PgCert/PgDip/MSc Contemporary Healthcare · Practical Genetics for Health Professionals (20 or 30)...

Plymouth University

Faculty of Health and Human Sciences

School of Nursing and Midwifery

Programme Specification

PgCert/PgDip/MSc

Contemporary Healthcare

Advancing Practice / Health Genetics / Midwifery / Children and Young People / Community Nursing

Date of Approval: 4th July 2014

Proposed date of implementation: September 2014

Year of first award: 2015

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1. Programme Title: PGCert / PGDip / MSc Contemporary Healthcare

Final award titles: MSc Contemporary Healthcare, MSc Contemporary Healthcare in Advancing Practice, MSc Contemporary Healthcare in Health Genetics, MSc Contemporary Healthcare in Midwifery MSc Contemporary Healthcare: Children and Young People MSc Contemporary Healthcare in Community Nursing

Level 7 Intermediate award title(s): Postgraduate Certificate/Diploma in Contemporary Healthcare, Postgraduate Certificate/Diploma in Contemporary Healthcare in Advancing Practice, Postgraduate Certificate/Diploma in Contemporary Healthcare in Health Genetics, Postgraduate Certificate/Diploma in Contemporary Healthcare in Midwifery. Postgraduate Certificate/Diploma in Contemporary Healthcare: Children and Young People Postgraduate Certificate/Diploma in Contemporary Healthcare in Community Nursing.

UCAS code To be allocated

JACS code: B700 MSc Contemporary Healthcare

B790 MSc Contemporary Healthcare in Advancing Practice B790 MSc Contemporary Healthcare in Health Genetics B760 MSc Contemporary Healthcare in Midwifery B730 MSc Contemporary Healthcare: Children and Young People B710 MSc Contemporary Healthcare in Community Nursing

2. Awarding Institution: University of Plymouth

Teaching institution(s): University of Plymouth

3. Accrediting body(ies) Not applicable

Summary of specific conditions/regulations Not applicable

Date of re-accreditation Not applicable

4. Distinctive Features of the Programme and the Student Experience

Through the contemporary focus of the programme, the intention is that students

advance their knowledge and skills with the consequence that they will be well

positioned to develop and improve practice in terms of efficiency, effectiveness

and quality. This should lead to improved ways of working with a resultant impact

on patient care ensuring a culture that fosters research-informed excellence and

sustainability, developing competencies in telehealth and clinical decision making.

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The programme builds on existing good practice and has been adapted to reflect

service, political and professional changes whilst maintaining a clear focus on the

University strategy and ensuring a quality student experience. Research-informed

teaching will support the programme, with an emphasis on ensuring an evidence-

based programme is delivered utilising the range of skills and experience available

within the programme team.

Development of the new pathways has been achieved through close collaboration

between key stakeholders including students, clinical representatives and

academics. The programme development team has been conscious of the need to

enhance the student experience and promote academic excellence whilst ensuring

that the programme meets contemporary service. The distinctive features of the

programme are:

A student-centred approach to the programme structure providing flexibility

in the choice of the pathway award;

Opportunities to study in an inter-professional setting with inter-professional

core and optional modules;

A contemporary and dynamic programme responsive to the changing

health and social care environment; including telehealth and sustainability.

Professorial level input into curriculum design and delivery of modules;

Research informed teaching embedded throughout curriculum;

The programme is delivered by a team with extensive experience in the

delivery of Masters level modules and a diverse range of health and social

care experience.

Close partnership working with clinicians contributing to the teaching and

assessment strategy

5. Relevant QAA Subject Benchmark Group(s)

The Programme is informed by the Quality Assurance Agency (QAA) Framework

for Higher Education Qualifications (FHEQ) in England, Wales and Northern

Ireland for level 7 study (QAA for Higher Education 2008).

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6. Programme Structure and Pathways

Programme Structure: Strategic overview

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The Contemporary Healthcare Postgraduate Programme is based in the School of

Nursing & Midwifery. The Programme offers a generic award of Contemporary

Healthcare (Pg Cert/Pg Dip/Masters degree) with three existing named pathway

awards: Contemporary Healthcare in Advancing Practice, Contemporary

Healthcare in Health Genetics and Contemporary Healthcare in Midwifery and two

proposed new named pathway awards: Contemporary Healthcare: Children and

Young People , and Contemporary Healthcare in Community Nursing. The

pathways share three linked core research modules (Advancing Research

Knowledge in Practice 1 and 2 and the Dissertation).

The existing programme offers exit awards of Postgraduate Certificate/Diploma or

Masters in Contemporary Healthcare in Advancing Practice; Postgraduate

Certificate/Diploma or Masters in Contemporary Healthcare in Health Genetics

and Postgraduate Certificate/Diploma or Masters in Contemporary Healthcare in

Midwifery. The proposed new pathways will offer additional exit awards:

Postgraduate Certificate/Diploma or Masters in Contemporary Healthcare in

Community Nursing and Postgraduate Certificate/Diploma or Masters in

Contemporary Healthcare: Children and Young People.

It will also be possible to have the award of MSc Contemporary Healthcare by

choosing modules from any of the five pathways. The postgraduate certificate will

comprise 60 credits, postgraduate diploma 120 credits and the MSc 180 Credits.

PGCert/PGDip/MSc Contemporary Healthcare Programme Structure (students

undertaking the MSc Contemporary Healthcare Programme rather than a specific

pathway can select pathway specific modules from any of the pathways)

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Illustration of Programme Structure

Pathway Specific

20 Credits

Optional Module

20 Credits

Dissertation

60 Credits

Pathway Specific

20 Credits

Advancing Research

Knowledge in Practice 1

20 Credits

Advancing Research

Knowledge in Practice 2

20 Credits

Post Graduate

Certificate

60 Credits

Post Graduate

Diploma

120 Credits

Pathway Specific

20 Credits

Masters

180 Credits

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Pathway Specific Modules: Advancing Practice

PgCert

Advanced Consulting & Clinical Skills (20)

Clinical Decision Making and Disease Management (20)

Leadership, Law and Decision Making in Advancing Practice (20)

Health Genetics

PgCert

Practical Genetics for Health Professionals (20 or 30)

Counselling Skills for Genetic Healthcare (20 or 30)

Genetic Science for Health Professionals (20 or 30)

Midwifery

PgCert

High Dependency Care in Midwifery (20)

Patho-physiology and its Management in Midwifery (20)

Advancing Care: Vulnerable Women and Childbirth (20)

Children and Young People

PgCert

Management of Children and Young People requiring Urgent or Emergency Care

Enhanced Knowledge and Skills in Children’s High Dependency Care

The Child and Young Person with Mental Health Needs

Community Nursing

PgCert

Work-based Learning in Community Contexts

Leadership, Law and Decision-making

Clinical Decision-making and Disease Management

Programme Optional Modules

Health & Social Care Futures (20)

Mentorship (20) or (40)

Mentorship via Distance Learning (20)

Nurse Independent and Supplementary Prescribing (40)

The Preparation of Supervisors of Midwives (20)

Examination of the Newborn (40)

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7. Programme Aims

The aim of the programme is to equip health professionals to advance knowledge

and skills by:

Developing a contemporary approach to health and social care through

advancing and utilising knowledge and skills in professional practice;

Ensuring professional practice is underpinned by a focus on excellence and

sustainability by developing a critical, analytical and creative approach;

Equipping individuals for lead roles in management, clinical practice and/or

education;

Designing and undertaking research that will enhance and develop patient

care and/or service provision.

8. Programme Intended Learning Outcomes

8.1. Knowledge and understanding

On successful completion graduates should have developed:

1) A systematic understanding of knowledge, and a critical awareness of

current problems and/or new insights, much of which is at, or informed by,

the forefront of their academic discipline, field of study, or area of

professional practice.

2) A comprehensive understanding of techniques applicable to their own

research or advanced scholarship.

3) Originality in the application of knowledge, together with a practical

understanding of how established techniques of research and enquiry are

used to create and interpret knowledge in the discipline.

These will be achieved through teaching and learning strategies that include:

Lectures, seminars, workshops, self-directed study, and use of

communication and information technologies.

Assessment methods include:

Essay, critical literature review, research protocol, dissertation, oral

presentation.

8.2. Cognitive and intellectual skills

On successful completion graduates should have developed the ability to:

1) Critically analyse policy, research and theoretical literature

2) Synthesise arguments and results from varying sources including

research, policy and theoretical literature

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3) Critically reflect on professional practice and incorporate knowledge to

enhance practice

4) Develop critical arguments around research, policy and theory

5) Apply knowledge gained from advanced study to professional practice


Group discussion, seminars, group and individual tutorials, on-line study

tasks, e-technologies including narrated PowerPoint presentations,

podcasts and interactive materials plus synchronous and asynchronous

discussion fora


Essay, critical literature review, oral presentation, case study, critical

reflections on practice.

8.3. Key and transferable skills

On successful completion graduates should have developed the ability to:

1) Deal with complex issues both systematically and creatively, make sound

judgements in the absence of complete data, and communicate their

conclusions clearly to specialist and non-specialist audiences

2) Demonstrate self-direction and originality in tackling and solving problems,

and act autonomously in planning and implementing tasks at a professional

or equivalent level; non-specialist audiences.


Small group presentations, active participation in group discussions,

problem based case studies, e-technologies including use of a managed

learning environment to host a variety of study materials and synchronous

and asynchronous discussions.


Essays, reports, oral presentations.

8.4. Employment related skills


1) The exercise of initiative and personal responsibility;

2) Decision-making in diverse, complex and unpredictable contexts; and

3) The independent learning ability required for continuing professional

development

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A wide range of student centred learning approaches, directed student and

student led study with analysis and application to the service setting

throughout modules.


A variety that are used throughout the programme incorporating assessment

of transferable skills. These may include: examinations, tests undertaken in

team-based learning, essays including case studies and reflection, portfolios,

Objective Structured Clinical Examination (OSCE) including both oral and

practical skills assessment, presentations and project outputs.

8.5. Practical skills


1) Responsibility for their own professional practice applying ethical, legal and

professional principles.

2) Provision of an environment of care in which the uniqueness of each

individual is valued and is a commitment to fair and anti-discriminatory

practice.

3) Ability to proactively adopt appropriate strategies to enhance learning for

patients and colleagues.


Practical skills that will be taught in simulated settings and developed

further in clinical practice for advancing practice pathway and specific

modules in other pathways.


A variety that are used throughout the programme incorporating assessment

of transferable and practical skills. These may include: examinations, tests

undertaken in team-based learning, essays including case studies and

reflection, portfolios, Objective Structured Clinical Examination (OSCE)

including both oral and practical skills assessment, presentations and project

outputs.

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8.6 Children and Young People Pathway

On completion graduates should be able to:

1) Apply advanced knowledge to the assessment and management of minor

illness and injury in children and young people

2) Manage care environments to meet the needs of children, young people

and their families

3) Apply enhanced knowledge to the identification of psychosocial needs in

children and young people, access appropriate support and work effectively

with members of the multi-disciplinary/multi-agency team.

4) Apply specialist knowledge and skills to the delivery and management of

care for seriously ill children and their families.

These will be achieved through teaching and learning strategies that include;

A wide range of student centred learning approaches, directed student and

student led study with analysis and application to the service setting

throughout modules.


A variety that are used throughout the programme incorporating

assessment of transferable and practical skills. These include: essays

comprising case studies and reflection, portfolios, oral and poster

presentations and project outputs.

8.7 Community Nursing Pathway

On completion graduates should be able to:

1) Apply advanced knowledge of the work-based learning environment to

improve service user experience in community nursing contexts.

2) Apply specialist knowledge and compassionate care skills to advance

comprehensive health assessment in community settings.

3) Apply specialist knowledge and skills to the development of clinical

reasoning and clinical decision making for the prevention and management

of a broad range of disease processes and conditions.

4) Apply advanced knowledge and skills to negotiated decision making;

demonstrating collaborative and community nursing leadership.

5) Apply advanced knowledge of the legal principles that underpin

professional health care practice to community nursing in England and

Wales.

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These will be achieved through teaching and learning strategies that include;

A wide range of student centred learning approaches, blended learning,

directed student and student led study with analysis and application to the

service setting throughout modules.


A variety that are used throughout the programme incorporating

assessment of transferable and practical skills. These may include:

examinations, tests undertaken in team-based learning, essays including

case studies and reflection, portfolios, Objective Structured Clinical

Examination (OSCE) including both oral and practical skills assessment,

presentations and project outputs.

9. Admissions Criteria, including APCL, APEL and DAS arrangements

In order to commence this programme, the student must meet the University’s

entry requirements for study at postgraduate level. Applicants will normally have a

first degree, BSc (Hons) at 2.1 or above; or European first cycle equivalent plus a

professional qualification in health or social care. Those individuals without a

degree but with appropriate practice-related experience relevant to the programme

or to any of the pathways may be eligible to apply.

The Advanced Practice Pathway requires students to be working in clinical

practice, this is to ensure they have access to patients on whom they can

undertake health assessments. The Midwifery, Children and Young People, and

Community Nursing pathways also require students to demonstrate current

registration with the NMC and to be working in clinical practice to enhance and

consolidate the theoretical learning. Any modules that students may undertake

while they are enrolled on the programme that have a practice element will be

required to provide evidence of their DBS status to the module team concerned,

and to update the module lead of their legal DBS status at the start of each

academic year.

Applicants where English is not the first language must also provide evidence of

competence in written and spoken English in accordance with the University’s

Admissions Code of Practice i.e. IELTS minimum of 7 in each part.

Each potential student will be assessed for their ability to study at masters level

and therefore an interview may be necessary. Candidates without a first degree at

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2.1 or above (or European first cycle equivalent) will normally be required to

submit a short piece of writing as part of the admissions process.

AP(E)L:

Claims for credit for prior learning, whether certificated or experiential are

accepted and will be assessed following University regulations and Faculty

procedures.

European Credit Transfer and Accumulation System (ECTS)

This programme is equivalent to 90 ECTS credits (second cycle) with 30 ECTS

credits at post graduate certificate, 60 credits at postgraduate diploma and 90

credits at Masters degree. Each 20 credit module has the equivalent of 10 ECTS

credits and assumes a notional student effort of between 200-300 hours.

10. Titles and criteria for Final and Intermediate Awards

The programme will offer exit awards of:

PgCert/PgDip/MSc Contemporary Healthcare;

PgCert/PgDip/MSc Contemporary Healthcare in Advancing Practice;

PgCert/PgDip/MSc Contemporary Healthcare in Health Genetics;

PgCert/PgDip/MSc Contemporary Healthcare in Midwifery.

PgCert/PgDip/MSc Contemporary Healthcare in Community Nursing

PgCert/PgDip/MSc Contemporary Healthcare: Children and Young

People

11. Exceptions to Regulations

Normal Plymouth University Regulations will apply to this programme and awards.

12. Transitional Arrangements

This programme only commenced in September 2013 and so no current students

are likely to be affected by the addition of two new pathways. However, there may

be students who have undertaken modules that are included in the new pathways

as ‘stand alone’ or as part of another programme and may wish to enrol on or

transfer to another pathway. Requests for enrolment or transfer to new named

pathways will be considered on an individual basis.

All students on current pathways of study will be contacted in order to inform them

of the changes to the postgraduate provision in the School, and any possible effect

it may have on them. It is planned that current students will be able to complete

the course of study in which they are enrolled. Any current student and students

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who have interrupted or have single modules can be advised on an individual level

by the appropriate Pathway Leads.

13. Mapping and Appendices:

Mapping of Aims and Intended Learning Outcomes Programme aims (from Programme specification)

The programme will enhance knowledge and skills by:

1. Developing a contemporary approach to health and social care through advancing and utilising knowledge and skills in professional practice;

2. Ensuring professional practice is underpinned by a focus on excellence and sustainability by developing a critical, analytical and creative approach;

3. Equipping individuals for lead roles in management, clinical practice and/or education;

4. Designing and undertaking research that will enhance and develop patient care and/or service provision.

Core modules:

1. Advancing Research Knowledge in Practice 1

2. Advancing Research Knowledge in Practice 2

3. Dissertation

Pathway specific modules:

Children and Young People:

1. Management of Children/Young People requiring Urgent or Emergency Care

2. Enhanced Knowledge and Skills in Children’s High Dependency Care

3. The Child and Young Person with Mental Health Needs

Community Nursing

1. Work-based Learning in Community Contexts

2. Leadership, Law and Decision-making

3. Clinical Decision-making and Disease Management

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13.1. ILO’s against Modules Mapping

Programme Intended Learning Outcomes Map Masters (M) Level

Graduate Attributes and Skills 2 3

Core Programme Intended Learning Outcomes (as worded in the Programme Specification, FHEQ requirements are given in italics)

Aim Related (Core) Modules

Knowledge/Understanding

A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice. A comprehensive understanding of techniques applicable to their own research or advanced scholarship. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

1,2,3

1,2,3

Cognitive/Intellectual Skills

Critically analyse policy, research and theoretical literature; synthesise arguments and results from varying sources including research, policy and theoretical literature; critically reflect on professional practice and incorporate knowledge to enhance practice; develop critical arguments around research, policy and theory; apply knowledge gained from advanced study to professional practice

1,2,3

1,2,3

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Key/Transferable Skills (generic)

Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; non-specialist audiences.

2,3

2,3

Employment-related Skills

The exercise of initiative and personal responsibility; Decision-making in complex and unpredictable contexts; and The independent learning ability required for continuing professional development Work collaboratively with colleagues and peers, demonstrating an ability to motivate others, and contribute to and support their learning and development

2,3

2,3

Practical Skills (subject specific)

Responsibility for their own professional practice applying ethical, legal and professional principles. Provision of an environment of care in which the uniqueness of each individual is valued and is a commitment to fair and anti-discriminatory practice Ability to proactively adopt appropriate strategies to enhance learning for patients and colleagues.

1,2,3

1,2,3

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Children and Young People Pathway Related modules

Apply advanced knowledge to the assessment and management of minor illness and injury in children and young people Manage care environments to meet the needs of children, young people and their families Apply enhanced knowledge to the identification of psychosocial needs in children and young people, access appropriate support and work effectively with members of the multi-disciplinary/multi-agency team. Apply specialist knowledge and skills to the delivery and management of care for seriously ill children and their families.

1, 2

1, 2, 3

1, 2, 3

1, 2

Community Nursing

Apply advanced knowledge of the work-based learning environment to improve service user experience

in community nursing contexts.

Apply specialist knowledge and compassionate care skills to advance comprehensive health

assessment in community settings.

Apply specialist knowledge and skills to the development of clinical reasoning and clinical decision

making for the prevention and management of a broad range of disease processes and conditions.

Apply advanced knowledge and skills to negotiated decision making; demonstrating collaborative and

community nursing leadership.

Apply advanced knowledge of the legal principles that underpin professional health care practice to

community nursing in England and Wales.

1, 2, 3

1, 2, 3

1, 2, 3

1, 2, 3

3

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13.2. Assessment against Modules Mapping

Assessment mapping of modules in the Contemporary Healthcare programme

Module Credit Formative Assessment Summative

CORE MODULES

Advancing Research Knowledge in Practice 1

20 Critical Review of the Literature 3000 words

Advancing Research Knowledge in Practice 2

20 Research Proposal 3000 words

Dissertation 60 Feedback from presentation of work in progress to academics and peers

Dissertation report (15,000-17,000 words)

ADVANCED PRACTICE SPECIFIC

Advanced Consulting & Clinical Skills 20 Tutor feedback on skills Peer & Tutor feedback on video

Reflective Account OSCE, Clinical Logs

Clinical decision making and disease management

20 Tutor feedback on draft of presentation and essay

Case Study OSCE

Leadership, Law & Decision Making in Advanced Practice

20 Tutor and peer feedback on presentations

4000 word essay

HEALTH GENETICS SPECIFIC

Practical genetics for health professionals

20 Course work; OSCE

Practical genetics for health professionals (Advanced)


Counselling skills for genetic healthcare 20 Course work; OSCE

Counselling skills for genetic healthcare (Advanced)


Genetic science for health professionals 20 Exam; Course work

Genetic science for health professionals (Advanced)

30 Exam; Course work

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MIDWIFERY

Advancing Care: Vulnerable Women in Childbirth

20 Course work

High Dependency Care in Midwifery 20 Exam

Pathophysiology and its impact on childbirth

20 Case study

Children and Young People

Management of Children/Young People requiring urgent and emergency care


Course work: Essay and portfolio

Enhanced knowledge and skills in children’s high dependency care

20 Tutor feedback on draft Course work: Reflective account, OR poster presentation. and Portfolio

The child and young person with mental health needs (20)

20 Tutor feedback on drafts Coursework; Critical reflection.

COMMUNITY NURSING

Work based learning in community contexts

20 Learning agreement Presentation- Peer and tutor feedback Reflexive workbook

3000 word WBL proposal in a report format:

Leadership, Law and decision making in advancing practice


4000 word essay

Clinical assessment and disease management

20 Tutor feedback on draft of presentation and essay

Case Study OSCE

OPTIONAL MODULES

Mentorship 20/40 Portfolio

Nurse Independent and Supplementary Prescribing

40 Portfolio; OSCE

The preparation of Supervisors of Midwives

20

Advanced Newborn and Infant Examination

20

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Appendix 1: Index of Definitive Module Records (see separate document for Module Records) Core modules

Code Module title Credits

MCH501 Advancing Research Knowledge in Practice 1 20

MCH502 Advancing Research Knowledge in Practice 2 20

MHC504 Dissertation 60

Pathway specific modules

MCH505 Advanced Consulting & Clinical Skills 20

MCH506 Clinical decision making and disease management 20

MHC507 Leadership, Law and Decision Making in Advancing Practice

20

IMS549 Practical genetics for health professionals 20

IMS550 Practical genetics for health professionals (Advanced) 30

IMS551 Counselling skills for genetic healthcare 20

IMS552 Counselling skills for genetic healthcare (Advanced) 30

IMS536 Genetic science for health professionals 20

IMS553 Genetic science for health professionals (Advanced) 30

MCH508 Advancing Care: Vulnerable Women in Childbirth 20

MCH509 High Dependency Care in Midwifery 20

MCH510 Pathophysiology and its impact on childbirth 20

IMS544 Enhanced knowledge and skills for children’s high dependency care

20

UEC706 Management of children/young people requiring urgent or emergency care

20

MCH512 The child and young person with mental health needs 20

MCH511 Work based learning in community contexts 20

Optional modules

MCH503 Health and Social Care Futures 20

MENT702 Mentorship 20

MENT703 Mentorship via Distance Learning Route 20

HEA576 Nurse Independent and Supplementary Prescribing 40

MIDA501 Preparation of Supervisors of Midwives 20

IMS547 Advanced Newborn and Infant Examination 40

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