MSc Advanced Clinical Practice: Award Handbook Academic Year

Transcription

1 MSc Clinical : Award Handbook Academic Year

2 MSc Clinical : Award Handbook Academic Year Contents Introduction to the programme.. 3 Educational aims. 4 Intended learning outcomes.. 5 Programme specification 9 Design and structure.. 10 Pathways overview. 11 Core modules overview Required module overview Optional modules overview Pathway details Learning and Teaching Methods. 20 Timetables MSc ACP pathway diagram Exit points Assessment Role of the external examiner Accreditation of prior learning.. 25 Support for you and your learning.. 26 Where can I get help? Evaluating and improving the quality of the award.. 27 Programme Team: Award Leaders, Pathway Leaders and Modules 29 Choosing Other Modules. 31 Reference Lists.. 31 Mapping to the Knowledge and Skills Framework 31 2

3 Welcome to the Master of Science/Post Graduate Diploma/ Post Graduate Certificate in Clinical. Award Leader: Helen Rushforth The Clinical (ACP) team hope that you have an enjoyable and successful academic year. We understand that balancing the demands of study with other commitments is challenging but we hope you find the study you undertake this year stimulating and rewarding. The team will do their best to guide and support you throughout the year and look forward to facilitating your study. This handbook should be read in conjunction with two other documents. A) The Learning Beyond Registration (LBR) Student Handbook. Information that applies to all LBR students irrespective of the programme they are studying (e.g. guidance regarding assessment submission), will be found in the LBR student handbook rather than this one. B) The postgraduate webpages. Information regarding individual modules is contained within this. This is available on line at From this page click on the module of your choice to find more information. To find dates and prices click on the link on the right hand side of a the find a module page level 7 and 8 module dates and fees. Introduction to the programme The different pathways of the Clinical awards have been developed to meet the needs of health and social care professionals. They are designed to develop practitioners academic knowledge and clinical practice, enabling them to function more independently in a wide variety of advanced practice roles. The programmes are designed to offer students considerable flexibility in respect of the number and type of modules and pathways which are available to study. There are numerous level 7 modules to choose from listed within the above web pages the level of choice you have will depend on your pathway so please discuss your pathway choices regularly with your award or pathway leader. There remain three different options for the 60 credit dissertation; choice of which you study can be made during the first few days of the module. If you require more detail 3

4 regarding any module than is given in the prospectus, a full outline of any module can be obtained via the module leader (see pp28-30 for contact details re all ACP module leaders) or your pathway/award leader. The philosophy and concepts underpinning these awards reflect our response to the ongoing agenda in health and social care of promoting high quality, effective and efficient inter-professional care that is both seamless and patient centred. We also seek to provide an educational programme that prepares and develops practitioners who are fit for purpose. The awards have a commitment to student-centred learning, within an excellent academic and professional learning environment, valuing the practitioners work experiences and exploring issues from a range of practitioner backgrounds. We want the award you are studying to meet your learning needs. If at any time you want to make any changes to your chosen award or pathway, please discuss this with your pathway leader or the award leader. Changes will depend on how much of your current award or pathway you have studied. Decisions regarding the modules you will study, or any changes to your study plans, should be discussed with your pathway leader. The ongoing development of these awards draw on the considerable strengths of our Trust partners, whose support in the continuing development and monitoring of the programme is invaluable. They also draw on extensive support from a large number of academic and administrative staff from across the Faculty of Health Sciences. We also hugely value input from current (and potential) students of the awards, together with practitioners, users and Faculty approved external examiners/advisors, who continue to shape the development of these programmes. Educational aims The awards aim to support you in your development as a knowledgeable and skilful practitioner in your specific clinical/specialist area. On successful completion of your award you should be able to assume (or be working towards assuming) a leading role in the provision of high quality, evidence based health and social care, which is underpinned by a robust and scientific knowledge base. 4

5 Intended learning outcomes. Having successfully completed your award you should be able to demonstrate that you have met the learning outcomes in the following areas: Knowledge and Understanding Having successfully completed this programme you will be able to: 1. Examine critically the evidence base relating to your area of practice 2. Discuss critically and evaluate the rationale for your clinical decisions* 3. Demonstrate the synthesis of theoretical knowledge and understanding in relation to your clinical practice 4. Apply cognitive skills in relation to advanced practice* 5. Demonstrate leadership and inter-professional communication skills** Subject Specific Intellectual Skills Having successfully completed this programme you will be able to: 1. Synthesise, evaluate critically and apply theory to your subject area 2. Apply the skills of academic study and enquiry to the study of your practice area 3. Synthesise information from a number of sources to gain an understanding of theory and practice relating to your practice 4. Apply strategies for the appropriate selection of relevant information from a wide source and body of knowledge 5. Demonstrate the use of problem-solving and decision-making skills within your practice area* 6. Analyse, interpret and evaluate evidence underpinning your practice and initiate change appropriately** 7. Reflect critically and constructively on your professional role* 8. Evaluate your contribution and that of other professionals relating to the needs of service users, demonstrating the ability to form critical judgements* 5

6 Transferable/general key skills Having successfully completed this programme you will be able to demonstrate achievement of key/transferable skills by your ability to: 1. Communicate confidently using a variety of means such as written work, and discussion with patients/clients and members of the inter-professional team.* 2. Work effectively as part of a student group and a multi-agency team, using problem solving skills to explore scenarios.* 3. Take responsibility for personal and professional learning and development. 4. Think critically, analyse and evaluate theory and practice, further developing your skills in reasoning and decision making. You will have developed your intellectual skills through the preparation of assignments and your portfolio.* 5. Handle information effectively and present this in a succinct and logical manner. 6. Effectively manage yourself and others. You will develop considerable skills in self direction in order to achieve the programme outcomes. You will be able to prioritise study time, learning resources and manage your professional workload. 7. Manage a project with due attention to time and resource management** 8. Use information management/technologies to support learning, practice and research activities. 9. Use creative problem solving skills through the learning, teaching and assessment methods of the programme such as presentations, discussion with others, the sharing of practice experiences and networking. The application of knowledge into practice will give you further opportunity for innovation.** *PG Diploma and MSc only **MSc only 6

7 Subject specific practical skills (this section applies specifically to pathways or academic journeys which lead to a registerable or recordable qualification or equivalent). Community Nursing in the Home: District Nursing and Community Children s Nursing On successful completion of the Specialist Pathways (Community Nursing in the Home: District Nursing and Community Children s Nursing) students will be able to apply to record their qualification with the Nursing and Midwifery Council. Nurse Practitioner In recent years the government has been considering a proposal made by the Nursing and Midwifery Council (NMC 2005, 2006) to open a subpart of the nursing register to enable practitioners who can demonstrate appropriate educational and competency achievement to gain additional registration as an Nurse Practitioner (ANP). In 2009 a key review of professional regulation has been undertaken by the Council for Healthcare Regulatory Excellence, and their current position (and thus now that of the NMC) is that public protection is in most instance adequately achieved by the practitioner, working with his/her employer. In 2010 Prime Ministers Commission challenged this view, arguing in favour of regulation for nurses, and indeed for midwifery. This led to further work by the NMC, and discussion of the possibility that there may be an mark on the register, akin to the arrangements for prescribing. Meanwhile, DH England (2010) published Nursing : A Position Statement, endorsing voluntary and self regulation. Then most recently, the Coalition Government White Paper Enabling Excellence (DH 2011) suggested that in future there would only be registration for currently unregistered programmes of study in situations where there is significant risk; this somewhat endorses the CHRE (2009) position although active discussion regarding the possibility of regulation is still ongoing within the NMC. Thus, for the foreseeable future, it is a practitioner/employer responsibility to agree the scope and boundaries of any advanced nursing practice role, underpinned by the Code of Conduct (NMC 2008). 7

8 Practitioners are also strongly advised to use appropriate frameworks for advanced practice to underpin their role development; excellent guidance regarding this, which is supported by all four Departments of Health (and is a part of Modernising Nursing Careers), has been developed by the Scottish Executive and is collectively known as the Toolkit Alternatively the aforementioned Nursing : A Position Statement (DH 2010) offers a more concise framework which is being adopted by many practice settings. Post Graduate Diploma and MSc students will be supported to develop portfolios demonstrating the development of their advanced practice role as a key element of the core Transition to module. This can include competency verification in situations where this is appropriate for your role. Those who are working in, or towards, roles as an Nurse Practitioner are recommended to discuss this with the Award Leader at an early opportunity; you will then be offered further guidance regarding appropriate modules of study and also competency frameworks which will be helpful to you throughout your award. Community Matrons/Case Managers The required knowledge and skills for community matrons and case managers have been identified by the Department of Health (2006). Students who take appropriate modules of learning within the long term conditions pathway (as guided by the pathway leader or award leader) will be enabled to achieve this knowledge and skill, and demonstrate competencies congruent with the community matron/case manager role. 8

9 Programme Specification 1. Award institution/body University of Southampton 2a. Teaching institution/university School of Nursing and Midwifery 2b. Work based learning Combination of experience at the School of Nursing and Midwifery and the student s own workplace and practice 3. Programme accredited by University of Southampton 4. Name of final award MSc in Clinical Post Graduate Certificate Clinical Post Graduate Diploma Clinical 5. Programme title Clinical Clinical (Neonatal Studies) Clinical (Child and Adolescent Mental Health) Clinical (Cancer Care) Clinical (Urgent Care) Clinical (Critical Care) Clinical (Long-term conditions) Clinical (Palliative Care) Clinical (Midwifery) Clinical (Specialist Community Nursing in the Home District Nursing) Clinical (Specialist - Community Children s Nursing) 9

10 6. UCAS code N/A 7. Subject benchmark statement Framework for Higher Education Qualifications (January 2001) Standards for Specialist Education and (UKCC 2001) 8. Date of preparation/revision Prepared June 2004 Revised September 2005 Revised September 2006 Revised March 2007 Revised February 2008 Award Leader Dr Helen Rushforth Design and structure The awards have a modular design which permits students to register for individual modules either as stand-alone modules, or as part of the process of credit accumulation leading to an award. Three awards are offered; Master of Science Clinical ; Post Graduate Diploma Clinical and Post Graduate Certificate Clinical. For the award of MSc Clinical 180 credits at Level 7/Masters are required. For the award of Postgraduate Diploma Clinical 120 credits at Level 7(Masters) are required. For the award of Postgraduate Certificate Clinical 60 credits at Level 7(Masters) are required. (NB: Note level 7 was formerly referred to as level 4; these levels have been reclassified nationally to include GCSE/A levels, hence the change). For the MSc, the 60 credit dissertation module can be commenced before completion of all the taught components. However, it cannot be considered for submission unless the pass mark of 50% has been achieved in all the taught modules within the pathway (1). 10

11 Pathways - Overview There are eight pathways that can be followed within the MSc Clinical Award or Post Graduate Diploma Clinical Award. These are: Standard Pathway Neonatal Studies Child and Adolescent Mental Health Urgent Care Critical Care Long-term Conditions Midwifery Specialist Community Nursing in the Home: District Nursing or Community Children s Nursing Note that there are no pathways within the Post Graduate Certificate Clinical. Note that two former pathways (Cancer Care and Palliative Care) have now been replaced by the new MSc Clinical Leadership in Cancer, Palliative and End of Life Care. Those currently on these MSc Clinical pathways will however continue to be registered on the MSc Clinical, and will receive the bracketed award of MSc Clinical (Cancer Care) or MSc Clinical (Palliative Care) on completion of taught, required and optional modules as specified at the time you joined the programme. Where you have not yet studied a required module that has been revalidated into the new programme, you will be advised regarding which module(s) you need to study. If you have any worries at all regarding this please contact Programme Lead Helen Rushforth or former Cancer and Palliative Pathways Lead, Sue Duke. Core, Required and Optional Modules. Before summarising the content and focus of each pathway it will be helpful to have an overview of the different types of modules. There are three types of modules: core, required and optional. 11

12 Core Modules - Overview For the MSc there are three core modules within the pathway two 20 credit core taught modules ( Research Methods for Evidence Based and Transition to ) and the 60 credit Dissertation which offers three choices (Empirical Study, Enquiry and Evidence Based Project). Core modules must be undertaken by all MSc students, irrespective of the pathway being studied. Note that Research Methods and Evidence Based is best undertaken in your first year of taught study, and Transition to is best undertaken in your last year of taught study. Both these modules also apply to the PG Diploma, although this has no dissertation. Research Methods for Evidence Based (HLTH6036) offers you the opportunity to critically analyse and evaluate the contribution of evidence based practice to your role within the context of health and social care. This includes consideration of the research paradigms, approaches and methods that contribute to different types of evidence. It is a module which forms an excellent foundation for your future study of other modules of learning within the award, and students are recommended to undertake this module first, or towards the beginning of their programme of study. Note that as of September 2010 the former Evidence Based module was combined with the former Research Methods modules run by the former School of Health Professions (with which the School of Nursing and Midwifery amalgamated in 2008). However the key learning outcomes for the new module are very similar, and this new module automatically counts as the required core Evidence Based module in your pathway. Transition to (NURS 6094) This module enables you to integrate and apply the educational aims of the award and the theoretical module outcomes with your professional practice. It therefore prepares you to demonstrate key elements of the role transition towards advanced practice. Within part time pathways you are strongly advised to study this module (which spans an academic year) towards the end of your taught programme, as this best enables it to fulfil its function of integrating and synthesizing your learning from the other modules within the programme. 12

13 Dissertation. Note that from this academic year there are some important changes to the way the dissertation module is run, with all students now registering for the same module Dissertation (HLTH6037) and then being asked to select from the usual three alternative options. Also this module is now run just once a year, in December. Note that the dissertation module now allows you up to two years to complete your dissertation although for those selecting the Evidence Based Project we would strongly advise you aim to complete over a shorter time period. Because of the changes to date and timescale, we are mindful that this may take some of you beyond your five years of M level study. Please be reassured that you will not be penalised for this as its due to circumstances beyond your control. Just flag this as soon as you realise it s an issue, and we can address it. The three dissertation choices remain: Evidence Based Dissertation This option offers you the opportunity to undertake an independent project in your sphere of practice within health and social care. You will critically appraise a wide range of evidence relevant to an original practice based research question/focus, and through synthesis of your findings construct recommendations to promote evidence based practice in your practice context. Empirical Study This option provides you with the practical experience of undertaking a piece of primary research and writing up the results. Under supervision you will test your own research question using an appropriate research design, analyse and discuss the results. Inquiry This option enables you to focus on yourself as a clinical practitioner, taking the standpoint of a practitioner-researcher. It requires you to use reflective and reflexive skills in articulating your practice and exposing it to enquiry through an appropriate research design. It encompasses both subjective analysis of practice and systematic processes of enquiry. 13

14 Required Modules - Overview A required module is a module of study that is required (i.e. must be studied) within a particular pathway. On some occasions there are particular stipulated required modules, and on other occasions there is a choice between two or more required modules. Note that on occasions other previously studied Masters modules/credits may be accepted as an alternative. Within all the pathways of the MSc and Post Graduate Diploma there is a requirement for students to study a module of learning that encompasses the principles of clinical decision making. The modules that fulfil this requirement are: Decision Making for Clinical (NURS 6057) Health Assessment and Diagnosis (NURS 6081) Specialist Community Nursing: Community Children s Nursing (NURS 6095) OR District Nursing in the Home (NURS 5607) Which of these modules is required, and whether or not there is a choice of required decision making module, depends on the pathway being studied (see pages 21 and 22 for details). (NB: Note that the Health Assessment and Diagnosis module requires students to have previously undertaken a module of learning (or equivalent) which gives them foundation knowledge in History Taking and Physical Assessment). Not it is not normally acceptable for a student to do more than one decision making focused module within their pathway, as this would lead to duplication of learning/assessment. The other required modules relate to the particular clinical orientation of the pathway. With the exception of the standard pathway which offers maximum flexibility, each pathway requires students to study one or more pathway specific required modules. On some occasions the required pathway specific module(s) will be stipulated, and on others there is an element of choice. Note that required modules can also be studied as optional modules by students on other pathways. Arrangements for the Post Graduate certificate require students to select their 60 credits worth of study from a range of module choices, designed to allow maximum flexibility whilst ensure that the programme aims and learning outcomes are met. For details see page

15 Optional Modules - Overview All pathways except the neonatal pathway offer students the opportunity to undertake an optional module (three in the standard pathway). Students can choose any module(s) from the selection of ACP award modules; these are listed on pages together with contact details for the module leader. Students are also free to select an option module offered within a different award, either in the Faculty of Health Sciences or elsewhere in the university. Popular choices include modules from the MSc Leadership and Management and the MSc Public Health; these are shown in the LBR prospectus. If you are studying the Standard Pathway, and wish to choose more than one non-acp module, this may be possible but is at the discretion of the Award Leader, who needs to ensure that the selection made enables you to meet the programme aims and learning outcomes. For further details regarding all modules please check the LBR prospectus, and discuss with the module leader, your pathway leader or the award leader. 15

16 Pathway Details This section offers a brief outline of the focus of each pathway, followed by a summary of its required and optional modules. For further clarification regarding core, required and optional modules within each pathway please also see pages Standard pathway The standard pathway is designed for practitioners who want maximum flexibility in the achievement of the programme aims and outcomes. In addition to the core modules you undertake one required module (choice of Decision Making for Clinical (NURS 6075) or Health Assessment and Diagnosis (NURS 6081)) and three optional modules. Urgent Care Pathway This pathway is designed to develop the advanced skills of practitioners working autonomously in urgent care settings such as emergency departments, out of hours and urgent care centres, walk in centres and pre-hospital urgent care. It will enable you to manage the care of a wide spectrum of individuals from across the lifespan, who present in with undifferentiated and undiagnosed conditions. In addition to the core modules and one optional module you undertake three required modules: Health Assessment and Diagnosis (NURS 6081) Pharmacology and Applied Clinical Science for Prescribing (NURS 6073) (with optional V300 Independent and Supplementary Prescribing: Prescribing in ) (NURS 6075) Common Presentations in Urgent Care (NURS 6090) OR Management of Minor Injuries (NURS 6063) Critical Care pathway The critical care pathway has been designed to fulfil both the national and local requirements for the preparation and education of experienced registered critical care practitioners. It is responsive to the national debate on the modernisation of critical care services and staff roles (DOH, 2006) and fits with the concept of developing the role of Critical Care Practitioner. Therefore it will provide the theoretical underpinning for advanced practice within a framework which is relevant, flexible and responsive to the multivariate needs of critical care specialists. In addition to the core modules and one optional module, you undertake three required modules: 16

17 Decision Making for Clinical (NURS6057) OR Health Assessment and Diagnosis (NURS 6081) Pharmacology and Applied Clinical Science for Prescribing (NURS 6073) (with optional V300 Independent and Supplementary Prescribing: Prescribing in ) (NURS 6075) OR a 20 credit Work Based Learning module (NURS 6070) Management and Core Interventions for the Critically Ill (NURS 6082) Specialist Pathway Community Nursing (District Nursing OR Community Children s Nursing) This pathway has been validated by the NMC (2007) and is designed to prepare you for the leadership and management role of a District Nurse or Community Children s Nurse. This will involve developing the necessary skills / knowledge and awareness needed to enable people/ children to participate in decisions concerning their health in the context of their own home and other environments. The module will prepare you to function more autonomously through the application of specialist knowledge and skills within an ever-changing arena of health care activity, in addition to contributing to health care partnerships with other disciplines, whilst remaining professionally accountable. This Pathway comprises 50% theory and 50% practice. In addition to the core modules and one optional module, students undertake two required modules. Promoting Health and Wellbeing (NURS 6091) Specialist Community Nursing in the Home (District Nursing) (NURS 5607) or Specialist Community Children s Nursing (NURS 6095). (Double 40 credit module). (NB: for this pathway the optional module is normally agreed and negotiated with your first line manager at the start of the course). Neonatal Studies pathway The first national programme to educate Neonatal Nurse Practitioners (ANNP s) was initiated in Southampton in The neonatal studies pathway builds on the strengths of this nationally renowned programme and is designed for neonatal professionals who have the skills, knowledge and expertise to assume a 17

18 lead role in neonatal clinical practice and professional development. In addition to the core modules students undertake three required modules: Decision Making for Clinical (NURS 6057) Assessment and Examination of the Newborn (NURS6084) Neonatal Studies (NURS6069). (Double 40 credit module). Child and Adolescent Mental Health pathway (CAMH) Although initially developed in order to meet the government recommendations to appoint Primary Mental Health Workers, the pathway has been redesigned to appeal to a mixed audience, and to many different practitioners working in the field of Child and Adolescent Mental Health. This ranges from those working in primary care (Health Visitors, School Nurses, GP s etc). to those working within the specialist CAMHS Tier 3 and 4 services (specialist nurse therapists, social workers, occupational therapists, psychologists etc.) In addition to the core modules and one optional module students are required to undertake three required modules: Decision Making for Clinical (NURS 6057) Mental Health and Psychological Well-being of Children and Young People (NURS 6067), Management of Children and Young People with Mental Health Problems (NURS 6068). Long-Term Conditions pathway The long-term conditions pathway has been designed in response to national and local demand for educational development of practitioners taking a leadership role in care of people with long-term conditions. The pathway will appeal to a range of practitioners in this field, and is particularly suited to those with a specific role in managing people with long-term conditions, e.g. case managers and community matrons. The pathway aims to develop the practitioner s expertise in case management and facilitate their leadership skills. In addition to the core modules and one optional module, students undertake three required modules: Decision-Making for Clinical (NURS6057) OR Health Assessment and Diagnosis (NURS6081) Pharmacology and Applied Clinical Science for Prescribing (NURS 6073) (with optional V300 Independent and Supplementary Prescribing: Prescribing in ) (NURS 6075) OR 20 credit Work Based Learning. (NURS 6070). Case Management for Long Term Conditions (NURS 6085) 18

19 Midwifery Pathway This pathway provides midwives with the requisite skills for advancing their personal practice, enabling them to lead and support others in the provision of woman centred maternity care. Much of the learning will take place in a multi-professional group, offering the opportunity to broaden insights into the wider health & social care context. This will allow development of key skills such as decision-making and critical thinking that are so important for midwives. Learning needs specific to their area of practice will be addressed by a choice of midwifery-focused modules. In addition to the core modules and one optional module students undertake three required modules: Decision-Making for Clinical (NURS6057) A choice of two modules selected from the following three choices: o Assessment and Examination of the Newborn (NURS 6084) o Contemporary Issues in Pregnancy and Childbirth (NURS 6078) o Maternal and Fetal Medicine (NURS 6062) 19

20 Learning and teaching methods Throughout the award there will be an emphasis on your learning and the application of theory to practice. This will be achieved by a variety of learning and teaching methods including small group tutorials, lectures, e- learning and case based scenarios. Each 20 credit modules represents 200 hours of study and will normally include around 30 hours of contact time. The dissertation module equates to 600 hours of study and involves a half day introduction, 3.5 days of action learning sets focused on your chosen dissertation, and then individual supervision. Blackboard Blackboard is the virtual interactive learning environment used on the programme. Nearly all modules are now supported by a blackboard site, and this will be used to provide electronic learning resources and assignment information for your module. Some modules also include use of discussion boards and other interactive features. Blackboard can be accessed via the SUSSED homepage ( which will come up on most University computers when you log on, or directly at Once you log in you will see a list of modules on which you are enrolled. You will be enrolled on each module as you study it by the course tutor enrollment may be made available shortly before or shortly after the module commences. Helpful additional advice can be found at ntindex.html Timetables Timetables are available via the SUSSED page on the Faculty website. Select school, then the current staff and students tab, then timetable. They show the dates, times and site of the module. A timetable showing the taught sessions and exact delivery time of the session will be provided by the module leader prior to the start of the module. However the timetable (in particular the room location) is subject to change up to 7 days ahead of the session, and the on line system should be checked regularly. If you cannot find your class on a given day, reception in Building 67 will have up to date information regarding the location of classes. 20

21 MSc ACP pathways - core, required and optional modules Urgent Critical Long Term Conditions Research Methods for Evidence Based Research Methods for Evidence Based Research Methods for Evidence Based Cancer Care (existing students only) Research Methods for Evidence Based Palliative Care (existing students only) Research Methods for Evidence Based Health Assessment and Diagnosis Health Assessment and Diagnosis OR Decision Making for Clinical Health Assessment and Diagnosis OR Decision Making for Clinical Health Assessment and Diagnosis OR Decision Making for Clinical Health Assessment and Diagnosis OR End of Life Decision Making Pharmacology and Applied Clinical Science for Prescribing (plus optional V300) (+10 optional V300) Common Presentations in Urgent Care OR Management of Minor Injuries Pharmacology and Applied Clinical Science for Prescribing (plus optional V300) OR Work Based Learning Module (+10 optional V300) Management and Core Interventions for the Critically Ill Pharmacology and Applied Clinical Science for Prescribing (plus optional V300) OR Work Based Learning Module (+10 optional V300) Case Management for Long Term Conditions Manifestations, Meaning and Impact of Illness OR Care of the Child with Chronic Illness/Cancer Cancer Policy and Service Design Manifestations, Meaning and Impact of Illness OR Care of the Child with Chronic Illness/Cancer International and Contemporary Issues in Palliative Care Optional Module Transition to Optional Module Transition to Optional Module Transition to Optional Module Transition to Optional Module Transition to Dissertation: Promoting Evidence Based OR Empirical Study OR Inquiry Dissertation: Promoting Evidence Based OR Empirical Study OR Inquiry Dissertation: Promoting Evidence Based OR Empirical Study OR Inquiry Dissertation: Promoting Evidence Based OR Empirical Study OR Inquiry Dissertation: Promoting Evidence Based OR Empirical Study OR Inquiry 60 credits 60 credits 60 credits 60 credits 60 credits 21

22 Standard Midwifery Neonatal Child and Adolescent Mental Health Research Methods for Evidence Based Health Assessment and Diagnosis OR Decision Making for Clinical Optional Module Optional Module Research Methods for Evidence Based Decision Making for Clinical Assessment and Examination of the Newborn &/OR Contemporary Issues in Pregnancy and Childbirth &/OR Maternal and Foetal Medicine (2 out of 3) Research Methods for Evidence Based Decision Making for Clinical Assessment and Examination of the Newborn Neonatal Studies Research Methods for Evidence Based Decision Making for Clinical Mental Health & Psychological well being of children and young people Management of children and young people with Mental Health problems Specialist : Community Nursing in the Home or Community Children s Nursing Research Methods for Evidence Based Specialist Community Nursing (District Nursing) plus V100 OR Specialist Community Nursing (Community Children s Nursing) plus V credits Promoting Health and Wellbeing Optional Module 40 credits-2x20 Optional Module Optional Module Optional Module Transition to Transition to 40 credits Transition to Transition to Transition to Dissertation: Promoting Evidence Based OR Empirical Study OR Inquiry Dissertation: Promoting Evidence Based OR Empirical Study OR Inquiry Dissertation: Promoting Evidence Based OR Empirical Study OR Inquiry Dissertation: Promoting Evidence Based OR Empirical Study OR Inquiry Dissertation: Promoting Evidence Based OR Empirical Study OR Inquiry 60 credits 60 credits 60 credits 60 credits 60 credits 22

23 Exit Points Successful completion of the MSc (180 credits) or Post Graduate Diploma (120 credits) will result in the award of MSc Clinical or Post Graduate Diploma Clinical. Other than the standard pathway, the pathway title will be added in brackets at the end of the award title e.g. MSc Clinical (Cancer Care). Successful completion of the Post Graduate Certificate (60 credits) will result in the award of Post Graduate Certificate in Clinical. On occasions other previously studied Level 7/Masters level credits may be accepted as an alternative to required/optional modules via the School s Accreditation of Prior Learning (APL) process. The achievement of the MSc ACP requires completion of all elements of the chosen pathway, as outlined on pages To achieve the award of Post Graduate Diploma the stipulated core modules (with the exception of the dissertation), plus the required and optional modules must be completed (i.e.1). For the award of Post Graduate Certificate you are required to have undertaken three* of the following: Research Methods for Evidence Based Decision Making for Clinical OR Health Assessment and Diagnosis OR End of Life Decision Making. Transition to A required 20 credit* Module within any MSc ACP Pathway A second required 20 credit* Module within any MSc ACP Pathway A third required 20 credit Module within any MSc ACP Pathway or a clinically focused optional module * Students presenting a 40 credit required module may do this and one other module. No bracketed award title can be added to the Post Graduate Certificate. (For further guidance re: the above exit points please discuss with the Award Leader). 23

24 Assessment The assessment for each module has been designed to enable you to demonstrate achievement of the learning outcomes for the module. Preparation and submission of assessments All summative assessments carry credit toward the final outcome of the award. For each module, the module leader will outline the assessment requirements and support you whilst you are preparing or studying for the assessment. With the exception of the dissertation, the submission date for assessments is usually 8 to 10 weeks after the taught component of the module has been completed (although exams may occur shortly after completion of taught content). The exact submission date is shown on the assessment calendar. Details on of how to prepare and submit an assessment are shown in the LBR Student Handbook. If you are in a situation where you feel you are unable to submit an assessment on the submission date, or undertake an examination on the specified date, please speak to the module leader as soon as you can. Details of the process by which extensions/deferrals to submission dates can be given, or special consideration applied form, please see the Learning Beyond Registration Student Handbook. If in doubt ask the award leader or your pathway leader. Failure to submit a module assessment within the allocated time and without prior arrangement with the module or award leader will normally result in a referral in the assessment for that module. Please remember to keep a copy of the assessment for yourself. Marking and criteria for academic achievement Please refer to the LBR Student Handbook for information on the University s Assessment Regulations, and for full details regarding the writing and submission of assignments. The pass mark for Level 7 modules is 50%. You will normally be offered the option to resubmit a referred assessment on one occasion only. Under University regulations you may not be allowed to continue your programme of study if you have referred 3 modules at the first attempt. 24

25 For the MSc award you may be awarded a Pass, Pass with Merit or Pass with Distinction. To qualify for a Pass with Distinction you must achieve a weighted mean average mark of at least 70% across your programme of study, and pass all assignments at the first attempt. All assessment marks are ratified by the Postgraduate Assessment Board, which usually meets three times a year. The dates the Board will be held are shown on the SUSSED ( site. Role of the External Examiner A proportion of assessments are submitted to the External Examiners. Their task is to ensure fairness of marking and appropriate grading of all work. It is our usual practice to ask external examiners to review all assessments which are referred or failed to ensure the marking has been fair and consistent. Accreditation of Prior Learning - APL APL is a process which enables you to gain or transfer credit for courses or workbased learning you have undertaken. You may be able to transfer Masters level credit from another higher education institution into your award at the University of Southampton. You may also be able to gain Masters level credit for work that was credited at undergraduate level (level 6, formerly 3) by demonstrating evidence of how this work has been developed to level M by experience. APL of up to a third of the award is allowed depending on the Award and Pathway you are enrolled on, although APL of 60 credits towards the MSc is at the discretion of the Award Leader. Each applicant is considered on an individual basis and the process does entail some cost as each claim requires consideration by a member of the academic staff. For details of this process please contact Anne Tailford at the School of Health Sciences ( or A.L.Tailford@soton.ac.uk) in the first instance. 25

26 Support for you and your learning The School is committed to helping you to develop your confidence and skills in managing your own learning. The LBR Student Handbook gives details on how to access the facilities available to you within the University which can support your learning. In addition you will also gain support from: Academic staff: your module leaders, your pathway leader, your award leader and your dissertation supervisor. Note your module leader (or on some occasions a named member of the module team) will be your first point of contact with respect to preparing module assignments. Personal academic tutor. These are allocated as follows: Students commencing pre 2007 your personal academic tutor is your pathway leader Students commencing 2007 your personal academic tutor is your clinical academic coach Students commencing 2008 onwards your personal academic tutor is a normally your pathway leader unless you are advised otherwise. Your clinical mentor (selected clinically focused modules and Transition to ) SUSSED, which is the University portal (at Blackboard, which is a web based learning environment. This will be used to support your learning in some modules. The University Library facilities. The library has a range of health science librarians available to offer you help and support. Registry at the School of Health Sciences. Study Skills The School has a Student Learning Advisor who can help you learn how to prepare assessments and develop study skills. Please discuss with your pathway leader if you wish to access this service, and they will be able to arrange a referral. We may also recommend this service if you are unsuccessful in an assessment. International students also receive additional language support during their first year of study. 26

27 The University is committed to equal opportunities and provides a Learning Differences Centre. This centre has staff which can support students with dyslexia and specific learning difficulties. Please refer to the University website or the LBR Student Handbook for details of how to access this service. Recreation As a University student you are entitled to use the sports and recreational facilities provided on University's campuses and facilities provided by the Student Union. The Jubilee Sports Centre offers a wide range of facilities, and can provide you with further information about facilities, courses and classes both here and elsewhere in the University. Who can I get help from if I have a problem or issue I would like to discuss? If you need advice on preparing an assignment for a module the module leader will be able to help you. If you need advice on which modules to take, or have any issues about your programme you would like to discuss, please contact your pathway leader or award leader. If you are concerned about the response you have received from the module leader, pathway leader or award leader then please contact the Senior Educational Lead for Post-graduate (taught) Education to discuss the issue. Evaluating and improving the quality of the award Monitoring and evaluation of modules and the award takes place to ensure that the aims and learning outcomes are met and that your experience as a student is valued. Your views are very important to us and they will help to inform the development of the award. You will be asked to evaluate each module and the award as a whole when it is completed. There is also post-graduate student representation at the school Postgraduate Management Committee meetings. In addition the University has regulations regarding student complaints and student appeals. The web link for the Regulations Governing Student Complaints The web link for the Regulations Governing Appeals by Students is 27

28 All students have access to free, independent, specialist advice which is provided by the Students' Union Advice and Information Centre (SUAIC Telephone: , Web: 28

29 Programme Team. Director of Programmes: and Expert Cluster Anne Baileff Programme (Award) Leader Dr. Helen Rushforth PATHWAY LEADERS Urgent Care Simon Brook Critical Care David Voegeli Specialist : Margaret Fergus mef@soton.ac.uk Children s Community Nursing Standard Helen Rushforth her@soton.ac.uk Child and Adolescent Mental Health Cathy Laver-Bradbury cathy.laverbradbury@scpct.nhs.uk Midwifery Elsa Montgomery E.Montgomery@soton.ac.uk Specialist : Mark Rawlinson M.Rawlinson@soton.ac.uk Community Nursing in the Home Neonatal Susan Smith sls1@soton.ac.uk Long Term Conditions Helen Rushforth her@soton.ac.uk MSc ACP Modules and Module Leaders Code Module Name and Leader Module Leader Address NURS6059 NURS6081 NURS6082 NURS6069 NURS6084 NURS6080 NURS6085 NURS6095 Clinical Communication. Paula Libberton Health Assessment & Diagnosis. Simon Brook Management and Core Interventions for the Critically Ill David Voegeli Neonatal Studies Susan Smith Assessment and Examinations of the Newborn Susan Smith Care of the Child, Adolescent and Young Person with Chronic Illness and Cancer Beth Sepion Case Management for Long-term Conditions Tracey Harding Community Children s Nursing Margaret Fergus P.Libberton@soton.ac.uk psb@soton.ac.uk D.Voegeli@soton.ac.uk sls1@soton.ac.uk sls1@soton.ac.u ejs@soton.ac.uk T.A.Harding@soton.ac.uk mef@soton.ac.uk 29

30 NURS6077 NURS6078 NURS6057 NURS6079 NURS6044 NURS6087 NURS6075 NURS6068 NURS6090 NURS6063 NURS6062 NURS6067 NURS6073 NURS6072 NURS6091 NURS6094 NURS6094 NURS 6071 (and other codes) Community Nursing in the Home (District Nursing) Mark Rawlinson Contemporary Issues in Pregnancy and Childbirth (on line) Mary Foss Decision Making for Clinical Julie Wintrup Dissertation Pete White Research Methods for Evidence Based Chris Bailey and Debbie Craddock Health Policy and Innovations in Sue Toward Independent and Supplementary Prescribing: Prescribing in Anne Baileff Management of Children & Young People with Mental Health Problems Cathy Laver-Bradbury Management of Common Presentations in Urgent Care Anne Baileff Management of Minor Injuries(via work based learning) Amanda Smith Maternal & Fetal Medicine Liz Cluett Mental Health & Psychological Wellbeing of Children & Young People Cathy Laver-Bradbury Pharmacology and Applied Clinical Science for Prescribing and Medicines Management David Voegeli Principles of History Taking & Physical Assessment Helen Rushforth Promoting Health and Wellbeing Margaret Fergus Transition to (Neonatal Studies pathway) Susan Smith Transition to (Other pathways) Pam Jackson Work Based Learning Kim Bezzant

31 Choosing Other Modules You may choose other modules than those listed above as optional modules (usually a maximum of one for standard pathway students; more than one only at the discretion of the award leader). See page 13 re optional modules for more information. Reference Lists Reference lists will be given to all students registering for modules before the module commences or on the first day of the module via the blackboard student interactive learning site. If you would like to access a reading list for a particular module ahead of this, please contact the module leader. Mapping to Knowledge and Skills Framework (KSF) All modules have been mapped to the KSF. If you would like guidance regarding the mapping of a particular module please ask the module leader. 31