Programme Specification 1 GENERAL INFORMATION Programme Title: Final Award: Exit Awards: Awarding Body: Masters Framework in Advancing Practice Masters of Science MSc/PgD/PgC Diagnostic Imaging MSc/PgD/PgC Digital Health* MSc/PgD/PgC Health and Social Care MSc/PgD/PgC Medical Ultrasound MSc/PgD/PgC Nursing: Advancing Professional Practice* MSc/PgD/PgC Physiotherapy MSc/PgD/PgC Public Health* MSc/PgD/PgC Theory of Podiatric Surgery * PgD Advanced Practice in District Nursing with Specialist Practitioner Qualification* PgD Specialist Community Public Health Nursing (Health Visiting) * PgC Education in Health and Social Care/Leading in Practice Learning Suspended Programmes (continuing students but no active recruitment) MSc/PgD/PgC Advanced Nursing MSc/PgD/PgC Advancing Practice in Primary Care MSc/PgD/PgC Forensic Mental Health * MSc/PgD/PgC Midwifery European MSc/PgD/PgC Musculoskeletal Physiotherapy MSc/PgD/PgC Perinatal Mental Health Glasgow Caledonian University Approval Date: 4 April 2012 * Annotated programmes sit within MSc Framework in Advancing Practice however these have been approved independently and have an independent programme specification. School: School of Health & Life Sciences Host Division/Dept: UCAS Code: PSB Involvement: Department of Psychology, Social Work and Allied Health Sciences Department of Nursing and Community Health Not applicable Awards approved by the appropriate professional/statutory body are as follows: Nursing and Midwifery Council (NMC) Higher Education Authority (HEA) Scottish Social Services Council (SSSC) Musculoskeletal Association of Chartered Physiotherapists (MACP) Consortium Accreditation of Sonographic Educators (CASE) Royal College of Surgeons Edinburgh Royal College of Physician & Surgeons Glasgow Society of Chiropodists & Podiatrists
Place of Delivery: Subject Benchmark Statement: Dates of PSP preparation/ revision: Glasgow Caledonian University Not applicable to post-graduate programmes Revised November 2015
2. EDUCATIONAL AIMS OF THE PROGRAMME Programme philosophy Across the globe, health and social care professionals working within public, private and voluntary sectors are increasingly required to work within challenging environments of constant change. The aim is to provide educational experiences which promote reflective, analytical and critical thinking, enabling students to meet political, workplace and practice demands, where a flexible approach coupled with advanced knowledge and skills can facilitate positive change within workplaces and communities. The underpinning philosophy of the Masters Framework in Advancing Practice recognises the requirement for scholarship in four key domains: knowledge and applied research; professional practice; education; and service. The model below articulates this philosophy, and identifies some key outcomes within each of the four domains which students participating in our Masters Programmes will be supported to achieve: Model Highlighting the Four Domains of Learning KNOWLEDGE & RESEARCH Works with key stakeholders to identify research questions Develops research programmes Becomes a critical thinker Supports the use of research PRACTICE Promotes and supports advanced practice Develop/sustain leadership within the profession Enhances collaborative working and evidence-based practice STUDENT AS SCHOLAR EDUCATION Becomes a reflective lifelong learner Promotes and supports effective learning in others (e.g. patients/ clients, colleagues) Appreciates value of inter professional learning and working SERVICE Recognises and supports ethical dimension to research, practice and education Contributes to wellbeing of community and society Participates as a global citizen Programme Aims Our mission within the Masters Framework is to offer flexible and inclusive postgraduate and postqualification programmes of study and CPD opportunities. Within the Framework, students are supported in developing clear and coherent pathways of study which meet their professional and personal needs. All pathways within the Masters Framework build on students existing knowledge and skills and enable students to extend their capabilities using a range of dynamic and stimulating interprofessional learning opportunities. The Masters Framework postgraduate provision is informed by all relevant statutory, political and professional standards, benchmarks and drivers, in addition to the following documents: GCU Qualifications Framework (2015) GCU Assessment Regulations for Taught Postgraduate Programmes 2014-15
GCU Strategy for Learning (2013-2020) QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education (2006) NHS The Knowledge and Skills Framework: Agenda for Change (2004) Scottish Credit and Qualifications Framework (2010) The educational aims of the Masters Framework in Advancing Practice are: i. To provide innovative and relevant learning and teaching opportunities based on applied research and scholarship. ii. To meet the diverse needs of a range of learners and employing organisations, within a knowledge economy, taking account of the value of social enterprise. iii. To promote an understanding of service users and carers perspectives, and to enable students to integrate these within the development of policy, practice and educational initiatives. iv. To facilitate and engender independent lifelong learning, in line with University, Government and Professional Body objectives. v. To expose students to worldwide perspectives on health and social care, thus enabling them to participate as global citizens influencing local, national and international health and social care agendas. vi. To equip students with the knowledge and skills to embrace and promote professional leadership, allowing them to contribute meaningfully to the development and modernisation of health and social care delivery.
4. PROGRAMME STRUCTURES AND REQUIREMENTS, LEVELS, MODULES, CREDITS AND AWARDS The School of Health and Life Sciences seeks to offer high quality, innovative programmes, which contribute significantly to the knowledge and skills base within health and social care. The overarching Masters Framework in Advancing Practice enables the Departments of Nursing and Community Health and of Psychology, Social Work and Allied Health Sciences to offer both profession specific as well as general awards while minimising the potential for duplication of modules across the departments taught postgraduate provision. In designing this Framework, the School encourages cross and inter-professional collaboration, which allows for a range of contextual dimensions to be added to the core elements of profession-specific awards. The Masters Framework in Advancing Practice provides a flexible and accessible academic structure as well as an efficient means of providing academic and administrative support for all Masters level awards within the two departments. Contribution to the development and operation of the Framework is provided by a wide ranging number of staff from across the School. The underpinning rationale for the chosen structure is to maximise accessibility to the modules/routes for part time, full time and distance learning students from across the UK, Europe and internationally. All programmes within the MSc Framework in Advancing Practice comply with the GCU exit requirements for a Master s programme. The modular structure of these programmes reflects the Scottish Credit and Qualifications Framework (SCQF 2010) and follows the standard Glasgow Caledonian University structure for taught postgraduate programmes (GCU Qualifications Framework 2015). This normally comprises of 180 credits, of which a minimum of 150 credits require to be at SCQF level 11. Programmes are offered on a full-time (normally one year), part-time (normally three years) or distance learning bases (normally two to three years) (see examples in Appendix 1). The credit structure for programmes within the MSc Framework in Advancing Practice will normally require accumulation of 180 Masters level credits by undertaking a combination of compulsory core modules (equalling 90 Level 11 credits) and profession specific /elective modules (equalling 90 Level 11 credits) or a combination of compulsory core modules (equalling 120 Level 11 credits) and profession specific /elective modules (equalling 60 Level 11 credits) The core modules within the MSc Framework are Evaluating Evidence to Develop Research and Inform Practice (30 Level 11 credits), Advanced Leadership for Health and Social Care Practitioners
(30 Level 11 credits) and Masters Framework Dissertation (60 Level 11 credits). The profession specific/elective modules selected by students require being relevant to the named exit award and selected from the modules available from host programme. Students may have the option, where appropriate, to select modules available from across the module catalogue for the MSc Framework in Advancing Practice and/or the School and/or University. This credit structure has been adopted to promote (where applicable) optimal flexibility and responsiveness to the students learning needs. Profession Specific Named Awards To exit with specific named awards, students must normally attain accreditation of 180 SCQF credit points with a minimum of 150 being at Level 11 (GCU Qualification Framework 2015). Students will undertake a series of core and programme specific/elective modules, which satisfy not only their personal, professional and academic aspirations and needs but also the specific requirements of the named award. Study pathways will normally be agreed with the appropriate Programme Leader before commencement on the programme of study. These pathways may be altered or programmes of study changed (in consultation with the Programme Leader) subsequent to registering on a course of study provided the altered pathway is consistent with the programme philosophy and with university regulations. Other Exit Awards Students who wish to exit from their programme of study at an earlier juncture, or who are unable to meet the academic requirements of that programme, may elect to exit with a postgraduate diploma (PgD) (120 Level 11 Credits) or a postgraduate certificate (PgC) (60 Level 11 Credits). To maintain the integrity of named awards, students who wish to exit with a PgD must normally select and successfully complete a minimum of 45 credits which are specific to that programme and the Evaluating Evidence to Develop Research and Inform Practice module. PgC must normally select and successfully complete a minimum of 30 credits from modules that are specific to that programme of study Professional Recognition Successful completion of some profession specific/elective modules may entitle appropriately registered students to apply for professional recognition/accreditation e.g. Education Practice for Health and Social Care (eligible to apply to the Higher Education Academy for recognition as a HEA Fellow) Neuromusculoskeletal Management 1 and 2, Neuromusculoskeletal Management Practice Placements and Evaluating Evidence to Develop Research & Inform Practice (eligible to apply for membership of the Musculoskeletal Association of Chartered Physiotherapists) Principles of Practice in Medical Ultrasound and a Clinical Ultrasound module provides a CASE Accredited award recognised by relevant professional bodies Students will be provided with guidance on the processes required to apply for professional recognition on completion of relevant modules. The SCQF Level 11/Scottish Higher Education Masters Level modules available for delivery (as required and determined each academic session) within the MSc Framework in Advancing Practice are detailed in Appendix 2.
programme teams work in close partnership with NHS service providers to collaborate in the placement of applicants. NHS organisations that offer observation opportunities for students may ask for additional evidence such as verification of occupational health status. In line with University requirements, an applicant whose first language is not English or who has not been educated wholly or mainly in the medium of English, will be expected, before commencing the programme, to demonstrate an appropriate level of competency in the English language. Unless stated otherwise (in programme specification), all programmes within the MSc Framework in Advancing Practice require applicants to have a minimum IELTS score of 6.5 with no component below 6 (or equivalent). Flexible Entry: Credit Transfer/ Recognition of Prior Learning University Policy confirms that students may be eligible to claim up to 50% of credit points associated with an exit award. Due consideration will be given to those students who wish to have Recognition of Prior Learning (RPL) (credited/ informal) taken into account. This will be provided on an individual basis to all students in accordance with University policy outlined at http://www.gcu.ac.uk/media/gcalwebv2/theuniversity/gaq/gaqfiles/revised%20gcu_33rpl_policy_19 0613.pdf. However, exemption against part of a module will normally not be permitted. Fitness to Practise Applicants who are UK NMC/HCPC/SSSC registrants are required to adhere to professional requirements regarding Fitness to Practice. This is carried out in the academic setting by means of the School s Fitness to Practise Documentation which students undertaking programmes within the Masters Framework are required to comply http://www.gcu.ac.uk/hls/studyoptions/learningathls/fitnesstopractice/ Protection of Vulnerable Groups (PVG) Applicants to some programmes within the MSc Framework in Advancing Practice may be required, depending on the programme specific/elective modules selected, to provide a current Protection of Vulnerable Groups statement and/or other information which is relevant to safeguarding patients and clients http://www.disclosurescotland.co.uk/disclosureinformation/pvgscheme.htm
8. ASSESSMENT REGULATIONS Glasgow Caledonian University Assessment Regulations for Taught Postgraduate Programmes 2014-15 apply to all programmes (and modules) within the MSc Framework in Advancing Practice http://www.gcu.ac.uk/media/gcalwebv2/theuniversity/gaq/gaqfiles/assessmentregulations/universi ty%20assessment%20regulations%202014-15%20taught%20postgraduate.pdf (October 2014) with the following exceptions: English Language Requirements The MSc Healthcare Education programme has an approved exception for an IELTS of 7.0 to meet professional body requirements (Case Number 71). For other programmes within the Framework an IELTS of 6.5 with no component less than 6.0 has been agreed as an exception (Case Number 51) Minimum Threshold Marks The following programmes/modules have approved exceptions (on the basis of professional requirements) in relation to the following modules to ensure all elements of the module assessment have a minimum threshold pass mark of 45% with no compensation. MSc Health and Social Care Education (Case Numbers 88 and 122) MMB722333 Education Practice for Health and Social Care MMB722334 Leading in Education: Teaching, Learning and Assessment in Academic and Practice Settings MMB723196 Practice Teacher Preparation MSc Physiotherapy and MSc Musculoskeletal Physiotherapy (Case Number 108) MMB721698 Neuromusculoskeletal Management 1 MMB721699 Neuromusculoskeletal Management 2 MMB723234 Neuromusculoskeletal Management Practice Placements MMB721702 Advancing Practice 1 MMB721703 Advancing Practice 2 MMB721798 Non Medical Prescribing (Case Number 42) Details of other exceptions relating to MSc Framework in Advancing Programmes are detailed as relevant in their programme specific Programme Specification documentation.