Course Specification
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1 LEEDS BECKETT UNIVERSIT Course Specification PG Diploma Advanced Clinical Practice (PGACP)
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 Award and programme title: PG Diploma ADVANCED CLINICAL PRACTICE Level of qualification: 7 Contained award available: PG Certificate Health Care Practice Length and status of programme and mode of study: Part-time, 18 months, City Campus Course Specification Overview and Aims 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 Collage of Nursing. This is achieved through academic quality and rigour required by the University. Course Learning Outcomes 1 To prepare the practitioner for the advanced role and a higher level of professional practice. 2 To continue to advance and expand the student s knowledge, skills and experience in a defined health care setting related to: providing effective health care; improving quality and health outcomes; and evaluation and research. 3 To promote clinical decision making skills in leading and developing practice in order to meet clients health related needs. 4 To be a lead agent for innovation and for developing changing practice. 5 To develop self and others. 6 To enhance working across professional and organisational boundaries. Course Structure The course comprises four 20 credit modules and one 40 credit 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.
4 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. ear 1 Semester 1 Core () ear 1 Semester 2 Core () Advancing Health Advanced Health Assessment - Assessment - Core Supplementary Professional Development Understanding and Evaluating the Advancing Practice Evidence ear 2 Semester 1 Core () ear 2 Semester 2 Core () Non-Medical Prescribing or Non-Medical Prescribing for Allied Health Professions Learning and Teaching Learning and Teaching Approaches Learning and teaching strategies are aimed to develop students personally and professionally consistent with the course aims. Although a proportion of student contact time is spent in didactic teaching, emphasis is also placed on promoting student experiences as a learning resource. Debate and discussion focus on practice issues, case studies, problem solving and the application of appropriate theoretical concepts to practice, making use of evidence based care. Learning and teaching strategies build upon the CPD provision philosophy and facilitate interprofessional work to promote shared learning whilst recognising the integrity of each professional area. Key shared modules within the CPD provision 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. Interprofessional learning is a philosophy held throughout the School. 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. 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
5 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. A key area for development in this course s Learning and Teaching has been the development of simulated practice. There are a number of reasons to support the implementation of simulation within the healthcare curriculum, although one theme that is consistent throughout the literature is patient safety (Bradley 2006, Gordon and Buckley 2009, Guimond et al 2011, Killam et al 2010, Leonard et al 2004, Melnyk 2008, Valler-Jones et al 2011). Kohn et al (2000), states that 98,000 people in the United States die each year due to medical errors in hospital and this figure is rising (Loughran, 2004). The situation is not dissimilar here in the United Kingdom (UK) with an estimated 10% of hospital inpatients experiencing medical errors in some form (National Patient Safety Agency 2010). While it could be argued that doctors and non-medical prescribers are at greater risk of making mistakes due to the nature of their job (and a large proportion of errors are due to medication issues), errors due to system failure, communication breakdown and other human factors will affect all healthcare workers (Flin et al, 2008). It is essential therefore that the investment in simulation does not just focus on teaching and learning clinical skills, but also incorporates non-technical skills, crisis resource management and human factors training for it to have the biggest impact (Dickey 2005, Geller et al 2002 and Flin et al 2008). All of the above have been taken into account when preparing simulated practice scenarios for use on the Advanced Clinical Practice programme as well as enhancing the confidence and competence of students. Learning and Teaching Activities Assessment, learning and teaching activities within the course 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. The modules enable students to acquire in-depth knowledge and understanding of shared challenges. Learning and teaching activities within modules may include lectures, seminars, simulated learning, and on-line activities. Throughout the course there is a focus on encouraging increasing independence and advancing academic skills as students progress through the course, taking account of different preferences, learning styles and disabilities. To develop active learning, students are encouraged to participate in student- led seminars and presentations, as well as group work activities in order 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.
6 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. The course maintains a strong focus on practice and students are encouraged and supported to apply learning to their own practice area. This is enabled and achieved by the breadth of experience and expertise offered by the course team whose credibility and understanding of the challenges faced by students from a practice and educational perspective optimises the student experience. All new 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. Use of the Virtual Learning Environment On the PGDip/MSc Advanced Clinical Practice courses, all modules allow students to access course/module information, supplementary resources and activities flexibly. Modules also include further VLE resources and activities to fit in with the content and delivery. These include lecture slides, web links, audio and video material, directed learning activities, formative and summative assessment tasks and discussion boards. All modules utilise the VLE for the delivery and management of course/module materials; formative assessment processes usually for self-assessment; administration: student tracking, collation of marks, communication methods at various levels such as one to one, one to many, personal space for students/staff to exchange and store materials; a resource base: less formal learning materials, perhaps handouts, sets of frequently-asked-questions, previous students' materials, etc; help/support facilities (such as online help or tutorials about the environment itself through access to skills for learning); authoring/maintenance tools for creating and updating the learning materials. Online assessment, submission and marking is used for the core module Understanding and Evaluating the Evidence. This module is entirely delivered via the VLE. Students are informed of the delivery method and they are then contacted by the module leader (via ) prior to commencement of the module and invited to join the module. The module includes online discussions, formative/summative assessments and feedback and includes associated online support from the module leader. There are reusable learning objects on most of the modules. Online discussion boards help to develop staff-student communication and have been introduced, for example, within the Professional Profile Development and Understanding and Evaluating the Evidence modules. Discussion boards are also used to aid student communication in small groups.
7 Use of Blended-Learning Blended learning is prominent throughout the course and modules are designed to make best use of both face-to-face and online learning activities and resources to enhance the student learning experience. Supplementary resources and suggested activities are provided to support the students as they progress through the modules. Students are regularly given directed work to do between or prior to face-to face sessions and this work allows students to consider specific issues in some depth prior to the taught sessions in order to facilitate debate and further learning within the sessions. Assessment Strategy Assessment is seen as an integral part of the learning process. It is viewed as an opportunity to promote learning and is designed to match desired learning outcomes. All assessed work is explicitly linked with practice and relates to the student s own professional practice area. This will provide the opportunity for reflection of own practice (current or previous), provision and quality of care services and to make recommendations for further developments in health and community care. Formative assessment and feedback is utilised within all modules in order that the students get the most out of their learning experience. This form of assessment encourages the student to recognise their strengths and also their areas for ongoing clinical and academic development. A range of formative tasks are used to diagnose strengths and weaknesses and these help to orientate students towards the pre-requisition of the knowledge and skills required in preparation for summative assessments. Summative assessment is used to develop skills and abilities in students, and in assessing levels of competence. A variety of assessments are utilised to reflect the diversity of the student population, for example, student presentations, reports, case studies, individual learning contracts and reflective essays. Feedback on Assessed Coursework Students are informed of the different types of feedback, what they can expect from feedback, how to receive and give feedback and what to do with their feedback. Through tutorial support students are encouraged to view feedback as on-going to enhance their professional as well as academic progress. Students can expect to receive feedback four weeks after submission of a summative assessment. The form of feedback will be varied, this may be via written comments, written comments plus a grade, verbal, feedback as part of an on-line discussion. The student s module handbook will give specific details relating to when and what type of feedback they can expect for a given module.
8 Module Assessment Methods Assessment Method Mapping Module Titles Advanced Health Assessment Core L7 Advanced Health Assessment Supplementary L7 Professional Development Advancing Practice L7 Non-Medical Prescribing L7 or Non-Medical Prescribing for Allied Health Professions L7 Understanding and Evaluating the Evidence L7 Core () Written assignment Examination OSCE Portfolio Practice Records Examination of practice Practice profile 100 P/F P/F 100 P/F P/F P/F X 2 P/F X P/F P/F 100 P/F P/F 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 course may enhance promotion prospects and will support any NHS Knowledge and Skills Framework (KSF) 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).
9 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. Regulatory Exemptions details The course adheres to the Academic Principles and Regulations except where stated below. The Non-Medical Prescribing module (approved by the NMC or HCPC) is subject to the Fitness to Practise Policy & Procedure, and has its own exemptions (all assessments must be passed to pass the module) Contained award Students are eligible for the contained award PGCert Health Care Practice for the attainment of a minimum of 60 credits at L7 from any of the modules of the target award. Merit and distinction The award of a merit may be made to those students who have demonstrated excellent performance against: the attainment of an average of 60% or more in assessments contributing to the final award and Being accredited with 120 L7 credit points, with all modules and assessments passed. The award of a distinction may be made to those students who have demonstrated excellent performance against: the attainment of an average of 70% or higher in assessments contributing to the final award and Being accredited with 120 L7 credit points, with all modules and assessments passed.
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