7KNIM751 Advanced Quantitative Advanced Qualitative Dissertation in Clinical Research Second Year If students complete the MRes Clinical Research part time they will defer the 90 credit dissertation to the 2 nd year 7KNIM751 Dissertation in Clinical Research Credit Value Status (I, Cr, Cp, CrCp, P, O) for each type of module Single Joint Major/ Minor Pre-requisite/ Co-requisite (Please note the module code) Single Joint Major/ Minor Assessment 7 30 Cr Written Assignment Cr Written Assignment Cr Written dissertation words. Preparation of journal article 3000 words. Total words 7 90 Cr Written dissertation15,000 words.

7 Part-time Study First Year 7KNIP042 7KNIP036 Second Year 7KNIM751 Advanced Quantitative Advanced Qualitative Dissertation in Clinical Research If a Masters programme, are level 6 credit levels permitted within the programme? Maximum number of credits permitted with a condoned fail (core modules excluded) Preparation of journal article 3000 words. Total 18, Cr Written Assignment Cr Written Assignment Cr Written dissertation words. Preparation of journal article 3000 words. Total words No None Are students permitted to take any additional credits, as per regulation A4; 5.8? Students will be required to undertake the Cr modules listed above, which give a total of 150 credits. Students will have the option to choose other level 7 modules, with guidance from supervisors and mentors, to the value of make up the additional 30 credits, to yield an overall total of the required 180 credits that is necessary for the award of a MRes Clinical Research. Award. Therefore students can take any combination to reach the required 30 credits although guidance by supervisors and mentors will be encouraged. Some of the modules are however rated at have a value of 45 credits; however students will be permitted to take these modules providing there is goodness of fit it with the Programme timetable. The inclusion of MRes Clinical Research students for these established modules is subject to the approval of the module course leader based on the capacity for places. Are students permitted to take a substitute module, as per regulation A3, 20.7? No Are there are any exceptions to the regulations regarding credits, progression or award requirements? (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards) Other relevant information to explain the programme structure Please note that new students enrolling on the information provided on this section of the PAF will have these regulations stipulated throughout their

8 programme of study. The only exception to this will be if there are changes made by Professional, Regulatory or Statutory Bodies that are noted to this programme. All students enrolled on the course will choose from a list of projects they are interested in undertaking. Academic staff from across the Health Schools will provide the projects for prospective MRes Clinical Research Students. This project will provide the basis for the final dissertation empirical research study, which the relevant academic staff will supervise. The project leads (academic staff) will provide supervision and mentorship for the student throughout their Programme including informing their choice of non-compulsory modules. All students will undertake the core, compulsory modules in qualitative and quantitative research methods (30 credits each totalling 60 credits) plus an empirical research study for their final dissertation (maximum 20,000 words) and will the preparation of a 3,000 word article suitable for publication (90 credits). The students will work with their projects supervisors to identify the most suitable level 7 modules to make up their remaining 30 credits. The choice of module will vary depending on the focus of the supervisors and students chosen research project. Formal assessment will be via written assignments, through course work and examination within the modules. Credits will be awarded when the minimum required satisfactory level of attainment has been achieved. Students will have the option of full-time or part-time study. Full-time students will complete their modules and dissertation within 1 year, part-time students will complete their taught modules in year 1 and the dissertation module in year 2. Both full and part-time courses will commence in the autumn term.

9 20. Marking criteria All modules will be marked in accordance with the College s marking criteria. 21. Will this Programme report to an existing Board, and if so which one? If a new Programme Board of Examiners is to be set up please note name of Board here Florence Nightingale School of Nursing & Midwifery Board of Examiners Reports will also be sent to the relevant Board of Examiners in the School of Medicine. 22. Please confirm that the process for nominating External Examiners has commenced, and if known, note whom the nominated External Examiner(s) may be The External Examiner is: Dr Bronagh Walsh (Senior Lecturer) Lead for MRes Clinical Research (University of Southampton) University of Southampton Faculty of Health Sciences Building 67 Highfield Southampton SO17 1BJ 23. Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements Admissions All students receive an information booklet on the support services offered by the College. If the student indicates they have a disability in their application they receive a letter from the School s Disability Adviser that offers the student an opportunity to discuss their requirements. These requirements are communicated to relevant lecturing staff so they can appropriately adapt their teaching and learning materials as necessary. Structure The programme is offered on a part-time basis. Publicity and programme handbook The key skills that will be required to complete the content of each module and the variety of teaching methods used will be clearly communicated in the Programme handbook. Teaching methods A wide range of teaching methods will be utilised. Work with lecturers and ISS will ensure that the necessary materials are offered in alternative formats as required by students with a disability. Assessment Advice has been taken from the Equality and Diversity Unit of King s College London to ensure the assessment methods do not unfairly discriminate against students with disabilities. The College s Special Examination Assessment Committee (SEAC) considers requests for adjustments to assessment to take account of learning and/or physical disabilities. Module outlines specify the assessment methods that will be used and explain

10 that SEAC will need to be notified about requests for alternative assessment methods. The form that the alternative assessment will take will be specified for each module in advance. Feedback Feedback on the Programme and modules is regularly collected from students about their learning experience. This information is used to inform on-going development and enhancement of the Programme.