Programme Specification

Transcription

1 Faculty of Health, Education and Society School of Nursing and Midwifery Programme Specification BSc (Hons) Professional Development Nursing

2 BSc (Hons) Professional Development Nursing Brief description of Programme This part time programme is designed to meet the needs of registered nurses on Part 1 of the Nursing and Midwifery Council (NMC) register who qualified with an exit award of the Diploma in Higher Education (Nursing) and would like to build on this qualification to achieve a degree level qualification. This contemporary programme has been developed with current practice and academic colleagues with reference to the needs of rapidly changing health and social care service. The programme is designed to facilitate APeL opportunities where students will have already undertaken some continuous professional development (CPD). The programme is aimed at students who will be selffunding in both financial and in the time required for direct contact and associated learning; students will be able to complete a programme of study in two years. The aim with building on and enhancing the professional and academic learning of qualified nurses who are interested in engaging in the academic experience with the potential of furthering their career opportunities post Francis. Distinctive features This programme acknowledges the diversity in the work settings of registered diploma nurses and provides educational opportunities for Adult, Child, Learning Disability and Mental Health nurses. The focus of the programme is on professional issues and developments within their own fields of practice. It will enable through life learning of our Alumni and other applicants by re-engaging them with Plymouth University with an effective solution that meets their professional and educational needs. The programme title (based on our market research with our current students and recently qualified diplomates from our programmes) gives a clear identify to Nursing CPD provision post qualification. The programme has been developed alongside the contemporary concerns about nursing as a result of the Francis report (2013) and the re-enforcing of Nursing values by the Chief nurse for England through the six C s of care. This will focus on compassion, fundermental care skills and recognition of the standards of care and practice to ensure patients receive a safe, dignified and respectful level of care. Students will examine their own practice area, reflect on their own practice and, importantly discuss and network with their peers. This will help them build professional networks and support while undertaking further study. The programme is designed to build self esteem, motivation for learning and clinical decision making throughout the programme. The programme is aimed to enable students to complete their studies in as economical a time as possible. All 5 modules of the programme will run over the academic year which will enable students to complete their degree over 18 months. Most should complete in 2-3 years, depending on what APeL they may have to bring into the programme. All modules are 20 credits except for the Dissertation module which is 40 credits. This makes it very straightforward for the student to calculate in advance what credits they will need to undertake. There is an interim award at completion of 80 credits of an ordinary degree. From discussion with students, service collegues and allumni, we think this is important as most students will be self funding. To complete an honours degree, students will undertake an additional 40 credit Dissertation module. Students will enrol for the programme (rather than individual modules) and must complete within 4 years. The modules within the programme are deliberately flexible to reflect the changing nature and trajectory of health and social care. Students will also be able to undertake optional modules from other programmes such as Non Medical Prescribing, Mentorship, and Academic Partnership modules run within individual NHS trusts as long as they fall within the 4 year timescale of the programme and providing they are relevant to a nursing award. These modules (and others) are also suitable for presenting as APeL. All students will undertake the core module: Clinical Decision Making in Nursing Practice. All modules have a strong practice focus which will enhance employability and career progression in the future. Practice facing degrees are seen as desirable by service as requisites for many nursing posts. The core and elective modules have been developed from our well evaluated existing Undergraduate and CPD curriculums. We have worked closely with clinical education managers from Partnership, Primary and Acute NHS Trusts Trusts, in response to contemporary health and social care policy and patient care priorities. As the Chief Nursing Officer for England, Jane Cummings has indicated: care, 2

3 compassion, competence, communication, courage and commitment are central to nursing and vital to the wellbeing of users of health and social care services. Therefore education which encourages focus and reflection on practice issues and professional values is not only timely, but essential. It is also important to clearly define the values of the programme, thus explicitly modelling the professional attitudes that students can build on and further develop during their study. The values of the programme will be: A student centred approach to learning, teaching and coaching Valuing the individual learner and what they bring to the programme Empowering students to learn and relating to them as adult learners Encompassing a patient/client/family centred approach to Nursing Developing compassion in our working and patient relationships Collaborative working practices with the multi-professional teams Making a commitment to improving our professional practice through critical analysis and reflection in and on clinical decision making Supporting and encouraging the personal/professional development of our peers Encouraging the development of sustainability literacy Entry requirements 1. Applicants must have achieved either the award of Diploma in Higher Education (Nursing) or equivalent 2. Must also have a current registerable qualification with the NMC on part 1 of the register 3. Applicants should be in employment in a health or social care setting and should provide verification of this 4. APEL/cerificated learning should also be in last 5 years except for the Preceptorship module which would need to be in the last 2 years 5. Applicants for whom English is not their first language must have evidence of a minimum overall International English Language Testing System (IELTS) of 7.0 (or equivalent) and level 2 numeracy Progression routes At a later stage should the student wish to undertake a Master s programme with Plymouth University, the student would need to submit an application for the Master s Programme. Programme aims 1. To equip students with the knowledge and skills to develop their own professional nursing practice 2. To promote the development of safe, reflective, critical thinking nurses who are able to communicate the principles of effective practice and demonstrate a compassionate approach 3. To enhance the ability of nurses with particular regard to their own accountability and enhanced decision making skills. 4. To support analysis of contemporary policy, national service frameworks, and research evidence relating to an area of practice. 5. To develop an informed understanding of the sustainability agenda and its relevance in the health sector Intended Programme Learning Outcomes Teaching Learning and Assessment Strategies A) Knowledge and understanding On completion graduates should be able to: Teaching and learning methods and strategies: A wide range of student centred learning approaches such as: Lectures, seminars, 3

4 1. Review, critically analyse and use appropriately policy, guidance and evidence for practice 2. Demonstrate a critical awareness of key aspects of knowledge within own practice area, and of nursing knowledge 3. Demonstrate enhanced clinical decision making 4. Reflect on practice, through a critical thinking, problem-solving, enquiry based approach 5. Understand principles of sustainable nursing practice workshops, scenarios, debates and group work are used as well as use of information technology and blended learning. Directed student and student led study. Analysis and reflection is used to link theory and practice and contribute towards personal development planning. Assessment Strategies : A variety of assessment strategies are used that emphasise theory- practice links throughout the programme. These include essays, presentations, case studies, reports and practice portfolio. Theory is formatively and summatively assessed. Self assessment is encouraged throughout the programme B) Cognitive and intellectual skills On completion graduates should be able to: 1. Critically analyse and evaluate a range of clinical issues as related to the students professional area 2. Think logically and systematically and draw reasoned conclusions and sustainable judgements in the context of nursing practice 3. Develop problem solving and decision making skills in complex settings 4. Reflect on practice, be able to influence and implement change where appropriate Teaching and learning methods and strategies: A wide range of student centred learning approaches. Lectures, seminars, workshops, scenarios, debates and group work are used as well as use of information technology and blended learning. Directed student and student led study. Analysis and reflection is used to link theory and practice and contribute towards personal development planning. Assessment Strategies : A variety of assessment strategies are used that emphasise theory- practice links throughout the programme. These include essays, presentations, case studies, reports. Theory is formatively and summatively assessed. Self assessment is encouraged throughout the programme C) Key and transferable skills On completion graduates should be able to: 1. Apply complex judgements underpinned by appropriate evidence in professional practice 2. Exercise initiative, personal responsibility and accountability Teaching and learning methods and strategies: A wide range of student centred learning approaches. Lectures, seminars, workshops, scenarios, debates and group work are used as well as use of information technology and blended learning. Directed student and student led study. 4

5 3. Contribute to the promotion of culture which enhances patient safety and patient centred care 4. Identify personal and professional learning and development needs 5. Manage time, prioritise workloads and recognise and manage personal emotions and stress Analysis and reflection is used to link theory and practice and contribute towards personal development planning. Assessment Strategies : A variety of assessment strategies are used that emphasise theory- practice links throughout the programme. These include essays, presentations, case studies, reports. Theory and practice are formatively and summatively assessed. Self assessment is encouraged throughout the programme D) Employment related skills On completion graduates should be able to: 1. Recognise how service provision may be altered/enhanced to benefit patient experience 2. Recognising limitations within their competency or scope of practice, understand and apply responsibility of own actions. 3. Contribute towards practice development through networking, leadership, role development, clinical or service innovation and improvement 4. Contribute towards the professional development of others Teaching and learning methods and strategies: A wide range of student centred learning approaches see above Directed student and student led study. Analysis and reflection is used to link theory and practice and contribute towards personal development planning. Assessment Strategies : A variety of assessment strategies are used that emphasise theory- practice links throughout the programme. These include essays, presentations, case studies, reports. Theory and practice are formatively and summatively assessed against criteria that measure academic and professional levels of performance. 5. Delegate effectively and support junior colleagues Teaching, learning and assessment strategies The University Teaching and Learning Strategy (2009) highlights the national reputation that Plymouth University enjoys in the field of teaching and learning. The stated aim is to build on that excellence to transform students lives through knowledge. Further, we aim to produce individuals who are critical, rational and innovative thinkers with sound academic knowledge that they can apply in the professional world. The programme is underpinned by values such as adopting a student centered approach to learning and coaching students to take responsibility for their own learning, both in identifying deficits and sourcing and evaluating appropriate information. They are also encouraged to identify the learning needs of others and support the notion of self and professional development through lifelong learning. In keeping with our collaborative approach to local employers, all students will be encouraged to let their local practice education lead know they are undertaking the programme. We would also encourage them to find an informal mentor from within their practice organization or join a virtual action learning set with other students for the duration of the programme. 5

6 Sustainability is a key strategic objective for Plymouth University. Commitment to the sustainability curriculum in the draft corporate strategy states: (We will) differentiate our academic offer by ensuring issues and principles of sustainability permeate and inform our teaching and learning programmes, enabling students to engage positively with issues affecting their personal and professional lives in a rapidly changing world. This commitment is further demonstrated through the University Teaching and Learning strategy objective to continue to develop education through for sustainability, supported by the Centre for Sustainable Futures (CSF). The strategic aim of the CSF is to facilitate and promote embedding of sustainability in the curriculum, and promote pedagogic research related to Education for Sustainable Development (ESD). This aim includes the pedagogical principals of Education for Sustainability so that not only is sustainability content addressed, but the student experience of sustainability is reflected through the 4 C s approach (Curriculum, Culture, Campus and Community). All reasonable steps have been taken to ensure that students with disabilities are not disadvantaged in keeping with the University s Equality and Diversity Strategy. A strategic approach to learning, teaching and assessment has been taken which takes account of the importance of using a range of teaching and assessment methods. These are: Key lectures introducing new material and sets the scene for further learning. The student portal also makes lecture notes available and creates an interactive e-learning platform. Additional reading material to provide enhanced learning will be available to support each key lecture. These may also be delivered using a dictated powerpoint so that the student can access the lecture from home. Seminars, workshops and group learning will enable further exchange of information and ideas. Under the guidance of a seminar/workshop leader, and following appropriate preparation, students will be encouraged to question, analyse, think about and evaluate the topic under discussion including providing peer feedback. Working effectively in a group is a key skill for all health professionals and seminars encourage good group working. The ethos will be sharing learning resources and encouraging the learning of others. Students will be encouraged to think about how they can take their learning experiences back to placement. Debates and Presentations are student led and help students rehearse their learning and demonstrate it to others. Although challenge is important, and today s nurses must be prepared for challenge in the workplace, many are not equipped to deal with it. It is envisaged that constructive and professional feedback from peers and tutors during presentations will develop students in their ability to respond to challenge. Tutorial support will be provided by module leaders/teachers. Personal tutor support will be provided by the programme lead. E-learning The Quality Assurance Agency (QAA 2008) highlights the value of e-learning approaches that adopt and expand the use of information technology as part of the higher education learning experience because they facilitate access to educational programmes without the constraints of time and place. This is a major consideration within the South West Peninsula given the challenges of students travelling long distances from rural and coastal areas with relatively poor road networks and limited public transport. The use of e- communities, e-learning materials and facilitated on-line learning by means of wikis and podcasts reflects the commitment of the programme team to develop practitioners who can embrace the technologies of the 21 st Century to enhance their learning and future service provision. Students will be encouraged to develop a personal and professional development plan using Pebblepad. They can then share extracts as they wish with their managers in practice and will be encouraged to do so with their personal tutor. Upon registration, all students will have access to the Student Portal (currently TULIP), which gives access to information and library facilities, including e books, and links to relevant broadcast material. There are links to folders holding course material and supplementary reading as well as , contacts, calendar and tasks. The programme will make full use of the portal, as well as encouraging participation in the faculty satellite seminar sessions, and the use of video conferencing facilities when appropriate. Pebble pad and Tulip are on line resources that will support student learning. 6

7 Programme structure and pathways Code Title Level Credits Taught days Assessment PDN301 PDN302 PDN303 PDN304 Contemporary Issues in Health and Social Care Clinical Decision Making in Nursing Practice CORE module Ethical and Legal Issues in Healthcare Practice (Blended learning) Practice Based Learning (Distance Learning) Essay Presentation Essay Report PDN305 Dissertation days 8000 Lit review 8 hours tutorials This is a part time programme consisting of 120 credits at level 6. There is one step off point with the achievement of 80 credits of an ordinary degree. The programme is designed to be completed over a minimum 18 month period with a maximum time of four years. The modules will run once each year at the same time of year- see diagram of scheme in Appendix. The programme structure is of 4x 20 credit modules leading to an ordinary degree. A further 40 credit dissertation module is available for an honours degree. The programme is designed for the attainment of an academic award of degree or honours degree. However it is likely that stand-alone modules can be purchased and undertaken subject to places being available. There are a number of optional modules run as Academic Partnership which are individual to each NHS trust and students can access any of these during the programme or use the completed learning activity as certificated prior learning. Students could also use individual modules as part of CPD and could drop in and out of modules. Examples: Mentorship module Any Partnership module relevant to a nursing degree eg Parkinson s Disease, Cancer Care Non Medical Prescribing From our current experience in the School many students will have 1x 20 credit modules to submit for APL and therefore will only have to achieve 3x 20 credit modules. There will also be a number of students who will bring in 2 x 20 credit modules and therefore be able to apply for the maximum APL if they wish to register for an ordinary degree. Other modules/learning activities which could be used for APL are: Preceptorship programme/nhs Flying Start E-End of Life Programme Learning 4 Health These may require assessment as part of the APeL process. Exceptions/ special academic regulations The normal University Regulations in respect of assessment are followed, with specific exceptions, as noted below: a) Students must complete the programme in four years Final award title Level 6 Intermediate award title(s) Level 6 Awarding institution University of Plymouth BSc (Hons) Professional Development Nursing BSc Professional Development Nursing 7

8 Teaching institution Accrediting body Appropriate benchmark(s) UCAS code JACS code University of Plymouth None None B700 Appendix 1 Programme Scheme Appendix 2 Mapping against SEEC descriptors Appendix 3 Mapping Module aims, Programme aims, NHS Values Appendix 4 mapping to FHEQ descriptors Date of production: 14 th February 2013 Date of most recent approval: By (e.g. Approval Panel/ Faculty Board): 8

9 Appendix 1 9

10 Appendix 2 BSc (Hons) Professional Development Nursing Southern England Consortium for Credit Accumulation and Transfer (SEEC) Level Descriptors Level 6 PDN301 PDN302 PDN303 PDN304 PDN305 Development of Knowledge and Understanding A Knowledge base X X X X X B Ethical issue X X X X X Cognitive/intellectual skills C Analysis X X X X X D Synthesis X X X X X E Evaluation X X X X F Application X X X X X Key/Transferable Skills G Group working X X X X H Learning resources X X X X X I Self evaluation X X J Management of information X X X X X K Autonomy X X X L Communications X X X X M Problem solving X X X X Practical Skills N Application X X O Autonomy (in skill use) X X 10

11 MODULE CODE PDN301 PDN302 PDN303 MODULE TITLE MODULE AIMS PROG AIMS Contemporary Issues in Health and Social Care Clinical Decision Making in Nursing Practice CORE Ethical and Legal Issues in Healthcare Practice To develop a sound understanding of the currency and importance of health and social debate and policy as it informs nursing practice To professionally develop the student with particular regard to their own accountability and decision making skills. To gain detailed knowledge and understanding of ethical frameworks, concepts and theories upon healthcare practice. PDN304 Practice Based Learning To enable students to work autonomously on a project based in their own area of practice and define learning outcomes specific to that project PDN305 Dissertation To build on existing skills in order to search for, identify, collate and appraise a range of evidence relating to the student s field of professional practice LO A B C D A B C D A B D A C D A B C D NHS VALUES Respect and dignity Commitment to quality of care Compassion Everyone counts Respect and dignity Commitment to quality of care Compassion Working together for patients Respect and dignity Compassion Working together for patients Everyone counts Respect and dignity Compassion Improving lives Working together for patients Commitment to quality of care Improving lives Everyone counts Programme Aims 1. To equip students with the knowledge and skills to develop their own professional nursing practice 2. To promote the development of safe, reflective, critical thinking nurses who are able to communicate the principles of effective practice and demonstrate a compassionate approach 3. To enhance the ability of nurses with particular regard to their own accountability and decision making skills. 4. To support analysis of contemporary policy, national service frameworks, and research evidence relating to an area of practice. 5. To develop an informed understanding of the sustainability agenda and its relevance in the health sector

12 Appendix 4 FHEQ descriptors mapped to modules BSc (Hons) Professional Development Nursing Descriptor Module Content Assessment A systematic understanding of key PDN 301,302, ALL aspects of nursing, acquisition of coherent and detailed knowledge, some of which is at, or informed by forefront of nursing practice 303, 304 and 305 An ability to deploy accurately established PDN 301,302,303,304, ALL technique of analysis and enquiry 305 Conceptual understanding that enables the PDN 302,303,305 Particularly 302 and 305 student to devise and sustain arguments, to solve problems using ideas some of which are at the forefront of nursing and/or healthcare An understanding that enables student to PDN 301,305 PDN 301, 305 describe and comment on particular aspects of current research, or equivalent advanced scholarship within nursing and healthcare An appreciation of uncertainty, ambiguity PDN 301, 302, 303, 305 Particularly 303 and 305 and limits of nursing knowledge An ability to manage own learning, making use of scholarly reviews, primary sources and key documents in relation to nursing and healthcare Apply methods and techniques to review, consolidate, extend and apply their knowledge and understanding PDN 301, 302, 304, 305 Particularly 301, 304 and 305 PDN and 305 Particularly 302 and 305 Initiate and carry out projects PDN PDN Critically evaluate arguments, assumptions, concepts and data to make judgements, to frame appropriate questions to achieve a solution ALL ALL particularly 302 and 305 Communicate information, ideas,problems and solutions to specialist and non specialist audiences PDN 302 and 304 PDN 302 and 304 Be able to exercise initiative and personal PDN 304 and 305 PDN 304 and 305 responsibility Make decisions in complex and PDN 302 PDN 302 unpredictable contexts The ability to undertake lifelong learning ALL PDN 304 and 305