Course Specification

Transcription

1 LEEDS BECKETT UNIVERSITY Course Specification MSc Advanced Clinical Practice (MSACP)

2 Record of Enhancement No. Detail of modification (Provide a brief description of the modification and where the Course Specification has been updated) Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply) Version Control Version Control Version number and date effective For completion by Quality Assurance Services only: Next Re-validation date

3 School of Health and Community Studies Award and programme title: MSc ADVANCED CLINICAL PRACTICE Level of qualification: 7 Contained awards available: N/A (top-up award) Length and status of programme and mode of study: Part-time, 1 year, City Campus Course Specification Overview and Aims Students will have completed the Postgraduate Diploma Advanced Clinical Practice before enrolling on this top-up award. Continuing Professional Development within the CPD provision aims to meet the professional and personal aspirations of students from a broad range of backgrounds. Professional development courses are flexible and enable students to focus on the area of study that most suits their needs and their employer s needs. In particular, the PGDip/MSc Advanced Clinical Practice course enables students to focus their learning and development towards becoming an Advanced Clinical Practitioner. As there is currently no regulation of Advanced Healthcare roles, a crucial element of this course is the support, clinical facilitation and mentoring for students to effectively learn in key aspects of becoming an effective Advanced Practice clinician. Importantly students match their own professional aspirations to that of their organisational/employer needs and validate their own performance to existing Advanced Clinical Practice reference points, such as the Department of Health and the Royal College of Nursing. This is achieved through academic quality and rigour required by the University. Course Learning Outcomes 1 Successfully complete a substantial research project with relevance to practice, by identifying a topic for investigation, having critically evaluated previous research findings and following a critical appraisal of appropriate methodologies and resources. 2 Develop a research proposal that justifies the chosen topic and method of investigation and then implement this proposal in an ethically sound and critically reflective manner. 3 Interpret the findings with the chosen methodology, demonstrating independent thinking, originality, synthesis of ideas, and the generation of alternative views. 4 Present the background, process and outcome of the research in appropriate, professional ways, in order to contribute to the appropriate knowledge base. 2

4 Course Structure The top-up award comprises one 60 credit dissertation module. Course Structure Level 7 The course has been designed to fit the CPD provision. The overall target award is the MSc Advanced Clinical Practice. However in order for practitioners to commence practicing as an Advanced Practitioner, the PGDip Advanced Clinical Practice is awarded after the taught component. Students then return to study a dissertation module to obtain the MSc. For consistency with the CPD provision, the PG Diploma course utilises the CPD research methods module and the MSc award, the Research in Practice (Dissertation) module. Year 1: Semester 1 and Semester 2 Research in Practice (Dissertation) Core (Y) Y Learning and Teaching Learning and Teaching Approaches This MSc course builds on the students experience from undertaking their PGDip that is required for them to access this MSc. As with the PGDip, learning and teaching strategies are aimed to develop students personally and professionally consistent with the course aims. Learning and teaching strategies build upon the CPD Scheme philosophy and facilitate interprofessional work to promote shared learning whilst recognising the integrity of each professional area. Key shared modules within the CPD Scheme enable students to recognise overlapping skills, identifying aspects of practice which would benefit from a collaborative approach, e.g. Advanced Leadership and Management. Transferring the shared learning experience to respective practice settings enhances communication and liaison which is essential to the provision of quality care. Interprofessional group work further integrates theory and practice and develops greater understanding of roles. Inter-professional learning is a philosophy held throughout the Faculty. Within the course there exists both an expectation of relative independence alongside an emphasis on the centrality of the student s individual learning needs. The learning and teaching throughout the course has a student-centred emphasis, offering students a wide variety of methods of delivery. Students are encouraged and expected to show some originality in the application of knowledge, and to demonstrate an understanding of how the boundaries of knowledge are advanced through research. There is a requirement for students to consider complex issues in relation to practice both systematically and creatively, and to show originality in tackling and solving problems. 3

5 These reflect the pedagogical philosophies underpinning the concept of applied learning and range from the traditional lecture and seminar based approach to more creative student-centred and clinical problem solving approaches, building on existing strengths and practices. In particular, problem-based learning helps to further develop practitioners use of decision-making skills to inform and develop professional practice and maintains an applied learning focus. Students are central to the learning process in problem-solving approaches and the approach helps to develop a questioning and reflective approach to situations and understanding. Learning and Teaching Activities Assessment, learning and teaching activities within the PGDip/MSc Advanced Clinical Practice awards embrace a student-centred philosophy and are designed around the principles of progressive and lifelong learning and transferability of skills. Students on the course are experienced practitioners and, as such, the previous personal and professional learning of each student is valued as a foundation for a critical, questioning approach to individually managing the learning process and applying to higher level practice. To facilitate this, students are offered a minimum of 12 x 1 hour project supervision sessions, which will be either in person, via webcam links, by phone, or via other digital media. The times, dates and method will be negotiated with the supervisor. All students are offered an induction session and printed guides, web pages and online tutorials are also available to inform new students of relevant facilities to support their programmes of study. Academic Librarians provide tailored information and literature searching sessions to students as part of their course and also offer a programme of drop in information workshops. To develop active learning, students also have the opportunity to participate in seminars and presentations, as well as group work activities that seek to promote shared learning, peer feedback and team working skills. Analytical skills and critical thinking are developed through reflective learning activities and critical incident analyses as well as problem based learning activities. Problem based learning, case study analysis and experiential learning are used to integrate theory and practice and to develop critical application of theory. The learning activities will vary according to the type of dissertation/methodology selected by the student. Some sessions may be structured, eg, the first online introductory session. However, subsequent sessions may be less structured, if the supervisor and student find this more appropriate. Although supervisors may be directive at times, eg, in relation to deadlines which must be met, in general students are expected to be self-motivated and independent learners, who use their supervisors as a flexible and supportive resource, eg, a sounding board for ideas; giving constructive feedback; identifying realistic time frames. Students will be expected to read a broad range of methodological as well as topic based texts and journals to support online, telephone, and face to face learning, thereby enabling 4

6 deeper levels of reflection and understanding. The course must have a strong focus on practice within the study and students are encouraged and supported to apply theoretical learning to their own practice area. This is enabled and achieved by the breadth of experience and expertise offered by the course team and supervisors whose credibility and understanding of the challenges faced by students from a practice, methodological and educational perspective optimises the student experience. Throughout the course there is a focus on encouraging increasing independence and advancing academic skills as students progress through their dissertation (in line with the QAA taxonomy for level 7), taking account of different preferences, learning styles and disabilities. Use of the Virtual Learning Environment The dissertation module utilises MyBeckett. Students will be able to view an introductory lecture on the VLE, and will also be able to write an online reflexive blog, which they do not have to share with their supervisor or other students, as well as participate in an online discussion forum on research activity with research supervisors and fellow students, where ideas and information can be shared in a supportive environment. Use of Blended-Learning N/A Assessment Strategy Presentation of a 12,000-15,000 word dissertation which presents the work undertaken. Summative assessment is used to develop skills and abilities in students and in assessing levels of competence. Feedback on Assessed Coursework Students can expect to receive feedback four weeks after submission of a summative assessment. The form of feedback will be varied, and will be discussed by the student and the research supervisor. The student s module handbook will give specific details relating to when and what type of feedback they can expect. Module Assessment Methods Assessment Method Mapping Module Title Core (Y) Dissertation Research in Practice (Dissertation) Y 100% 5

7 Employability and Professional Context Most students undertaking the course have established careers and are in full-time employment. The course is designed to enhance and further develop existing professional skills and knowledge. Qualified staff are required to keep their skills and knowledge up-todate through continuing professional development in order to maintain registration and the courses support this. In addition, employer requirements also dictate the continuing development of skills and knowledge in order to ensure a workforce that is capable of dealing with and responding to continuing changes within health and social care practice. Successful completion of the PG/MSc course may enhance promotion prospects and will support any NHS Knowledge and Skills Framework role profile requirements for a more senior post where a higher level academic qualification is deemed essential. Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA website at We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the FHEQ (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement. 6