School of Nursing and Midwifery - Plymouth University · PDF fileSchool of Nursing and...

Plymouth University

Faculty of Health and Human Sciences

School of Nursing and Midwifery

Programme Specification

MSc/PgDip Advanced Critical Care Practitioner

Date of approval: 13th June 2017 Date of implementation: September 2017 Year of first award: September 2018

Minor Change approved by ADTL 04/08/2017

2 MSc Advanced Critical Care Practitioner – Programme Specification


1. Programme Title: MSc Advanced Critical Care Practitioner

Final award titles: MSc Advanced Critical Care Practitioner

Interim award title: PgDip Advanced Critical Care Practitioner

Level 7 Exit award title

Postgraduate Certificate (PgCert) Advanced Professional Development

UCAS code N/A

JACS code: N/A

2. Awarding Institution: University of Plymouth

Teaching institution(s): University of Plymouth

3. Accrediting body(ies) Not applicable

4. Distinctive Features of the Programme and the Student Experience

Through the contemporary focus of the MSc in Advanced Critical Care Practitioner

programme (ACCP), 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 clinical decision-making.

This course will train clinicians to become competent Advanced Critical Care

Practitioners over a 2-year period, and move onto a final year to complete their

Masters. The third year has been designed to develop a clinically focussed project;

this innovative project would enhance practice and allow developmental

recommendations to be made.

The course offers flexibility of delivery offering choice whilst maintaining the quality

of provision. The course will be delivered by Plymouth University with Plymouth

Hospitals NHS Trust as the lead Intensive Care Unit.


Trainee practitioners will be embedded in their own intensive care units and

complete the learning through an expertly designed curriculum. Plymouth

University and the clinical staff at Plymouth Hospitals NHS Trust designed the

theoretical components to be interactive and meet the learning outcomes of the

modules. Candidates will demonstrate their practical skills and competencies via

workplace based assessments in their own units, this is overseen by the team at

Plymouth to ensure parity and bench marked standards set by FICM.

The two clinical modules ACCP701 & ACCP702 offer the student a choice of

delivery. Either a 1-2 week block based in Plymouth approximately every 8 weeks

or a more distance approach can be taken, both offer the same learning

outcomes; assessments and are robust quality selections. Please see page 6/7.

The course is based on the National Curriculum and Syllabus for ACCPs

published by the Faculty of Intensive Care Medicine.

The programme has been developed to meet identified specific workforce needs in

the development and delivery of a high quality patient led service. It enables

practitioners the opportunity to enhance, and develop mastery in a range of

advanced clinical skills and knowledge at the cutting edge of clinical care. It meets

the challenges for workforce development as identified in A High Quality

Workforce (DH 2008) and the Second Stage NHS Review (Darzi 2008).

The role of the Advanced Critical Care Practitioner (ACCP) (DH, 2008) sets out

clear guidance as to the development of the role to ensure patient safety is

maintained. The aims of this Advanced Critical Care practitioner (ACCP)

competency framework are to:

Enable ACCP training to a nationally agreed standard.

To describe the theoretical knowledge, practical skills and professional

judgment required of an ACCP.

Facilitate incremental development and demonstration of competence to

practice as an ACCP.

Promote the necessary attitudes and behaviours required to care for

patients as part of a multidisciplinary team.

The competences identify knowledge, common and specialist elements, which are

deemed essential to the role, while allowing for flexibility within local settings to

meet service needs. Each individual practitioner will take professional

responsibility for their autonomous practice including acknowledgement of their

limitations and when to ‘refer the patient on’ to medical colleagues or other

appropriate professionals.


The Advanced Critical Care Practitioner competences have components common

to medical trainees in Intensive Care Medicine and critical care nurses. The

competences have been developed in consultation with medical training schemes

and other National Practitioner Programme projects.

The ACCP trainee competencies align to the National Competency Framework for

Critical Care Nurses and have the potential to dovetail into Level three of the

Critical Care National Network Nurse Leads Forum (CC3N) competency

framework.

The main sources of the ACCP competencies are the Competency-Based Training

in Intensive Care Europe (CoBaTrICE) syllabus, a European Society of Intensive

Care Medicine [ESICM] project1 and the core competencies common to all medical

training schemes. Where appropriate these have been modified to recognise the

difference between an ACCP and a medically qualified practitioner

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 to inform decision making within critical

care.

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.

This is a collaborative development between the University of Plymouth and a

range of stakeholders eager to develop this role and meet the future challenges in

the delivery of a high quality service to patients and to increase and release the

potential of their own staff in the creation of a highly skilled workforce. There has

been very active participation of the relevant clinical teams, Clinical Directorate

Business Managers and academic colleagues. The resulting programme is unique

to Plymouth University and the South West Peninsula and will be collaboratively

led and supported by the local clinical teams, and be responsive to both local and

national clinical needs.

1 www.cobatrice.org/02-competencies

http://www.cobatrice.org/02-competencies


Masters level trainees are required to demonstrate that they can operate in

complex and unpredictable contexts demonstrating initiative and originality in

problem solving. The role of the ACCP is to be able to undertake complex skills,

manage the care of the critically ill patient and be responsible for leading teams

within the critical care arena. This corresponds with a Masters level of conceptual

understanding that enables evaluation, interpretation and analysis of complex data

in evaluating the effectiveness of clinical care delivery. This resulting ability to

synthesise information will equip practitioners to be innovative and utilise both

knowledge and skills in continuing to improve patient care

Development of the new programme 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

The development of the programme has been through a dynamic

collaberative working relationship between University of Plymouth,

Plymouth Hospitals NHS Trust and other local NHS Trusts

A contemporary and dynamic programme responsive to the changing

health care environment.

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 and leading on 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).


6. Programme Structure and Pathways

The Advanced Critical Care Practitioner Programme is based in the School of

Nursing & Midwifery. The Programme offers an award of Advanced Critical Care

Practitioner. This programme is open to a range of health care practitioners

registered either with the Nursing and Midwifery Council or the Health & Care

Professions Council and who have the appropriate qualifications and experience in

acute critical care.

Curriculum innovation and delivery

The programme has an integrated approach to the development of clinical skills,

knowledge and competence by trainees, all of which will be supervised by

Consultant Intensivists whilst in the clinical area. This integrated approach,

implemented in the curriculum through the delivery of the first year module core

competences for Advanced Critical Care Practitioners (40 credits at level 7) which

has a staged theoretical component and associated clinical competences and

milestones to be achieved.

Both ACCP701 and ACCP701z are delivered over one academic year and

comprise of the equivalent of eight weeks taught theory and twenty-seven weeks

of associated clinical practice. The theory weeks for ACCP701 are taught by a

range of expert consultants and Advanced Practitioners .The theory consists of

key lectures, seminars self directed learning, workshops, e learning. ACCP701z is

the same content but via distance learning. Practice learning for both modules

takes place in the trainees’ place of work and is supported by Clinical Supervisors,

mentors and educational supervisors.

The second module in the first year comprises of APP702 Advancing Research

Knowledge in Practice which is part of the well established MSc Advanced

Professional Practice Programme. For the practice experience trainees will be

integrated into their seconding Trusts clinical teams from week 1 of the

programme and undertake supervised practice learning under direct supervision of

Consultant Intensivist, in conjunction with experienced Clinical Mentors and

Educational Supervisors.

As part of the range of practice assessments trainees will be expected to

undertake a number of activities. These activities include presenting case histories

to their clinical teams. Undertaking relevant clinical audits in their own area and

presenting their findings to the Clinical Directorate medical, nursing and

management teams and undertaking a number of triggered assessments to test a

range of advanced and complex clinical skills. Trainees will be formatively

assessed on the development of their individual skills and competence every

month whilst on a practice placement.


At the end of the first year a trainee must have fulfilled the following criteria:

1. Produce evidence of completion of the relevant competencies for that year.

2. Submitted the requisite number of formal clinical assessments (DOPS,

CBD, Mini-CEX,) - see guidance document.

3. Submitted the requisite number of ACAT assessments, Case summaries &

Records of reflective practice.

4. Submitted an appropriately detailed logbook.

5. Must have completed 1 round of Multi-source feedback with subsequent

approval by the clinical lead/deputy.

6. Trainees will not be allowed to progress if there is a failure to achieve either

the clinical, educational or professional goals for that year, as assessed via

the tools above.

7. Must have undergone 3 successful appraisal meetings with the clinical

lead/deputy.

8. Gained at least a 50% pass in all the components of the end of year

formative assessment (OSCEs, Case presentations).

9. Have engaged with at least 80% of the teaching activities.

10. Have passed all the relevant University modules as laid out in the course

timetable.

11. Have passed all the external courses (ATLS, CALS, etc) that the trainee

has attended during the year.

In year two of the programme the ACCP trainees undertake the non medical

prescribing course, this leaves 20 credits to consolidate and further develop their

skills in managing the complex critically ill patient in ACCP702 or ACCP702z,

dependant on the delivery model chosen.

The abillity to critically reflect on their practice is a crucial part of the development

of these trainees in becoming an independent practitioner . Reflection will form

part of the integral learning from practice with trainees expected to be able to use

reflexivity in developing a deeper level of reflection, and integration of the current

evidence base in the application to their practice.

This continuous structured formative assessment enables the trainee to measure

themselves against the required level of advanced and complex skills as they

progress to meet the core competences required by the end of year 1 and the

specialist competences at the end of year 2

The third year will involve 60 credits, 2 modules- Advancing Research Knowledge

in Practice 2 (20 credits) and a Substantive Professional Project (40 credit). The

third year allows the student to build on previous years and to introduce design

and develop a project that will enhance or change practice within their own

workplace.


Trainees of this programme will be employed by participating trusts as trainee

ACCPs, and must demonstrate and fulfil the following criteria as part of the

application process.

Evidence of employment from their home trust

A named Consultant Intensivist who will be the Clinical Supervisior

A current live registration with either the Nursing and Midwifery Council

(Part 1 or 2) or The Health & Care Professions Council

Three years post qualifying experience in intensive care.

A satisfactory Enhanced DBS check- Checked by employer, within 3 years confirmed to the university by the employer and a copy provided

A satisfactory Occupational Health Clearance- checked by Employer

The trainee must also meet the University entry requirements for study at post

graduate level. This is a first degree of 2.1 or above, in exceptional circumstances

a candidates experince will be taken into consideration if they can demonstrate

the ability to study at masters level.

The trainee will complete an application form for the programe and shortlisting and

interview selection will be a joint process between the Faculty and Plymouth

Hospitals NHS Trust. All potential trainees will be interviewed as part of the

application process. The selection process complies with the University of

Plymouth’s Equal Opportunities policy.

Students are required to confirm they have had a recent Disclosure and Barring

Service Check (DBS) (formerly CRB) at an enhanced level, at point of entry onto

the programme (Within 3 years). This will be confirmed to the university by the

employer and a copy provided for our records. Students will be required to

complete a self-declaration on their first taught day, indicating that there has been

no change in their circumstances.

Issues brought to our concern during the programme are fed back to the trainees

line manager and the trust or employer processes with regard to this are

instigated. The University processes in relation to Fitness to Practice, Fitness to

Study and disciplinary processes may be instigated following the final outcome of

any Trust or employer processes.


Trainee Indemnity

Two elements to this, professional indemnity and activity indemnity.

As employees of a Trust their professional indemnity will be part of their terms of

employment and membership of their professional body.

Activity indemnity is covered under the Work Place Agreement where it states that

students undertaking activity out in service have to do so under the clinical

guidelines of the organisation where they are placed. Our insurance then

indemnifies the University against any claims arising from the student’s activity.

The Failing Student

The student is closely monitored throughout the programme and has formative

assessments at set intervals within the year. The struggling student will be picked

up quickly by the team and support mechanisms put in place to ensure the student

has every opportunity to succeed. If the student is referred in year 1 the student

will be given the opportunity to resit late summer and if successful will join the

group in year 2. If a student fails the course then their employer can either: make

them redundant from the ACCP post or offer return to practice in their parent

profession. Individual employers can set their contracts and job descriptions as

they wish.

The university will require stakeholder trusts to offer up to 1 additional year of

employment for a student who fails a component of the course but is offered the

opportunity to resit by the university. Any further extension would only be

permitted due to extenuating circumstances and will be considered on a case by

case basis. A panel will be convened combining both the university faculty

(Programme Board) and the employer.


Recruitment Flowchart

Plymouth University and Associated Trusts Advertise ACCP Course

Joint Plymouth University and Plymouth Hospitals NHS Trust shortlist candidates for Interview

Trusts put forward their candidates for Interview

Provisional places offered on completion of:

Occupational Health Clearance

Enhanced DBS within 3 years

Trust ACCP trainee employment

The applicant accepts the offer: University offers trainee a place on the course

Trust appoint Applicant as ACCP Trainee

Joint Plymouth University and Plymouth Hospitals NHS Trust interview - Including: Academic Interview Clinical Interview Simulation

Final Decision with Programme Lead

For further information please contact the PDU Administrator

Email [email protected] or telephone 01752 586951

mailto:[email protected]


Programme Structure MSc Advanced Critical Care Practitioner

* ACCP701 and ACCP702 are delivered face to face * ACCP701z and ACCP702z are delivered via distance learning

Programme Structure:

PGDip/MSc Advanced Critical Care Practitioner

Advancing Research

Knowledge in Practice 1 APP702

20 credits

Core Skills for Advanced Critical

Care Practitioners *ACCP701 or ACCP701z

40 Credits

Post Graduate Certificate

60 Credits

Core Skills for

Advanced Critical Care Practitioners

2 *ACCP702 or

ACCP702z 20 credits

Non-Medical Prescribing: Independent

and Supplementary Prescribing NMP702 (NMC approved)

HEAD709 (HCPC approved) 40 credits

Post Graduate Diploma

120 Credits

Advancing Research

Knowledge in Practice 2 APP703

20 credits

Substantive Professional Project

SPP701

40 credits

Masters

180 Credits


7. Programme Aims

The role of the Advanced Critical Care Practitioner (ACCP) (DH, 2008) sets out

clear guidance as to the development of the role to ensure patient safety is

maintained. This programme has been designed utilising the framework as a

guide to offer career progression for experienced staff working in critical care.

The programme aims to:

1. Develop independent advanced critical care practitioners who are fit for

practice and purpose to work within the varying critical care environments.

2. Develop critical thinking, critical reflection skills, autonomy and authority to

make clinical decisions and prescribe within the guidelines of the ACCP

role.

3. Facilitate the development of study at postgraduate level to search, retrieve,

critically evaluate and synthesise current evidence base underpinning

critical care medicine.

4. Enable students to function as a valued member of the critical care team

and provide training and supervision for others.

5. Enable the ACCP to demonstrate to the Faculty of Intensive Care Medicine

(FICM) completion of appropriate training and study to allow them to apply

for voluntary registration and associate membership of FICM

6. Critically reviewing trends in theory, practice and management relating to

critical care practice;

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

education.

8. Promoting an understanding of the philosophy and procedures involved in

research and use of evidence.

9. Designing and undertaking research that will enhance and develop patient

care and/or service provision within the critical care arena.


8. Programme Intended Learning Outcomes

8.1. Knowledge and understanding

On successful completion, graduates should have developed:

1. Demonstrate a comprehensive and critical understanding of theoretical

knowledge and requisite professional judgement when caring for the patient

with critical illness.

2. Demonstrate a critical understanding of research methodologies and clinical

audit, and the implications of their findings for critical care practice.

3. Demonstrate systematic and critical understanding of the legal and ethical

implications of advanced professional practice.

4. Developed a deeper understanding of the influences, drivers and polices

that inform the level of advanced practice.

5. A deeper understanding of the advanced clinical practice role and how this

level of practice is used to enhance the patient journey whilst ensuring that

the right care is delivered by the right clinician at the right time.

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, Viva, MCQ,

dissertation, oral presentation, OSCE.

8.2. Cognitive and intellectual skills On successful completion, graduates should have developed the ability to:

1. Demonstrate a systematic and critical understanding of clinical decision-

making in relation to the holistic care of the critically ill patient

2. Demonstrate advanced problem-solving skills, intellectual flexibility and

judgement in complex and diverse clinical situations in critical care.

3. Appraise and critically evaluate the clinical significance of a patient history,

physical examination findings and diagnostic information

4. Integrate, synthesise and critically evaluate specialist knowledge and

evidence to promote advanced reasoning and problem-solving


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

Assessment methods include: 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. Communicate complex academic and professional issues to specialist and

non-specialist audiences

2. Actively contribute to the facilitation of learning, training and supervision of

others.

3. Demonstrate a commitment to lifelong learning at a level consummate with

the development of mastery and advanced clinical practice

4. Collaborate effectively with others to promote interprofessional practice,

and effective working relationships


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.

Assessment methods include: Essays, reports, oral presentations, portfolio.

8.4. Employment related skills On successful completion graduates should have developed:

1. The exercise of initiative and personal responsibility

2. Decision-making in diverse, complex and unpredictable contexts

3. The independent learning ability required for continuing professional

development

4. Demonstrate sound understanding of the importance and relevance of

evidenced based practice to the delivery of safe effective patient/client care

5. Evaluate the context of risk and development of quality, patient/client safety

and clinical governance agenda critically reflecting upon student’s individual

development.


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

student led study with analysis and application to the service setting throughout

modules.

Assessment methods include: 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

On successful completion graduates should have developed:

1. Work autonomously to plan and manage own practice and manage the care

of the critically ill patient within the limits of the ACCP role

2. Demonstrate the ability to make advanced clinical decisions in the

assessment, diagnosis, treatment and evaluation of patients with critical

illness

3. Demonstrate effective working as an advanced practitioner within the

multidisciplinary critical care team

4. Demonstrate clinical expertise in the selection of diagnostic tests, ability to

refer for specialist opinion and prescription of care and treatments to be

delivered

5. Operate ethically in complex and unpredictable situations within the critical

care arena

6. Demonstrate a systematic and critical understanding of the issues

governing good practice

7. Demonstrate leadership skills commensurate with the demands of

advanced practice

8. Demonstrate competency in the numeric skills commensurate with the

demands of advanced practice and safe prescribing

9. Demonstrate advanced technical skills within the scope of the ACCP role


Practical skills that will be taught in simulated environment and on placement

settings.

Assessment methods include: 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

may be eligible to apply.

The ACCP programme requires students to be employed in an ACCP Trainee

position within clinical practice; this is to ensure they have access to patients on

whom they can undertake health assessments. 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 will be necessary. Candidates without a first degree at

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. This would normally be for the Advancing Research Knowledge in

Practice 1 or Independent and Supplementary Prescribing. For those students that

have completed level 6 Non-medical Prescribing they would AP(E)L the OSCE

and Competencies signed by their Designated Medical Prescriber, which means

they would only need to complete the theoretical aspects again at level 7.

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.


Sickness and Absence

ACCP trainees will notify their Trust of any sickness or absence. This is a full time

two year programme and a 100% attendance would normally be expected.

10. Titles and criteria for Final and Intermediate Awards

The programme will offer exit awards of:

MSc Advanced Critical Care Practitioner

PgDip Advanced Critical Care Practitioner

If a student wishes to leave the ACCP programme at any time the credits achieved

at that time will be accumulated and transferred to the generic MSc Advanced

Professional Practice programme. If the student has 60 credits or more and wants

to exit the programme an award of PG Cert MSc Advanced Professional

Development can be awarded.

11. Exceptions to Regulations

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

12. Transitional Arrangements

This programme is new, therefore current students will not be affected in any way.

13. Mapping and Appendices:

Mapping of Aims and Intended Learning Outcomes

Mapping of FICM Document to teaching content


ILO’s against Modules Mapping

Postgraduate Certificate level

Programme Intended Learning Outcomes Map Certificate Level Core Programme Intended Learning Outcomes

Aim(s) Related Core Modules

Knowledge and Understanding - On successful completion graduates will have developed: Demonstrate a comprehensive and critical understanding of theoretical knowledge and requisite professional judgement when caring for the patient with critical illness.

1,2 ACCP701/ACCP701z

Demonstrate a critical understanding of research methodologies and clinical audit, and the implications of their findings for critical care practice.

2,3,8 APP702

Cognitive and Intellectual Skills - On successful completion graduates will have developed the ability to:

Appraise and critically evaluate the clinical significance of a patient history, physical examination findings and diagnostic information.

1,2 APP702 ACCP701/ACCP701z

Demonstrate a systematic and critical understanding of clinical decision-making in relation to the holistic care of the critically ill patient

1,2 APP702

Key and Transferable Skills - On successful completion graduates will have developed the ability to: Collaborate effectively with others to promote interprofessional practice, and effective working relationships.


Demonstrate a commitment to lifelong learning at a level consummate with the development of mastery and advanced clinical practice.

4,6,8 ACCP701/ACCP701z APP702

Employment Related Skills - On successful completion graduates will have developed the ability to: The exercise of initiative and personal responsibility

2,3,6 ACCP701/ACCP701z


Demonstrate a sound understanding of the importance and relevance of evidenced based practice to the delivery of safe effective patient/client care.

1,3,4 APP702

The independent learning ability required for continuing professional development

APP702 ACCP701/ACCP701z

Practical Skills - On successful completion graduates will have developed the ability to: Demonstrate effective working as an advanced practitioner within the multidisciplinary critical care team


Work autonomously to plan and manage own practice and manage the care of the critically ill patient within the limits of the ACCP role.


Operate ethically in complex and unpredictable situations within the critical care arena.



Postgraduate Diploma level

Programme Intended Learning Outcomes Map Post Graduate Diploma level Core Programme Intended Learning Outcomes


Knowledge and Understanding - On successful completion graduates will have developed: Demonstrate systematic and critical understanding of the legal and ethical implications of advanced professional practice.


A deeper understanding of the advanced clinical practice role and how this level of practice is used to enhance the patient journey whilst ensuring that the right care is delivered by the right clinician at the right time.


Cognitive and Intellectual Skills - On successful completion graduates will have developed the ability to: Demonstrate advanced problem-solving skills, intellectual flexibility and judgement in complex and diverse clinical situations in critical care

4,6,7 NMP702

Key and Transferable Skills - On successful completion graduates will have developed the ability to:

Communicate complex academic and professional issues to specialist and non-specialist audiences.

3,4 NMP702

Employment Related Skills - On successful completion graduates will have developed the ability to: Decision-making in diverse, complex and unpredictable contexts

2,3,4 NMP702

A sound understanding of the importance and relevance of evidenced based practice to the delivery of safe effective patient/client care.

2,3,5 NMP702

Practical Skills - On successful completion graduates will have developed the ability to:

Demonstrate competency in the numeric skills commensurate with the demands

of advanced practice and safe prescribing.

2,3,5,7 NMP702


Demonstrate leadership skills commensurate with the demands of advanced

practice.

4,5,6 NMP702 ACCP702/ACCP702z

Demonstrate clinical expertise in the selection of diagnostic tests, ability to refer

for specialist opinion and prescription of care and treatments to be delivered.

1,2,5 ACCP702/ACCP702z NMP702

Demonstrate the ability to make advanced clinical decisions in the assessment,

diagnosis, treatment and evaluation of patients with critical illness.

1,2,4,5 ACCP702/ACCP702z NMP702

Demonstrate advanced technical skills within the scope of the ACCP role

1,2,4,5 ACCP702/ACCP702z NMP702


MSc level

Programme Intended Learning Outcomes Map MSc Level Core Programme Intended Learning Outcomes


Knowledge and Understanding - On successful completion graduates will have developed: Developed a deeper understanding of the influences, drivers and polices that inform the level of advanced practice.

3,5,7,8,9 SPP701 APP703

Cognitive and Intellectual Skills - On successful completion graduates will have developed the ability to: Integrate, synthesise and critically evaluate specialist knowledge and evidence to promote advanced reasoning and problem-solving.

2,4,7,8,9 APP703 SPP701

Key and Transferable Skills - On successful completion graduates will have developed the ability to: Actively contribute to the facilitation of learning, training and supervision of others.

5,6,7 SPP701

Employment Related Skills - On successful completion graduates will have developed the ability to: Evaluate the context of risk and development of quality, patient/client safety and clinical governance agenda critically reflecting upon student’s individual development

2,3,5,7,8.9 APP703 SPP701

Practical Skills - On successful completion graduates will have developed the ability to: Demonstrate a systematic and critical understanding of the issues governing good practice.

3,5,7,8,9 SPP701 APP703


Mapping of FICM Document to teaching content

Week Core Topics Location Components MAPS to FICM Document

1+2 History taking and examination. Anatomy and physiology lectures/demonstration Should include introduction to radiology and imaging wrt anatomy. The ACCP Profession.

Plymouth Course introduction (Library, course outline, university access, locations both uni and PHNT: 1 Day) Anatomy physiology theory and clinical history and examination practical. IRMER course. Anatomy and physiology will focus on RS, CVS, GI. Lead clinicians and HEI lead will have a plenary meeting to ensure all have unified objectives for their trainees.

Syllabus 2.1; 2.2; 2.3; 3.1; 3.2 Syllabus 1.1; 1.2

3-4 Focus on WBAs* for obtaining a clinical history and clinical examination. *See FICM Assessment System for WBA scheme.

Embedded in own unit

WBAs* Must include examination of all body systems and integrated "review" examination. Must include admission of new patients to intensive care and presentation of clinical findings. *See FICM Assessment System for WBA scheme.

Syllabus 2.1; 2.2; 2.3; Syllabus 1.1; 1.2

5 Review of knowledge and skills of history taking and examination.

Plymouth Anatomy physiology theory and clinical history and examination practical.

Syllabus 2.1; 2.2; 2.3; Syllabus 1.1; 1.2


Further theory of anatomy and physiology. Theory and skills centre for cannulation/arterial access/CVC access/intercostal drain/lumbar puncture.

Anatomy and physiology will focus on Renal and Neuro. Include introduction to use of USS for vasc access/intercostal drain insertion.

Syllabus 4.4; 4.5

6-8 Consolidating skills of clinical history and examination. Applying knowledge of anatomy and physiology in practice. Starting to learn practical skills under supervision.


WBAs* for examination and history. WBAs for practical procedures. *See FICM Assessment System for WBA scheme.

Syllabus 2.1; 2.2; 2.3; Syllabus 1.1; 1.2 Syllabus 4.4; 4.5

9 Laboratory tests including principles of microbiology, sampling, antimicrobial therapy, biochemistry and haematology. Testing the role: communication, behaving as an ACCP, boundaries of practice.

Plymouth Theory: broad outline of microbiological classifications. Biochemistry relating to ICU, including fluid management and its effects. Haematology relating to ICU including blood transfusion and blood products. Workshop sessions on communication, dealing with difficult situations. (? 3 sessions).

Syllabus 4.3; 4.2; 3.10; 2.4; 2.5 Syllabus 3.12; 3.13; 3.14; 3.15; 3.16; 3.17;3.18;3.19; 3.22; 4.11; 4.12; 4.13; 4.14


Lead clinicians and HEI lead will have a plenary meeting to ensure all have unified objectives for their trainees.

10-15 Consolidating knowledge and skills in relation to admitting the new patient to ICU. History, examination, tests, practical procedures.


WBAs* should focus on ordering tests, understanding the theory and physiology behind testing. Continued acquisition of practical skills. *See FICM Assessment System for WBA scheme.

Syllabus 4.3; 4.2; 3.10; 2.4; 2.5 Syllabus 4.4; 4.5

16 Management of organ failure, including physiology and pharmacology of Resp and CVS support.

Plymouth Theory focusing on Ventilation, CVS support. Further practical skills: airway management, vascular access, haemodynamic monitoring.

Syllabus 4.1; 4.2; 4.3; 4.4 2.7; 2.6; 3.6; 3.7

17-23 Consolidation of knowledge of organ support and associated practical skills


WBAs* should focus on Airway management, CVS support *See FICM Assessment System for WBA scheme.

Syllabus 4.1; 4.2; 4.3; 4.4 2.7; 2.6; 3.6; 3.7

24 Anatomy and physiology of endocrine system, immunological function. Biochemical testing for endocrine dysfunction Steroids and their uses in ICU Haematological pathology

Plymouth HALF WAY FORMATIVE TESTING: 1 DAY for OSCE MCQ Mock Viva 1st case summary (extended CBD)

Lectures. 1:1 meetings to identify deficiencies/learning needs of individuals to be highlighted. Lead clinicians and HEI lead will have a plenary meeting to ensure all have unified objectives for their trainees.

Syllabus 2.1; 2.2; 2.5; 2.6; 2.7; 3.1; 3.2; 3.3; 3.11; Panel Review of: ACCP training record (Page II-6 Assessment)


complete and submitted in advance for viva. Marked at M level to ensure standard understood.

Formative assessment of knowledge (MCQ and viva) as per Assessment Page II-3

ACCP Logbook Summary (Page II-9 Assessment) ACCP Educational agreement (Page II-10 Assessment) Formative Review of Annual Competency Progression (Page II-15 Assessment) Expanded case summary (Page II-4 Assessment)



WBAs* should focus on detection of endocrine and immunological dysfunction and therapeutic interventions. *See FICM Assessment System for WBA scheme.

Syllabus 2.1; 2.2; 2.5; 2.6; 2.7; 3.1; 3.2; 3.3; 3.11;

32 Ethics Legal and professionalism. Challenging patients and challenging colleagues. Revision planning for exam.

Plymouth Lectures on principles of medical ethics, legal aspects of practice and legal framework for ACCP practice. Ethics of research as applied to intensive care (clinician delivered). Review of a selection of key research evidence in intensive care and how to practice evidence based medicine.

2.8; 2.9; 2.10;2.11; 3.16; 3.17; 3.18; 3.19; 3.22; 3.23; 4.7; 4.8; 4.9; 4.11; 4.12; 4.13




WBAs* should focus on ethical issues and CBDs relating to current best evidence. Should analyse at least 2 cases and research current best evidence during this period. Aim to present at local journal club in this block with feedback from supervisors. *See FICM Assessment System for WBA scheme.

Whole syllabus.

40 End of year assessment week.

Plymouth Written/OSCE Lead clinicians and HEI lead will have a plenary meeting to ensure all have unified objectives for their trainees. Progression to year 2 will be reviewed by board. OSCE includes formal portfolio review OSCE Includes "Formal assessment of knowledge" as MCQ and viva

Panel Review of: ACCP training record (Page II-6 Assessment) ACCP Logbook Summary (Page II-9 Assessment) ACCP Educational agreement (Page II-10 Assessment) Summative Review of Annual Competency Progression (Page II-15 Assessment) Assessment Page II-3 para 3.

41-52 No academic programme

Embedded in own unit/leave


Additional competencies to gain during year 1 (in embedded weeks):

ALS or equivalent Funded/provided by own hospital

4.1

Year 2

1 Introduction to year 2 Revision of core topics Role, professionalism, standard expectations. Critical decision making.

Plymouth Problem based learning. Case studies. Complex cases. Student presentations.

2.8; 2.9; 3.5; 3.6; 3.7; 3.8; 3.9; 3.20; 3.21; 3.22; 3.23; 3.24; 4.13; 4.14;

Week unknown + multiple single days

Introduction to Independent prescribing course (IPC)

Plymouth As per IPC 2.6; 3.3

2 Key pathological problems in ICU and specialist ICU

Plymouth Respiratory CVS (inc cardiac ICU) GI Renal Neuro (inc neuro ICU) Paediatric Lead clinicians and HEI lead will have a plenary meeting to ensure all have unified objectives for their trainees.

Various sections of syllabus

3-7 Consolidation of knowledge and groundwork for IPC


Initial meetings with IPC supervisor/mentor. Selection of topic for IPC dissertation

2.6; 3.3


8 Transfer training and preparation for Specialist rotations

Plymouth (might outsource to regional transfer training course)

Principles and practical simulation of transfer training.

Various

9-13 Specialist rotation Rotation units: Cardiac Neuro DGH

Experience of specialist ICUs for 1 week blocks. WBAs* focus on specialist conditions. *See FICM Assessment System for WBA scheme.

Various

14

19 Discharge Rehab and follow up Further specific pathologies. 1:1s for specific individual learning needs

Plymouth Very much a mid year 2 consolidation week. Key issues that need completing by end of year 2 must be identified this week. Lead clinicians and HEI lead will have a plenary meeting to ensure all have unified objectives for their trainees. Deficiencies in WBAs MUST be identified and specific objectives for trainees to complete

4.3; 4.7; 4.8; 4.9;

20-27 Consolidation Embedded in own unit

Any deficiencies in WBAs* to be completed Prescribing dissertation/cases to be completed. *See FICM Assessment System for WBA scheme.


28 revision course Plymouth

29-36

37 Assessment week

Plymouth Submission of written case or case series investigating in depth the research evidence behind management plan and treatment. 4000 words. Patient assessment exam Portfolio review panel

Formal knowledge assessment based on written submission and vivas (including during patient assessment exam). Panel Review of: ACCP training record (Page II-6 Assessment) ACCP Logbook Summary (Page II-9 Assessment) Summative Review of Annual Competency Progression (Page II-15 Assessment) Assessment Page II-3 para 3.

38-41 Consolidation Embedded in own unit

42

43-52 Final embedded attachment and sign off/registration with faculty.


Application to FICM for Associate membership and entry onto voluntary ACCP register.


Additional requirements

ATLS/ETLS course observer attenance

3.20; 4.1; 4.6; 4.10

Successful completion of prescribing course

For most candidates this will be the Plymouth course, for remote candidates we will consider out of area NMP course as equivalent (in line with NMC requirements).

Assessment includes formal knowledge tests as per Assessment Page II-3 para 3

2.6; 3.3


13.1. Assessment against Modules Mapping

Assessment mapping of modules in the Advanced Critical Care Practitioner Programme

Module Credit Formative Assessment Summative

CORE MODULES

Advancing Research Knowledge in Practice 1

20 Feedback from presentation of work in progress to academics and peers

Narrative Review of the Literature 3000 words

Core Skills for Advanced Critical Care Practitioners 1

40 MCQ Viva Patient Assessment

MCQ Viva Patient Assessment

Core Skills for Advanced Critical Care Practitioners 2

20 Patient Assessment Critical review of case series (4000 words) Patient Assessment

Non-Medical Prescribing

40 Exam Examination OSCE (Objective Structured Clinical Examination) Practice Portfolio

Advancing Research Knowledge in Practice 2

20 Feedback from presentation of work in progress to academics and peers

Research Proposal (3000 words)

Substantive Professional Project 40 Feedback from presentation of work in progress to academics and peers

Substantive Practice Development Project

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