Programme Specification

Transcription

1 Programme Specification Title: Advanced Clinical Practice Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc) To be delivered from: 26 Jun 2014 Level Date Masters or Postgraduate Certificate (PG Cert) Masters or Postgraduate Diploma (PG Dip) Masters or Master of Science (MSc) Page 1/27

2 Table Of Contents 1. Introduction Basic Programme Data Programme Description Overview Aims and Objectives Variations to Standard Regulations and Guidance Programme Outcomes Knowledge and Understanding Subject Specific Intellectual Skills Subject Specific Practical Skills Transferable Skills and Attributes Learning, Teaching and Assessment Strategies Learning and Teaching Strategy Assessment Strategy Programme Structure Appendix I - Curriculum Map Appendix II - Assessment Map Appendix III - Benchmark Analysis Appendix IV - Benchmark Statements(s) Page 2/27

3 1. Introduction This document describes one of the University of Lincoln's programmes using the protocols required by the UK National Qualifications Framework as defined in the publication QAA guidelines for preparing programme specifications. This programme operates under the policy and regulatory frameworks of the University of Lincoln. Page 3/27

4 2. Basic Programme Data Final Award: Programme Title: Exit Awards and Titles Master of Science (MSc) Advanced Clinical Practice Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science (MSc) Subject(s) Health & Social Care (L) Mode(s) of delivery Part Time Is there a Placement or Exchange? UCAS code Awarding Body Campus(es) School(s) Programme Leader Relevant Subject Benchmark Statements Professional, Statutory or Regulatory Body Accreditation No University of Lincoln Lincoln Campus Programme Start Date School of Health and Social Care Trevor Simpson (tsimpson) Page 4/27

5 3. Programme Description 3.1 Overview The Master in Advanced Clinical Practice programme will prepare learners with the skills and knowledge to work at the level required for an advanced practitioner within a clinical health and care context. NHS Wales (2010:21) has defined advanced practice as a role, requiring a registered practitioner to have acquired an expert knowledge base, complex decision-making skills and clinical competencies for an expanded scope of practice, the characteristics of which are shaped by the context in which the individual practices. Demonstrable, relevant Masters level education is recommended for entry level. The terminology associated with advanced or specialist practice is often confusing and ill defined in the literature. NHS Wales (2010:12) remarks on the consideration required to understand the relationship between specialist and advanced practice as these two terms can interact along a continuum ranging from novice to expert practice and from generalist to specialist practice. There are also issues related to the level of competency required for a professional allied to medicine to undertake the role of an advanced or specialist clinician. The programme recognises the need for individual employers to determine the level of seniority, the required competencies and associated skills and attributes of an advanced clinician in practice as they differ between departments and organisations. The university therefore prefers to focus on capability of the clinician to demonstrate the skills, knowledge and attributes required to work at an advanced or specialist level of clinical care. A framework to test the capability of the advanced practitioner within a nursing context has been developed by NHS Scotland (2008). This capability framework considers the changing and expanding role of the clinician in terms of leadership, research, facilitating learning and the delivery of advanced clinical practice. It requires the advanced practitioner to work within the principles of autonomous practice, critical thinking, high level decision making and problem solving, a comprehensive values based system and the motivation to continuously find ways to improve practice. This is embodiment of the importance of consistent performance, ethical reasoning, reflective practice and reflexivity in practice, the implementation of evidence based interventions and the commitment to life-long learning for the individual and the organisation. A capability framework is a broad outline of the skills, knowledge and attitude that individuals should possess to work as advanced practitioner in clinical practice. To undertake advanced clinical practice safe and effective and consistent diagnosis and clinical reasoning is an imperative. Safe diagnosis and clinical reasoning has been built into the core modules at the beginning of the programme, which all learners have to complete. The major consideration is that clinical diagnosis and reasoning for practitioners from a physical health context will be different from practitioners from a mental health context. However, at the foundational stage of this programme all learners will be introduced to the concepts of diagnosis and clinical reasoning for both physical health and mental health. All learners will be taught and tested for their skill and knowledge of the process and principles of diagnosis and reasoning in practice. As the learner develops their skills and knowledge as they progress through the programme the emphasis of diagnosis and reasoning will remain. Across the programme diagnosis will be introduced in the context of the taught element of each module with particular reference to clinical practice. This will be, for example, from a physical health Page 5/27

6 perspective a range of clinical diagnostic processes to determine physical health and ill-health. Whereas, from a mental health perspective the focus will be on the application of new knowledge about personality disorder in practice to understand and undertake a diagnosis or a formulation of a clinical opinion in the role of an advanced practitioner. The scope of clinical practice for the advanced practitioner has expanded greatly in many areas of professional practice allied to medicine. The programme will provide the main theoretical aspects associated with advanced care of patients, including: the forging of skills for clinical leadership the management of clinical environments and clinical teams evidence-based therapeutics and development of improved patient journeys and care the assessment and consultation process, including the diagnosis and formulation of opinion based upon expert knowledge, clinical skills and safe decision making the legal, ethical and professional issues associated with advanced practice There are a number of core modules within the programme which all learners must access as part of their learning pathway and contained within these will be the fundamental principles of diagnosis and decision making which includes history taking, clinical decision making, planning care, prescribing treatments and evaluating treatment and care outcomes for patients. The programme will support the application of theoretical knowledge in practice by providing opportunities for learners to experience supervised clinical practice and the student will work alongside and be assessed by a clinical supervisor. This will enable students to develop the skills and competence required to undertake safe and effective assessment, diagnosis and decision making within their own area of professional practice. 3.2 Aims and Objectives The aims of the programme are to prepare learners to undertake the role of an autonomous advanced practitioner within a health and care context. On completion of this programme students will be able to: 1. Apply advanced knowledge and skills that are required to autonomously diagnose and make safe and effective clinical judgements, treatment plans and prescriptions for patients in the context of clinical practice. 2. Apply the advanced skills required to determine a diagnosis for patients in practice. 3. Apply the advanced skills and knowledge required to undertake safe and effective decision making for practice which are relevant to the student s own area of clinical practice. 4. Critically discuss the complex theoretical perspectives associated with legal, professional and ethical practice, accountability and responsibility associated with the role of advanced practitioner. 5. Apply reflective and reflexive practice in the context of the advanced practitioner role. 6. Apply reflection and critical analysis to continuously develop and improve performance and the performance of professional and inter-professional groups, teams and networks. 7. Analyse, evaluate and apply relevant and contemporary research evidence, including service user research. 8. Apply, synthesise, analyse and evaluate critical knowledge and understanding of patients, service users and carers using a contemporary evidence base. 9. Critically analyse and solve problems that are associated with the safe and effective delivery of a clinical service within a health and care context. Page 6/27

7 10. Lead the transformation of a clinical service to meet the needs of service users and employers. The objectives for the programme are to: 1. Introduce the student to the systematic skills and knowledge required to work as an advanced practitioner in a health and care context. This will be achieved using a range of theoretical frameworks, an underpinning evidence base and methods to apply these to the practice setting. This will be tested using a range of assessment strategies across the programme. 2. Enable the student to develop academically by introducing the context of clinical research and the generation and appreciation of evidence in practice at an advanced level. This will be achieved by presenting the methods used to generate and apply research in a clinical context and by the integration of good practice principles in every element of learning across the programme. 3. Enable the student to develop practically by presenting, developing and testing the skills and knowledge to undertake an assessment and diagnosis of patients from their area of clinical expertise. These will be tested using a range of assessment strategies within the programme. 4. Enable the student to develop practically by presenting, developing and testing the decision making skills and reflexivity required to make safe and effective decisions in practice using clinical reasoning for patients that are associated with their area of clinical expertise. These will be tested using a range of assessment strategies within the programme. 5. Develop the leadership and management skills of the student to enable them to apply their clinical expertise, problem solving and decision making skills and knowledge to influence clinical practice. This will be tested using a range of assessment strategies within the programme. 6. Develop the awareness of complex ethical considerations that have to be considered by practitioners as part of their decision making in practice. This will be built into the ethos of the programme and will be prominent in all modules. These will be tested using a range of assessment strategies within the programme. 3.3 Variations to Standard Regulations and Guidance The Non-medical prescribing element of the programme, which is offered as an optional module to all students, has three validated variations to standard regulations and guidance please refer to the Non-medical prescribing programme specification for more details. Page 7/27

8 4. Programme Outcomes Programme-level learning outcomes are identified below. Refer to Appendix I Curriculum Map for details of how outcomes are deployed across the programme. 4.1 Knowledge and Understanding On successful completion of this programme a student will have knowledge and understanding of: 1 Utilise a contemporaneous evidence base that is relevant to their field of practice 2 Assess, diagnose and make clinical decisions in relation to a field of practice, organisational, professional and regulatory standards, guidance and codes of conduct 3 Local and national policies, processes and systems that impact on advanced clinical care practice and how the role of the autonomous practitioner influences the wider healthcare community 4 Confidently sources evidence-based information available to inform advanced clinical practice 4.2 Subject Specific Intellectual Skills On successful completion of this programme a student will be able to: 5 Demonstrate good practices to access, critically appraise, evaluate and apply research evidence in practice using good research and clinical governance to improve service user outcomes 6 Develop, document and critically evaluate clinical management decisions in the context of advanced clinical practice 7 Demonstrate awareness of own limitations and of others and acts to promote patient safety 8 Reflect critically on professional, legal and ethical issues associated with advanced clinical practice and the role of the autonomous practitioner 9 Contribute to the creation of local and national policy using contemporary evidence and expertise 4.3 Subject Specific Practical Skills On successful completion of this programme a student will be able to: 10 Establish a relationship based on trust and mutual respect, recognising patients as partners in the pathway of care 11 Actively participate in the review and development of advanced clinical practice to optimise service user outcomes 12 Work in partnership with colleagues for the benefit of patients 13 Demonstrate self-awareness and emerging confidence in their own ability to undertake autonomous advanced clinical practice Page 8/27

9 14 Apply critical thinking to complex patient care and service situations to influence positive patient outcomes and experiences using good assessment, diagnostics and decision making within a field of practice 15 Promote highest quality clinical practice using best evidence and leads innovation and change in service development to improve service user outcomes 16 Lead the development of understanding about complex care for patients, family members, peers and other clinicians using a range of teaching and learning techniques and educational resources 4.4 Transferable Skills and Attributes On successful completion of this programme a student will be able to: 17 Access and apply appropriate and effective information and communication technologies 18 Analyse critically personal, professional and educational learning objectives and evaluate professional development 19 Communicate effectively in writing and verbally, demonstrating an understanding of the importance of accurate, legible and contemporaneous record keeping 20 Establish and utilise new networks to receive and offer to others clinical support and supervision, critical reflection and learning For details of each module contributing to the programme, please consult the module specification document. Page 9/27

10 5. Learning, Teaching and Assessment Strategies 5.1. Learning and Teaching Strategy The learning and teaching strategy adopted by the MSc advanced clinical practice programme is derived from the University s teaching and learning plan ( ) and is also aligned to the principles of the Student as Producer strategy which is focussed within a strong ethos of research engaged teaching. The strategy set out by the University of Lincoln encourages programmes to utilise a discovery mode of delivery. Discovery mode is characterised by a strong application of problem based and enquiry based teaching and learning. This programme is designed to adopt this ethos throughout, where the learner is challenged to develop their own sense of enquiry within their studies. The following objectives taken from the University of Lincoln Student as Producer strategy which are of particular relevance to this professional programme, are to: Develop curricula that are underpinned by research and reflect leading-edge clinical theory and practice; Continuously improve approaches to innovative and mixed methodology with regard to teaching, learning and assessment. This is very much a departure from the traditional transmission of knowledge to a modern ethos of encouraging students to be producers of knowledge by engaging in research and research-like activities; Encourage the student to broaden their experience of teaching, learning and the application of research enabling behaviours which will be attractive to current and future employers and potential career development, and to Promote collaboration with partners from within and external to the institution for the purposes of research and clinical knowledge development in practice The approach to learning and teaching will include interactive lectures, small group-work, case studies, simulated learning, scenarios, student presentations and individual tutorials. In addition, experiential learning in clinical practice will include student observation and supervised consultations with service users. Preparation for assessment of practice using an Objective Structured Clinical Examination (OSCE) will include inter-professional simulation activities using the university simulation suites that provide a wide range of community and ward learning environments. Practice-based learning is integral to the programme and students will be provided with opportunities to observe advanced care being delivered by senior medical staff and senior professionals allied to medicine. This will include all aspects of advanced assessment, diagnosis and clinical decision making at an advanced level of practice and this will involve the student negotiating to spend time with a range of clinicians working in the field of interest and expertise as defined by the student and their employer / sponsor. Students will apply principles of advanced clinical care to their practice and reflect on their acquisition of skills by compiling a portfolio of evidence. The non-medical prescribing modules, offered as optional in this Masters programme has additional requirements associated with supervised practice. Please refer to the non-medical prescribing programme handbook for more detailed information. The non-medical prescribing module has already received University of Lincoln and multiple Professional Statutory Regulatory Body (PSRB) validation approval. The school of health and social care is committed to students developing an ethos of lifelong continuing professional development. Applied research within the school supports, informs and enhances teaching and learning, and students are enabled to become well-informed, critical reflective Page 10/27

11 practitioners. The school is also committed to meaningful service user and carer participation in the planning, delivery and reviewing of courses. The programme team also works collaboratively with local and national agencies - health and social care trusts, the voluntary and independent organisations with ever increasingly strong and established partnerships. The teaching and learning strategy adopted for the MSc advanced clinical practice programme offers learners the opportunity to develop their own capabilities, skills and competencies to an advanced level through the processes of critical reflection on their practice, their own research and advanced scholarship. It will assist learners to maximise their potential through an effective mix of structured learning activities with a clear focus on work-based learning. Continued reflection on practice is vital in maintaining and enhancing student learning and in developing their professional practice. Students will actively contribute to the generation of knowledge in health care by engaging in research activities, work-based learning and original application of knowledge in practice situations. They will actively engage with communities to include the perspectives of service providers, user groups and other stakeholders. Students will use on-line learning resources including the virtual learning environment provided by the University of Lincoln to engage in discussion groups and to engage with tutors and their peers. This is of particular importance to work-based learning and this is inherent in several of the modules within the programme. Students will be supported to develop advanced skills in searching, critiquing and appraising the evidence base to continuously engage with relevant research and resources to inform their practice. Modules will be delivered on a flexible basis, which acknowledges the competing demands of professional and personal lives. Consequently there will be a mixture of learning through university attendance; individual tutorials; work-based supervision, peer support and networking groups using a virtual learning environment discussion forum, support and assessment and independent study. Teaching and learning on the programme will be supported by the library service and the academic subject librarian. The vision for the library service is to be at the heart of the University, underpinning all teaching, learning and research activity, by providing: Access to information where, when and how students and staff need it; Support for research activity, by staff and students through expert staff and collections targeted to support the University s research profile; Services based on quality, responsiveness, staff empowerment and flexible delivery; Student centred services which are responsive to new ways of thinking and doing, and which support the Student as Producer ; Learning spaces that facilitate the student experience and enable the relationship between information resource use and learning; Partnership working with academics, professional support services, and external agencies to deliver joined-up services, which support the local community. The role of the library is to provide the support students need to use information to meet the demands of their study on the programme. The library offers learning spaces that will enhance the student experience; this includes group rooms, laptop loans as well as a new extension which provides additional flexible learning space. The library also provides targeted group and one-to-one support, alongside on-line support delivered relevant channels. Resources Page 11/27

12 The library provides a wide range of resources both printed and electronic. The school of health and social care receives an annual budget to ensure the library collection is relevant to current teaching and research requirements. The talis aspire reading list management software facilitates the creation of reading lists for each module of study; ensuring learners are connected easily to key library resources. To ensure that students can access specific resources, the library offers a digitisation service whereby extracts from books or journal articles can be made available via the VLE (Blackboard). The academic subject librarian, who supports health-related courses, has created a library guide to direct students to further resources, encouraging reading around the subject area. Electronic resources, including ICT support, can be accessed 24 hours a day from both on and off campus. In terms of electronic resources, students can access over 90,000 electronic journals, a growing number of e-books as well as specialist databases, including ASSIA, CINAHL, Cochrane Library, Medline, Psycinfo, ScienceDirect, Scopus and Web of Science. The discovery service Findit@Lincoln enables students to search both print and electronic resources available to them using a single search. Students can recommend books that they would like the library to purchase through the More Books patron-driven acquisition scheme. They can also use the library s inter-library loan service to access materials available via the British Library or use other university libraries throughout the UK via the SCONUL Access scheme. Learning Development and MASH All students are provided with a comprehensive induction by their academic subject librarian at the start of their degree to facilitate their effective use of the service and resources as well as promoting independence in learning. This is developed further through the information literacy sessions that are embedded within the curriculum. The library runs a programme of learning development workshops aimed at all students. Topics include: introduction to essay writing, finding journal articles for your assignment and an introduction to Harvard referencing. For students requiring individual support, the library offers a one-to-one learning development service, whereby students can receive help and advice with their studies. Help guides and links to on-line tutorials on a range of study skills topics are available via the Learning development library guide. If students need additional support with mathematics, the MASH (Maths and Statistics Help) service in the library helps with a wide range of mathematics and statistical topics, ranging from concepts of probability, significance testing and graph-drawing through to algebra, equations, and formulae. MASH also run workshops throughout the year and can offer help with finding resources and provide direction to what books may be helpful. All students will be introduced to the university graduate school which is a dedicated to promoting the development of postgraduate activity and the interests of postgraduate students. The graduate school provides facilities including recreational areas, education and training courses, the hosting of networking and social events and an annual postgraduate student conference. All of these activities allow engagement with the postgraduate community to enhance the student journey. The University of Lincoln has a long history of welcoming students from a broad range of Page 12/27

13 backgrounds and with a wide range of abilities, including many with specific learning difficulties, medical conditions and physical disabilities. Applications from students with disabilities are considered strictly on their academic merit. The University s disability service (DART) is designed to specifically support and promote the inclusion of students with disabilities in all areas of university life Assessment Strategy The assessment strategy will reflect the principles of the student as producer philosophy which has been adopted by the university. Assessment activities will provide students with the opportunity to develop and produce knowledge, demonstrate application of advanced skills and professional values in relation to their own practice and reflection on practice. This will focus upon developing practice with patients by demonstrating their knowledge and skills in a specialist area of practice through academic study and learning in practice. Students will be assessed on the relevant learning outcomes for each module through engaging with a range of assessment tasks. Assessment will include students collecting evidence, including direct evidence of advanced practice capability and evidence of well-developed integration of theory and practice. Work-based clinical supervisors will be involved in the summative assessment of practice capability for some of the modules. Clinical supervisors and students will be provided with guidance to undertake the practice capability components for each module, where applicable. The range of assessments within the programme are designed to provide a wide and varied student experience with the emphasis being to encourage the student and producer philosophy adopted by the University. The emphasis will be on the dissemination of outcomes and outputs by the individual learner to local and national audiences. The assessment strategy is intended to ensure that those who have obtained this award have clearly demonstrated advanced practice capabililty. Therefore, part of the assessment strategy is related to assessment of practice in the work-place. The assessment map gives a top-level indication of the scheduling and distribution of assessment modes within the programme. Details of module assessment strategies are included with each module specification. The assessment of theoretical knowledge and the application of knowledge to advanced practice will be tested at all stages of the programme. There are four core modules which all learners accessing the master in advanced clinical practice must successfully complete, together with a wide range of bespoke and tailored learning modules within the programme. Across all modules on the programme there will be a wide range of theoretical knowledge development and assessment using written work, individual and small group presentations, Objective Structured Clinical Examination, unseen written exam and oral viva / poster presentations. This will add variety of approach to assessment with all of the assessments being tailored to the developmental framework of an advanced clinical practitioner, the context of healthcare and academic skill to determine Master level scholarship. The assessment of practice skills will be undertaken using a nationally recognised capability framework which will be used as a basis for the assessment of the student in practice. The capability document will be completed and signed by the student s designated clinical supervisor. Page 13/27

14 The student will discuss with their clinical practice supervisor regarding the evidence required in order for them to meet the requirements of each capability in the assessment documentation. Formative assessment of practice will be provided by the clinical practice supervisor and this will be documented in specified supervision and progress meetings showing the areas of strengths and identifying areas that need to be developed. The evidence provided will demonstrate student achievement of the capabilities required for safe and effective clinical practice at an advanced level. There are specific requirements associated with the non-medical prescribing programme which is an optional module in this programme. There is a requirement for each student on the non-medical prescribing programme to have a designated medical practitioner (DMP) to act as a clinical supervisor and clinical assessor. Please refer to the non-medical prescribing programme specification for more details. For students who are engaged on both the MSc advanced clinical practice programme and the non-medical prescribing programme it is envisaged wherever possible to combine the role of designated medical practitioner for the non-medical prescribing programme with the clinical supervisor role for the MSc advanced clinical practice programme. Page 14/27

15 6. Programme Structure The total number of credit points required for the achievement of Postgraduate Certificate (PG Cert) is 60. The total number of credit points required for the achievement of Postgraduate Diploma (PG Dip) is 180. The total number of credit points required for the achievement of Master of Science (MSc) is 360. Masters Title Credit Rating Core / Optional Advanced emergency care 30 Optional People, personality and disorder in mental health care 15 Optional Care of the bariatric patient 15 Optional Therapeutic practice in advanced care 15 Optional Contemporary public health 15 Optional Loss, grief and bereavement 15 Optional Conflict resolution in health care 30 Optional Advanced practice for palliative care 30 Optional Contemporary practice in dementia care 30 Optional Advanced practice for long term conditions 30 Optional Prescribing Effectively Optional Therapeutic Interventions for Mental Health Recovery (Level 7) 15 Optional Prescribing in Context Optional The Consultation Optional Supporting Learning and Assessment in Practice (Masters Level) 15 Optional Introduction to contemporary advanced clinical practice 15 Core Research and service evaluation for clinical practice 15 Core Assessment, diagnosis and clinical judgement in practice 15 Core Pathophysiology and diagnosis in physical health 30 Optional Contemporary practice in acute mental health 30 Optional Contemporary practice in learning disability care 30 Optional Advanced practice in minor illness and minor injury 30 Optional Older adult mental health 30 Optional Contemporary practice in working with adults and children 15 Optional Service transformation project 45 Core Evidence Based Therapeutics for Advanced Practice 15 Optional Page 15/27

16 Appendix I - Curriculum Map This table indicates which modules assume responsibility for delivering and ordering particular programme learning outcomes. Key: Delivered and Assessed Delivered Assessed Masters Advanced emergency care Advanced practice for long term conditions Advanced practice for palliative care Advanced practice in minor illness and minor injury Assessment, diagnosis and clinical judgement in practice Care of the bariatric patient Conflict resolution in health care Contemporary practice in acute mental health Contemporary practice in dementia care Contemporary practice in learning disability care Contemporary practice in working with adults and children Contemporary public health Evidence Based Therapeutics for Advanced Practice Introduction to contemporary advanced clinical practice PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 Page 16/27

17 Loss, grief and bereavement Older adult mental health Pathophysiology and diagnosis in physical health People, personality and disorder in mental health care Prescribing Effectively Prescribing in Context Research and service evaluation for clinical practice Service transformation project Supporting Learning and Assessment in Practice (Masters Level) The Consultation Therapeutic Interventions for Mental Health Recovery (Level 7) Therapeutic practice in advanced care Advanced emergency care Advanced practice for long term conditions Advanced practice for palliative care Advanced practice in minor illness and minor injury Assessment, diagnosis and clinical judgement in practice Care of the bariatric patient Conflict resolution in health care Contemporary practice in acute mental health Contemporary practice in dementia care Contemporary practice in learning disability care Contemporary practice in working with adults and children Contemporary public health Evidence Based Therapeutics for Advanced Practice PO13 PO14 PO15 PO16 PO17 PO18 PO19 PO20 Page 17/27

18 Introduction to contemporary advanced clinical practice Loss, grief and bereavement Older adult mental health Pathophysiology and diagnosis in physical health People, personality and disorder in mental health care Prescribing Effectively Prescribing in Context Research and service evaluation for clinical practice Service transformation project Supporting Learning and Assessment in Practice (Masters Level) The Consultation Therapeutic Interventions for Mental Health Recovery (Level 7) Therapeutic practice in advanced care Page 18/27

19 Appendix II - Assessment Map This table indicates the spread of assessment activity across the programme. Percentages indicate assessment weighting. Masters Advanced emergency care Advanced practice for long term conditions 100 Advanced practice for palliative care Advanced practice in minor illness and minor injury Assessment, diagnosis and clinical judgement in practice Care of the bariatric patient 100 Conflict resolution in health care 100 Contemporary practice in acute mental health 100 Contemporary practice in dementia care 100 Contemporary practice in learning disability 50 care Contemporary practice in working with adults and children Contemporary public health 100 Evidence Based Therapeutics for Advanced 40 Practice Introduction to contemporary advanced 100 clinical practice Loss, grief and bereavement 100 Older adult mental health 100 Page 19/27

20 Pathophysiology and diagnosis in physical health People, personality and disorder in mental health care Prescribing Effectively Prescribing in Context Research and service evaluation for clinical practice Service transformation project Supporting Learning and Assessment in Practice (Masters Level) The Consultation Therapeutic Interventions for Mental Health Recovery (Level 7) Therapeutic practice in advanced care Advanced emergency care Advanced practice for long term conditions Advanced practice for palliative care Advanced practice in minor illness and minor injury Assessment, diagnosis and clinical 100 judgement in practice Care of the bariatric patient Conflict resolution in health care Contemporary practice in acute mental health Contemporary practice in dementia care Contemporary practice in learning disability 50 Page 20/27

21 care Contemporary practice in working with adults and children Contemporary public health Evidence Based Therapeutics for Advanced Practice Introduction to contemporary advanced clinical practice Loss, grief and bereavement Older adult mental health Pathophysiology and diagnosis in physical health People, personality and disorder in mental health care Prescribing Effectively Prescribing in Context Research and service evaluation for clinical practice Service transformation project Supporting Learning and Assessment in Practice (Masters Level) The Consultation Therapeutic Interventions for Mental Health Recovery (Level 7) Therapeutic practice in advanced care 100 Advanced emergency care Advanced practice for long term conditions Advanced practice for palliative care Advanced practice in minor illness and minor Page 21/27

22 injury Assessment, diagnosis and clinical judgement in practice Care of the bariatric patient Conflict resolution in health care Contemporary practice in acute mental health Contemporary practice in dementia care Contemporary practice in learning disability care Contemporary practice in working with adults and children Contemporary public health Evidence Based Therapeutics for Advanced Practice Introduction to contemporary advanced clinical practice Loss, grief and bereavement Older adult mental health Pathophysiology and diagnosis in physical health People, personality and disorder in mental health care Prescribing Effectively Prescribing in Context Research and service evaluation for clinical practice Service transformation project 100 Supporting Learning and Assessment in Practice (Masters Level) The Consultation Therapeutic Interventions for Mental Health Page 22/27

23 Recovery (Level 7) Therapeutic practice in advanced care Advanced emergency care Advanced practice for long term conditions Advanced practice for palliative care Advanced practice in minor illness and minor injury Assessment, diagnosis and clinical judgement in practice Care of the bariatric patient Conflict resolution in health care Contemporary practice in acute mental health Contemporary practice in dementia care Contemporary practice in learning disability care Contemporary practice in working with adults and children Contemporary public health Evidence Based Therapeutics for Advanced Practice Introduction to contemporary advanced clinical practice Loss, grief and bereavement Older adult mental health Pathophysiology and diagnosis in physical health People, personality and disorder in mental Page 23/27

24 health care Prescribing Effectively Prescribing in Context Research and service evaluation for clinical practice Service transformation project Supporting Learning and Assessment in Practice (Masters Level) The Consultation Therapeutic Interventions for Mental Health Recovery (Level 7) Therapeutic practice in advanced care Advanced emergency care Advanced practice for long term conditions Advanced practice for palliative care Advanced practice in minor illness and minor injury Assessment, diagnosis and clinical judgement in practice Care of the bariatric patient Conflict resolution in health care Contemporary practice in acute mental health Contemporary practice in dementia care Contemporary practice in learning disability care Contemporary practice in working with adults and children Contemporary public health Evidence Based Therapeutics for Advanced Practice Introduction to contemporary advanced clinical practice Loss, grief and bereavement Older adult mental health Pathophysiology and diagnosis in physical health People, personality and disorder in mental health care EP Page 24/27

25 Prescribing Effectively Prescribing in Context Research and service evaluation for clinical practice Service transformation project Supporting Learning and Assessment in Practice (Masters Level) The Consultation Therapeutic Interventions for Mental Health Recovery (Level 7) Therapeutic practice in advanced care Page 25/27

26 Appendix III - Benchmark Analysis This table maps programme learning outcomes to relevant QAA subject benchmark statements or PSRB guidelines. Knowledge and Understanding Subject Specific Intellectual Skills Subject Specific Practical Skills Transferable Skills and Attributes Page 26/27

27 Powered by TCPDF ( University of Lincoln Programme Specification - Master of Science (MSc) Advanced Clinical Practice Appendix IV: Benchmark Benchmark Statement(s) Page 27/27