PROGRAMME SPECIFICATION(POSTGRADUATE) 1. INTENDED AWARD 2. Award 3. Title 28-APR NOV-17 4

Transcription

1 Status Approved PROGRAMME SPECIFICATION(POSTGRADUATE) 1. INTENDED AWARD 2. Award 3. MSc Surgical Care Practice (Trauma & Orthopaedics) 4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU use only) Version Number (ADQU use only) 5. AWARDING INSTITUTION Edge Hill University 6. TEACHING INSTITUTION 28-APR NOV ADMINISTRATIVE BASE Faculty of Health & Social Care 8. PLANNING UNIT Allied Health Professions 9. UNIT OF PERIODIC REVIEW Continuing Professional Development Postgraduate Portfolio 1. EHU COURSE CODE MAS ENTRY REQUIREMENTS Students are expected to have a first Honours Degree, minimum of a 2:2 award, however, those who have been employed in a trainee SCP position by their Trust/Organisation, who do not have a 2-2 award or above, can gain entry through a non-traditional, more flexible route. This should be considered on an individual basis and decided by the programme team. Evidence of achieving modules at level 6 and/or 7 would be especially beneficial. To satisfy the Royal College of Surgeons (RCS) professional approval, students must have the following to support their application: Registration as a healthcare professional; Evidence of at least 18 months post-registration experience in a relevant environment; Must be employed in a trainee student Surgical Care Practice (SCP) post for the duration of the programme; approval from their organisation/management that they are supporting their development to becoming a Surgical Care Practitioner; Identify a surgical supervisor in practice to support their surgical skills development; Disclosure and Barring Services (DBS) and occupational health checks must be completed by employer. All applicants will attend a formal interview prior to acceptance. As part of this process, candidates must demonstrate: Commitment to patient care and patient safety; Understanding of the relationships within the multidisciplinary team, especially with respect to the changing role of surgery; Recognition of the role and responsibilities of being a trainee SCP; Understanding of the programme with particular respect to their own work and educational experience; Aptitude for both clinical and operative practice; Recognition that educational, as well as clinical development, will be required. Independently, all students must complete, a two-day Intercollegiate Basic Surgical Skills Workshop, at an added cost, delivered by the local deaneries, either before commencement of the programme or whilst they are studying at the beginning of year one. 12. ALTERNATIVE AWARD(S) Course Award PG Dip PG Cert PG Cert Surgical Care Practice (Trauma & Orthopaedics) Advanced Surgical Practice Health and Social Care Studies Page 1

2 13. AVAILABLE MODES OF STUDY Mode of Study Course Duration Delivery Full Time 2 Classroom 14a. PRIMARY QAA SUBJECT BENCHMARK STATEMENT 14b. OTHER QAA SUBJECT BENCHMARK STATEMENT 14c. ACADEMIC AND PROFESSIONAL BENCHMARKS s within these programmes take cognisance of the following drivers: National Curriculum for Surgical Care Practice (DH, 6); Draft National Curriculum for Surgical Care Practice (RCS, 14); Liberating the NHS: Developing the Healthcare Workforce (DH, 11); A Framework for Technology Enhanced Learning (DH, 11); Modernising Medical Careers (DH, 8); A High Quality Workforce: NHS Next Stage Review (8); Best Research for Best Health: A New National Health Research Strategy; Department of Health (Research and Development Directorate) (6); The QAA Qualifications Framework (8); The QAA Master's Degree Characteristics (1); QAA (13) Quality of Higher Education Part B: Assuring and Enhancing Academic Quality. The Surgical Care Practice curriculum structure led by the Royal College of Surgeons has recently been reviewed, updated and developed (RCS, 14). 15. Accreditation by Professional, Statutory or Regulatory Bodies (PSRB) Name of PSRB Nature of Accreditation / Relationship Status Date Accreditation Confirmed 16. PRIMARY SUBJECT AREA B9-Others in subjects allied to medicine 17. SECONDARY SUBJECT AREA (if applicable) TERTIARY SUBJECT AREA PROGRAMME AIMS 1. To enable students to extend knowledge and skills to advanced levels within their specialist areas of work. 2. To facilitate the development of critical and reflective practitioners who are able to synthesise professional experience and scholarly study. 3. To develop students who contribute to evidence based health care practice through advanced clinical decision making and clinical reasoning. 4. To facilitate the development of high levels of critical appraisal, autonomy and advanced decision making and clinical reasoning skills to be applied within their specialist areas of practice. 5. To develop the student's intellectual and professional independence commensurate with postgraduate study. 6. To facilitate effective, evidence-based care to patients from their initial presentation to final discharge from hospital, derived from best available evidence and judgement. 7. To enhance and consolidate both the student's clinical competence and their confidence in caring for patients within a multi-disciplinary/multi-professional team. 8. To increase an indepth knowledge of technical, non-technical and operative skills and their committment to ongoing development. Page 2

3 9. To produce advanced practitioners who are fit for purpose and clearly understand their professional scope of practice.. PROGRAMME LEARNING OUTCOMES The programme learning outcomes shown here describe the knowledge, understanding and skills that students will have demonstrated on achievement of their intended level 7 qualification award. Students who do not complete their full programme of study may qualify for an alternative award and the validated exit awards for this programme are listed at the front of this programme specification. The learning outcomes of level 7 exit awards are determined by the combination of modules taken and passed and can be identified from the table below. Level 7 Knowledge and Understanding Synthesise advanced knowledge in relation to their specialist area of practice for surgical treatment of relevant disorders. Mapped to s HEA4122; HEA416 Demonstrate competence in the synthesis of the findings from the history, examination and investigations to autonomously formulate and document an appropriate justified treatment plan. Contribute to the knowledge base within their specialist area of practice. Demonstrate a systematic and critical understanding of research governance within their specialist area of practice. Select and order clinical investigations and interpret their results as part of the overall clinical management of the patient. Demonstrate indepth knowledge of anatomy, physiology and cell biology within their specialist field. Intellectual Skills Integrate and synthesise existing practice within their specialist area with systematically appraised evidence, in order to demonstrate advanced decision making in the assessment and management of patients/clients. Demonstrate the ability to critically evaluate, synthesise, generate new knowledge and disseminate the findings of research. Construct informed conclusions and promote best practice, on the basis of an evaluation of the evidence base underpinning their specialist area of practice. Demonstrate advanced clinical problem solving skills in complex and diverse situations within their specialist area of practice. Operate ethically in complex and unpredictable specialist situations, with a critical understanding of the evidence underpinning effective practice. Transferable Skills Demonstrate expertise in the utilisation of devices and technology within their area of practice. Demonstrate knowledge and skills in undertaking surgical procedures in relation to area of speciality. Demonstrate indepth knowledge in the selection and implementation of interventions and critically evaluate their outcome. Act autonomously as an advanced practitioner within their field of practice to identify specific aspects of practice that require research-based or evidencebased enquiry. HEA4121 HEA41; HEA4122; HEA416 HEA42; HEA4139 HEA4121; HEA416 HEA41; HEA416 Mapped to s HEA42; HEA4123; HEA416; HEA4139 HEA42; HEA4123; HEA416; HEA4139 HEA4123; HEA42; HEA416 HEA42; HEA4123; HEA416 HEA4122; HEA4123; HEA41; HEA416 Mapped to s HEA4121; HEA41; HEA4122; HEA416 HEA41; HEA4122; HEA416 HEA4121; HEA4122; HEA416 HEA42; HEA416; HEA4139 Page 3

4 Recognise and facilitate the management of common complications of surgery. Skills Apply high levels of autonomy and decision-making skills to practice. Identify personal development needs for practice. Communicate complex academic and professional issues to specialist and non-specialist audiences using a variety of verbal and written methods. Demonstrate competency in IT skills commensurate with the demands of academic, research and evidence based practice. Plan and implement an evidence based investigation using appropriate methodology, ethical thinking and analytical procedures. HEA4121; HEA4122; HEA416 Mapped to s HEA41; HEA4122; HEA4121; HEA42; HEA416 HEA42; HEA4123; HEA416 HEA42; HEA416; HEA4139 HEA42; HEA4139 HEA42; HEA416; HEA PROGRAMME STRUCTURE 1. Core modules are essential to learners' achievement of their target award, often in respect of meeting professional standards, and are excluded from the application of condonement by assessment boards. 2. Compulsory modules are prescribed modules but are not core and therefore are condonable. 3. Optional modules are offered within programmes to provide an element of choice and variety within the programme curriculum. They do not form part of the compulsory curriculum requirements for the programme. The availability of optional modules may vary from year to year which means that not all optional modules may be available in any given year and will be subject to the module achieving minimum student numbers. Students will be required to make optional choices on an annual basis for each academic year of study. HEA42 6 HEA41 HEA4121 HEA4122 HEA4123 HEA4139 HEA416 Core: ADVANCED PRACTICE PROJECT INTRODUCTION TO SURGICAL CARE PRACTICE CLINICAL EXAMINATION AND DIAGNOSTICS IN SURGICAL CARE PRACTICE GENERIC SURGICAL CARE PRACTICE SKILLS LEADERSHIP AND MANAGEMENT IN SURGICAL CARE PRACTICE APPRAISING AND EVALUATING RESEARCH WITHIN SURGICAL CARE PRACTICE SURGICAL CARE PRACTICE IN TRAUMA AND ORTHOPAEDICS 22 ai. STUDENT 'LEARNING JOURNEY' Compulsory: Optional: Pathway (if applicable) Page 4

5 The typical journey for a full-time student on MSc Surgical Care Practice is as follows: In the first year, the student will be expected to complete HEA 41, HEA 4121, HEA 4122 and HEA 4139, In the second year, the student will be expected to complete HEA 4123, HEA 416 and HEA 42. It is envisaged that the programme will be full-time, run over two years, with an option of an extension due to exceptional mitigating circumstances of up to 4 years. This is based on the need for a minimum of 2 hours over the two years in combined clinical activities in and out of the theatre environment, of which a minimum of 11 hours must be spent in the operating theatre environment (RCS, 14). Independently, all students must complete, a two day Intercollegiate Basic Surgical Skills Workshop, at an added cost, delivered by the local deaneries, either before commencement of the programme or whilst they are studying at the beginning of year one. There are three alternative awards offered: Postgraduate Certificate Advanced Surgical Practice: students must successfully complete HEA 41, HEA 4121, HEA Postgraduate Certificate Health and Social Care Studies: students must successfully complete any 6 credits of level 7 modules within this programme. Postgraduate Diploma Surgical Care Practice (Trauma & Orthopaedics): students must successfully complete HEA 41, HEA 4121, HEA 4122, HEA 4123, HEA 4139, HEA 416. Page 5

6 22aii. Student Learning Journey Page 6

7 23. LEARNING AND TEACHING AND ASSESSMENT STRATEGIES Members of the Programme Team support the vision that students embarking on post-registration education are adult learners, where characteristics such as autonomy and a sense of responsibility towards education should be nurtured. Such students should be facilitated to take control of their learning and through exposure to both theoretical and practice experience, students are provided with an opportunity to develop skills of identification, internalisation, critical analysis, synthesis and dissemination. Students need to be accountable for their practice, be able to recognise the limits of their expertise and be capable of challenging practices and initiating care, which is patient focused and based upon available evidence. The Faculty is committed to providing students with opportunities to discover, apply and disseminate knowledge and recognise lifelong learning as the path to successful professional development. To this end, the programme provides students with a climate for learning that is grounded in the mission of Edge Hill University that values and fosters personal and professional growth. Students embarking upon the MSc Surgical Care Practice (SCP) programme will be introduced to the programme Faculty and University regulations on a structured briefing day prior to commencement of formal study. This programme is practice focussed and designed to combine clinical practice and academic underpinning knowledge enabling consolidation, skills transfer and synthesis of learning. This will enable the students to practice or observe within a range of training environments, which will provide opportunities for them to develop, with supervision, the requisite experience, knowledge, skills and attributes necessary to become a competent, independent, advanced practitioner. Teaching staff delivering the specialist modules are highly experienced Consultant Surgeons, Senior Doctors, Surgical First Assistants and Surgical Care Practitioners. Due to the potential geographic spread of these students, the delivery of the majority of the modules will be taught in block weeks, mainly at one location (Manchester site). The rationale is two-fold, it is the most efficient and effective time management, allowing students to plan being away from their clinical practice at a fixed schedule. This also assists their employer in organising cover for their absence. Approaches to teaching and learning are varied and include: lectures, practical simulation laboratories, clinical workshops and practising clinical skills. strategies include written assignments, OSCEs, presentations, undertaking independent enquiry and work based learning through assessment of clinical skills. Due to the theoretical, clinical and practical content delivered during the block weeks, students will be required to attend no less than 7% of the teaching sessions to enable them to pass the modules. Registers will be taken during block weeks and attendance records sent to the employing Trusts. Agreement from the students will be obtained prior to the commencement of the programme that holidays will not be allowed during block weeks. For students who do not or cannot meet the minimum requirement of 7% attendance intercalation will be offered if applicable, or action plans will be generated enabling the student to cover the topics missed on an individual basis. Independently, all students must complete a two day Intercollegiate Basic Surgical Skills Workshop, at an added cost, delivered by the local deaneries, either before commencement of the programme or whilst they are studying at the beginning of year one. One of the reported values of the modules is that students are actively encouraged to share their clinical experience and expertise i.e. informal peer teaching, which can often facilitate learners to gain current and broad based clinical information. When students are working in areas of practice that are 'cutting edge', peer group sessions would be valuable. All students must have an allocated clinical supervisor in practice to assist with the completion of their Practice Document (PAD). They can also be assessed by delegated mentors within their workplace nominated by their clinical supervisor. The PAD contains all of the necessary information that the clinical supervisor may require in relation to their role. It also contains the module leader's contact details. There is potential for the PAD to be replaced in the near future, with an electronic version, similar to the Intercollegiate Surgical Curriculum Programme (ISCP). Criteria for Mentors in MSc Surgical Care Practice (see Generic Part B); Criteria for Clinical Supervisor (see Generic Part B). Technology Enhancement Learning In line with the Institutional requirement, students will benefit from a baseline virtual learning environment (VLE) and the Page 7

8 modules within this programme will use Blackboard to support and augment the learning environment. This will add another dimension to the student learning experience. The VLE will be utilised as a repository for information pertaining to each individual module, project supervision and supervision processes. Supporting lecture notes and enhanced topic information to supplement class presentations and/or discussions will be generated and uploaded for the students to read and research. Open discussion areas will enable collaborative dialogue encouraging students to interact and participate exploring personal experiences and encouraging peer support and review. There will also be opportunities for the students to explore anatomy on web-based 3-D sections, anatomy models. 24. FORMATIVE ASSESSMENT Students will have opportunities for formative assessment, as it is an essential part of the teaching and learning strategy and due to the nature of the role of SCPs within the surgical team, there must be an equivalent standard of assessment for both doctors and student and qualified SCPs performing similar procedures. The integrated formative assessment methods will be throughout all the modules within the programme to ensure students can have the knowledge and understanding of their role and to build their competencies to the acceptable standard, hence the formative assessment are design to be integral to the process of summative assessment. The National Curriculum (RCS, 14:25) states, 'the systems of assessment employed should mirror the existing Intercollegiate Surgical Curriculum Programme (ISCP) framework to ensure commonality and consistency in the approach to and conduct of assessment. Consequently, assessment of performance will be informed by the four ISCP domains of Knowledge, Judgement, Technique and Professional'. Therefore, the purpose of the assessment system is twofold: To provide the systematic and comprehensive feedback necessary to ensure student SCP development and full and appropriate use of the learning cycle. This can include both formative and summative assessments being used as a feedforward mechanism for future practice and development. For information on the standards of competence and performance required in practice at specific progression points in the curriculum please refer to Section 11 of the SCP Validation Submission document. 25. SUMMATIVE ASSESSMENT HEA42 HEA41 HEA4121 HEA4122 ADVANCED PRACTICE PROJECT INTRODUCTION TO SURGICAL CARE PRACTICE CLINICAL EXAMINATION AND DIAGNOSTICS IN SURGICAL CARE PRACTICE GENERIC SURGICAL CARE PRACTICE SKILLS 6 PR1 EX1 PR1 PR2 PR1 Project Work Examination 12, words 4 Portfolio 9 minutes 4 Portfolio Page 8

9 HEA4123 HEA4139 HEA NON-MODULAR TEACHING AND LEARNING ACTIVITIES LEVEL 7 Category Hours Description Rationale Scheduled learning and teaching activities LEADERSHIP AND MANAGEMENT IN SURGICAL CARE PRACTICE 27. INTENDED MARKET Work-Based Learning APPRAISING AND EVALUATING RESEARCH WITHIN SURGICAL CARE PRACTICE SURGICAL CARE PRACTICE IN TRAUMA AND ORTHOPAEDICS CW2 EX1 EX2 PR2 Examination Examination 24 Clinical practice , words 1 hour 1 hour Portfolio Employed in role. Total Hours of Non-Modular Teaching & Learning Activities 24 Page 9