1

UNDERGRADUATE PROGRAMME SPECIFICATION

Programme Title: Undergraduate Continuing Professional Development Provision

Awarding Body: Staffordshire University Teaching Institution: Staffordshire University Final Awards: BSc (Hons) Professional

Development in Contemporary Healthcare

Intermediate Awards: BSc Healthcare Practice Mode of Study: Part time only UCAS Codes: N/A QAA Subject Benchmarks: Nursing

Operating Department Practice

JACS Code: B700 Professional/Statutory Body: N/A Entry Year: 2016/17

2

EDUCATIONAL AIMS OF THE PROGRAMME

This award has been developed in the context of dynamic, evolving and increasingly

complex health and social care services, and the requirement to respond to the

needs of society, communities and individuals both now and in the future. Health and

social care services continue to undergo unprecedented change, with more highly

dependent patients occupying hospital beds for shorter periods of time, with more

complex care needs being managed in service users’ own homes or in the primary

care setting, and nurses and healthcare staff developing and diversifying their roles

and responsibilities to accommodate service demand. This requires a flexible, skilled

and educated workforce to be able to cope with ever changing patient and public

needs and adapt quickly to innovation in service models (Department of Health (DH)

2012).

With the expanding roles and responsibilities of healthcare professionals in a wide

range of health and social care settings, it is imperative that you have the right

professional and clinical skills and knowledge to provide safe and compassionate

care (DH, 2012). Underpinning knowledge is a vital component of this, as is fostering

and developing higher order cognitive skills to equip you to be innovative, proactive,

reflective and a creative practitioner to prosper in contemporary services, and

engage with and deliver the best evidence-based practice. The Faculty believe that

appropriate and relevant continuing professional development programmes will

facilitate personal, intellectual and professional development that will benefit you, and

that will ultimately contribute to the enhancement of service user, family and

community care and promote service improvement.

The aims of the UG CPD provision are linked to the Staffordshire Graduate Attributes

(see section 7, page 25), the University aims (University Plan 2012-17) and Faculty

aims. The aims of the CPD UG provision continue to:

Provide a range of post-registration awards at degree level that:

o aim to enhance practice

o meet recognised academic and professional standards

o are responsive to the needs of employers and participants

o facilitate enhancement of health / social care service provision

o include high levels of clinical currency, reflecting changes in policy,

practice and clinical guidance.

Staffordshire University Attributes, Employability, Enterprise &

Entrepreneurship (known as the three E’s), professionalism

Acknowledge and build upon the student’s prior learning and are designed to

enable the student to demonstrate their personal and professional progress

and development.

Staffordshire University Attributes, professionalism

Provide opportunities for students from a variety of personal, professional and

academic backgrounds to gain access to continuing professional

development and education, maximising potential for success.

Staffordshire University Attributes, three E’s, professionalism

3

Facilitate the increasing development of skills of scholarship.

Three E’s, Staffordshire University Attributes

Enable students to develop a range of personal and professional transferable

skills.

Three E’s, Staffordshire University Attributes, professionalism

Foster the development of life-long learning.

Staffordshire University Attributes, three E’s

What is distinctive about this programme?

This flexible work based programme gives you the opportunity to consider

your practice and specifically your field of work in depth. It will allow you to

build the knowledge and expertise you require in your subject area.

This award have been developed in collaboration with local Acute and

Community NHS Trust providers and the content of the modules and

the award provides a strong link to contemporary clinical practice.

This award offers a multi-professional approach to teaching and

learning, thus students learn from each other and foster inter-

professional relationships which can be transferred to the workplace.

There will be opportunity for service users and carers to share their

perspective with you.

The programme will develop your leadership skills, decision making and

reasoning and enhance you clinical expertise

This award facilitates personal growth and professional development

ultimately enhancing your patient care and management strategies and

allows a natural progression onto level 7 study

A positive feature within these awards is the amount of inter-professional learning.

This shared learning with students from varied professional health and social care

backgrounds is advocated in Department of Health (DH) policy and guidance (for

example: Health and Social Care Policy and the Interprofessional Agenda. The First

Supplement to Creating an Interprofessional Workforce an Education and Training

Framework (DH, 2007) and New Ways of Working for Everyone - A best practice

implementation guide (DH, 2007).

Shared learning enables students to gain insight into each other’s’ roles and

responsibilities, encourages closer collaboration and improved communication. There

is also a commitment to service user / carer involvement in both the development

and delivery of UG CPD education. This collaboration is imperative in today’s

healthcare environment where working together is integral to the development and

4

delivery of effective assessment and care to individuals, families and communities.

By learning together, students will achieve integration with colleagues that will foster

‘joined-up’ services to the benefit of service users.

Service users, their families and carers are becoming more and better informed

about both health and social care and their rights as, for example, set out in the NHS

Constitution (DH, 2013). As a consequence their expectations of the healthcare

service are rising. It follows that practitioners must strive for and maintains a position

at the cutting edge of healthcare, developing their skills and ensuring sound evidence

based knowledge to support their practice. The scholarly skills developed through the

award, the ability to search out, discriminate and appraise quality of evidence, and

apply learning to practice is key to maintaining currency of knowledge to prosper in

today’s healthcare environment.

During study of these awards a learning community is fostered through the use of

and promotion of formal and informal mechanisms that encourage sharing, refection

and peer support. These networks and communities often continue long after the

period of study finishes.

5

PROGRAMME AIMS & OUTCOMES Title: BSc (Hons) Professional Development in Contemporary Healthcare The Programme aims are to:

1. To provide an individual pathway opportunity that enables healthcare

professionals to critically evaluate and further develop the breadth and depth

of their knowledge, on which their professional practice, skills and expertise

are based.

2. To enable healthcare professionals to critically analyse a variety of theories

and concepts from a range of perspectives on nursing and health and social

care, as a basis for evaluation and synthesis of knowledge and practice.

3. To enable health professionals to apply the knowledge, understanding and

skills developed during their studies to the dynamic practice environments in

which they work.

4. Develop the knowledge and skills of a healthcare professional that are able to

respond to the varying needs of healthcare users and changing healthcare

practice requirements.

5. To support the development of transferable skills that will contribute to the

learner’s development of independent lifelong learning strategies.

The programme includes reference to the Quality Assurance Agency (QAA) Subject Benchmark Statements for Healthcare programmes - Nursing (QAA, 2001), and Operating Department Practice (QAA, 2004) http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/nursing.pdf http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/OperatingDeptPractice.pdf

6

At the end of your studies you should be able to: Learning

Outcomes

BSc. (Hons) Professional Development in Contemporary

Healthcare

Award Outcomes

Knowledge and

Understanding

Demonstrate a systematic understanding of key aspects of your

specific area of care, including acquisition of coherent and detailed

knowledge, at least some of which is at or informed by, the forefront of

professional healthcare practice

Learning Demonstrate an understanding of the uncertainty, ambiguity and limits

of knowledge in your specialist area of practice.

Enquiry Deploy accurately established techniques of analysis and enquiry and

initiate and carry out evaluations into the evidence and research base

of their specialist area of care.

Evaluate the use of Information Literacy, including the ethical use of

information in your area of professional healthcare practice.

Analysis Describe and comment upon current research, or equivalent

advanced scholarship in your specific area of care and critically

evaluate arguments, assumptions, abstract concepts and data (that

may be incomplete), to make judgements.

Problem solving Develop appropriate questions to achieve a solution - or identify a

range of solutions – to a problem and use decision-making in complex

and unpredictable contexts.

Communication Confidently articulate through a range of methods, information, ideas,

problems, and solutions that inform the development of your specialist

area of professional healthcare practice.

Application Apply the methods and techniques that you have learned to review,

consolidate, extend and apply your knowledge and understanding and

devise and sustain arguments, using ideas and techniques, some of

which are at the forefront of leadership and practice in professional

healthcare.

Reflection Manage your own learning, exercise initiative, personal responsibility

and demonstrate the learning ability, qualities and transferable skills

necessary for continuing professional development of your specialist

area of professional healthcare practice.

7

Intermediate awards There may be cases when you have to withdraw from your studies before the

completion of the BSc (Hons) Professional Development in Contemporary

Healthcare. In such cases, you can be awarded an intermediate award. An exit

option of an ordinary degree: the BSc Healthcare Studies (see award outcomes page

8) has been identified to enable achievement of a degree should the requirements of

the individual Honours awards not be met. In order to be awarded the exit option,

achievement must meet the requirements of an ordinary degree set out in the award

regulations.

Achievement Award

60 credits from any modules within the structure

BSc Healthcare Studies

The criteria for intermediate awards are defined in the Academic Award Regulations found at: (http://www.staffs.ac.uk/assets/academic_award_regulations_1-3_tcm44-50984.pdf) The Intermediate award will be graded a Pass. You will not be able to collect any more than one award.

Accredited Prior (Experiential) Learning AP (E)L

The modular design of an honours award allows you the opportunity to demonstrate

meeting programme outcomes via prior learning and to have this learning accredited

through the AP(E)L process to a maximum of 75% of the programme credits if

appropriate.

Progression

Upon successful completion of your award, a wide range of postgraduate

programmes are available for you to continue your professional development.

8

Award outcomes for intermediate award as applicable:

Learning outcomes BSc Healthcare Studies

Award Outcomes

Knowledge and Understanding Demonstrate a systematic understanding of key aspects

of your specific area of care, including acquisition of

coherent and detailed knowledge, at least some of which

is at or informed by, the forefront of healthcare practice.

Learning Demonstrate an understanding of the uncertainty,

ambiguity and limits of knowledge in your specialist area

of healthcare practice.

Enquiry Demonstrate knowledge of the main methods of enquiry

and evidence based practice used in healthcare practice

and demonstrate application of the key principles of

Information Literacy.

Analysis Use a range of established techniques to initiate and

undertake critical analysis of information and assessment

data.

Problem Solving Evaluate critically the appropriateness of different

approaches to solving problems and make professional

judgements arising from assessment and analysis.

Communication Confidently articulate through a range of methods;

information, ideas, problems, and solutions that inform

the development of your specialist area of healthcare

practice.

Application Apply underlying concepts and principles of healthcare

practice to a range of patient care situations within the

specific area of care

Reflection Manage your own learning, exercise initiative, personal

responsibility and demonstrate the learning ability,

qualities and transferable skills necessary for continuing

professional development of your specialist area of

healthcare practice.

9

PROGRAMME STRUCTURE, MODULES AND CREDITS The structure is modular in design and comprises with seven individual pathways

(see programme structure) suitable for those working within health and social care

settings. Your programme of study will be built from three types of modules (outlined

below) and you will be required to study particular combinations of modules as

identified in the Award Structure.

Core Module

60 credits

A module(s) which MUST be studied to gain your

honours award

Specific Option

Module

30 credits

A module which you CAN choose from within a

prescribed set which is relevant to your chosen

pathway

Option Module

30 credits

A module of your own choice from within a prescribed

set for your award

The award structure allows you to choose a pathway which meets your individual

professional needs as well as those of your employer, whilst meeting the University’s

requirements for the achievement of a named academic award. These awards are

available for study on a part time basis only. We also offer ‘stand-alone’/individual

modules which can be studied separately from any award.

The modules attract 15 or 30 Credit Accumulation Transfer (CAT) points at level 6

study. Each module includes both teaching contact hours (scheduled learning

activities) and independent learning hours.

As part time students you can enrol onto modules with a combined credit value of up

to 90 credits per year. This does not apply should you wish to study and you are

working full time or substantial part-time, usually you will find that the most credits

you can study in one academic year is 60 credits. The award must be completed

within a three-year period (including periods of intermission)

See Academic Regulations.

(http://www.staffs.ac.uk/assets/academic_award_regulations_1-3_tcm44-50984.pdf

10

AWARD STRUCTURE

BSc (Hons) Professional Development in Contemporary Healthcare

Core Modules - 60 Credits

All core modules must be completed to gain Honours title

Leadership (15cr)

Research Appreciation for Health and Social Care (15cr)

Desk Based Dissertation (30cr) Or

Leading Innovation and Change (30cr)

Pathway Specific Options – 30 credits per pathway from the following

Adult Care Community Care Mental Health Peri-operative Practice

The Principles of Physical Assessment (15cr) Infection control (15cr) Principles and Practice of palliative care (15cr) Understanding Dementia (15cr) Independent and Supplementary Nurse Prescribing (30cr) Or Independent and Supplementary Prescribing for AHP’s (30c)

Health Promotion: Project Planning (15cr) Introduction to Long Term Conditions (15cr) Management of Respiratory Disorders (COPD) (15cr) Dementia awareness (15cr) Tissue Viability (15cr) Care and Management of People with Diabetes Mellitus (15cr)

Behavioural Family Therapy (15cr) Foundation Skills for Cognitive Behavioural Therapy (15cr) Counselling Skills (15cr) Dementia Intervention (15cr) Exploring Values (15cr) Physical Health in Mental Health Care (15cr) Independent and Supplementary Nurse Prescribing (30cr) Or Independent and Supplementary Prescribing for AHP’s (30c)

Enhancing Peri-operative Care (30cr)

11

Sexual Health Children’s Care Leadership & Management

Sexual Health – Theory (CASH) (30cr)

Sexual Health – Application to Clinical Practice (CASH) (30cr)

Sexual Health Advising (30cr)

Safeguarding adults: Assessment, vulnerability and risk (15 cr)

Orthopaedic Practice (45cr) Child Protection (15cr) Medication Management (15cr) Management of Pain (15cr) Care and Management of Patients with Diabetes Mellitus(15cr)

Negotiated Learning (15cr) Negotiated Learning (30cr)

Option Modules (30 Credits)

Application of Cognitive Behavioural Therapy (15)

Applications and The Removal of Orthopaedic Casts (15)

Behavioural Family Therapy (15)

Cancer Care: Online (15)

Care of Children and Young People – Distance Learning (30)

Care and Management of People with Diabetes Mellitus (15)

Contraception and Sexual Health (CASH) –Theory (30)

Contraception and Sexual Health (CASH) – Clinical Practice (30)

Community Practitioner Nurse Prescribing V150 (15)

Core Competencies in Sexual Health for Youth Workers (30)

Counselling Skills for Healthcare Professionals (15)

Delivering Sex and Relationship Education in the Classroom (30)

Delivering Sex and Relationship Education with Confidence (30)

Delivering Sex and Relationship Work for People with Learning Disabilities: Practical

Approaches (30)

Dementia Awareness (15)

Dementia Interventions (15)

Understanding Dementia (15)

Enabling Learning in Nursing Practice (15)

Enhancing Peri-Operative Care (30)

Examination of the Neonate (30)

Exploring Values (15)

Experiencing Mental Distress (15)

Foundation Skills for Cognitive Behavioural Therapy (15)

Health Promotion Project Planning (15)

Health and Wellbeing of the Pre-School Child: A Public Health Approach (15)

Hypnosis (15)

Independent / Supplementary Prescribing for Allied Health Professionals.

Independent and Supplementary Nurse Prescribing (30)

Infection Prevention and Control (15)

12

Introduction to Long Term Conditions (15)

Introduction to Lymphoedema (15)

Leading Innovation and Change (30)

Managing Heart Failure (15)

Management of Pain (15)

Management of People with Mild and Uncomplicated Lymphoedema and Oedema

Associated with Advance Malignancy (30)

Management of Respiratory Disorders (COPD) (15)

Mental Health Assessment of Clients (15)

Mental Health Interventions (15)

Mentorship in Health Care Settings (15)

Negotiated Study (15)

Negotiated Study (30)

Orthopaedic Practice (30)

Neuropharmacology (15)

Planning and Managing Change (15)

Physical Health In Mental Health Care (15)

Practical Skills for Working with Bereavement and Loss (15)

Preceptorship and Continuing Professional Development (15)

Principles of Assessment and Management of Patients with Minor Injuries (15)

Principles of Physical Assessment (15)

Principles and Practice of Palliative Care (15)

Return to Practice (15)

Sexual Health Advising - Widening The Remit (30)

Symptom Management in Advanced Disease (15)

Tissue Viability (15)

Train the Trainers in Sexual Health (30)

Values and Psychosocial Interventions (15)

Working Together to Safeguard and Protect Children (15)

Example of a Typical Programme Pathway To complete the programme you need 120 credits in total and if you were to choose the Community Care Pathway, your programme will consist of:

13

HOW WILL I BE TAUGHT AND ASSESSED?

Methods of Learning

You and your fellow students bring to the programme a wealth of knowledge and

skills. The programme is therefore designed to allow you to develop using your

CORE MODULES

(All must be completed)

Research Appreciation in Health and Social Care (15 Credits)

Leadership (15 Credits) Desk Based Dissertation (30 credits)

OR Leading Innovation & Change (30credit)

P

PATHWAY SPECIFIC MODULES

ONE OR TWO MODULES DEPENDING ON

CREDITS

For example

HEALTH PROMOTION PROJECT PLANNING

(15 Credits)

INTRODUCTION TO LONG TERM CONDITIONS (15 Credits)

60 Credits

30 Credits

PLUS YOUR CHOICE FROM THE OPTION MODULES

For example you choose

Tissue Viability (15 credits) Management of respiratory disorders (COPD)

(15 Credits)

30 Credits

120 Credits

PROGRAMME CREDITS

60 + 30 + 30

120 Credits

14

existing experience and expertise through the use of active teaching and learning

styles. The main learning methods within this programme are:

Classroom based learning with Blackboard support

Group work

Action Learning Sets

Practice based learning

Independent learning

Blackboard VLE

Inter-professional learning

Classroom based learning

Teaching strategies include:

Lead Lectures, key note lectures

Workshops

Discussion groups and action learning sets

Independent and group activities

Development and presentation of student led seminars

This emphasis on interactive strategies maximises the exchange and construction of

knowledge that is applicable and relevant to contemporary health and social care,

enabling you to explore issues and apply learning to your workplace.

Staff within the Faculty of Health Sciences or external experts and specialists

(including clinicians and service users) facilitate student learning. The majority of

modules are taught in groups with students from a variety of professional

backgrounds. A key aim of classroom based learning is to facilitate the application of

theory to practice. You will also have the benefit of learning facilitated by lecturers

who have joint appointments in practice or are seconded from practice, and guest

lecturers who are specialists in their area of practice, as well as contribution from

service users and carers.

Inter-professional learning

Over the last decade several reports have advocated the need to identify and

maximise opportunities for students from the various health professions to learn

together in a multi-professional environment (e.g. Department of Health 2000).

The benefits of this approach include:

The development of mutual understanding and respect

Understanding of differing theoretical perspectives and conceptual

models

The reduction of misunderstanding through shared terminology

Inter- professional awareness and empathy (Barr et al 2000).

The CPD UG provision continues to be predominately taken up by Nurses. Yet, our

student body has grown wider and now accommodates a range of healthcare

professionals including unqualified members of the workforce, many undertaking

individual modules for their continuing professional development. Modules therefore

15

offer a generic module title that can encompass diverse professional groups. The

design of the modules facilitates participation from a wider range of healthcare

professionals including Nurses, Midwives, Paramedics, Operating Department

Practitioners, and Social Workers etc. This will enable you to develop a professional

perspective, which fosters a rich inter-professional learning environment that

enhances the quality of learning, professional development and practice.

Blackboard – Virtual Learning Environment

The programme is supported by the VLE environment - ‘Blackboard’. It provides

access to a whole range of module materials including; announcements, timetables,

assignment briefs, module handbooks and other useful information, student activity

briefings, session presentations, hand-outs and links to evidence based internet

resources. It also provides an adjutant to classroom-based learning and is a medium

to enable synthesis of theoretical and practice based learning. The Blackboard

system will also include discussion groups, e-mail for you and the tutors and other

useful tools, i.e. your placement evaluation forms.

Independent learning

Your learning during this programme revolves around your individual learning needs,

it is not simply about being given information, it is about finding out which information

is significant to you. You will often take the initiative for identifying your own learning

needs and seeking out relevant information for yourself. However, this type of self-

direction does not mean you will always learn alone or in isolation. Whilst university

life is very often about learning independently and thinking for you, it is also about

getting involved and working with your fellow students and clinical educators.

Although you will ultimately drive the total learning experience, you will also become

part of a community of learners who will develop a generic range of skills and

knowledge together.

You will develop enhanced professional insights and the ability to self-critique.

These skills will enable you to have an understanding of your key strengths and

areas for personal and professional development. This will enable you to devise an

action plan with the academic and clinical staff involved in your learning, in order to

address areas for improvement that you have identified. By learning core skills you

will be able to integrate elements of evidence from the empirical and social sciences

into your practice and utilise contemporary theories as tools to underpin your

decision making. A key feature of the learning experience is the application of

different modes of teaching and learning which are aimed to challenge and extend

knowledge and link theory to practice. This facilitates independence as a practitioner

and a learner and is an essential element of life-long education and development.

Whilst you are expected to have a well-developed capacity to organise your own

learning, support and guidance is available from:

Award Leaders

Module Leaders

Study Skills Advisors

16

Practice Learning

Modules that have a clinical focus for e.g. Principles of Physical Assessment,

Independent/Supplementary Nurse Prescribing, Mentorship in Practice require you to

have an appropriate supervisor/preceptor. Details of supervisor/preceptor

requirements will be details in your module handbook. It will be your responsibility to

organise your placement area and identify an appropriate supervisor/preceptor. If you

are having difficulties, you must discuss this with the appropriate module leader.

Assessment

The assessment strategy echoes the aims and philosophy of the programme, in that

it captures the knowledge, skill, and attitudinal aspects outlined within and across

modules so that the modules in their entirety meet the aims of the programme. A

range of assessments test the requirements of the professional, regulatory and

statutory bodies, as well as university requirements and regulations. The

assessment strategy has been informed by the principles of equity, fairness,

flexibility and the recognition of practice-based learning and is based on the

University’s Principles of Assessment Policy accessed at:

http://www.staffs.ac.uk/assets/assessment_policy_tcm44-26754.pdf

A range of assessment methods will be used during your studies with us. This gives

you the opportunity to demonstrate your different strengths and foster personal,

intellectual and professional development as you progress through the programme.

The assessment strategies also aim to develop your knowledge, skills and attitudes,

which can be utilised in future practice.

Formative and Summative Assessment:

Each module is assessed summatively, but also has integrated formative assessment to enable you to assess your own progress. Formative feedback forms part of the individual modules, using strategies such as

One to one supervision

Group tutorials

Individual and group feedback via blackboard

Individual and group feedback within presentations/workshops.

Self and peer evaluation

Group work

Practice Supervision

Summative Assessments are designed to demonstrate achievement of learning

outcomes, reflect award outcomes and apply learning to their own areas of practice.

There is a diverse range of summative assessment methods which include

Profile of evidence

Portfolio presentations/Viva Voce

Bid proposal

17

Evidence Based Resource Pack

Written assignments including case studies, reflective essays, literature

review,

Critical appraisal reviews.

Practice assessments in relation to professional outcomes /

competencies

Classroom presentations to peers

Case study presentations in the clinical setting

Written examinations - including MCQ and numeracy testing

Work Books

Poster displays

Asychronised discussions via Blackboard

Desk-based dissertation

The range of assessment processes for each module, ensure that you are able to

achieve the outcomes commensurate with your programme of study, both

theoretical and practical. At the same time an overview of the whole programme

ensures a variety of methods are utilised to meet the required outcomes /

competencies regardless of which modules you select to undertake. You will also

develop transferable skills for clinical leadership including, for example, project

planning and delivering presentations. Anonymous marking of assessed work

takes place in line with University and Faculty guidelines.

Please note that if you are reassessed in any module the maximum mark which

can then be awarded to you, is that of the lowest percentage mark 40%. This is

the mark that would contribute to the calculation of your award classification.

18

ADDITIONAL INFORMATION Entry Requirements (including IELTS score)

IELTS 7.0 in each individual area or equivalent What qualifications would I need to join this programme? The entry requirements for the award are normally:

120 Level 4 credits in a health and social care related subject

120 Level 5 credits in a health and social care related subject If you do not hold 240 credits you will be required to

Provide evidence of your ability to study successfully at level 5 in health and social care related subject

Submit a portfolio of evidence to support achievement of Intermediate Award outcomes.

Your evidence and/or portfolio must relate to health and social care related discipline You will be interviewed by a pathway lead specific to your chosen pathway who will consider your personal profile, your aspirations for career development and to tailor the award and choice of modules to best suit your needs.

Disability Statement

Staffordshire University operates a policy of inclusive teaching and learning to ensure

that all students have an equal opportunity to fulfil their educational potential. Details

about how to apply to have your needs assessed can be found at:

http://www.staffs.ac.uk/courses_and_study/disabled_students/index.jsp

AWARD SPECIFIC INFORMATION You must pass all the modules within this award to successfully complete the programme. The University Academic Award Regulations apply to module failure except that; compensation does not apply to students undertaking modules/programmes which are NMC and HCPC accredited or those that are deemed to reflect/impact on clinical practice. This is due to the professional requirement to achieve a satisfactory standard in all aspects of the programme.

Further information about the award can be found in the relevant Student Handbook and on the University Website. This includes

information about option modules, learning outcomes at levels below honours, student support, and academic regulations.

19

====================================

20

References Department of Health (2007) Health and Social Care Policy and the Interprofessional

Agenda The First Supplement to Creating an Interprofessional Workforce; an Education and

Training Framework for Health and Social Care in England. DH, London

Department of Health (2012) Liberating the NHS: Developing the Healthcare Workforce.

From Design to Delivery. DH. London.

Department of Health (2013) The NHS Constitution. The NHS belongs to us all. DH, London Quality Assurance Agency (2001) Subject Benchmark Statements for Healthcare

programmes – Nursing. Available at:

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/nursing.pdf

Quality Assurance Agency (2004) Subject Benchmark Statements for Healthcare

programmes – Operating Department Practice. Available at:

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/OperatingDeptPracti

ce.pdf

Quality Assurance Agency (2008) The Framework for Higher Education Qualifications in

England, Wales and Northern Ireland. Available at:

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-

higher-education-qualifications-in-England-Wales-and-Northern-Ireland.aspx

21

THE STAFFORDSHIRE GRADUATE

The Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work.

The table below indicates where, within your award, these characteristics are addressed:

AWARD TITLE: BSc (Hons) Professional Development in Contemporary Healthcare Practice

Characteristic Award Module(s) including level and number of credits

Method of Assessment

Work-ready and employable

Leadership (15) A SEMINAR PRESENTATION: 30 mins in length 100% weighting

Leading Innovation and Change (30) AN ASSIGNMENT OF 4500 WORDS 100% weighting

Understanding of enterprise and entrepreneurship

Leading Innovation and Change(30) AN ASSIGNMENT OF 4500 WORDS 100% weighting

Understanding of global issues and their place in the global economy

Research Appreciation for Health and Social Care (15)

AN ASSIGNMENT OF 300 WORDS 100% weighting

Leading Innovation and Change(30) AN ASSIGNMENT OF 4500 WORDS 100% weighting

Communication skills Leadership (15) A SEMINAR PRESENTATION: 30 mins in length 100% weighting

Leading Innovation and Change(30) AN ASSIGNMENT OF 4500 WORDS 100% weighting

22

Presentation skills Leadership (15) A SEMINAR PRESENTATION: 30 mins in length 100% weighting

The ability to interact confidently with colleagues

Leadership (15) A SEMINAR PRESENTATION: 30 mins in length 100% weighting

Independence of thought Desk Based Dissertation(30) AN ASSIGNMENT OF 7500 WORDS 100% weighting

Skills of team working Leadership (15) A SEMINAR PRESENTATION: 30 mins in length 100% weighting

Ability to carry out inquiry-based learning and critical analysis

Research Appreciation for Health and Social Care (15)

AN ASSIGNMENT OF 300 WORDS 100% weighting

Desk Based Dissertation(30) AN ASSIGNMENT OF 7500 WORDS 100% weighting

Skills of problem solving and creation of opportunities

Leadership (15) A SEMINAR PRESENTATION: 30 mins in length 100% weighting

Desk Based Dissertation(30) AN ASSIGNMENT OF 7500 WORDS 100% weighting

Leading Innovation and Change(30) AN ASSIGNMENT OF 4500 WORDS 100% weighting

Technologically, digitally and information Research Appreciation for Health and AN ASSIGNMENT OF 300 WORDS 100%

23

literate Social Care (15) weighting

Desk Based Dissertation(30) AN ASSIGNMENT OF 7500 WORDS 100% weighting

Able to apply Staffordshire Graduate attributes to a range of life experiences to

facilitate life-long learning

Desk Based Dissertation(30) AN ASSIGNMENT OF 7500 WORDS 100% weighting

Leading Innovation and Change(30) AN ASSIGNMENT OF 4500 WORDS 100% weighting

Notes: Award Modules Assessment Indicate which module(s) within the award Indicate how achievement of the develop this characteristic characteristic is assessed

24

ADDENDUM FOR DELIVERY AT A PARTNER INSTITUTION

This section should record any matters within the programme specification which do not apply to the delivery at the partner. It should also note any differences in delivery, course content, module choice etc.

Name and location of partner

N/A

Partnership Context

E.G., The awards listed below are part of a franchise arrangement with Staffordshire University.

Awards to be offered at partner

Aims / Learning Outcomes

Curricula

Teaching and Learning

Assessment

Admissions Criteria

Specific Regulations

Date of completion

All of the above sections should be completed as appropriate for each partner organisation.

25

=======================