Advanced Professional Practice. Handbook

Transcription

1 Advanced Professional Practice Handbook

2 CONTENTS Introduction from the Course Director uea student handbook, your school and course handbook COURSE OVERVIEW/PROFILE Leadership Pathway for UK Students Clinical Pathway for UK students Optional modules Leadership Pathway for International Students Clinical Pathway for International Students AIMS and PHILOSOPHY MEET THE COURSE TEAM LEARNING OUTCOMES CONTENT AND STRUCTURE Key Features Module Outlines Core modules Core modules Leadership Pathway Only Optional Modules Assessments Placements Important information Attendance Policy USEFUL LINKS AND RESOURCES FURTHER COURSE READING

3 INTRODUCTION FROM THE COURSE DIRECTOR Welcome to the Advanced Professional Practice Programme. This programme is designed to help you meet the everchanging needs and challenges of modern advanced professional practice, for improved ways of working and a positive impact on patient care. It has been developed to meet the needs of a range of health and care professionals, working or aspiring to work at a level of advanced practice, across a range of health and care roles. You can pursue your professional interests by choosing to follow either a Leadership or Clinical Pathway and have the option of studying full or part time. Awards available are PG Certificate Advanced Professional Practice, PG Diploma Advanced Professional Practice and MSc Advanced Professional Practice are based on successful completion of the core, open and restricted modules specified within each of the pathways. You will be supported through your studies by a community of likeminded professionals, academics and researchers all of whom are dedicated to providing the best education possible, for you to develop your advanced professional practice by building on your current experience and knowledge and skills. I hope you enjoy your studies with us. Please do not hesitate to contact me with regard to any matters or concerns related to the Programme. Jacqueline Phipps Course Director 3

4 1.0 UEA STUDENT HANDBOOK, YOUR SCHOOL AND COURSE HANDBOOK The central UEA student handbook contains information about all key UEA policies and guidance and is for all students studying on undergraduate and postgraduate taught programmes. It aims to give new and continuing students a central reference point for University-wide regulations, processes and guidance to help and support you through your studies. You can find information about these topics: i. The advising system ii. Learning and Teaching Services iii. Communication iv. The Student Portal and e:vision v. Campus cards vi. Student finances vii. The Student Support Service viii. Regulations ix. Health and safety x. Generic course information xi. Marking criteria xii. Timetables xiii. Coursework submission and returns xiv. Examinations xv. University dates for 2017/18 xvi. Appeals and complaints xvii. Equality and inclusion for students xviii. Student representation and feedback This list only summarises the main headings; for full details of the content refer to the handbook itself. Information contained in the central UEA student handbook will not be repeated in the School of Health Sciences (HSC) handbook. Any general information regarding your taught provision within HSC will be summarised in this handbook and can also be found on the HSC Blackboard site. All information specific to your programmes of study can be found in your course handbook (this handbook), your course specific Blackboard site and via the New Student Website. 4

5 2.0 COURSE OVERVIEW/PROFILE New UK and International students wishing to undertake the Advanced Professional Practice programme should begin by selecting their pathway option: Leadership or Clinical. 2.1 Leadership Pathway for UK Students (Part-time) Postgraduate Certificate Year One - You may join the pathway immediately, completing both core modules and choosing one optional module from the list below to accrue 60 credits. You must pass ALL your chosen modules - Once you have achieved 60 credits you have the option to leave the pathway and you will be awarded a PG Certificate or you can continue to complete a PGDip or Masters. Core modules - Managing Yourself and Leading Others (20 credits) AND Optional modules A 20 credit module from the open modules listed at the end of this document. - Creating a Culture for Innovation and Change (20 credits) Postgraduate Diploma Year Two - In addition to the modules for the Certificate, you must complete the two core modules listed below to accrue a further 60 credits - A total of 120 credits through completion of two core modules listed below - You must pass ALL your chosen modules Core modules - Using Evidence to Lead and Advance Practice (20 credits) AND - Transforming Services (40 credits) 5

6 MSc Advanced Professional Practice Year Three - In addition to the modules for the Diploma you must complete the core module listed below with one optional module to accrue a further 60 credits. - A total of 180 credits completing the core modules listed below and one optional module - You must pass ALL your chosen modules. Core Module - Service Improvement Project (40 credits) Optional Modules - Professional Recognition Portfolio (20 credits) - Enhancing Teaching Learning and Assessment in Clinical Practice (20 credits) 2.2 Clinical Pathway for UK students Postgraduate Certificate Year One - You may join the pathway immediately, completing one of the core modules (20 credits) and choosing optional modules totalling 40 credits from the list below to accrue 60 credits. You must pass ALL your chosen modules. - Once you have achieved 60 credits you have the option to leave the pathway and you will be awarded a PG Certificate or you can continue to complete a PGDip or Masters. Core modules - Using evidence to Lead and Advance Practice (20 credits) OR Optional modules Modules made up to the total of 40 credits from either the open or restricted modules listed at the end of this document. - Managing Self and Leading Others (20 credits) 6

7 Postgraduate Diploma Year Two - You must complete a total of 120 credits, completing one of the core modules and choosing optional modules totalling 40 credits - You must pass all chosen modules Core modules - Using Evidence to Lead and Advance Practice (20 credits) OR Optional modules Modules made up to the total of 40 credits from either the open or restricted modules listed at the end of this document. - Managing Self and Leading Others (20 credits) MSc Advanced Professional Practice - In addition to the modules for the Diploma you must also complete a total of 180 credits completing the core module and one optional module listed below - You must pass ALL your chosen modules. Core Module - Service Improvement Project (40 credits) Optional Modules - Professional Recognition Portfolio (20 credits) - Enhancing Teaching Learning and Assessment in Clinical Practice (20 credits) - Diagnostic Interpretation (20) 7

8 2.3 Optional modules Open modules: - Pathophysiology: A Nature Nurture Approach(20 credits) - Living with Long Term Conditions (20 credits) - Foundations of End of Life care (20 credits) - Minor Illness (20 credits) - Minor Injury (20 credits) - Advancing Practice in Dementia Care (20 credits) - Clinical Decision Making (20 credits) - Paediatric Examination and Assessment (20 credits) - Working with Older People Biopsychosocial Approaches (20 credits) - Advanced Communication (20 credits) - Professional Recognition Portfolio (20 credits) Restricted modules (available to students who meet the entry pre-requisites): - Independent and Supplementary Prescribing (40 credits) - Acute and Critical Care (40 credits) - Newborn and Infant Physical Examination: theory and practice (40 credits) - Enhanced Clinical Assessment (20 credits) - Advanced Critical Care (20 credits) 2.4 Leadership Pathway for International Students MSc Advanced Professional Practice 180 credits - 1 year full time study - Completing all the core modules listed below with three open optional 20 credit modules to complete your MSc Core modules - Managing Yourself and Leading Others (20 credits) - Creating a Culture for Innovation and Change (20 credits ) - Transforming Services (40 credits) - Service Improvement Project (40 credits) Optional modules Open modules: Pathophysiology (20 credits) Living with Long Term Conditions (20 credits) Foundations of End of Life Care (20 credits) Minor Illness (20 credits) Minor Injury (20 credits) Advancing Practice in Dementia Care (20 credits) Clinical Decision making (20 credits) Paediatric Examination and Assessment (20 credits) Working with Older People via Psychosocial Approaches (20 credits) Advanced Communication (20 credits) Professional Recognition Portfolio (20 credits) 8

9 2.5 Clinical Pathway for International Students MSc Advanced Professional Practice 180 credits - 1 year full time study - Completing all the core modules listed below with five open optional modules to complete your MSc Core modules - Using evidence to lead and advance practice (20 credits) - Managing self and leading others (20 credits) - Service Improvement Project (40 credits) Optional modules Open modules: Pathophysiology (20 credits) Living with Long Term Conditions (20 credits) Foundations of End of Life Care (20 credits) Minor Illness (20 credits) Minor Injury (20 credits) Advancing Practice in Dementia Care (20 credits) Clinical Decision Making (20 credits) Paediatric Examination and Assessment (20 credits) Working with Older People Biopsychosocial approaches (20 credits) Advanced Communication (20 credits) Professional Recognition Portfolio (20 credits) 9

10 3 AIMS AND PHILOSOPHY The overarching philosophy of the programme is that advanced practice is a level of practice rather that a specific professional role. The course reflects professional, UKwide government and international benchmarks for advanced level practice for the health and social care workforce, to equip students with the contemporary knowledge, and skills for advanced level practice. The aim of the programme is to help student to develop an academic preparedness for an advanced professional practice role, based on the four pillars of advanced practice; - Clinical - Research - Education - Management/leadership And the five principles of advanced practice: - Autonomous practice - Critical thinking - High levels of decision-making and problem-solving - Values-based care - Improving practice You can build your qualification around your advanced professional practice needs, across these pillars and principles, through the selection of optional modules relevant to your area of advanced practice. 10

11 4 MEET THE COURSE TEAM Jacqueline Phipps David Shepherd Programme Director; Pathway Lead: Leadership Pathway; Module lead - Managing Yourself and Leading Others;Transforming Service; Service Improvement Pathway Lead: Clinical Pathway Module lead: Professional Recognition Portfolio Jacqueline.phipps@uea. ac.uk David.shepherd@uea.ac.uk Paul Linsley Joint Module Lead: Using Evidence to Lead and Advance Practice p.linsley@uea.ac.uk Morag Farquhar Joint Module lead: Using Evidence to Lead and Advance Practice m.farquhar@uea.ac.uk Nicola Young Module Lead: Enhancing Teaching, Learning and Assessment in Clinical Practice Nicki.young@uea.ac.uk

12 Dr Laura Ginesi Module Lead: Pathophysiology Nature-Nurture Ann Owen Dr Janice Mooney Module Lead: Independent and Supplementary Prescribing Minor Injuries Enhanced Clinical Assessment Module Lead: Diagnostic Interpretation Clinical Decision Making Marie Mcgee Module Lead: Living with Long Term Conditions Sarah Housden Karen Blair Sandra Winterburn Module Lead: Working with Older People Biopsychosocial Approaches Advancing Practice in Dementia Care Module Lead: Paediatric Examination and Assessment Minor illness Module Lead Advanced Communication

13 Dr Rebekah Hill Module Lead: Acute and Critical Care Dr Helen Bell Module Lead: Advanced Critical Care Kirsty Tweedy Module Lead: Newborn Infant Physical Examination (NIPE) Kate Delves- Yates Module Lead: Creating Culture for Innovation and Change

14 5.0 LEARNING OUTCOMES By the end of this programme you should be able to demonstrate learning across all the four pillars and principles of advanced practice. The emphasis of learning within each of the four pillars will be dependent on the pathway you have chosen through the programme and the modules you have selected, to build your qualification around your individual advanced professional practice needs. Management / Leadership - Practice autonomously and be accountable for practice decisions and judgements in line with your professional code and scope of practice - Identify your leadership behaviours and understand how they can impact on the development, motivation and performance of others - Promoting and influencing others to incorporate values based care into practice - Identify the need for change to enhance quality, safety, value for money and service user experiences - Challenge, negotiate and influence innovation and quality improvement across/within organisations and across organisational boundaries - Improve the confidence and credibility of others to challenge, negotiate and influence innovation and quality improvement across/within organisations and across organisational boundaries - Manage the strategic process of change and quality improvement and service re-design - Engage in effective communication to provide personal and team leadership, in situations that are complex and unpredictable - Promote quality & diversity for staff and service users - Promote service user focus/public involvement for quality improvement Education - Recognise people s preferred approaches to learning and change relevant to their motivation and developmental stage - Apply the principles of teaching, learning and coaching, to help develop the knowledge and skills of others for leading and advancing practice - Promote a learning culture for quality improvement in practice - Develop effective educational and information resources for practitioners and service users Research - Access relevant information systems - Critically appraise/evaluate and implement research findings into practice - Engage in effective communication to promote the use of evidence based standards, policies and guidelines - Develop and implement robust governance systems, for the purposes of audit, service evaluation and project management. - Publicise and disseminate work locally, nationally and internationally Clinical - Assess individuals and families for risk factors using person centred approach - Use a range of assessment/diagnostic approaches, appropriate to your scope of professional practice - Use critical thinking and analytical skills for effective clinical decision 14

15 making/clinical judgement and problem solving, to improve service user outcomes - Plan and manage complex and unpredictable episodes of care appropriate to the scope of professional practice - Engage in effective communication to develop therapeutic relationships for the co-design of personalised care plans 15

16 6.0 CONTENT AND STRUCTURE 6.1 Key Features The following section details the core and optional modules for the Advanced Professional Practice Programme. Selection of core and optional modules will be dependent on choice of pathway and award as set out in the programme profile. Modules listed are 20 credits unless stated otherwise. 6.2 Module Outlines Core modules Managing Yourself and Leading Others - HSC-7026D 20 credits Aims: The aim of this module is to support practitioners to develop a critical understanding of efficient and effective leadership, in order to manage yourself and lead others. The overall objective of the module is to empower them to lead innovative change and organizational development, through the fostering of a sense of shared sense of leadership and responsibility for the success of the organization and the development of quality services Learning Outcomes: At the end of this module students will be able to demonstrate: - Emerging leadership qualities and integrity for advanced practice - Insightful critical reflection and self-assessment of how personal values, beliefs, qualities and interests influence affect others (reflexivity) - Effective self-assessment - Critical analysis and evaluation of personal/professional and leadership capabilities for advanced practice, though reflection on feedback from a range of sources - Advanced practice in working with others developing and maintaining effective networks and relationships - Effective participation in a range of leadership and learning activities which are effectively evidenced - Evaluation of own development and that of others. Assessment: 3500 word written assessment With reference to self - assessment and other feedback mechanisms, critically reflect on your leadership values, attitudes, and behaviours. 16

17 Using Evidence to Lead and Advance Practice HSC-7092D 20 credits Aims: This module will introduce the concepts and skills of evidence-based practice. In doing so, it will explore and critically analyse core theories, policies and models that support and underpin evidence-based practice. Students will be facilitated to turn clinical and leadership queries into advanced practice focused questions, from which they can search the evidence. Students will be supported to identify effective strategies for identifying and communicating the need for change, associated with national and international quality standards and findings from research. They will also be introduced to a range of quantitative and qualitative research data collection and data analysis methods that can be used to measure the impact of change in terms of quality improvement and transformation, at the point of care within their area and scope of advanced practice. At the end of this module students will be able to: - Discuss critically the concept of evidence-based practice - Identify and critically discuss the relative strengths and limitations of different types of evidence - Have the skills to formulate a problem into an answerable format - Undertake a review of the literature and critically appraise research evidence, critically evaluate different research methods and apply a working knowledge of the associated data collection and analysis approaches used - Critically discuss the skills required to implement evidence in practice - Apply reflection as an aspect of evidence-based practice Assessment: 4000 word report on: A clinical, leadership or educational problem, within their practice area, based on the available evidence, culminating in recommendations for implementation (where appropriate) and implications for practice and future research. Service Improvement Project HSC -7093D/H 40 credits Aims: This module will equip students to negotiate and design a small scale service improvement project, appropriate to their scope of advanced practice. The service improvement project will be outlined in detail within a written project proposal and approved by the module lead and the student s manager within practice. 17

18 At the end of this module students will be able to: - Evaluate research/ information systems to effectively communicate the case for service improvement - Apply effective advanced leadership skills and behaviours for the effective management of change - Manage the complexity of decision making and problem solving associated with service improvement - Apply effective advanced leadership behaviours to help support others to develop knowledge and skills for the purposes of service improvement - Apply effective strategies for involving service users for the purpose of service improvement - Ability to apply data collection and data analysis methods for the purposes of evaluation of the quality outcomes of service improvement projects Assessment: words Service Improvement project Core modules Leadership Pathway Only Creating a Culture for Innovation and Change HSC 7097E 20 credits Aims: This module focuses on the appraisal of the political, social, technical, economic, organisational and professional environment of healthcare. It will also explore the ways in which practitioners can utilise their expert power and negotiation skills, to influence a culture of creativity and innovation for advancing practice. Learning Outcomes: By the end of this module you will: - Have a strategic awareness of political, social, technical, economic, organisational and professional environment as a driver for change within your scope of advanced practice - Demonstrate creative and innovative approaches to problem solving and decision making for implementation of policy at the point of care - Demonstrate effective leadership skills to influence the need for change within their scope of advanced practice. Assessment: Coursework 3500 words Select and critically appraise a policy document that is relevant to your area of practice. Critically discuss how you could utilise your expert power and negotiation 18

19 skills to influence a culture of creativity and innovation for change related to the policy. Transforming Services HSC-7033X 40 credits Aim: The aim of the module is to give you the opportunity to further develop a critically reflective approach to understanding your personal values and beliefs and to consider the impact of these on your leadership. Learning Outcomes: By the end of this module you will be able to demonstrate: - Effectiveness in drawing out the views and contributions of others to inform service review and improvement - Thoughtfulness in selecting and using appropriate strategies for the engagement and involvement of key stakeholders, including staff, service users and carers - Consideration of the relationship between the project and service/organisational goals and strategy - Effectiveness of application of a creative and innovative problem-solving and solution-focused approach - Effectiveness in finding, appraising and applying evidence to inform service delivery, planning, review and evaluation - Competent management of quality assurance and improvement processes, including clinical audit - Competent management of available and planned resources - Resilience and the ability to manage their own stress and that of others - Consideration of risks/benefits to ensure and enhance patient safety - Ability to identify opportunities to develop and improve services - Ability to facilitate the change process to improve and transform care delivery and enhance the patient experience. 19

20 Assessment: A substantial work-based project which demonstrates effective engagement with staff and service users/carers to plan, implement and evaluate a service transformation initiative. The project may comprise any one of the following: - Poster with accompanying project log and analytic report - Journal article with accompanying project log - Evaluation of a pilot project with accompanying project log - Proposal for the dissertation/service improvement project with accompanying project log and analytic report. Whichever option is selected will comprise a maximum of 6000 words for the submission including the project log. The project will be graded according to the achievement of the module aims and learning outcomes using UEA Level 7 Senate Scales for Coursework. 100 per cent weighting minute presentation The presentation will be awarded a pass/fail according to the achievement of the module aims and learning outcomes using UEA Level 7 Senate Scales for oral presentations Optional Modules Professional Recognition Portfolio HSC-7099D/F 20 credits Aims: The aim of this module is to provide the students the means to develop a professional recognition portfolio, which demonstrates their learning through a series of self - assessment, reflections and case studies. The portfolio will be personal to the students own Advanced Professional Practice Development. The work included within the portfolio should demonstrate student learning and development across The four pillars of advanced practice - Clinical - Research - Education - Management/leadership 20

21 and the underpinning principles of advanced practice - Autonomous practice - Critical thinking - High levels of decision-making and problem-solving - Values-based care Learning outcomes: - Demonstrate an advanced level of practice in clinical competence within your professional scope of practice - Provide evidence in which leadership underpins your role in advanced practice - Evaluate how education supports your commitment towards lifelong learning in your role in advanced practice - Use evidence and research to advance your practice within your role within practice - Demonstrate autonomous practice that is commensurate with that expected of medical staff, leaders, educators or researchers in practice - Use evidence to rationalise and reflect on critical thinking - Use critical thinking to solve practice related problems - Demonstrate values based care in the practitioner service user relationship - Demonstrate how your role supports the advancement of practice. Assessment: A professional portfolio words The portfolio will be personal to the students own Advanced Professional Practice Development and will consist of 1. A reflection of their self-assessment with accompanying evidence of their stage of advanced professional practice development appropriate to your role 1000 words 2. A reflection of your job description with an accompanying professional development plan and action plan 1000 words 3. A critical incident analysis of an event in practice to include an action plan for leading and advancing practice and service improvement 1000 words 4. A reflective account of an episode work or case study that reflects the student s professional role in advanced practice 1000 words 21

22 Pathophysiology A Nature-Nurture Approach HSC-7016E 20 credits Aims: This module aims to utilise the scientific knowledge base of the human genomic and proteonomic projects, to understand the basis of clinical knowledge. The module provides a nature-nurture template to the understanding or a person s position on the health illness continuum. The template is used to deepen the practitioner s understanding of the principles of the health care process (assessment, diagnosis, care, and treatment). The module aims to facilitate the development of a practitioner who: - Is critically aware of the limitations in providing holistic care based upon contemporary scientific and clinical knowledge base, - Can articulate and provide written evidence which demonstrates the ability to critically appraise academic material/literature in an intelligent and original way - Can synthesise ideas and demonstrate knowledge base, which explores the boundaries of current thinking - Can hypothesize future advances in health care. Learning outcomes: At the end of this module the student will have to: - Apply an in-depth knowledge and understanding of homeostatic theory pertaining to a variety well respected theories of human health and illness - Demonstrate a critical awareness of the analogy between the health - illness continuum and the homeostatic-homeostatic disturbances continuum - Apply an in-depth knowledge and understanding of the principles of pathophysiology pertaining to homeostatic imbalances arising from naturenurture interactions at a cellular-biochemical level - Demonstrate independent thought processes of how the Human Genomics and Proteonomic Projects can potentially benefit healthcare currently and in the future - Critically evaluate the role of the Health Care Professional has an external agent of homeostatic control at a cellular-biochemical level - Critically evaluate that Health Care Professionals identify physical and mental illnesses merely as a convenient labelling process 22

23 - Demonstrate an ability to articulate a robust case for the explanation that holism is a myth rather than a reality - Demonstrate awareness that health and illness are predetermined before fertilisation - Calculate the genetic risk regarding the aetiology of common inherited conditions - Demonstrate independent thought of how the Human Genomics Project can potentially benefit healthcare in the future - In-depth knowledge and understanding of the pathophysiology and clinical interventions involved in pain circadian rhythm de-synchronisation, chronic obstructive airways disease, cancer, and coronary heart disease, from a nature-nurture perspective. Assessment: 4,000 word Journal Article Long Term Conditions HSC-7007E 20 credits Aims: To support practitioners in promoting person-centred care for the patient with a longterm condition. It will explore emerging models of service provision for the patient and provide opportunities for enhanced collaboration between services in the health and social care sectors, also across primary, secondary and tertiary care. As well as looking at the wellbeing of the patient, the module will facilitate enhanced understanding of the psychosocial experience of long-term conditions for the patient and their carers. Students will explore inequalities in health and public health/health promotion strategies related to long-term conditions. The module will also support the development of leadership and service development for patients with long-term conditions. Learning outcomes: The student will have to: - Demonstrate expertise in empowering patients to be active participants in care to promote holistic change (cognitive, affective and behavioural) and adjustment, recovery and growth - Be able to critically evaluate current research and evidence in relation patients with long-term conditions, disseminate those findings and apply to practice - Critically evaluate the effects of life transitions and illness/disability on the patient, their families/carers and on the practitioner - patient relationship - Demonstrate a comprehensive understanding of the complexities of multiple pathologies in the same patient/client presenting with chronic disease/s 23

24 - Demonstrate comprehensive knowledge of contribution of other professionals and agencies to care of service users and carers and work in effective collaboration - Demonstrate critical appreciation of a range of models of working with service users, expert patients and carers - Demonstrate critical awareness of the psychosocial effects of long-term conditions on the patient, their families and carers - Demonstrate critical self-awareness of their impact on the patient/ significant others - Demonstrate cultural competence in the management of the patient living with a long-term condition - Demonstrate enhanced management of the patient journey - Demonstrate expertise in assessing, prioritising, planning and evaluating and leading health education and health promotion strategies in the management of an episode of care. - Demonstrate expertise in the sensitive and effective recognition and inclusion of the individual s spiritual needs and beliefs within the plan of care - Demonstrate in-depth knowledge and understanding of holistic assessment and formulation of a treatment package for a patient with a long-term condition - Demonstrate in-depth knowledge and understanding of assisting clients in making informed choices. Have in-depth knowledge and understanding of importance of class, gender and ethnicity and social context in provision of sensitive and appropriate services. Assessment: 4,000 word written assignment analysis of chosen case. Minor Injuries HSC-7034E 20 credits Aims: This 6 week module has been designed for health care professionals, whose practice involves the assessment and management of patients with minor injuries. These professionals may include any health professional involved in the provision of urgent care, e.g. practice nurses, community nurses, nurses working in A & E departments/minor injury units, walk-in centres, Emergency Care Practitioners and paramedics. Learning outcomes: The student will have to: 24

25 - Demonstrate comprehensive physical assessment of relevant body systems e.g. musculoskeletal, neurological - Develop a critical and empathic understanding of the psychosocial and cultural factors affecting patient presentation with minor injuries - Demonstrate a deep level knowledge of the principles of assessment, recognition of red flags and consideration of the differential diagnosis in planning care of patients with minor injury - Demonstrate a comprehensive understanding of the complexities of multiple pathologies in patients presenting with minor injuries - Demonstrate critical appreciation of safe prescribing conventions and the supply of medicines, including the pharmacology of any medications that the student may be able to supply - Demonstrate critical awareness of ethical and legal issues that may impact on practice - Demonstrate the ability to communicate and negotiate effectively to empower the patient in the management of an episode of care, this will encompass enhanced consultation skills and development of a therapeutic relationship ( history taking, negotiation, planning & safety netting are implicit to the consultation) - Demonstrate advanced clinical and decision making skills in managing patients presenting with minor injury - Demonstrate effective collaboration with other health professionals and other agencies, making appropriate patient referrals whilst acknowledging limitations to service provision. - Critically evaluate current research and evidence in relation to managing minor injury presentations and apply to practice. Assessment: - Portfolio including 1,500 word short complex case study - Objective Structured Clinical Examinations Pass/Fail Clinical Decision Making HSC-7086E 20 credits Aims: The module adopts a problem based learning approach and explores the application of theories and frameworks to clinical judgement and clinical decision making in practice; related legal, professional and ethical issues; reasoning and the management of uncertainty in patients with undifferentiated and undiagnosed 25

26 conditions. To ensure that students are effective practitioners making clinical decisions with patients and clients many times during their health and care journey Learning outcomes: The student must be able to: - Develop knowledge and critical understanding of theories and frameworks of clinical decision-making that will support clinical judgement in practice - Enhance their knowledge and skills in the management of uncertainty and the application of clinical reasoning in the assessment and management of patients - Critically examine the legal, professional and ethical dimensions of applying clinical judgement and decision making in practice - Critically evaluate ways in which evidenced based practice will support clinical judgment and clinical decision-making - Critically reflect on the use of problem solving strategies in the use of clinical judgement and decision-making in practice Assessment: - A 4000 word assignment will be summatively assessed and awarded a percentage mark. The assignment will be based upon a clinical decision which the student has made, critically analysing the students own clinical decision making framework with reference to underpinning theory. Foundations of End of Life Care HSC-7040H 20 credits Aims: This module has been constructed to provide those delivering services, with the opportunity to explore this important and sometimes challenging area of practice, in a supportive environment that enables reflection on practice and development of knowledge and skills in end of life care. The modules creates strong links between the students area of practice and topics covered in the module Learning outcomes: At the end of this module the student will be able to - Develop your skills as a practitioner in End of Life care - Explore ways of working with service users and families to provide the best care and experience - Develop further confidence in theory and evidence which can be embedded into your own practice 26

27 - Facilitate an effective culture of care to improve patient care and enhance the patient experience - Realise your creativity and draw upon all the experiences/ideas/networks you have been exploring whilst undertaking the module - Have the opportunity to engage in discussion, debate and reflection with your peers to develop your thoughts, plans and practice Assessment: - Presentation (25%): Presentation a case you have actively been involved in. - Coursework 3000 words (75%): Using a patient from practice or a clinical practice scenario to illustrate your discussion, critically analyse one of the following in relation to end of life care: o Ethical Decision making o Critical Incident management o Person centred care Enhancing Teaching, Learning and Assessment in Clinical Education HSC- 7065D 20 credits Aims: This module will introduce students to the underpinning educational theory and practice required to enhance their clinical education role, particularly as a clinical supervisor, mentor, or practice educator. The module recognises the uniqueness of learning in clinical and practice settings and the importance of the role of the educator in facilitating learning which occurs in the context of client care. Learners develop skills and experience professional socialisation which cannot readily be acquired elsewhere. The overall aim of the module is to provide educators with a body of knowledge and principles to facilitate teaching, learning and assessment in practice-based settings. This will enable the educator to work effectively with learners who will become the workforce of the future and ultimately to improve services. Learning outcomes: At the end of this module the student will be able to - Design and plan learning activities appropriate to their workplace and role - Discuss and apply their knowledge and skills in teaching and/or supporting other adult learners - Consider and implement assessment and the provision of feedback to learners, which are appropriate to their workplace and role - Develop effective learning environments with support and guidance for other adult learners - Engage with continuing professional development in their professional discipline within a framework of reflection, incorporating research, scholarship and evaluation of professional practice 27

28 - Research and appraise relevant subject material and educational theory in educational practice - Apply and critique methods of teaching, learning and assessment appropriate to their workplace and role as an educator - Explore own and other adult learners learning styles and preferences within their discipline - Implement and review methods for evaluating the effectiveness of teaching and appreciate how evaluation informs future planning and delivery - Demonstrate and reflect upon the following professional values; Respect individual learners and diverse learning communities - Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development Midwives only: As a sign-off mentor midwives must confirm and justify the decision that students have met, or not met, the Nursing and Midwifery Council (NMC) (2009) Standards for preregistration midwifery education and are capable of safe and effective practice. Midwives and nurses only Midwives and nurses undertaking this module as a route to mentorship will need to attend an additional study day, which focuses on the role of the sign-off mentor and includes 2 simulations. This will be a shared study day with midwives and nurses undertaking the undergraduate mentor preparation module. Assessment: word written assignment - Portfolio of evidence Pass/Fail (Midwives only) - An evaluation of your development as an educator. Minor Illness HSC 7098E 20 credits Aims: The aim of the module is to enable health care practitioners to develop a holistic approach to the assessment and treatment of patients with minor health problems and to prepare healthcare practitioners to provide evidence-based care in primary care, urgent care and first contact settings. This module will enable students to develop a range of skills that reflect an individualised, empowering and holistic approach to patient health assessment, care management and treatment in a more advanced and autonomous clinical role.. Demonstrate evidence based practice in the care of a patient with a minor health problem, providing anticipatory guidance and educating patients in self care. Learning outcomes: At the end of this module the student will be able to: - Critically discuss and evaluate a variety of structured approaches to an assessment of a patient with a minor health problem - Utilise evidence-based practice in the assessment and management of a patient with a minor health condition 28

29 - Demonstrate the ability to synthesise information in order to problem solve and effectively manage patients with a minor health condition - Critically explore the limits and opportunities of the autonomous practitioner role and legal and professional issues relating to autonomous practice within minor health problems. Assessment: Part 1. (20% Weighting) Evidenced Based Presentation minutes. Oral presentation Identify a clinical question from your practice, research the evidence base in order to problem solve and make a clinical judgement for care management. You will present your findings as a poster to your peers demonstrating critical thinking, analytical skills and critical reflection. Part 2. Written Assignment (80% Weighting) An in depth 3000 word case study identifying a patient presenting with a Minor Illness and reflecting on your consultation, assessment and management of that patient. Advanced Communication HSC-7091F 20 credits Aims: This module aims to explore and describe the theoretical background and frameworks underpinning this essential area of practice, whilst at the same time providing students with an opportunity to evaluate and develop their own communication skills further. Learning outcomes: By the end of this module students will be able to demonstrate: - In-depth knowledge of concepts and frameworks of interpersonal and intrapersonal communication - Comprehensive understanding of the evidence base supporting effective communication skills - In-depth knowledge of the particular behaviours which may either block or facilitate communication, in a range of different health and social care settings - Expertise in structuring a interview/consultation Expertise in building rapport and establishing therapeutic relationships - Enhanced ability to conduct cue based interviews which focus on the needs of the individual - In depth understanding of both disease and illness perspectives - A Systematic approach to giving complex information to patients and carers taking into account levels of health literacy - Sensitivity, insight and appropriateness in the practice of breaking bad news - A stepwise approach to discussing resuscitation orders - Clear strategies for managing complex communication within a team - Enhanced understanding of Duty of Candour and approaches for managing complaints - In-depth knowledge and understanding of methods to assist individuals in making informed choices using a shared decision making approach 29

30 - Expertise in handling emotional distress e.g. Anger Expertise in handling difficult questions - Critical reflection and analysis of own and others communication skills Ability to give constructive feedback to colleagues with regard to their communication style and impact on care. Assessment: word written assignment The assessment for this module is by submission of a DVD recording of an interview conducted by the student themselves with a simulated patient/carer/ team member. The DVD will be submitted together with a written commentary of 4000 words, critically analysing the communication skills contained within the recorded consultation. The recorded interview should contain a complete interview and will be no shorter than 10 minutes but not exceed 20 minutes in length. Advancing Practice in Dementia Care HSC-7094H 20 credits Aims: This module aims to develop the skills and knowledge of health and social care practitioners, working with people living with dementia, across a wide range of community and inpatient settings. The focus of the module is on improving knowledge about and advancing practice in dementia, person-centred care and care interactions. By the end of this module you will be able to demonstrate: Learning outcomes: - In-depth understanding of risk, safeguarding, accountability and duty of care and your own role in promoting patient safety - Enhanced ability in assessing and managing a range of expressions of distress and in explaining the evidence and rationale for care approaches, including reference to different types of dementia - Expertise in influencing the promotion of a positive culture and care environment - Systematic approach to identifying change or development needs in practice and providing evidence to support change strategies - Evaluation of how current systems can be adapted to enrich the lives of people living with dementia and their carers whilst in your care - A critical understanding and in-depth knowledge and application of the following areas of competence: - Insightful identification and support of the feelings whether spoken or otherwise expressed - of the person with dementia 30

31 - Establish effective relationships and interact in sensitive, compassionate, respectful and skilful ways when listening to and communicating with someone who has dementia and their family - Evaluation of the factors, which can affect interactions and communication with individuals with dementia - Expertise in accurately responding to individuals with dementia who communicate in different ways, recognizing how behaviour reflects emotions and unmet needs - Skilful adaptation to individual needs taking account of cultural background, family dynamics and diversity to provide a safe, comfortable and purposeful involvement in social activities and community involvement - Recognise signs of distress and apply appropriate, helpful responses to distressed behaviours that the practitioner finds challenging or difficult. - Support the person with dementia to retain safe independence and a good quality of life through adapting their home or the area in which they are living and / or using assistive technologies - Expertise in gaining and using information about the individual s personal history; personal, religious, and spiritual preferences; and cultural and ethnic background to provide a comprehensive assessment and person-centred package of care - Expertise in working with people living with dementia as they approach the end of life, focusing on implementing holistic models of palliative, supportive and end of life care. Assessment: word written assignment Critically analyse specific areas of care provision for people living with dementia in your work environment, developing and critiquing a plan to improve the services delivered. Working with Older People Biopsychosocial Approaches HSC-7095X 20 credits Aims: This module aims to develop the skills and knowledge of health and social care practitioners working with older people across a wide range of community and inpatient settings. The focus of the module is on improving knowledge about and advancing practice in working with older people from biological, psychological and social perspectives. Learning outcomes: 31

32 At the end of this module the student will be able to demonstrate: - In-depth and critical understanding of the concept of frailty in later life - Analyse and critique issues associated with risk, accountability and duty of care and your own role in promoting the physical, psychological and social well-being of older people - Enhanced ability to assess and manage a range of medical, psychological and social situations and conditions, to explain the rationale for evidencebased approaches to care in complex situations - Expertise in influencing the promotion of a positive culture and care environment Critical analysis of how current systems can be adapted to enhance the quality of life of older people and their carers - In-depth appreciation of a range of perspectives on well-being in later life, including biological, psychological and social approaches - Expertise in working with older people as they approach the end of life, understanding of trajectories of dying and ability to implement holistic models of palliative, supportive and end of life care. Assessment: word written assignment Using a case study of an older person, critically analyse biological, psychological and social aspects of care provision, developing and critiquing a plan to improve the services delivered. Paediatric Examination and Assessment HSC-7037X 20 credits Aims: This module aims to give healthcare professionals the necessary skills and knowledge to assess children presenting to them acutely unwell and be able to recognise those with potential serious and life threatening illness. The Department of Health commissioned an interactive tool to support health professionals in the assessment of the acutely sick child. Spotting the Sick Child offers a useful framework for guiding principles in the development of this module and will offer students a useful platform by which to consolidate their learning. The use of the Paediatric Early Warning Score (PEWS) will be applied to detect changes in the child s physiological status in the context of their vital signs e.g. pulse, respiratory rate and distress and conscious level. Participants will explore the use of PEWS in order to identify if a child's clinical condition is deteriorating and recognise this as an early indication that intervention may be required. Learning outcomes: 32