MSc Child Health School of Nursing 2015/16

MSc Child Health School of Nursing 2015/16

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Contents page Section Title Page number 1 Introduction to the Masters in Child Health 5 2 Structure of the Course 11 3 Approaches to Learning and Teaching 18 4 Student Support, Guidance and Conduct 22 5 Assessment 23 6 Course Regulations 30 7 Student Voice 32 8 How to make the most of your time here as a postgraduate student? 34 9 Glossary of terms used in the handbook 38 10 Appendices Individual Course Plan Programme specification 40 11 Fee information 53

1. Introduction to the course 1.1 Welcome to the course Welcome to the University of Central Lancashire and in particular to the College of Health and Wellbeing and within that in the School of Nursing. where more information can be accessed at: http://www.uclan.ac.uk/schools/school_of_health/index.php The part-time MSc Child Health degree is a specially designed programme of study offering practitioners the opportunity to further develop their expertise, knowledge base and research skills in the area of child health. This course will be of interest to first registration practitioners who work within the arena of child health care who have a first degree and wish to develop their career within child health. The course will enable practitioners to enhance their clinical and professional knowledge; so expand their clinical capability within the multidisciplinary team, and participate in developing, promoting and, most importantly, leading appropriate practice development to facilitate the delivery of quality care to children, young people, their carers and families. This course brings together a teaching team from a range of clinical/professional backgrounds. To ensure a co-ordinated approach to the management of the course there is a course leader: Your course leader is: Arija Parker Senior Lecturer School of Health Office: Brook 337 Tel: 01772 893636 Email: anparker@uclan.ac.uk Arija will work closely with you to facilitate your progress throughout the programme. She will be responsible for supporting the recruitment process, organising enrolment, Academic Adviser allocation and marking in line with the school policy on these. As course co-ordinator she will provide academic leadership and is responsible for the effective operation of your course plan (see Appendix 1), progression through the course and to provide general support and guidance. It is important that you arrange to meet up with Arija when you first enrol onto this programme to plan your programme of study. If you have any concerns or worries, or wish to make changes to your course schedule you must make an appointment to see her in the first instance. Contact telephone (direct dial) numbers are listed above, or contact her via e-mail 1.2 Rationale, aims and learning outcomes of the course 1.2.1 Course rationale This course is designed to meet the needs of those who have completed a BSc programme and who want to access the modules we offer at a higher level to gain a Masters award. Everyone working with children and young people need to share a common vision, supported by the standards presented in the National Service Framework (NSF) for children, young people and maternity services (2004).

Developed in close partnership with colleagues from clinical practice, the course outcomes reflect the developmental needs of healthcare practitioners, the service needs of the organisations and, most importantly, the desire to improve the quality of care delivered to children and young people accessing healthcare in a variety of settings and environments. It is imperative that nurses and other healthcare professional are able to respond to the variety of service demands placed upon and are also able to react to policy drivers which change service provision. Developing higher level thinking and knowledge base through this Masters level course will help you function more effectively in your management, teaching/ education and practice roles. A range of subject material, innovative learning, teaching and assessment strategies and personal development planning opportunities embodied within this programme will furnish you with skills to react to these demands and also foster lifelong learning opportunities. If you complete the whole programme you will be awarded a Masters in Child Health though there are exit points of Post Graduate Certificate and Post Graduate Diploma for those of you who may not wish to complete to Masters level. 1.2.2 Course aims The MSc Child Health provides the opportunity for you to further enhance your professional knowledge and competencies to cope with the demands and complexity of practice when working within health and social care environments with children, young people and their families. The aim of the course is to encourage synthesis of experience, knowledge and new learning in order to influence child health care within contemporary health and social care settings by: developing nurses and midwives who will champion and promote leadership in child health care facilitating reflection on contemporary child health care practice to encourage innovation and creativity in that setting enabling nurses and midwives to apply and utilise research that will support innovations contributing to the development of child health care The course is based on a student centred approach to study which involves an active partnership between you, professional colleagues, and course and module leaders. You are expected to contribute your knowledge, skills and experience to the course, with the intent of expanding these to further develop and enrich your professional expertise and knowledge. 1.2.3 Course learning outcomes The course learning outcomes are as follows: A] Knowledge and Understanding On successful completion of the programme the student working in the arena of child health care will be able to: A1. Contextualise child health care knowledge within contemporary global frameworks A2. Critically evaluate health care provision and delivery of services to children/young people, carers and families within a multiagency/ multiprofessional environment A3. Critically appraise the political, legal, ethical and social issues related to child health care A4. Critically examine and engage in safeguarding and promoting the health of children/young people and families in their care A5. Critically evaluate the methods, processes and products of research and scholarly enquiry in order to create and interpret new knowledge in child health care

B] Subject Specific Skills On successful completion of the programme the student working in the arena of child health care will be able to: B1. Foster a creative approach to the development of skilled child health care practice based on critical reflection and the application of specialist knowledge B2. Demonstrate originality in the use of forms of knowledge to design new insights and solutions for problems in child health care B3. Cultivate resourcefulness, initiative and personal responsibility for continued educational, professional and practice improvement B4. Apply and disseminate theories and models for contemporary leadership within the context of their own advancing practice C] Thinking Skills On successful completion of the programme the student working in the arena of child health care will be able to: C1.Demonstrate a capacity for independent critical thought, rational inquiry and self-directed learning C2. Integrate available information to deal with complex issues both systematically and creatively, make informed judgements in the absence of complete data, and test and refine solutions C3. Critically appraise the global context and sensitivities of child health care C4. Demonstrate synthesis of knowledge that underpins leadership in child health care D] Other Skills Relevant to Employability and Personal Development On successful completion of the programme the student working in the arena of child health care will be able to demonstrate: D1. Personal development skills re time management, self-management, self-motivation, interpersonal skills and plans that support lifelong learning D2. Work experience highlighting a reciprocal transfer of knowledge, skills and experience between academia and work situations D3. Research and IT skills including the use of appropriate resources, theories, methods and approaches in a critical and scholarly way D4.Team working which includes the individual roles of a team and how this impacts upon the effectiveness of that team D5. Reflection on own learning to enhance intellectual and personal independence A complete programme specification appears in Appendix 2 of this course handbook. 1.3 Course Team The School of Nursing has a range of lecturers with different specialist and general backgrounds who you will meet in different modules. Other specialist staff will be involved in the delivery of the course and who they are will depend on your specific clinical background and/ or focus of study throughout each module, particularly when you start working on your dissertation in the final year of the course. The team included in the table below form the core course team:

Tutor Clinical Specialism Contact details Anne-Marie Alger Adult & Learning Disabilities Brook Building 423 Specialist interests: Leadership and clinical Tel: 01772 893638 supervision Email: aalger@uclan.ac.uk Carol Blackmore Karen Blake Rachel Byatt Child Health Brook Building 337 Specialist interests: Acute management of Tel: 01772 895522 the sick child Email: cblackmore@uclan.ac.uk Child Health (Acute) Brook Building 337 Specialist interests: Use of simulation (METI) Tel: 01254 687269 to develop practice Email: kblake@uclan.ac.uk Child Health (Acute) Brook Building 337 Specialist interests: Numeracy, child Tel: 01772 895521 protection and CAMHS Email: rbyatt@uclan.ac.uk Julie Cummings Child Health (Children s community nursing) Greenbank Building Specialist interests: Child protection, Tel: 01772 893773 clinical skills teaching and community Email: jcummings@uclan.ac.uk practice Diane Daune Child Health (Acute and Midwifery / Neonates) Specialist interests: Brook Building 337 TEL: 01772683625 Email: ddaune@uclan.ac.uk Martin Earley Dawn Eccleston Child Health (Acute including PICU) Brook Building 337 Specialist interests: Problem based Tel: 01772 895105 learning and simulation (METI) to bring real Email: mearley@uclan.ac.uk life perspective to teaching in HEI environment Child Health (Health Visiting) Specialist interests: Child protection Greenbank Building 210 Tel: 01772 893770 Email: dmeccleston@uclan.ac.uk Dr Rob Monks Arija Parker Katie Rowson Adult Health Specialist interests: Management and delivery of care in the acute sector of nursing practice Child Health (Acute) Course Leader Specialist interests: Numeracy in Nursing, Children s Pain Assessment and Management Child Health (Research and Community practice) Specialist interests: HIV in children and young people, international children s nursing and research with children and young people. Brook Building 439 Tel: 01772 893793 Email: rmonks@uclan.ac.uk Brook Building 423 Tel: 01772 893636 Email: anparker@uclan.ac.uk Brook Building 423 Tel: 01772 894582 Email: krowson1@uclan.ac.uk

Linda Sanderson Child Health (Acute and Oncology Care) Specialist interests: Life limiting illness, complex care Brook Building 337 Tel: 01772 893793 Email: lindasanderson1@uclan.ac.uk Jean Taylor Colin Thain Child Health (Health Visiting) Brook Building 348 Divisional Leader Child, Family & Community Tel: 01772 893771 Health Email: jmtaylor2@uclan.ac.uk Specialist interests: Project management with a community focus Adult Health Brook Building 426 Specialist interests: Life limiting illness, Tel: 01772 893622 palliative care, ethics and research Email: cwthain@uclan.ac.uk 1.4 Academic Advisor On commencement of the Masters programme you will be allocated a Academic Adviser who will support you throughout the course. Contact with your Academic Adviser is normally expected to be initiated by you. From the initial meeting you will be able to decide the best way of communicating with your Academic Adviser. You may wish to use them for general academic advice and support especially in the early stages of the course when, for example trying to work out the Universities expectations for working at Level 7 (Masters Level). Take time prior to the meeting to prepare carefully in order to ensure you receive the maximum benefit from meeting with your Academic Adviser. You are advised to maintain regular contact with your Academic Adviser, not just when you encounter problems 1.5 School office administration details The key contact for sorting out your programme details and giving advice on tuition fees, when modules run and other administrative details are the NHS Contracts Unit, who can be contacted on 01772 893839. Arija, as the course leader will also be able to attend to most queries or signpost you to the correct person who can handle your query. 1.6 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. E-mail is an effective method of communication and we strongly encourage you all to use this form of communication whenever appropriate. You are given an e-mail address once you enrol with the library. Your university library identification number can be found on the reverse of your library card - your initial(s) / surname / (a number if you have more than one person registered with the same initials and surname e.g. lsanderson1). To create your e-mail address add @uclan.ac.uk - see the course module leaders e-mail addresses for examples. This is the email address that is used as the key way of contacting you should classes be cancelled, for module supervision and to return assignment feedback to you.

Many of the lecturers either use an email based Outlook calendar or location sheets that give some indication of their activities where this information can be accessed in the School Office (BB240, Brook building 2 nd Floor). The office will take a message if you are having difficulty contacting your module or course leader (telephone 01772 894646). If you need to speak to someone urgently please contact one of the other child health lecturers (as detailed above) who will try to help you. You should expect a response to an email or voicemail within 3 working days of leaving the message (whilst taking note of the return message generated by the email sent or voicemail left). Increasingly members of the course team are using discussion rooms on Blackboard or Skype to communicate or facilitate tutorials so having a Skype account is useful especially if you are doing some of your learning on-line. 1.7 Induction information This is a course that is designed to run in a flexible manner so you may enrol at the beginning of Semester 1, 2 or 3 dependent on when you choose to access the modules. You will need to apply and re-enrol on line prior to starting each module. Please ensure that you know your enrolment date. If you have maintained contact with your course leader and have developed a course/ progression plan, you will be able to plan when you undertake modules and review purchasing arrangements on an annual basis. Information on how to apply and enrol can be accessed online via University website and from Post registration recruitment at nursingcpd@uclan.ac.uk or via phone on 01772 893836/3839. Whenever you begin to study there is always a lot of information to read and digest. The information contained in this handbook is focused specifically on the needs of post-registration students and contains and directs you the key support mechanisms we have in place for students studying in the School of Nursing. We advise you to take some time to read through this information, if you do not understand any of the issues please see your course leader. There is a wealth of supplementary information on study skills on the university web site and you will be offered further one to one advice when you meet up with your Academic Adviser. You can access the web sites through the university at www.uclan.ac.uk This course handbook should be read within the context of the Student Handbook which offers much more detailed information about how this course fits into the larger College of Health and Wellbeing. This handbook provides you with information about how the School of Nursing is administered. You should pay particular attention to the section detailing the regulations governing assessment. The School Handbook provides information and guidance on study skills, which is essential reading if you have not studied for a long time and can be accessed at: need updated link 1.8 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation

purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range. We have an External Examiner on this programme - Maureen Harrison from the University of Southampton, who will be reviewing our marking and moderation systems and making suggestions for how to improve the course. She visits us here to attend course boards and her external examiner reports are available on the course Blackboard site should you wish to see what she is saying about the course as a whole. 2. Structure of the course 2.1 Overall structure To achieve a Masters in Child Health you need to complete 180 credits at Level 7 as follows. This is a suggested course plan which runs over 3 years though you may choose to complete the course over 2-5 years and the programme will be planned together with course leader to fit and meet your needs. It is anticipated that most of you will complete the programme in 3 years. All the modules are delivered on campus and/or online via the central (Preston) campus. YEAR 1 NU4025 (L7): Introduction to Post Graduate Research (20 credits ) (C ) NU4047 (L7): Thinking Children (20 credits) (C ) Semester 1 Tuesdays NU4048 (L7): Shaping the Future of Children s Nursing (20 credits) (C ) Semester 2 Thursdays YEAR 2 Option from list below (total of 20 credits) Option from list below (total of 20 credits) Option from list below (total of 20 credits) YEAR 3 NU4053 (L7): Dissertation (60 credits) OR NU4008 (L7): Dissertation (40 credits) and NU4802 (L7): Practice Improvement Through Change (20 credits) Either dissertation package is compulsory and has to be completed in the final year of the course. These run over the whole academic year and you are supported by a dissertation supervisor Optional 60 credits from the modules listed below: NU4005 (L7): Writing and Presentation Skills NU4007 (L7): Solution Focused Interventions NU4026 (L7): Advanced Research Methods NU4021 (L7): The Safeguarding of Children in Multi-Disciplinary Environment NU4044 (L7): Care of the Child with Cancer NU4085 (L7): Leadership in Practice NU4096 (L7): Multiprofessional Support of Learning and Assessing in Practice NU4701 (L7): Assessing and Responding to the Critically Ill Child NU4702 (L7): Paediatric Intensive Care Advances in Care Management

The programme specification in Appendix 2 outlines the exit routes that are available for the Postgraduate Certificate and Postgraduate Diploma in Child Health. Please also have a look at the module descriptors on the MSc Child Health Blackboard site for more detailed information. Three of the option modules have a clinical component and requirement of you to be practicing in a nursing setting i.e. NU4701, NU4702 and NU4096. 2.1.1 Accreditation of Prior Learning If you consider that you may have already achieved some of the learning outcomes of the course through previous learning, please consult your course leader and gain advice from the APL Coordinator to find out whether you can make a claim for accreditation of prior learning for part of your course. For example, you may have already undertaken one of the Level 7 option modules as a stand-alone module in the past which could be included in this programme of study. 2.2 Modules available 2.2.1 Compulsory modules NU4025 (L7): Introduction to Post Graduate Research module (20 credits) This module aims to develop an understanding of research within health and social care. The module presents a broad overview of the principles of research beginning with ethical, epistemological and theoretical perspectives, and moving through qualitative and quantitative research designs, analysis and synthesis. There are three strands running through the module: I. The research process II. Qualitative research III. Quantitative research During the module, you will gain a critical understanding of the principles of research design across a broad spectrum. You will focus on the evidence relevant to one particular topic within your speciality, exploring the philosophical and theoretical underpinnings of this evidence and the impact of research design on knowledge generated. NU4047 (L7): Thinking Children (20 credits) The aim of this module is to challenge nurses, who care for children and young people, to critically examine self and their practice thorough examination of how children are cared for, valued and respected in society from a historical and contemporary perspective. NU4048 (L7): Shaping the Future of Children s Nursing (20 credits) The aim of this module is to critically appraise the many changes that have taken place in children`s services, and to apply theoretical insights to practice issues and personal development as well as to facilitate the development of leadership skills and knowledge in relation to children and young people s nursing. The final aspect of this module is to promote collaboration with other health and social care professionals so facilitating opportunities for inter - professional working with children and their families. If you have completed this module at Level 6 you will complete the leadership module detailed below: In your final year you will either do NU4053: Dissertation (60 credits)

The aim of this module is to facilitate the synthesis of prior knowledge and professional and clinical experience, which will be channelled into the production of a dissertation grounded in your professional and clinical context and academic needs. The dissertation will be in the form of a research study or scholarly work which reflects standard research procedure, and which is required to be independently completed with guidance from a nominated supervisor. OR NU4008: Dissertation (40 credits) and The aim of the module is to enable you to demonstrate adaptability, show originality, insight and critical reflective ability through the development and analysis of a change or research proposal. It will enable you to demonstrate their ability to work independently and to produce a useful piece of work that will have the potential to influence / impact on their own area of healthcare practice. AND NU4802: Practice Improvement Through Change (20 credits) Service Improvement is concerned with multi-disciplinary teams continually working together to improve the safety, experience and outcomes for patients, clients and their carers. The aim of this module is to provide you with the opportunity to apply a simple framework for improvement, Plan- Do-Study-Act cycle, to the design and construction of a project to support an aspect of practice development that can be used to improve patient/client care 2.2.2 Option modules You do have the option of doing 60 credits worth of level 7 modules from the following list. These modules give you the opportunity to focus in on very specialist areas of child health practice including community, acute, high dependence and urgent care. This will allow you to examine your own specialist area of practice in greater depth and detail or allow you to research areas that are outside your usual area of practice, which will have an impact on personal development and future employment opportunities. Please note that some modules do not run every year, which necessitates careful scheduling of the module you wish to undertake with course leader on commencement of the course or at progression meetings. These modules will only run if a minimum number of students apply for them and in the case of the MSc Child Health this is 10 students. It is vital to meet with the course leader to plan your programme so that over the 3-5 years you get the choices that you would like for your programme of study. The level 7 modules include the following: NU4005 (L7): Writing and Presentation Skills (20 credits) This module aims to equip you with the skills and knowledge to present their work in the public, professional and academic arena. NU4007 (L7): Solution Focused Interventions (20 credits) This module provides an opportunity for you to evaluate the assumptions and concepts inherent within solution focused brief therapy. Development of competencies in the use of a range of solution focused interventions through the application of appropriate theory and skills demonstrating ethical discernment and clinical judgement will be facilitated.

NU4021: The Safeguarding of Children in a Multi- Disciplinary Environment (20 credits) The module requires you to critically appraise the issues, policies and underpinning theory relating to the safeguarding of children in a multi-disciplinary environment. You will synthesise your findings in order to consider appropriate strategies to implement procedures in order to work collaboratively in the arena of safeguarding children. NU4026 (L7): Advanced Research Methods (20 credits) This module aims to provide you with the research skills required to design and conduct a piece of research within their chosen paradigm. All students will attend sessions on the research process and will choose sessions from either or both of the quantitative and qualitative sections to suit their research topic following negotiation with their Academic Adviser. You will be expected to attend a minimum of 12 sessions. While qualitative and quantitative approaches are taught separately, you will be encouraged to study a range of approaches if this is required to answer their research question. NU4044 (L7): Care of the Child with Cancer (20) The aim of the module is for you to gain in-depth insight into the physical, psychological and social impact of a diagnosis of cancer for the child and family in order to enhance the care you offer. NU4085 (L7): Leadership in Practice (20 credits) The aim of the module is to provide you with the opportunity to consider the concept of leadership and the changing approaches, roles and responsibilities of leaders in contemporary and future healthcare organisations NU4096 (L7): Multiprofessional Support of Learning and Assessing in Practice (20 credits) This module aims to enable students to develop and enhance their knowledge, skills and behaviours in facilitating multi-professional learning and to influence work based learning environments through professional and clinical engagement. NU4701 (L7): Assessing and Responding to the Critically Ill Child (40 credits) The module aims to develop the nurse s knowledge and skills in critically evaluating the assessment, recognition and response to the critically ill child or young person and family and facilitate the nurse to critically reflect on their professional practice in caring for the critically ill child or young person as part of the multi-disciplinary team in order to lead innovation in practice. NU4702 (L7): Paediatric Intensive Care: Advances in Care Management (20 credits) The module aims to develop the nurse s skills and knowledge, through critical analysis of the evidence base and synthesis of ideas, to enable the safe and effective management of critically ill neonates, children or young people at all levels of paediatric intensive care and enable the nurse to work effectively within the multi-disciplinary team in the implementation and development of evidenced based practice in paediatric intensive care. 2.2.1 Progression Discussions about your progression through the course normally take place in February of each year via appointment with the course leader. It is an opportunity for you to make plans for your study over the next academic year in relation to your original course plan. The course leader will advise you about the various modules / combinations available and you will both agree on the most appropriate course of study for you.

2.3 Study Time 2.3.1 Weekly timetable Attendance is guided by the requirements of individual modules, which are coordinated by module leaders as indicated on the online timetable. Most modules are included in other postgraduate study programmes. As a result you will be studying with students working at Level 7 on other Masters programmes. In terms of planning your weekly attendance this again reinforces the need for early discussion and planning of your course with the course leader. Your online timetable will give you the information you need on attendance on a weekly basis. 2.3.2 Expected hours of study The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve this includes attendance at UCLan and time spent in private study. As a result a 20 credit module will equate to 200 hours study time. 2.3.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to course leader and relevant module leader. We do monitor attendance either via hard copies or by using an electronic reader (called SAM). It is vital that you bring your University ID card with you to all sessions you attend. This is to meet employer s requirements (if your tuition fees/ attendance on the course are supported by your employer) and University regulations. The expectation is that you will attend 100% of all the modules whether classroom based or in a virtual learning environment via chat rooms. If you are unable to attend (i.e. through sickness) you must inform your employer using the normal reporting procedures (if accessing modules through service level agreements/ CPD) and inform the module leader. Students are recommended to identify a 'buddy' who will collect information / handouts from sessions missed. Your classroom attendance and participation forms a vital aspect of success in terms of formative and summative assessment of each module. We realise that sometimes life events both personal and professional take priority and, in this instance, please contact course/module leaders who will support you and help you make decisions should you be struggling to meet module requirements. If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations.

2.4 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies.. If you would like a more detailed explanation of the University s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Clerk to the Board Service, University of Central Lancashire, Preston, PR1 2HE or email DPFOIA@uclan.ac.uk 3. Approaches to Learning and Teaching 3.1 Expertise of staff You will be taught by a teaching team who are all qualified nurses, teachers and/or researchers who are all qualified to Masters level where most will either being working towards or already have achieved a doctorate in their specialist area of interest. All opportunities will be taken to introduce you to the child/ young person related research not only within the School of Nursing though also across the University including School of Social Work and Centre of Excellence in Teaching and Learning. 3.2 Learning and teaching methods 3.2.1 Learning and teaching strategy The University has an established learning and teaching strategy that influences and shapes the delivery of the module. Learning comes first in the title of this strategy to show its importance in the daily activity of the University. Lecturing staff will help you to learn. Entering into a new area of knowledge requires you to learn. Looking this up in a thesaurus learn can be replaced with: study, or gain knowledge of. The word find-out instead of learn reflects a more active approach to discover, realise, gather, and understand. You will learn through active learning, this means interacting with the multitude of learning opportunities available to you. Learning something new often feels difficult and uncomfortable at first but by bringing learning to the forefront of what we do facilitates a mutually supportive learning relationship in developing greater knowledge. The curriculum has been designed to offer you, and facilitate your development of, a range of learning experiences from which you can continue to learn well and independently. This will equip you to be a lifelong, independent learner. There is, however, little point in doing this if you cannot apply your learning and this requires the use of a range of thinking skills. The number of thinking skills needed to apply learning greatly exceeds the number needed just to learn. Therefore, the modules will facilitate you to develop both your capacity and performance in thinking as well as in learning. Such approaches in the University will include reflection, critical reading, problem based learning activities, directed study, lectures, discussion groups, and group and team working. WE utilise a mixed bag of learning and teaching approaches to ensure that we meet the learning styles of all students. There is a strong emphasis on student led approaches because of this Masters level 7

of study where critical engagement, discussion and leadership within sessions are essential aspects of learning and teaching approaches. 3.2.2 Children s nursing skills acquisition Whilst this is not a nursing skills based course as such the following areas listed below will equip you to enhance your everyday practice and professional career progression: Read critically and draw on the eclectic knowledge base of professional children s nursing practice to inform your thinking Develop communication skills to produce materials for written, oral and visual presentation. Work collectively and independently to solve problems, negotiate and achieve goals. Become increasingly self aware and be able to use this knowledge to enhance the use of self in nursing practice and to enhance the presence and voice of nursing within your organisation Identify and project the value and contribution of nursing for children and families health and well being and health outcomes Consider multiple perspectives in order to ask questions and gain new insights and solve problems Make use of creative thinking strategies to produce fresh, original and innovative solutions. Clearly articulate influences on nursing practice and recognise competing agendas in order to advocate for children s nursing interests Articulate a professional position with confidence in sound reasoning, rationale and justification Represent and raise the voice of the profession of children s nursing at local and strategic level 3.2.3 Active Learning Active learning refers to learning activities employed to enrich your learning experience. It involves activities such as enquiry-based learning, scenario-based learning, writing, critical reading, discussion and case study analysis. The aims of active learning activities are to develop your competency in a number of skills which are important in your professional life: Problem-solving Self-directed learning Small group learning Critical thinking skills Integration of different parts of the curriculum

Learning activities 3 Learning by doing 2 Learning from sources 4 Learning from feedback Revision 1 Learning through getting ready 5 Learning by thinking ahead Why is Getting Ready important? In theory, Getting Ready activates prior knowledge, orients you to a web of connections about the topic, and establishes anticipatory structures. Why is Learning from Sources important? In theory, Learning from Sources is important because new information actively encoded in relation to prior knowledge and potential application in practice provides an expanded knowledge base for thoughtful action. Why is Learning by Doing important? In theory, Learning by Doing is important because active use of knowledge in diverse, thought demanding tasks yields a rich, empowering, and flexible knowledge base. Why is Learning from Feedback important? In theory, learning depends on frequent informative feedback; learners need to think through and use feedback to guide and deepen their understanding as they continue to engage in the tasks. Why is Learning by Thinking Ahead important? In theory, reflective thinking and connection-making foster transfer of knowledge; planning further learning establishes anticipatory knowledge structures that foster learning. How does this relate to the course and individual modules? You will bring with you pre-existing knowledge and skills which you will be able to use in your new endeavours. You will learn new theoretical concepts and skills, which will help develop your professional practice. You will have many opportunities to relate your new knowledge and skills in real situations.

You will receive timely and meaningful feedback to your work, enabling you to tailor your personal and professional development accordingly. During your module you will experience many new things and be part of many thought provoking situations. Reflecting on these will aid your learning and inform your future development. 3.2.4 Service user involvement in learning and teaching We have a strong service-user team called Commensus, made up of individuals with an interest in supporting nurse education. These people have health problems themselves and/or act as carers for family members. You will work with Commensus staff in the classroom, and in assessments in skills labs, and they often attend meetings throughout the School. We will also invite subject specialists and other parents into the classroom/ chat room sessions as guest speakers to enhance the teaching and learning experience. 3.2.5 ELearn (or WebCT/ BlackBoard) ELearn or WebCT (Web Course Tools)/ Blackboard is the brand name for the Virtual Learning Environment (VLE) which the University has implemented to support and enhance teaching and learning. You access this space when you log onto the Student Portal/ MyUclan vai the UCLAN site. Once logged into your ELearn area you can access all of the modules listed under your name without having to login to each module separately. Please note that you will only have access to the modules on which you are enrolled. You will be able to access a general MSc Child Health Site, which will have all the links to services outlined in the handbook as well as exist as a central point for useful information relating to the course in general. The ELearn site will contain details in relation to the Module Learning Outcomes, Assessment processes and Timetables. Extra information will be posted on the website as the modules progress e.g. directed studies, reading lists. Individual module leaders will outline how the website will be used for their particular module. Whilst it is essential that all of you are able to access and use ELearn from your home computer this is vitally important for those of you studying purely via ELearn so please ensure you get up and running from the start of the first module you undertake. LIS are very helpful and will trouble shoot, help and support you one to one from the start of the course. All support is available via the student portal online. Please contact the course leader as a matter of urgency if you are unable to access the Student Portal for further advice. The course team aim to develop a community of learners and we recommend that you engage with the virtual learning environment throughout the course. The use of the discussion boards and chat rooms for example will strengthen the sense of belonging to your course and the ability to share problems, experiences, resources etc with other learners, and will harbour a sense of confidence. But remember... Netiquette - a set of rules for behaving properly online. http://www.albion.com/netiquette/introduction.html Rule 1: Remember the human

Rule 2: Adhere to the same standards of behaviour online that you follow in real life Rule 3: Know where you are in cyberspace Rule 4: Respect other people's time and bandwidth Rule 5: Make yourself look good online Rule 6: Share expert knowledge Rule 7: Help keep flame wars under control Rule 8: Respect other people's privacy Rule 9: Don't abuse your power Rule 10: Be forgiving of other people's mistakes 3.3 Study skills There are many resources available to support the development of study skills including the following: WISER https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_33_1 LIS https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_25_1 3.4 Learning resources 3.4.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by LIS library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study especially if you have not studied for a long time. If you need to contact a librarian Mike Hargreaves is the health and nursing specialist. He can be contacted on 01772 892308 or via email: mhargreaves@uclan.ac.uk You will be given suggested reading lists for each module. These texts are generally available at the library where the module is held. The campus libraries will help you to access materials through interlibrary loans as appropriate. The suggested module reading lists are for initial reference only as you are required to read further into aspects relevant to your own practice and interest areas. Please refer to the library for initial enrolment and library cards. 3.4.2 Electronic Resources LIS provide access to a huge range of electronic resources e-journals and databases, e-books, images and texts. 3.4.3 Base room provision for Postgraduate students Base Rooms are provided for post graduate students of the School of Nursing. They are areas where you can meet in quiet study and relaxation and informal networking. Facilities include 8 networked PC s; wireless network for laptops; formal and informal seating; vending machines for cold drinks and confectionery. These can be found in Brook building as follows: Postgraduate Students Base Room Brook 247 Research Students Base room Brook 107

It is intended that these rooms are treated respectfully and that you will leave them as they would expect to find them. 3.5 Personal development planning There is a strong emphasis on personal development planning (PDP) throughout the course. Whilst you are undertaking this course it is important that you utilise this opportunity to stand back and reflect on your practice and continue to develop your professional portfolio. The Masters in Child Health supports personal development planning (PDP). The PDP will form the basis for ongoing discussions with Academic Advisers. This will be formally assessed via modules NU4047 (L7): Thinking children and NU4048 (L7): Shaping the future of children s nursing. According to Quality Assurance Agency (QAA), personal development planning (PDP): Helps learners reflect upon their own learning and achievement and plan for their personal, educational and career development... Effective PDP improves the capacity of individuals to review, plan and take responsibility for their own learning and to understand what and how they learn. PDP helps learners articulate their learning and the achievements and outcomes of higher education more explicitly, and supports the concept that learning is a lifelong and life-wide activity. During the course you will be supported in this process through negotiated discussions, individual and group tutorials, interactions and assessments. This will help you to explore and record your progress and to set goals and devise action plans to meet your needs thus extending your personal and professional development. Underpinning your PDP is the development and enhancement of reflective practice, enabling you to deconstruct your own and others practice; along with the enhancement of clinical leadership through the development of expertise in your specialist field of practice. You will be supported through this process by their Academic Adviser. Quality Assurance Agency (QAA) (2009) Personal development planning: guidance for institutional policy & practice in higher education. Available at: http://www.qaa.ac.uk/en/publications/documents/personal-development-planning-guidance-forinstitutional-policy-and-practice-in-higher-education.pdf (last accessed 31/07/2015). 3.6 Career opportunities Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These Employability Essentials take you on a journey of development that will help you to write your own personal story of your time at university: To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life. Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment, You will then be ready to learn how to successfully tackle the recruitment process. You will be able to record your journey using Pebblepad, the university s e-portfolio system, which will leave you with a permanent record of all the fantastic things you have achieved during your time at UCLan. It s your future: take charge of it!

Careers offers a range of support for you including:- career and employability advice and guidance appointments support to find work placements, internships, voluntary opportunities, part-time employment and live projects workshops, seminars, modules, certificates and events to develop your skills Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal. 4. Student support, guidance and conduct 4.1 Academic Advisors The role of Academic Advisers have already been mentioned within this handbook (Section 1.4) and together with course leader your Academic Adviser will help to support and guide you as you progress through this Masters level of study. Academic Adviser is the term used to describe the lecturer who supports you throughout the whole of the course through developing a relationship, which facilitates personal and academic growth. They will provide general academic advice, monitor your attendance, offer general and personal support and write references (if required). 4.2 Student Support The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the i shop and UCLan Financial Support Bursary (first year students only). 4.3 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments. Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, disability@uclan.ac.uk Within the College of Health and Wellbeing a number of staff have a leadership role in supporting students with disabilities. The School of Nursing contact is: and they can be contacted on (need most up to date info in light of many changes taking place over the summer) 4.4 Health and Safety As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe

campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others. 4.5 Conduct 4.6 Students Union You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students. You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the ongoing discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. The Students Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students Council. The Students Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go pop into the Opportunities Centre on the ground floor of the Students Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice. More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/.

5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment. You can access all the module descriptors for the modules that form part of this course on the MSc Child Health ELearn site to find out how each module is assessed. This varies from written assignments such as essays and scholarly accounts, though to oral presentations and objective summative clinical examinations (OSCE), where, on the way, you will produce storyboards and PDP s to finally undertake a substantive piece of academic work which is your final dissertation. 5.1 Assessment Strategy All modules have been written from the perspective of integrated theory and practice. This is reflected in the learning outcomes, teaching and learning strategies and assessment processes. Each module maintains a coherent structure which links content, teaching and learning, outcomes and assessment strategies The curriculum philosophy believes that students are active in the learning process, accepting increasing responsibility so that meaningful learning is possible. In support of meaningful learning you are encourage to map progress with your course leader. Formative and Summative Assessment Some modules have elements of both formative and summative assessment. Formative assessment is described as the process through which the summative assessment is achieved. This activity is related to any number of activities e.g. the generation of evidence to meet the learning outcomes and classroom activities such as group discussion and debate, presentations and student led teaching. Summative assessment is a judgement of student s achievement of the learning outcomes. It contributes to an overall achievement for an award. All summative assessments must achieve a pass grade. The module assessment strategies encourage you to match your personal learning needs with your own area of practice. The module learning strategies will develop your conceptual and contextual understanding and knowledge of your specialism and its application into your practice area. All level 7 module have a pass mark of 50%. 5.2 Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, disability@uclan.ac.uk.

5.3 Notification of assignments and examination arrangements All dates relating to the assessment strategy i.e. dates of submission, dates when feedback available etc. are available in the Module Information Packs in the Key Dates section at the back of the handbook. The assessment strategy for individual modules will dictate how the assignment is to be submitted. For written assignments it is generally accepted that these will be submitted online via Turnitin and marked using Grademark so feedback is also accessed online though the variety of assessments within the School and College it does not apply across the board. 5.4 Referencing We use the APA (6 th edtion) style of referencing in the School of Nursing. The referencing handbook can be accessed on the course Blackboard site or via the link: https://intranet.uclan.ac.uk/ou/health/learningrepository/studentaccessiblefiles/school%20of%20health%20referencing%20guide.pdf 5.5 Confidential material You work in an environment that is regulated for the protection and safety of the public; issues of confidentiality and anonymity have to be taken into consideration to your University work as well. Anonymity refers to anonymised information which does not, directly or indirectly identify the person (and/or organisation) to whom it relates (Adapted from BMA 2005). Confidentiality is the principle of keeping secure and secret from others, information given by or about an individual (and/or organisation) in the course of a professional relationship (Adapted from BMA 2005). There are both ethical and legal reasons for maintaining anonymity and confidentiality. The policy of maintaining anonymity and confidentiality applies to all students whether an undergraduate or post graduate student. Exceptions There may well be cases where exceptions to maintaining anonymity and confidentiality occur. These can include: Naming individuals or organisations where the information is already in the public domain, providing this material is accurate; Instances where you have written permission from an individual or organisation. It may be possible for you to obtain consent to use information for academic purposes. Clearly state that this is the case at the beginning of your work. Written consent forms will be retained with the academic work. If you intend to publish your work, you may need to seek further guidance from an appropriate Ethics Committee. You may have access to sensitive information about an organisation through your personal contact or employment, which is quite separate from your university course. In this case, you will be expected to adhere to any contractual or other agreements you have made with the organisation concerned regarding disclosure.

If you do need to refer to an organisation in your work, you can maintain anonymity by the following method: In the text: this action was in accordance with the NHS Trust s (name withheld) infection control policy In reference list: NHS Trust (name withheld) 2004 infection control policy. If there is a breach of Anonymity and or Confidentiality, you will receive feedback from the module leader/marker and support to prevent errors in your future work Actions taken following a breach in anonymity and or confidentiality will depend on a number of issues and will be determined within departments/course teams. Issues which will be of importance may include: o Professional standing of course o Level of study of student and or stage of course o Extent and nature of the breach. Under these circumstances, it may be that the department will impose a penalty. Your module leader will work with you and the course leader to review the specific situation and involve the Head of Department/named deputy in the decision making process. Do s Don ts Do respect the right to privacy of an individual and/or organisation; Don t name an individual or organisation; (unless it is already in the public domain) Do change all names to fictitious ones; Don t include identifiable stationery in your work, such as letter heads, Lab forms or X- rays; Do provide a statement with your assignment that all information has been anonymised; Don t give information away that could identify an individual or organisation; (unless it is already in the public domain) Do reference work accurately if information is already in the public domain; Don t include photographs that can identify a person or place; Do support your discussions with reference to published work. Don t make unsupported accusations; Do seek guidance and advice where you are unsure. Subjective or judgemental opinions about an employer or placement provider (even when not identifiable) are not normally acceptable. This may mean that your opinion may not be able to be kept confidential under the Freedom of Information Act and will lead to further discussion

NB: Please note that by seeking guidance from your Academic Adviser/module tutor, you have the opportunity to ensure the work is not in breach of the guidance. 5.6 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity to the module leader of the module that you are studying. Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to your School office. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.ph p We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook). 5.4.1 Extenuating circumstances Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook). Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not

constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (see Academic Regulations). Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.ph p You can apply for extenuating circumstances online via myuclan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester. Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_sub mission.php In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook). 5.4.2 Late submissions If you submit work late and unauthorised, a universal penalty will be applied in relation to your work: If you submit work within 5 working days following the published submission date you will obtain a maximum mark of 50% for that element of assessment. Work submitted later than 5 working days after the published submission date will be awarded a mark of 0%. Unauthorised late submission at resubmission will automatically be awarded a mark of 0%. 5.5 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations: G3.7). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. Feedback can take different forms. In general, feedback from tutors can be through formative exercises, through personal and group tutorials, on-line formative tests and following assignment submissions. The discussions that take place in class and on a chat room often include an element of informal feedback often based on formative exercises, through question and answer sessions, group work and discussion of literature or case studies. During these sessions you will be able to explore your own opinions, draw comparisons between your own and others experiences and identify areas where you need to read more around a subject. Personal and group tutorials are often based around assignment work. Here the tutor will expect you to come prepared to discuss the assignment and how you are considering addressing it. So go with a study or assignment plan, a list of questions and ideas. The tutor can then explore with you how you want to address the assignment and give personal advice.

You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other. These are subject to confirmation with the External examiner and agreed at the next module board in February, June or September. If there are any discrepancies between the provisional and confirmed grades you will be informed as soon as possible. This feedback should be clear and offer an insight into how you can address your academic skills and /or improve your grades. If you are unclear about any aspect of the feedback please contact the module tutor or person who marked the work. Please also access the Student s Guide to Feedback for further information. 5.6 Cheating, plagiarism or collusion You are required to sign a declaration indicating that individual work submitted for an assessment is your own. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook. Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook. Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments. Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student s work - this includes with the other student s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief. Re-presentation is an attempt to gain credit twice for the same piece of work. The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation: the penalty will be 0% for the element of assessment, and an overall fail for the module. the plagiarised element of assessment must be resubmitted to the required standard and the mark for the module following resubmission will be restricted to the minimum pass mark. when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.

In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course: the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year. The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance. 5.6.1 Using Turnitin TurnitinUK is an Internet based service that enables lecturers to carry out an electronic comparison of student work against a variety of electronic sources, including other students' work. It can also be used as a developmental tool to improve your academic writing style for your own personal use. TurnitinUK does NOT detect plagiarism it simply matches copied or non-original text in student work. The plagiarism detection process requires a follow-up investigation by the lecturer to determine whether plagiarism and academic misconduct has actually occurred or if the student has correctly referenced their source(s). Please note: Not all module related work is submitted via Turnitin. If your module leader has decided to use Turnitin you will be asked to submit your work on line. 5.7 Appeals against assessment board decisions If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are: 1. that an Assessment Board has given insufficient weight to extenuating circumstances; 2. that the student s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board; 3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred; 4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations. If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: suadvice@uclan.ac.uk for support and guidance. 6. Course regulations

6.1 Course requirements You have to undertake and pass all of the compulsory modules and additional credits at level 7 in order to achieve the MSc Child Health. 6.1.1 Minimum module pass requirement To pass a module, you must achieve the overall minimum module pass requirement as the published in the Academic Regulations. If you fail to achieve a PASS grade, you will be reassessed after a 6 week period (dates available in the Key Dates section of the module information pack), where you will be offered further help from your module supervisor. You can only be awarded the minimum module pass mark (50%) following resubmission of work. 6.1.2 Referral at second attempt (compulsory module) If you have failed a compulsory module within a course which you have attended at a second attempt, we arrange for you to meet with the relevant Divisional Leader for a discontinuation interview, with opportunity to progress to a first stage appeal meeting. This gives you an opportunity to discuss any circumstances which we were previously unaware of. You must have written evidence to support your claim. New information will be considered in the context of your overall performance on the course and may result in a recommendation to the assessment board for a further re-sit opportunity. Module leaders set the date for resubmission of assessments normally within a six week time period. Students who have already been given this opportunity once will not normally be allowed to benefit from this approach again. 6.1.3 Referral at second attempt (option module) The University Academic regulations states (G13) that if you fail to satisfy some element of assessment in one of your option choices, you may be recommended for progression or award on the grounds that the failure is marginal or is offset by good performance in other components of your study programme. Performance in core modules cannot be condoned. We are only applying the rules of condonement to our optional modules 6.2 Target and exit awards To achieve the target award MSc Child Health - you have to complete all 180 credits from the Compulsory, core and option modules at level 7. There are options to exit at Post graduate certificate and diploma levels as follows: Postgraduate Diploma Child Health requires 120 credits at level 7 and must include: NU4025: Introduction to Postgraduate Research NU4047: Thinking Children NU4048: Shaping the Future for Children s Nursing Practice Postgraduate Certificate Child Health requires 60 credits at level 7 and must include a combination of the following modules: NU4025: Introduction to Postgraduate Research NU4047: Thinking Children NU4048: Shaping the Future for Children s Nursing Practice

6.3 Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations. From the Academic Regulations 2014/15 for taught Masters Degrees the following classifications apply: The classification (Merit or Distinction) awarded for this course will be based on the APM (average percentage mark) of all level 7 modules undertaken during the programme. H4.12 For taught and Professional Master s degrees the following classifications apply: APM + Dissertation Module Award 70% or above + 70-100% Distinction 60% or above + 60-100% Merit 7. Student voice You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. In relation to the top up BSc (Hons) in Child Health the students have regularly requested that some of the modules on offer are delivered in Semester 3 to give them greater opportunity to complete the programme in 2 years. The course team has responded to this need in that from next year we will deliver NU3048 (L6)/4048 (L7) : Shaping the Future and other modules in Semester 3. The Students Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means, The Union s Student Affairs Committee (SAC), members of Students Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students Union and elect the students they see as most able to represent them.

It is important that we evaluate this course so that we can improve the student experience. You will be asked to take part in some or all of the following: module evaluation; questionnaires; student feedback sessions with the module leader; staff/student liaison committee meetings; course team meetings with student representation; and open meetings with the course team Evaluation of individual modules and of the course as a whole will be based on: student and staff feedback; student performance in assessments; module and coursed review; and external examiners comments. In addition external reviewers will be asked to comment on the course documentation during the ongoing review and development process. You will be requested and encouraged to complete end of module evaluation questionnaires (MEQ s) and University student satisfaction surveys in order to contribute to the Department's quest for continual quality enhancement to its programmes. You will be encouraged to give 'ad hoc' feedback on your learning experience to the course and module leaders throughout the year. We value your comments and depend on this two-way communication for the course's continued success. 7.1 Course representatives and School Presidents A course representative is a student who represents their fellow students views and opinions to the course team, school, university and students union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students Union website or by emailing: coursereps@uclan.ac.uk. School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students Union website or email: coursereps@uclan.ac.uk 7.2 Student Staff Liaison Committee Meetings (SSLC) The course management team is comprised of members of lecturing staff, clinical colleagues, clinical managers, nurse consultants and student representatives. The course management team meets twice yearly. Service users/ consumers are also invited to participate in course management meetings. The course will have a course student representative who will liaise with students progressing on the course. We will meet as a student staff liaison group together with clinical staff and managers once a year (usually in May). You will also have the opportunity to feedback general comments via a

discussion board on the courses ELearning site on an ongoing basis as well as meet other students and staff on-line via chat room in December of every year. The following paragraph outlines the rationale for having these meetings. 7.2.1 Rationale for SSLC meetings The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. Your Course Leader will facilitate the meetings using guidelines and provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting Update on actions completed since the last meeting Feedback about the previous year discussion of external examiner s report; outcomes of National /UCLan student surveys. Review of enrolment / induction experience; Course organisation and management (from each individual year group, and the course overall); Experience of modules - teaching, assessment, feedback; Experience of academic support which may include e.g. Personal Development Planning, Academic Adviser arrangements and The Card; Other aspects of University life relevant to student experience e.g. learning resources, IT, library; Any other issues raised by students or staff. On the Masters programme feedback is facilitated via Blackboard on the Discussion board. As a small group of post graduate students who are working over a wide geographical areas and in a variety of employment settings it is difficult to meet as a group so the course leader does organise some discussion as a group via Breeze chat rooms to gain some feedback about course issues, which you are very welcome to participate in. 7.3Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure 7.5 Opportunities for further study Students who have successfully completed their Masters in Child Health following a part-time study route can progress onto other Masters programmes or doctorate studies within the School of Health portfolio of post graduate programmes of study. Please discuss this further with your personal tutor/ course leader. We hope you have found this course handbook helpful. If you have any further questions or suggestions in which it might be improved please do not hesitate to contact your course leader or one of the other lecturers.

Enjoy the time you spend undertaking this course, we hope it will give you an appetite for further study. If you require any information on other courses please contact the NHS Health and Social Care Unit on 01772 893836. 8. How to make the most of your post graduate study time here at UCLAN? This section outlines the approach we encourage to promote your learning experiences as well as the Development Centre that is included in NU4047: Thinking Children, which has a focus on the assessment of skills you have on commencing the course acting as a benchmark for further development as you progress through the course. 8.1 Active studentship Socrates, the Greek philosopher, is famous for saying that he was wise only because he knew how little he knew. What he did supremely well, it seems, was to pay attention to what others said and to ask probing questions to expose gaps or weaknesses in their arguments. This is a major part of active participation as a student. Just sitting back in lectures and seminars and expecting everything to be handed to you on a plate will not result in you gaining a full appreciation of your subject. If your mind is buzzing, you will always be coming up with more questions, which is just as it should be the more powerful telescopes become, the more stars appear. Be alert The single basic requirement for good questioning is good concentration. There s nothing worse than asking a question that actually got answered two minutes ago while you were doodling in the margins. Don t let yourself be distracted either. Try and remain alert. Be sharp If you sit in your chair, pondering and re-pondering what you might ask, the moment will pass and your question may become irrelevant or disorientating. Get used to formulating your questions on the hoof and thinking aloud. Be brave If something is troubling you, don t be afraid to say so. You d be surprised how often eminent people ask the very question you just decided not to ask because you feared you might look foolish! Be sceptical Be suspicious, doubt everything. You want to know the truth: truth needs proof; so it doesn t matter who it is that claims to be telling you the facts you need to seek the reasons and the supporting evidence. Be demanding of yourself and your reading As a student, you have a right to support from your tutors in building your knowledge. Sometimes your tutors want you to think things through for yourself, so they won t spoon-feed you with answers that s their right. (Very often, tutors will set tasks that are as much about how you find your answer as what that answer is.) So when you re reading: 1. seek definitions 2. seek examples 3. look for precision don t accept careless vagueness, don t buy slogans;

4. ensure there s relevance if you can t, in all honesty, see how what s been written fits in with the general context, seek help from your tutor and 5. ensure there s a focus always beware of red herrings placed by the author! Be yourself Think about what s being said by tutors and fellow students in relation to you, your knowledge and your experience. Does it fit the world as you know it? Your views may not be the final word on the subject, but they certainly count. So don t sit passively by while information washes around you: interact. Be constantly measuring up what you see/hear with what you believe. Have your own thoughts and evidence lined up in your head ready to be called upon compare them with other evidence presented and be ready to query something whenever you feel you may have good reason for doubt. Be prepared Part of the purpose and intention of reading around the subject is to get yourself into an appropriate frame of thinking before classroom sessions. You shouldn t expect to come to the sessions cold and for everything still to fall neatly into place before your very eyes. On the other hand, if you have done some thinking about what issues are likely to come up, you ve read a key text or two and made some notes of puzzles and issues arising, and you ve marshalled your thoughts so that you can articulate them effectively, then you will get a lot more out of each class and be a much more constructive member of the collective. Be imaginative It s very easy to focus so closely on what is presented to you that you forget to look around and beyond it. So ask yourself about what is not said in any presentation: what is being assumed, what is being quietly brushed under the carpet, what are the unconsidered consequences of what s being said? Be child-like Sometimes the toughest questions are not the complex intricate ones that a professor might ask, but the naive kind that children ask they bring us back down to earth and really question the foundations upon which people sometimes build impressive-looking but potentially shaky theories. Always remember the hardest of all such questions is: Why? It s hard to ask, and harder still to answer, but we always have to be prepared to face up to it. Be alert (2) Concentrate on the answers you get to your questions, too. Don t just sit there feeling relieved at having taken the plunge, or smug because you thought of something they didn t. Pay attention to responses to questions from your tutors and colleagues: be ready to follow up with other questions if a new and/or interesting line of thought has arisen. 8.2 The Development Centre Over the last 15 years selection processes, most predominantly in business and industry, have included some form of assessment centre. Increasingly there is a view that stresses the developmental aspects of assessment and hence the evaluation of the term Development Centre. The term does not refer to a physical place, instead it describes an approach. A Development Centre consists of a suite of exercises designed to assess a set of personal characteristics.

8.2.1 Development centres usually: do not have a pass/fail criteria are geared towards developing the individual address a longer term need have a 1:1 ratio of assessor to participant do not have line managers as assessors have a greater emphasis placed on self-assessment focus on potential are geared to meet needs of the individual as well as the organisation assign the role of facilitator to assessors place emphasis on developmental feedback and follow up with little or no selection function give feedback immediately involve the individual having control over the information obtained have a substantial pre-centre briefing tend to be used with internal candidates See http://www.psychometrics.co.uk/adc.htm Our Development Centre will facilitate a collaborative approach to personal review and assessment that will require you and your student colleagues to actively participate in the process. The Centre will involve you in a range of exercises with staff providing feedback, guidance and support. 8.2.2 The aim of the Development centre is to: To provide a personal professional development plan with information about the individual strengths and improvement needs. This information will be used in tutorials with your Academic Adviser for you to identify, select and design professional development opportunities that build on strengths and manage weaknesses. 8.2.3 Examples of some of the exercise that you may participate in include: Personality inventory The Personal Style Inventory [Champagne, DW, Hogan, RC (1979) Personal Style Inventory. 3rd ed. CH Publications.] will be used as a tool to enable you to explore what you are like as a person and how you might react in certain situations. This exercise will help you to develop a clearer picture of your preferred personality style/type in the dimensions of sensing and intuition, thinking and feeling, perceiving and judging and extrovert/introvert. Helping you to understand your pre-dominant style will enable you to gain a better understanding of yourself with the aim of enabling you to trying new ways of being and doing. Leadership behaviour/style The Assessment Centre will provide you with the opportunity to self assess your leadership behaviours. Project Management activity The project management activity is a group task undertaken in teams. The task will require you and your colleagues to employ a range of team skills, critical thinking and logic to ensure successful project completion. You will be provided with feedback on your involvement in the activity, which, together with a self-evaluation, will provide the basis for the identification of individual project management, and where relevant, your team working skills.

In-tray or E-tray assessment This type of exercise will require you to priorities a series of activities / actions based on information provided. Learning Styles Understanding of a preferred learning style(s) will allow you to develop an awareness of how you learning best. In addition you will gain awareness of how you may develop the skills and attributes of a range of learning styles to maximise your learning capacity. A learning style inventory exercise developed by the Centre for Employability at UCLan will be used as the basis for this element of the assessment centre. Presentation At the end of the Development Centre you will be asked to develop a 4 slide presentation that presents a summary of your experiences and outcomes from the activity. This exercise will assess your ability to structure a presentation and put information across effectively Values clarification An exploration of individual beliefs in respect of the nature, purpose and outcomes of advanced practice will be elicited by the completion of a values clarification exercise. It is anticipated that this will form the basis of a personal philosophy for advanced practice in your own context. A values clarification tool derived from the original work of Kim Manley will be used. Informal activities Social/informal events where students will be able to meet a variety of people, including reference/steering group members, curriculum management group members and members of the faculty senior management team. This will provide an excellent opportunity for students to network and to ask questions in a more informal setting. 8.3 UCLan Employability Framework As recommended earlier in the handbook please access the UCLan Employability Framework included as an Appendix. As you can probably see, fostering an Active Learning Approach and participating in the Development Centre is designed to enhance your pre-existing skills and help you progress effectively and efficiently through the course. 9. Glossary of Terms used in this Handbook APL APEL APM Accreditation of Prior Learning - a general term used for the award of credit given to an individual student on the basis of demonstrated learning that has occurred at some time in the past. This learning may have come about as the result of a course, or self-directed study, or as the result of experience either at work or in leisure pursuits. Accreditation of Prior Experiential Learning - credit give to an individual student on the basis of learning gained through life experiences and study which has not been formally assessed. Average percentage mark calculated on the basis of the average mark gained over all the level 7 modules completed on the Masters Child Health.

AQaSU Dissertation project supervisor EC s HEFCE HEI KSF METI Module supervisor NMC NSF Academic Quality and Standards Unit a central service of the University that ensures that our academic standards are comparable with other HEI s. For further information see: http://www.uclan.ac.uk/information/services/sss/quality/index.php Is the term used to describe the lecturer who provides you with support for your dissertation/project. Extenuating Circumstances (EC1 form) Can be completed on line or you can obtain a hard copy version from the School Office on 2 nd Floor of Brook Building. Higher Education Funding Council for England - distributes public money for teaching and research to universities and colleges. In doing so, it aims to promote high quality education and research, within a financially healthy sector. The Council also plays a key role in ensuring accountability and promoting good practice. Higher Education Institution Universities and Colleges that offer higher education Knowledge and Skills Framework Developed from Agenda for Change The NHS KSF, on which the development review process is based, is designed to: identify the knowledge and skills that individuals need to apply in their post, help guide the development of individual, provide a fair and objective framework on which to base review and development for all staff and provide the basis of pay progression in the service. Medical Education Technologies Incorporated produces equipment and mannequins that we use in our clinical skills labs to offer simulation scenarios to support teaching in our modules. METI simulators provide a learning platform that allow students and practitioners to practice skills in a safe environment and enhance the learning experience by bringing some reality into a classroom setting. Is the term used to describe the lecturer who provides you with specific academic advice in relation to a named module. As such they are part of the module team and take a full role in all aspects of the module including teaching, supervising academic work, marking and moderation. They facilitate learning through tutorials by guiding and directing without being prescriptive, challenge the student without being threatening and offer constructive criticism. Tutorials may be provided individually, in pairs or in small groups, face to face, by e-mail and or over the telephone. Alternatively, elearning students may have access to synchronous and/or asynchronous learning groups. Nursing and Midwifery Council Nursing and Midwifery regulator for England, Wales and Scotland. National service frameworks (NSFs) and strategies set clear quality requirements for care on a national perspective. These are based on the best available evidence of what treatments and services work most effectively for patients. One of the main strengths of each strategy is that it is inclusive, having been developed in partnership with health professionals, patients, carers, health service managers, voluntary agencies and other experts. The focus on

OSCE PDP Academic Adviser PREP PSRB s SENDA SSLC this course is on the one covering children and families though it is recommended that you access other NSF s also. Objective Structured Clinical Examination An OSCE usually comprises a circuit of short stations, in which each candidate is examined on a one-to-one basis with one or two examiners, which may also include teaching staff or service user in the role of parent or patient. They have a clinical nursing focus and usually incorporate the use of simulation via use of mannequins such as METI. Personal Development Planning A means of reflecting on learning to help plan for personal, educational and career development which will also help you meet PREP requirements (see below) Is the term used to describe the lecturer who is supporting you throughout the whole of the course through developing a supportive relationship, which facilitates personal and academic growth. They will provide general academic advice, monitor your attendance, offer general and personal support and are able to write academic references if these are required. Post registration Education and Practice The Prep continuing professional development (CPD) standard requires that you must undertake at least 35 hours of learning activity relevant to your midwifery practice during the three years prior to your renewal of registration. You should maintain a personal professional profile (PPP) of your learning activity and comply with any request for the NMC to audit how you have met these requirements. Professional, statutory and regulatory bodies whilst this course is not approved by specific PSRB s like the NMC its outcomes are cross referenced against these standards as well as NSF and Skills for Health amongst others. Special Education Needs and Disability Act 2001 - UK legislation establishing legal rights for disabled students in pre- and post-16 education. For further information see: http://www.legislation.gov.uk/ukpga/2001/10/contents Staff student liaison committee VIVA VOCE An oral examination which is chiefly used to support a substantive piece of work such as a written dissertation. You will normally be expected to provide an oral defence of your work. 10. Appendices

10.1 Individualised Course Plan for MSc Child Health 10.2 Programme Specification 10.1 Individualised Course Plan for MSc Child Health Individual Course Plan MSc Child Health Student name: Academic Adviser:

Course start date: Semester 1 Semester 2 Semester 3 YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 Student signature: Course leader/ Academic Adviser signature: Date: Date:

Further comments: 3 copies: Student/ Academic Adviser/ course leader 10.2 Programme Specification UNIVERSITY OF CENTRAL LANCASHIRE Programme Specification This Programme 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 he/she takes full advantage of the learning opportunities that are provided.sources of information on the programme can be found in Section 17 1. Awarding Institution / Body University of Central Lancashire 2. Teaching Institution and Location of Delivery University of Central Lancashire 3. University School/Centre Health 4. External Accreditation N/A

5. Title of Final Award MSc Child Health 6. Modes of Attendance offered Part-time 7. UCAS Code N/A 8. Relevant Subject Benchmarking Group(s) QAA (2001) Benchmark Statement: Health Care Programmes, Nursing QAA (2010) Master s Degrees Characteristics 9. Other external influences Department for Education and Skills (2003) Every Child Matters. London: The Stationery Office Department for Education and Skills (2004) Every Child Matters: Next Steps. London: The Stationery Office Department of Health (2004) The National Service Framework for Children, Young People and Maternity Services. London: DH The NHS Knowledge and Skills Framework (2004) London: DH Department of Health (2006) Modernising Nursing Careers: Setting the Direction. London: The Stationery Office The NHS Constitution for England (2013) 10. Date of production/revision of this form January 2014

11. Aims of the Programme The aim of the course is to encourage synthesis of experience, knowledge and new learning in order to influence child health care within contemporary health and social care settings by: developing nurses and midwives who will champion and promote leadership in child health care facilitating reflection on contemporary child health care practice to encourage innovation and creativity in that setting enabling nurses and midwives to apply and utilise research that will support innovations contributing to the development of child health care 12. Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding On successful completion of the programme the student working in the arena of child health care will be able to: A1. Contextualise child health care knowledge within contemporary global frameworks A2. Critically evaluate health care provision and delivery of services to children/young people, carers and families within a multiagency/ multiprofessional environment A3. Critically appraise the political, legal, ethical and social issues related to child health care A4. Critically examine and engage in safeguarding and promoting the health of children/young people and families in their care A5. Critically evaluate the methods, processes and products of research and scholarly enquiry in order to create and interpret new knowledge in child health care Teaching and Learning Methods Key note lectures to provide subject overview Directed critical reading allied to student led seminars, workshops, discussions and debates Problem based learning Workshops to promote practical skill development supporting assessment activity e.g. database access, search strategies, critical appraisal Work based learning Clinical skills laboratory with simulation Individual dissertation supervision and associated group workshops E-Learn offers access to additional resources including chat rooms and discussion boards Assessment methods Formative feedback at workshops, seminars, tutorials Written assignments in the form of essays and scholarly papers, reflective accounts Storyboards 360 degrees feedback Oral presentation Objective Structured Clinical Examination (OSCE) Portfolio Dissertation B. Subject-specific skills On successful completion of the programme the student working in the arena of child health care will be able to: B1. Foster a creative approach to the development of skilled child health care practice based on critical reflection and the application of specialist knowledge B2. Demonstrate originality in the use of forms of knowledge to design new insights and solutions for problems in child health care B3. Cultivate resourcefulness, initiative and personal responsibility for continued educational, professional and practice improvement

B4. Apply and disseminate theories and models for contemporary leadership within the context of their own advancing practice

Teaching and Learning Methods Key note lectures to provide subject overview Directed critical reading allied to student led seminars, workshops, discussions and debates Problem based learning Workshops to promote practical skill development supporting assessment activity e.g. database access, search strategies, critical appraisal Work based learning Clinical skills laboratory with simulation Individual dissertation supervision and associated group workshops E-Learn offers access to additional resources including chat rooms and discussion boards Assessment methods Formative feedback at workshops, seminars, tutorials Written assignments in the form of essays and scholarly papers, reflective accounts Storyboards 360 degrees feedback Oral presentation OSCE Portfolio Dissertation C. Thinking Skills On successful completion of the programme the student working in the arena of child health care will be able to: C1.Demonstrate a capacity for independent critical thought, rational inquiry and self-directed learning C2. Integrate available information to deal with complex issues both systematically and creatively, make informed judgements in the absence of complete data, and test and refine solutions C3. Critically appraise the global context and sensitivities of child health care C4. Demonstrate synthesis of knowledge that underpins leadership in child health care Teaching and Learning Methods Key note lectures to provide subject overview Directed critical reading allied to student led seminars, workshops, discussions and debates Problem based learning Workshops to promote practical skill development supporting assessment activity e.g. database access, search strategies, critical appraisal Work based learning Clinical skills laboratory with simulation Individual dissertation supervision and associated group workshops E-Learn offers access to additional resources including chat rooms and discussion boards Assessment methods Formative feedback at workshops, seminars, tutorials Written assignments in the form of essays and scholarly papers, reflective accounts Storyboards 360 degrees feedback Oral presentation OSCE Portfolio Dissertation D. Other skills relevant to employability and personal development On successful completion of the programme the student working in the arena of child health care will be able to demonstrate:

D1. Personal development skills re time management, self management, self motivation, interpersonal skills and plans that support lifelong learning D2. Work experience highlighting a reciprocal transfer of knowledge, skills and experience between academia and work situations which can be shared with other team members D3. Research and IT skills including the use of appropriate resources, theories, methods and approaches in a critical and scholarly way D4.Team working which includes the individual roles of a team and how this impacts upon the effectiveness of that team D5. Reflection on own learning to enhance intellectual and personal independence Teaching and Learning Methods Key note lectures to provide subject overview Directed critical reading allied to student led seminars, workshops, discussions and debates Development centre which promotes self assessment through reflection Problem based learning Workshops to promote practical skill development supporting assessment activity e.g. database access, search strategies, critical appraisal Work based learning Clinical skills laboratory with simulation Individual dissertation supervision and associated group workshops E-Learn offers access to additional resources including chat rooms and discussion boards Assessment methods Formative feedback at workshops, seminars, tutorials Written assignments in the form of essays and scholarly papers, reflective accounts Storyboards 360 degrees feedback Oral presentation OSCE Portfolio Dissertation

13. Programme Structures* 14. Awards and Credits* Level Module Code Module Title Credit rating Level 7 (compulsory) NU4025 Introduction to Postgraduate Research 20 Master s Degree Child Health requires 180 credits at level 7 NU4047 NU4048 OR NU4805 NU4053 OR NU4008 & NU4073 Thinking Children Shaping the Future of Child Health Care Practice Leadership in Practice (if completed NU3048 at undergraduate level) Dissertation Dissertation Evidence for Practice 20 20 20 40 20 20 Postgraduate Diploma Child Health requires 120 credits at level 7 must include: NU4025 Introduction to Postgraduate Research NU4047 Thinking Children NU4048 Shaping the Future for Children s Nursing Practice or NU4805 Leadership in Practice Level 7 Optional NU4005 NU4007 NU4026 NU4021 NU4044 NU4096 Writing and Presentation Skills Solution Focused Interventions Advanced Research Methods The Safeguarding of Children in a Multi -Disciplinary Environment Care of the Child with Cancer Multiprofessional support of learning and assessing in practice 20 20 20 20 20 20 Postgraduate Certificate Child Health requires 60 credits at level 7 which must include at least 2 of the following modules (amounting to 40 credits): NU4025 Introduction to Postgraduate Research NU4047 Thinking Children NU4048 Shaping the Future for Children s Nursing Practice or NU4805 Leadership in Practice NU4701 NU4702 Assessing and responding to the critically ill child Paediatric Intensive Care Advances in Care Management 40 20 NU4805 Leadership in Practice (if not completed as a compulsory module) 20

15. Personal Development Planning According to Quality Assurance Agency (QAA), personal development planning (PDP): Helps learners reflect upon their own learning and achievement and plan for their personal, educational and career development... Effective PDP improves the capacity of individuals to review, plan and take responsibility for their own learning and to understand what and how they learn. PDP helps learners articulate their learning and the achievements and outcomes of higher education more explicitly, and supports the concept that learning is a lifelong and life-wide activity. During the course students will be supported in this process through negotiated discussions, individual and group tutorials, interactions and assessments. This will help them to explore and record their progress and to set goals and devise action plans to meet their needs thus extending their personal and professional development. Underpinning each student s PDP is the development and enhancement of reflective practice, enabling each student to deconstruct their own and others practice; along with the enhancement of clinical leadership through the development of expertise in their specialist field of practice. Students will be supported through this process by their Academic Adviser. Quality Assurance Agency (QAA) (2009) Personal development planning: guidance for institutional policy & practice in higher education. Available at http://www.qaa.ac.uk/academicinfrastructure/progressfiles/guidelines/pdp/pdpguide.pdf (last accessed on 26/1/11) 16. Admissions criteria The minimum entry requirement for Master s award is a Bachelors degree with Honours at lower second or above. NB. Equivalent learning from other study or experience may serve to meet this requirement. Specific entry criteria You must be a registered nurse or midwife who works with children and young people in a health or social care setting. Informal enquiries are welcomed and will normally be followed by an initial advisory interview. 17. Key sources of information about the programme Factsheet UCLan postgraduate prospectus Open days Course tutor: Arija Parker

18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Title Core (C), Compulsory (COMP) or Option (O) Knowledge and understanding Programme Learning Outcomes Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 A5 B1 B2 B3 B4 C1 C2 C3 C4 D1 D2 D3 D4 D5 Level 7 NU4008 Dissertation NU4025 Introduction to Post Graduate Research NU4047 Thinking Children NU4048 Shaping the Future of Child Health Care Practice NU4053 Dissertation NU4085 Leadership in Practice NU4073 Evidence for Practice NU4005 Writing and Presentation Skills NU4007 Solution Focused Interventions NU4021 The Safeguarding of Children in a Multi- Disciplinary Environment NU4026 Advanced Research Methods COMP COMP COMP COMP COMP COMP/O COMP O O O O

NU4044 Care of the Child with Cancer O A1 A2 A3 A4 A5 B1 B2 B3 B4 C1 C2 C3 C4 D1 D2 D3 D4 D5 NU4096 Multiprofessional support of learning and assessing in O practice NU4701 Assessing and responding to the critically ill child O Level 7 NU4702 Paediatric Intensive Care Advances in Care Management O Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks

11. Tuition fees: Your tuition fees include: Scheduled course tuition, academic, technical and administrative support, use of course equipment and facilities. Course related induction activities. Placement academic support (where the course includes a placement). Course assessment and awards. Access to the university s library and online resources, including on-campus wifi, networked and remote access to the university s virtual learning environment, Use of the university s estate and resources for scheduled activities and learning support Use of the university s technical equipment and materials identified by the course teaching team as essential for the completion of the course. The extra items listed against your course in Table One below. Table One: Additional items included in the tuition Course fees for your course BA (Hons) Counselling & Psychotherapy Studies Frontier Education event (year 1) BSc (Hons) Midwifery DBS initial screening One set of NHS issue uniform Travel expenses and /or accommodation on placement (recoverable via NHS bursary if eligible costs) BSc (Hons) in Operating Department Practice DBS initial screening Travel expenses and /or accommodation on placement (recoverable via NHS bursary if eligible costs) Rivington Pike Orienteering -Travel Cost BSc Pre-registration Nursing (Adult) DBS initial screening BSc Pre-registration Nursing (Child) One set of NHS issue uniform BSc Nursing Pre-Registration (Mental Health) Travel expenses and /or accommodation on placement (recoverable via NHS bursary if eligible costs) frontier day at uclan arena BSc Sexual Health Studies DBS initial screening Year one residential Dip HE Paramedic Practice DBS initial screening frontier experience Foundation Degree in Health and Social Care (Rehab) Foundation Certificate in Health and Social Care (Rehab) DBS initial screening frontier experience Travel expenses on placement max 10 per day The items listed in Table Three are optional and the costs are not included in your Tuition Fees. Table Two: Course Optional items not in the tuition fees for your course Estimated costs

BA (Hons) Counselling & Trip to Amsterdam year 3 351 Psychotherapy Studies BSc Health and Social Care ( Top up) Dissertation binding year 3 5 BSc (Hons) Midwifery Year 1 Year 2 DBS update service Extra mobile phone for patient contact Additional uniform (per set) Shoes Trip to Blood Transfusion Centre, Manchester. Missed Occupational Health appointment (cost passed onto student if fails to attend). Opportunity to undertake an alternative placement/ international placement in year two there are scholarships available to contribute to this but a percentage of this will be paid by the student 39 50 20 40 20 40 BSc (Hons) Nurse Practitioner (top up) BSc (Hons) in Operating Department Practice Year 1,2 and 3 BSc (Hons) Professional Practice BSc Pre-registration Nursing (Adult) BSc Pre-registration Nursing (Child) BSc Nursing Pre-Registration (Mental Health) BSc (Hons) Psychosocial Mental Health Care top up BSc (Hons) Sexual Health Practice BSc Sexual Health Studies Stethoscope Poster printing Membership of Professional Associations (CODP / AfPP) DBS update service Printing costs for poster presentation DBS update service Extra mobile phone for patient contact Additional uniform (per set) Shoes Missed Occupational Health appointment (cost passed onto student if fails to attend). Opportunity to undertake an alternative placement/ international placement in year two there are scholarships available to contribute to this but a percentage of this will be paid by the student Digital recorder to record 300-1,500 100 11-34 60 per year 13 per year 11-33 per year 39 50 20 40 40 300-1,500 therapy sessions 10 Placement year one Up to 400 Dissertation binding year three 15 DBS update service 39 Zambia trip year 2 775 Amsterdam trip year 3 180

Dip HE Paramedic Practice DBS update service 39 Foundation Degree in Health and Social Care (Rehab) International Residential DBS update service 350 26 Foundation Degree in Health and DBS update service 13 Social Care (Rehab) Graduate Certificate Critical Care Nursing External practice learning day Poster printing 30 10 Graduate Certificate Psychosocial Digital recorder to record 10 Interventions in Mental Health therapy sessions Return to practice module Placement costs DBS update service 131 13 MA Philosophy and Mental Health Books 200 MSc Advanced Practice Stethoscope 40 MSc Advanced Stroke Practice Poster costs 30 MSc Applied Public Health Optional placement travel 0-300 costs MSc Herbal Medicine Webcam & microphone headset 45 MSc Nursing Conference costs Poster costs 20 30 MSc Sexual Health fee may be charged by the up to 400 provider for the student to go on placement Post Graduate Certificate Enhanced Stethoscope 100 Clinical Practice Diploma Integrative Psychotherapy Books and journals Personal therapy year 1 or 2 DBS updating service 300 450 39 Additional costs. The costs below are incurred by some but not all students and are not included within the Tuition Fees. Optional items all courses Travel to course related work placements, work experience, voluntary work, or site visits (for example costs of petrol, business level motor insurance cover, taxis, train fares, bus fares etc.). Library fines & charges Avoid these by returning on time or renewing books! Costs of obtaining medical or other evidence to support applications for extenuating circumstance applications relating to assessments. Estimated costs Variable depending on the distance travelled and the method of transport chosen. On time 0.00 0-8 days overdue 0.10-0.50 per day 9+ days overdue 0.50-1.00 per day 40+ days replacement cost and administrative charges/account suspension For example a medical certificate may cost from 10.

Fees for arranging and invigilating course examination(s) off campus are payable by the student (Note this only applies where permitted by course regulations and approved by course leaders) Printing of electronic books, journals etc. You are strongly recommended to access these electronically. Printing of reports, course materials and other course documents, which have been supplied or are available electronically or in hard copy in the library. 300 Estimated 0.10 per copy sheet Estimated 0.10 per copy sheet Living costs: Living costs are not included in your tuition fees. You will need to budget for these separately. Below is an indication of some typical living costs, but everyone is different and you are strongly advised to plan your own budget. Typical items Accommodation: University Halls of Residence based on a 42 week contract. Private Halls of Residence (Living at home may reduce your accommodation costs) Estimated weekly costs lower range 79.03 70 110 ( 0) Food 20 30 Internet connection 0 12 (free wifi on campus, in university halls of residence and in some private accommodation) Estimated weekly costs higher range 107.83 Toiletries/Laundry 5 15 Gas/electricity/water 0 20 (included within university halls of residence costs and some private accommodation check your contract) Printing, copying, stationery. 2.50 10 Travel expenses 0 40 (varies by method & distance travelled e.g. on foot, bicycle, bus, train or car. If using bus or train check travel card / season ticket rates for savings). University halls of residence and a good selection of private accommodation are situated on campus or a short walk from campus. Mobile phone or landline 2.50 10 Books 5 10 Leisure 5 25 Total per week 110 282 Total for 42 weeks 4,620 11,844 (typical halls of residence contract) Total for 52 weeks 5,720 14,664

You may also need to budget for one off or irregular costs Typical items Notes Bedding From 20 Clothes Costs vary depending on your needs TV licence 145.50 per year Insurances Costs vary depending on your needs. Computer/laptop/telephone You will have access to University computers or laptops for your studies or you may have your own you wish to bring. If you are acquiring one to come to university the cost varies depending on model and whether it is new or refurbished. Furniture, crockery etc. Furnished accommodation may include all your needs. Check your accommodation to see what is included.