Postgraduate Diploma Master of Science In Advanced Critical Care Practitioner

Transcription

1 Faculty of Health and Human Sciences School of Nursing and Midwifery Programme Specification Postgraduate Diploma Master of Science In Advanced Critical Care Practitioner Date of approval: 13 th June 2017 Date of implementation: September 2017 Year of first award: September 2018 Updated following Minor Change for implementation Minor Change approved by ADTL 04/08/2017

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3 Contents 1. MSc Advanced Clinical Practice in Critical Care 3 2. Awarding Institution 3 3. Accrediting Body 3 4. Distinctive Features of the Programme and the Student Experience 3 5. Relevant QAA Subject Benchmark Group(s) 6 6. Programme Structure Programme Aims Programme Intended Learning Outcomes Admissions Criteria, including APCL, APEL and DAS arrangements Progression Criteria for Final and Intermediate Awards Exceptions to Regulations Transitional Arrangements Mapping 19 3 P a g e

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5 1. Programme Title: MSc Advanced Critical Care Practitioner Final award titles: Interim Exit Award: MSc Advanced Critical Care Practitioner PGDip Advanced Critical Care Practitioner Level 7 Intermediate award title(s): Postgraduate Certificate in Advanced Professional Practice Level 7 Intermediate award title(s) Level 7 Intermediate award title(s) (Exit Award only for students who fail the first core module) Post Graduate Certificate (PgCert) Advanced Professional Development UCAS code: N/A JACS code: N/A 2. Awarding Institution: University of Plymouth Teaching institution(s): University of Plymouth 3. Accrediting body(ies) Not applicable Summary of specific conditions/regulations Date of re-accreditation Not applicable Not applicable 4. Distinctive Features of the Programme and the Student Experience The MSc in Advanced Critical Care Practitioner component is an addition to the existing PGDip programme has been designed in response to many political and professional drivers. This is an exciting and innovative full time programme of study at Masters Level, where the trainee will exit after completion of the programme with 180 Masters level credits. This course will train clinicians to become competent Advanced Critical Care Practitioners over a 2 year period, and move onto a final year to complete their Masters. The third year will allow the ACCP s to develop a clinical focussed project; this innovative project would enhance practice and allow for developmental recommendations to be made. The course will be delivered by University of Plymouth with Plymouth Hospitals NHS Trust as the lead Intensive Care Unit. Trainee practitioners will be embedded in their own intensive care units with a 1-2 week block based in Plymouth approximately every 8 weeks. University of Plymouth and the clinical staff at Plymouth Hospitals NHS Trust will deliver the theoretical components and 5 P a g e

6 candidates will demonstrate their practical skills and competencies via workplace based assessments in their own units. Clinicians from each unit may be asked to be visiting lecturers for some topics. The course is based on the National Curriculum and Syllabus for ACCPs published by the Faculty of Intensive Care Medicine. The programme has been developed to meet identified specific workforce needs in the development and delivery of a high quality patient led service. It enables practitioners the opportunity to enhance, and develop mastery in a range of advanced clinical skills and knowledge at the cutting edge of clinical care. It meets the challenges for workforce development as identified in A High Quality Workforce (DH 2008) and the Second Stage NHS Review (Darzi 2008). The role of the Advanced Critical Care Practitioner (ACCP) (DH, 2008) sets out clear guidance as to the development of the role to ensure patient safety is maintained. The aims of this Advanced Critical Care practitioner (ACCP) competency framework are to: Enable ACCP training to a nationally agreed standard. To describe the theoretical knowledge, practical skills and professional judgment required of an ACCP. Facilitate incremental development and demonstration of competence to practice as an ACCP. Promote the necessary attitudes and behavior s required to care for patients as part of a multidisciplinary team. The competences identify knowledge, common and specialist elements, which are deemed essential to the role, while allowing for flexibility within local settings to meet service needs. Each individual practitioner will take professional responsibility for their autonomous practice including acknowledgement of their limitations and when to refer the patient on to medical colleagues or other appropriate professionals. The Advanced Critical Care Practitioner competences have components common to medical trainees in Intensive Care Medicine and critical care nurses. The competences have been developed in consultation with medical training schemes and other National Practitioner Programme projects. The ACCP trainee competencies align to the National Competency Framework for Critical Care Nurses and have the potential to dovetail into Level three of the Critical Care National Network Nurse Leads Forum (CC3N) competency framework. 6 P a g e

7 The main sources of the ACCP competencies are the Competency-Based Training in Intensive Care Europe (CoBaTrICE) syllabus, a European Society of Intensive Care Medicine [ESICM] project 1. and the core competencies common to all medical training schemes. Where appropriate these have been modified to recognise the difference between an ACCP and a medically qualified practitioner Through the contemporary focus of the programme, the intention is that students advance their knowledge and skills with the consequence that they will be well positioned to develop and improve practice in terms of efficiency, effectiveness and quality. This should lead to improved ways of working with a resultant impact on patient care ensuring a culture that fosters research-informed excellence and sustainability, developing competencies to inform decision making within critical care. The programme builds on existing good practice and has been adapted to reflect service, political and professional changes whilst maintaining a clear focus on the University strategy and ensuring a quality student experience. Research-informed teaching will support the programme, with an emphasis on ensuring an evidencebased programme is delivered utilising the range of skills and experience available within the programme team. This is a collaborative development between the University of Plymouth and a range of stakeholders eager to develop this role and meet the future challenges in the delivery of a high quality service to patients and to increase and release the potential of their own staff in the creation of a highly skilled workforce. There has been very active participation of the relevant clinical teams, Clinical Directorate Business Managers and academic colleagues. The resulting programme is unique to University of Plymouth and the South West Peninsula and will be collaboratively led and supported by the local clinical teams, and be responsive to both local and national clinical needs. Masters level trainees are required to demonstrate that they can operate in complex and unpredictable contexts demonstrating initiative and originality in problem solving. The role of the ACCP is to be able to undertake complex skills, manage the care of the critically ill patient and be responsible for leading teams within the critical care arena. This corresponds with a Masters level of conceptual understanding that enables evaluation, interpretation and analysis of complex data in evaluating the effectiveness of clinical care delivery. This resulting ability to synthesise information will equip practitioners to be innovative and utilise both knowledge and skills in continuing to improve patient care Development of the new programme has been achieved through close collaboration between key stakeholders including students, clinical representatives P a g e

8 and academics. The programme development team has been conscious of the need to enhance the student experience and promote academic excellence whilst ensuring that the programme meets contemporary service. The distinctive features of the programme are: A student-centred approach to the programme The development of the programme has been through a dynamic collaberative working relationship between University of Plymouth, Plymouth Hospitals NHS Trust and other local NHS Trusts A contemporary and dynamic programme responsive to the changing health care environment. Research informed teaching embedded throughout curriculum; The programme is delivered by a team with extensive experience in the delivery of Masters level modules and a diverse range of health and social care experience. Close partnership working with clinicians contributing and leading on the teaching and assessment strategy 5. Relevant QAA Subject Benchmark Group(s) The Programme is informed by the Quality Assurance Agency (QAA) Framework for Higher Education Qualifications (FHEQ) in England, Wales and Northern Ireland for level 7 study (QAA for Higher Education 2008). 6. Programme Structure The Advanced Critical Care Practitioner Programme is based in the School of Nursing & Midwifery. The Programme offers an award of Advanced Critical Care Practitioner. This programme is open to a range of health care practitioners registered either with the Nursing and Midwifery Council or the Health & Care Professions Council and who have the appropriate qualifications and experience in acute critical care. Curriculum innovation and delivery The programme has an integrated approach to the development of clinical skills, knowledge and competence by trainees, all of whom will be supervised by Consultant Intensivists whilst in the clinical area. This integrated approach, implemented in the curriculum through the delivery of the first year module core competences for Advanced Critical Care Practitioners (40 credits at level 7) which has a staged theoretical component and associated clinical competences and milestones to be achieved. The module is delivered over one academic year and comprises eight weeks taught theory and twenty-seven weeks of associated clinical practice. All theory weeks are undertaken in the clinical setting, taught by a 8 P a g e

9 range of expert consultants and Advanced Practitioners.The theory consists of key lectures, seminars self-directed learning, workshops, e learning and is delivered over the full five days of the taught weeks. Practice learning takes place in the trainees place of work and is supported by Clinical Supervisors, mentors and educational supervisors. The second module in the first year comprises of MCH501 Advancing Research Knowledge in Practice which is part of the well established MSc Contemporary Healthcare Programme. For the practice experience trainees will be integrated into their seconding Trusts clinical teams from week 1 of the programme and undertake supervised practice learning under direct supervision of Consultant Intensivist, in conjunction with experienced Clinical Mentors and Educational Supervisors. As part of the range of practice assessments trainees will be expected to undertake a number of activities. These activities include presenting case histories to their clinical teams. Undertaking relevant clinical audits in their own area and presenting their findings to the Clinical Directorate medical, nursing and management teams and undertaking a number of triggered assessments to test a range of advanced and complex clinical skills. Trainees will be formatively assessed on the development of their individual skills and competence every month whilst on a practice placement. At the end of the first year a trainee must have fulfilled the following criteria: 1. Produce evidence of completion of the relevant competencies for that year. 2. Submitted the requisite number of formal clinical assessments (DOPS, CBD, Mini-CEX,) - see guidance document. 3. Submitted the requisite number of ACAT assessments, Case summaries & Records of reflective practice. 4. Submitted an appropriately detailed logbook. 5. Must have completed 1 round of Multi-source feedback with subsequent approval by the clinical lead/deputy. 6. Trainees will not be allowed to progress if there is a failure to achieve either the clinical, educational or professional goals for that year, as assessed via the tools above. 7. Must have undergone 3 successful appraisal meetings with the clinical lead/deputy. 8. Gained at least a 50% pass in all the components of the end of year formative assessment (OSCEs, Case presentations). 9. Have attended at least 80% of the biweekly formal teaching sessions. 10. Have passed all the relevant University modules as laid out in the course timetable. 9 P a g e

10 11. Have passed all the external courses (ATLS, CALS, etc) that the trainee has attended during the year. In year two of the programme the ACCP trainees undertake the non medical prescribing course, this leaves 20 credits to consolidate and further develop their skills in managing the complex critically ill patient. The abillity to critically reflect on their practice is a crucial part of the development of these trainees in becoming an independent practitioner. Reflection will form part of the integral learning from practice with trainees expected to be able to use reflexivity in developing a deeper level of reflection, and integration of the current evidence base in the application to their practice. This continuous structured formative assessment enables the trainee to measure themselves against the required level of advanced and complex skills as they progress to meet the core competences required by the end of year 1 and the specialist competences at the end of year 2 The third year will involve 60 credits, 2 modules- Advancing Research Knowledge in Practice 2 (20 credits)and a Substantive Professional Project (40 credit) Trainees of this programme will be employed by participating trusts as trainee ACCPs, and must demonstrate and fulfil the following criteria as part of the application process. Evidence of employment from their home trust A named Consultant Intensivist who will be the Clinical Supervisior A current live registration with either the Nursing and Midwifery Council (Part 1 or 2) or The Health & Care Professions Council Three years post qualifying experience in intensive care. A satisfactory Enhanced DBS check- Checked by employer, within 3 years confirmed to the university by the employer and a copy provided A satisfactory Occupational Health Clearance- checked by Employer The trainee must also meet the University entry requirements for study at post graduate level. This is a first degree of 2.1 or above, in exceptional circumstances a candidates experince will be taken into consideration if they can demonstrate the ability to study at masters level. The trainee will complete an application form for the programe and shortlisting and interview selection will be a joint process between the Faculty and Plymouth Hospitals NHS Trust. All potential trainees will be interviewed as part of the application process. The selection process complies with the University of Plymouth s Equal Opportunities policy. 10 P a g e

11 Students are required to confirm they have had a recent Disclosure and Barring Service Check (DBS) (formerly CRB) at an enhanced level, at point of entry onto the programme (Within 3 years). This will be confirmed to the university by the employer and a copy provided for our records. Students will be required to complete a self-declaration on their first taught day, indicating that there has been no change in their circumstances. Issues brought to our concern during the programme are fed back to the trainees line manager and the trust or employer processes with regard to this are instigated. The University processes in relation to Fitness to Practice, Fitness to Study and disciplinary processes may be instigated following the final outcome of any Trust or employer processes. Trainee Indemnity Two elements to this, professional indemnity and activity indemnity. As employees of a Trust their professional indemnity will be part of their terms of employment and membership of their professional body. Activity indemnity is covered under the Work Place Agreement where it states that students undertaking activity out in service have to do so under the clinical guidelines of the organisation where they are placed. Our insurance then indemnifies the University against any claims arising from the student s activity. The Failing Student The student is closely monitored throughout the programme and has formative assessments at set intervals within the year. The struggling student will be picked up quickly by the team and support mechanisms put in place to ensure the student has every opportunity to succeed. If the student is referred in year 1 the student will be given the opportunity to resit late summer and if successful will join the group in year 2. If a student fails the course then their employer can either: make them redundant from the ACCP post or offer return to practice in their parent profession. Individual employers can set their contracts and job descriptions as they wish. The university will require stakeholder trusts to offer up to 1 additional year of employment for a student who fails a component of the course but is offered the opportunity to resit by the university. Any further extension would only be permitted due to extenuating circumstances and will be considered on a case by case basis. A panel will be convened combining both the university faculty (Programme Board) and the employer. 11 P a g e

12 Recruitment Flowchart University of Plymouth and Associated Trusts Advertise ACCP Course Trusts put forward their candidates for Interview Joint University of Plymouth and Plymouth Hospitals NHS Trust shortlist candidates for Interview Joint University of Plymouth and Plymouth Hospitals NHS Trust interview - Including: Academic Interview Clinical Interview Simulation Final Decision with Programme Lead Provisional places offered on completion of: Occupational Health Clearance Enhanced DBS within 3 years Trust ACCP trainee employment The applicant accepts the offer: University offers trainee a place on the course Trust appoint Applicant as ACCP Trainee For further information please contact the PDU Administrator j.campbell-baigrie@plymouth.ac.uk or telephone P a g e

13 Programme Structure MSc Advanced Critical Care Practitioner Programme Structure: PgCert/PGDip/MSc Advanced Critical Care Practitioner Research Methodology and Application APP credits Core Skills for Advanced Critical Care Practitioners 2 ACCP credits Core Skills for Advanced Critical Care Practitioners ACCP Credits Non-Medical Prescribing NMP 702 / HEAD credits Post Graduate Certificate 60 Credits Post Graduate Diploma 120 Credits *Optional module 20 credits Substantive Professional Project SPP credits Masters 180 Credits *Optional modules should be discussed with Programme Lead prior to commencement. 7. Programme Aims The role of the Advanced Critical Care Practitioner (ACCP) (DH, 2008) sets out clear guidance as to the development of the role to ensure patient safety is maintained. This programme has been designed utilising the framework as a guide to offer career progression for experienced staff working in critical care. The programme aims to: 1. Develop independent advanced critical care practitioners who are fit for practice and purpose to work within the varying critical care environments. 2. Develop critical thinking, critical reflection skills, autonomy and authority to make clinical decisions and prescribe within the guidelines of the ACCP role. 3. Facilitate the development of study at postgraduate level to search, retrieve, critically evaluate and synthesise current evidence base underpinning critical care medicine. 13 P a g e

14 4. Enable students to function as a valued member of the critical care team and provide training and supervision for others. 5. Enable the ACCP to demonstrate to the Faculty of Intensive Care Medicine (FICM) completion of appropriate training and study to allow them to apply for voluntary registration and associate membership of FICM 6. Critically reviewing trends in theory, practice and management relating to critical care practice; 7. Equipping individuals for lead roles in management, clinical practice and/or education. 8. Promoting an understanding of the philosophy and procedures involved in research and use of evidence. 9. Designing and undertaking research that will enhance and develop patient care and/or service provision within the critical care arena. 8. Programme Intended Learning Outcomes 8.1. Knowledge and understanding On successful completion graduates should have developed: Demonstrate a comprehensive and critical understanding of theoretical knowledge and requisite professional judgement when caring for the patient with critical illness. Demonstrate a critical understanding of research methodologies and clinical audit, and the implications of their findings for critical care practice. Demonstrate systematic and critical understanding of the legal and ethical implications of advanced professional practice. Developed a deeper understanding of the influences, drivers and polices that inform the level of advanced practice. These will be achieved through teaching and learning strategies that include: Lectures, seminars, workshops, self-directed study, and use of communication and information technologies. Assessment methods include: Essay, critical literature review, Viva, MCQ, dissertation, oral presentation, OSCE Cognitive and intellectual skills On successful completion graduates should have developed the ability to: Demonstrate a systematic and critical understanding of clinical decisionmaking in relation to the holistic care of the critically ill patient Demonstrate advanced problem-solving skills, intellectual flexibility and judgement in complex and diverse clinical situations in critical care. 14 P a g e

15 Appraise and critically evaluate the clinical significance of a patient history, physical examination findings and diagnostic information. Integrate, synthesise and critically evaluate specialist knowledge and evidence to promote advanced reasoning and problem-solving. These will be achieved through teaching and learning strategies that include: Group discussion, seminars, group and individual tutorials, on-line study tasks, e- technologies including narrated PowerPoint presentations, podcasts and interactive materials plus synchronous and asynchronous discussion fora Assessment methods include: Essay, critical literature review, oral presentation, case study, critical reflections on practice Key and transferable skills On successful completion graduates should have developed the ability to: Communicate complex academic and professional issues to specialist and non-specialist audiences. Actively contribute to the facilitation of learning, training and supervision of others. Demonstrate a commitment to lifelong learning at a level consummate with the development of mastery and advanced clinical practice. Collaborate effectively with others to promote interprofessional practice, and effective working relationships. These will be achieved through teaching and learning strategies that include: Small group presentations, active participation in group discussions, problem based case studies, e-technologies including use of a managed learning environment to host a variety of study materials and synchronous and asynchronous discussions. Assessment methods include: Essays, reports, oral presentations, portfolio Employment related skills On successful completion graduates should have developed: The exercise of initiative and personal responsibility; Decision-making in diverse, complex and unpredictable contexts; and The independent learning ability required for continuing professional development Demonstrate sound understanding of the importance and relevance of evidenced based practice to the delivery of safe effective patient/client care 15 P a g e

16 Evaluate the context of risk and development of quality, patient/client safety and clinical governance agenda critically reflecting upon student s individual development. These will be achieved through teaching and learning strategies that include: A wide range of student centred learning approaches, directed student and student led study with analysis and application to the service setting throughout modules. Assessment methods include: A variety that are used throughout the programme incorporating assessment of transferable skills. These may include: examinations, tests undertaken in teambased learning, essays including case studies and reflection, portfolios, Objective Structured Clinical Examination (OSCE) including both oral and practical skills assessment, presentations and project outputs Practical skills On successful completion graduates should have developed: Work autonomously to plan and manage own practice and manage the care of the critically ill patient within the limits of the ACCP role. Demonstrate the ability to make advanced clinical decisions in the assessment, diagnosis, treatment and evaluation of patients with critical illness. Demonstrate effective working as an advanced practitioner within the multidisciplinary critical care team. Demonstrate clinical expertise in the selection of diagnostic tests, ability to refer for specialist opinion and prescription of care and treatments to be delivered. Operate ethically in complex and unpredictable situations within the critical care arena. Demonstrate a systematic and critical understanding of the issues governing good practice. Demonstrate leadership skills commensurate with the demands of advanced practice. Demonstrate competency in the numeric skills commensurate with the demands of advanced practice and safe prescribing. Demonstrate advanced technical skills within the scope of the ACCP role. These will be achieved through teaching and learning strategies that include: Practical skills that will be taught in simulated environment and on placement settings 16 P a g e

17 Assessment methods include: A variety that are used throughout the programme incorporating assessment of transferable and practical skills. These may include: examinations, tests undertaken in team-based learning, essays including case studies and reflection, portfolios, Objective Structured Clinical Examination (OSCE) including both oral and practical skills assessment, presentations and project outputs. 9. Admissions Criteria, including APCL, APEL and DAS arrangements In order to commence this programme, the student must meet the University s entry requirements for study at postgraduate level. Applicants will normally have a first degree, BSc (Hons) at 2.2 or above; or European first cycle equivalent plus a professional qualification in health or social care. Those individuals without a degree but with appropriate practice-related experience relevant to the programme may be eligible to apply. The ACCP programme requires students to be employed in an ACCP Trainee position within clinical practice; this is to ensure they have access to patients on whom they can undertake health assessments. Working in clinical practice to enhance and consolidate the theoretical learning. Any modules that students may undertake while they are enrolled on the programme that have a practice element will be required to provide evidence of their DBS status to the module team concerned, and to update the module lead of their legal DBS status at the start of each academic year. Applicants where English is not the first language must also provide evidence of competence in written and spoken English in accordance with the University s Admissions Code of Practice i.e. IELTS of 6.5 overall with a minimum of 5.5 in each part. Each potential student will be assessed for their ability to study at masters level and therefore an interview will be necessary. Candidates without a first degree at 2.2 or above (or European first cycle equivalent) will normally be required to submit a short piece of writing as part of the admissions process. AP (E) L: Claims for credit for prior learning, whether certificated or experiential are accepted and will be assessed following University regulations and Faculty procedures. This would normally be for the Advancing Research Knowledge in Practice 1 or Independent and Supplementary Prescribing. For those students that have completed level 6 Non-medical Prescribing they would AP(E)L the OSCE and Competencies signed by their Designated Medical Prescriber, which means they would only need to complete the theoretical aspects again at level P a g e

18 European Credit Transfer and Accumulation System (ECTS) This programme is equivalent to 90 ECTS credits (second cycle) with 30 ECTS credits at post graduate certificate, 60 credits at postgraduate diploma and 90 credits at Masters Degree. Each 20 credit module has the equivalent of 10 ECTS credits and assumes a notional student effort of between hours. Sickness and Absence ACCP trainees will notify their Trust of any sickness or absence. This is a full time two year programme and a 100% attendance would normally be expected. 10. Titles and criteria for Final and Intermediate Awards The programme will offer exit awards of: PgDip Advanced Critical Care Practitioner Level 7 Intermediate award title(s) Level 7 Intermediate award title(s) (Exit Award only for students who fail the first core module) Post Graduate Certificate (PgCert) Advanced Professional Development If a student wishes to leave the ACCP programme at any time the credits achieved at that time will be accumulated and transferred to the generic MSc Advanced Professional Practice programme. If the student has 60 credits or more and wants to exit the programme an award of PG Cert MSc Advanced Professional Practice can be awarded. 11. Exceptions to Regulations Normal University of Plymouth Regulations will apply to this programme and awards. 12. Transitional Arrangements This programme is new therefore current students will not be affected in any way. 13. Mapping and Appendices: Mapping of Aims and Intended Learning Outcomes Mapping of FICM Document to teaching content 18 P a g e

19 ILO s against Modules Mapping Postgraduate Certificate level Programme Intended Learning Outcomes Map Certificate Level Core Programme Intended Learning Outcomes Aim(s) Related Core Modules Knowledge and Understanding - On successful completion graduates will have developed: Demonstrate a comprehensive and critical understanding of theoretical knowledge and requisite professional judgement when caring for the patient with critical illness. 1,2,4, Core Skills for ACCP 1 (ACCP 701) Demonstrate a critical understanding of research methodologies and clinical audit, and the implications of their findings for critical care practice. 1,2,5,6 Core Skills for ACCP 1 (ACCP 701) Demonstrate systematic and critical understanding of the legal and ethical implications of advanced professional practice. 2,3 Core Skills for ACCP 1 (ACCP 701) Developed a deeper understanding of the influences, drivers and polices that inform the level of advanced practice. 1,5 APP745 Core Skills for ACCP 1 (ACCP 701) Cognitive and Intellectual Skills - On successful completion graduates will have developed the ability to: Critically analyse policy, research and theoretical literature 2,3,5,7 APP745 Core Skills for ACCP 1 (ACCP 701) Develop critical arguments around research, policy and theory 5,7 APP745 Core Skills for ACCP 1 (ACCP 701) 19 P a g e

20 Develop one s own capabilities relating to, and embed the principles of, the 41,2,3 Core Skills for ACCP 1 (ACCP pillars of advanced practice into the clinical arena. 701) Key and Transferable Skills - On successful completion graduates will have developed the ability to: Deal with complex issues both systematically and creatively, make sound judgments in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences 4,6 APP745 Core Skills for ACCP 1 (ACCP 701) Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; non-specialist audiences. 4,6 APP745 Core Skills for ACCP 1 (ACCP 701) Accept responsibility for their own professional practice applying ethical, legal and professional principles. 4,6,8 Core Skills for ACCP 1 (ACCP 701) Employment Related Skills - On successful completion graduates will have developed the ability to: Use their skills for decision-making in complex and unpredictable contexts; and the independent learning ability required for continuing professional development Demonstrate a sound understanding of the importance and relevance of evidenced based practice to the delivery of safe effective patient/client care. Practical Skills - On successful completion graduates will have developed the ability to: Facilitate the provision of an environment of care in which the uniqueness of each individual is valued and is a commitment to fair and anti-discriminatory practice. Proactively adopt appropriate strategies to enhance learning for patients and colleagues. 1,2,3 Core Skills for ACCP 1 (ACCP 701) 1,3,4 APP745 Core Skills for ACCP 1 (ACCP 701) 1,3,6 Core Skills for ACCP 1 (ACCP 701) 3,4 Core Skills for ACCP 1 (ACCP 701) 20 P a g e

21 Postgraduate Diploma level Programme Intended Learning Outcomes Map Post Graduate Diploma level Core Programme Intended Learning Outcomes Aim(s) Related Core Modules Knowledge and Understanding - On successful completion graduates will have developed: A comprehensive understanding of techniques applicable to their own research 6,7 Core Skills for ACCP (ACCP or advanced scholarship, when caring for the patient with critical illness. 702) Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline. 1,6,7 Core Skills for ACCP (ACCP 702) Cognitive and Intellectual Skills - On successful completion graduates will have developed the ability to: Synthesise arguments and results from varying sources including research, policy and theoretical literature 4,6,7 Core Skills for ACCP (ACCP 702) NMP702/ HEAD 709 Key and Transferable Skills - On successful completion graduates will have developed the ability to: Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; non-specialist audiences. 3,4 Core Skills for ACCP (ACCP 702) NMP702/ HEAD 709 Employment Related Skills - On successful completion graduates will have developed the ability to: The independent learning ability required for continuing professional development Core Skills for ACCP (ACCP 2,3,4 702) A sound understanding of the importance and relevance of evidenced based practice to the delivery of safe effective patient/client care. NMP702/ HEAD 709 2,3,5 Core Skills for ACCP (ACCP 702) NMP702/ HEAD P a g e

22 Practical Skills - On successful completion graduates will have developed the ability to: Ability to proactively adopt appropriate strategies to enhance learning for patients 2,3,5,7 Core Skills for ACCP (ACCP and colleagues. 702) Responsibility for their own professional practice applying ethical, legal and professional principles. 4,5,6 NMP702/ HEAD P a g e

23 MSc level Programme Intended Learning Outcomes Map MSc Level Core Programme Intended Learning Outcomes Aim(s) Related Core Modules Knowledge and Understanding - On successful completion graduates will have developed: Originality in the application of knowledge, together with a practical understanding 5,6,7,8,9 SPP701 of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline. A comprehensive understanding of techniques applicable to their own research or 3,5,7,8,9 SPP701 advanced scholarship, and demonstrate a comprehensive and critical understanding of theoretical knowledge and requisite professional judgement when caring for the patient with critical illness. Cognitive and Intellectual Skills - On successful completion graduates will have developed the ability to: Synthesise arguments and results from varying sources including research, policy and theoretical literature 2,4,7,8 SPP701 Key and Transferable Skills - On successful completion graduates will have developed the ability to: Develop a contemporary evidenced based proposal for research that will inform 5,7 practice. Employment Related Skills - On successful completion graduates will have developed the ability to: The independent learning ability required for continuing professional 2,3,5,7,8.9 SPP701 development A sound understanding of the importance and relevance of evidenced based practice to the delivery of safe effective patient/client care. 2,3,5,7,8,9 SPP701 Develop a contemporary evidenced based proposal for research that will inform 2,3,5,7 SPP701 practice. 23 P a g e

24 Practical Skills - On successful completion graduates will have developed the ability to: Propose and develop a researchable question and critically analyse the 2,3,5,7,8,9 evidence from the research to fill a practice - theory gap Undertake self-motivated research, critically appraise and present data 3,5,7,8,9 SPP P a g e

25 Mapping of FICM Document to teaching content Week Core Topics Location Components MAPS to FICM Document 1+2 History taking and examination. Anatomy and physiology lectures/demonstration Should include introduction to radiology and imaging wrt anatomy. Plymouth Course introduction (Library, course outline, university access, locations both uni and PHNT: 1 Day) 25 P a g e The ACCP Profession. 3-4 Focus on WBAs* for obtaining a clinical history and clinical examination. *See FICM Assessment System for WBA scheme. 5 Review of knowledge and skills of history taking and examination. Embedded in own unit Plymouth Anatomy physiology theory and clinical history and examination practical. IRMER course. Anatomy and physiology will focus on RS, CVS, GI. Lead clinicians and HEI lead will have a plenary meeting to ensure all have unified objectives for their trainees. WBAs* Must include examination of all body systems and integrated "review" examination. Must include admission of new patients to intensive care and presentation of clinical findings. *See FICM Assessment System for WBA scheme. Anatomy physiology theory and clinical history and examination practical. Syllabus 2.1; 2.2; 2.3; 3.1; 3.2 Syllabus 1.1; 1.2 Syllabus 2.1; 2.2; 2.3; Syllabus 1.1; 1.2 Syllabus 2.1; 2.2; 2.3; Syllabus 1.1; 1.2

26 Further theory of anatomy and physiology. Theory and skills centre for cannulation/arterial access/cvc access/intercostal drain/lumbar puncture. Anatomy and physiology will focus on Renal and Neuro. Include introduction to use of USS for vasc access/intercostal drain insertion. Syllabus 4.4; Consolidating skills of clinical history and examination. Applying knowledge of anatomy and physiology in practice. Starting to learn practical skills under supervision. 9 Laboratory tests including principles of microbiology, sampling, antimicrobial therapy, biochemistry and haematology. Testing the role: communication, behaving as an ACCP, boundaries of practice. Embedded in own unit Plymouth WBAs* for examination and history. WBAs for practical procedures. *See FICM Assessment System for WBA scheme. Theory: broad outline of microbiological classifications. Biochemistry relating to ICU, including fluid management and its effects. Haematology relating to ICU including blood transfusion and blood products. Workshop sessions on communication, dealing with difficult situations. (? 3 sessions). Syllabus 2.1; 2.2; 2.3; Syllabus 1.1; 1.2 Syllabus 4.4; 4.5 Syllabus 4.3; 4.2; 3.10; 2.4; 2.5 Syllabus 3.12; 3.13; 3.14; 3.15; 3.16; 3.17;3.18;3.19; 3.22; 4.11; 4.12; 4.13; P a g e

27 10-15 Consolidating knowledge and skills in relation to admitting the new patient to ICU. History, examination, tests, practical procedures. 16 Management of organ failure, including physiology and pharmacology of Resp and CVS support Consolidation of knowledge of organ support and associated practical skills 24 Anatomy and physiology of endocrine system, immunological function. Biochemical testing for endocrine dysfunction Steroids and their uses in ICU Haematological pathology Embedded in own unit Plymouth Embedded in own unit Plymouth HALF WAY FORMATIVE TESTING: 1 DAY for OSCE MCQ Mock Viva 1 st case summary (extended CBD) Lead clinicians and HEI lead will have a plenary meeting to ensure all have unified objectives for their trainees. WBAs* should focus on ordering tests, understanding the theory and physiology behind testing. Continued acquisition of practical skills. *See FICM Assessment System for WBA scheme. Theory focusing on Ventilation, CVS support. Further practical skills: airway management, vascular access, haemodynamic monitoring. WBAs* should focus on Airway management, CVS support *See FICM Assessment System for WBA scheme. Lectures. 1:1 meetings to identify deficiencies/learning needs of individuals to be highlighted. Lead clinicians and HEI lead will have a plenary meeting to ensure all have unified objectives for their trainees. Syllabus 4.3; 4.2; 3.10; 2.4; 2.5 Syllabus 4.4; 4.5 Syllabus 4.1; 4.2; 4.3; ; 2.6; 3.6; 3.7 Syllabus 4.1; 4.2; 4.3; ; 2.6; 3.6; 3.7 Syllabus 2.1; 2.2; 2.5; 2.6; 2.7; 3.1; 3.2; 3.3; 3.11; Panel Review of: ACCP training record (Page II-6 Assessment) 27 P a g e

28 complete and submitted in advance for viva. Marked at M level to ensure standard understood. Formative assessment of knowledge (MCQ and viva) as per Assessment Page II-3 ACCP Logbook Summary (Page II-9 Assessment) ACCP Educational agreement (Page II- 10 Assessment) Formative Review of Annual Competency Progression (Page II- 15 Assessment) Consolidation of knowledge of organ support and associated practical skills 32 Ethics Legal and professionalism. Challenging patients and challenging colleagues. Revision planning for exam. Embedded in own unit Plymouth WBAs* should focus on detection of endocrine and immunological dysfunction and therapeutic interventions. *See FICM Assessment System for WBA scheme. Lectures on principles of medical ethics, legal aspects of practice and legal framework for ACCP practice. Ethics of research as applied to intensive care (clinician delivered). Review of a selection of key research evidence in intensive care and how to practice evidence based medicine. Expanded case summary (Page II-4 Assessment) Syllabus 2.1; 2.2; 2.5; 2.6; 2.7; 3.1; 3.2; 3.3; 3.11; 2.8; 2.9; 2.10;2.11; 3.16; 3.17; 3.18; 3.19; 3.22; 3.23; 4.7; 4.8; 4.9; 4.11; 4.12; P a g e

29 33-39 Consolidation of knowledge of organ support and associated practical skills Embedded in own unit WBAs* should focus on ethical issues and CBDs relating to current best evidence. Should analyse at least 2 cases and research current best evidence during this period. Aim to present at local journal club in this block with feedback from supervisors. Whole syllabus. 40 End of year assessment week. Plymouth *See FICM Assessment System for WBA scheme. Written/OSCE Lead clinicians and HEI lead will have a plenary meeting to ensure all have unified objectives for their trainees. Progression to year 2 will be reviewed by board. Panel Review of: ACCP training record (Page II-6 Assessment) ACCP Logbook Summary (Page II-9 Assessment) OSCE includes formal portfolio review OSCE Includes "Formal assessment of knowledge" as MCQ and viva ACCP Educational agreement (Page II- 10 Assessment) Summative Review of Annual Competency Progression (Page II- 15 Assessment) Assessment Page II-3 para P a g e

30 41-52 No academic programme Additional competencies to gain during year 1 (in embedded weeks): ALS or equivalent Year 2 1 Introduction to year 2 Revision of core topics Role, professionalism, standard expectations. Embedded in own unit/leave Funded/provided by own hospital Plymouth Problem based learning. Case studies. Complex cases. Student presentations ; 2.9; 3.5; 3.6; 3.7; 3.8; 3.9; 3.20; 3.21; 3.22; 3.23; 3.24; 4.13; 4.14; Critical decision making. Week unknown + Introduction to multiple single days Independent prescribing course (IPC) 2 Key pathological problems in ICU and specialist ICU Plymouth As per IPC 2.6; 3.3 Plymouth Respiratory CVS (inc cardiac ICU) GI Renal Neuro (inc neuro ICU) Paediatric Various sections of syllabus 3-7 Consolidation of knowledge and groundwork for IPC Embedded in own unit Lead clinicians and HEI lead will have a plenary meeting to ensure all have unified objectives for their trainees. Initial meetings with IPC supervisor/mentor. Selection of topic for IPC dissertation 2.6; P a g e

31 8 Transfer training and preparation for Specialist rotations Plymouth (might outsource to regional transfer training course) 9-13 Specialist rotation Rotation units: Cardiac Neuro DGH Principles and practical simulation of transfer training. Experience of specialist ICUs for 1 week blocks. WBAs* focus on specialist conditions. Various Various Discharge Rehab and follow up Further specific pathologies. 1:1s for specific individual learning needs Consolidation Embedded in own unit *See FICM Assessment System for WBA scheme. Plymouth Very much a mid year 2 consolidation week. Key issues that need completing by end of year 2 must be identified this week. Lead clinicians and HEI lead will have a plenary meeting to ensure all have unified objectives for their trainees. Deficiencies in WBAs MUST be identified and specific objectives for trainees to complete Any deficiencies in WBAs* to be completed Prescribing dissertation/cases to be completed. 4.3; 4.7; 4.8; 4.9; *See FICM Assessment System for WBA scheme. 31 P a g e

32 28 revision course Plymouth Assessment week Plymouth Submission of written case or case series investigating in depth the research evidence behind management plan and treatment words. Patient assessment exam Portfolio review panel Formal knowledge assessment based on written submission and vivas (including during patient assessment exam). Panel Review of: ACCP training record (Page II-6 Assessment) ACCP Logbook Summary (Page II-9 Assessment) Summative Review of Annual Competency Progression (Page II- 15 Assessment) Assessment Page II-3 para Consolidation Embedded in own unit Final embedded attachment and sign off/registration with faculty. Embedded in own unit Application to FICM for Associate membership and entry onto voluntary ACCP register. 32 P a g e

33 Additional requirements ATLS/ETLS course observer attenance Successful completion of prescribing course For most candidates this will be the Plymouth course, for remote candidates we will consider out of area NMP course as equivalent (in line with NMC requirements). Assessment includes formal knowledge tests as per Assessment Page II-3 para ; 4.1; 4.6; ; P a g e

34 14.1. Assessment against Modules Mapping Assessment mapping of modules in the Advanced Critical Care Practitioner Programme Module Credit Formative Assessment Summative CORE MODULES Research Methodology and Application 20 Feedback from presentation of work Review of the Literature in progress to academics and peers Core Skills for Advanced Critical Care Practitioners 1 40 MCQ Viva MCQ Viva Core Skills for Advanced Critical Care Practitioners 2 Patient Assessment Patient Assessment 20 Patient Assessment Critical review of case series Patient Assessment Non-Medical Prescribing 40 Exam Examination OSCE (Objective Structured Clinical Examination) Practice Portfolio Project Design for Research 20 Feedback from presentation of work in progress to academics and peers Substantive Professional Project 40 Feedback from presentation of work in progress to academics and peers Research Proposal (3000 words) Dissertation report (10,000-15,000 words) 34 P a g e

35 35 P a g e