Syllabus information. BA (Hons) Professional Practice Diploma Professional Practice

Syllabus information BA (Hons) Professional Practice Diploma Professional Practice October 2015 1

CONTENTS Routes of Admission /Exit Awards 3 Syllabus Information Level 5 modules Advancing Practice 7 An exploration of the experiences of people with dementia 10 Bridging the gap 14 Contemporary developments in infection control 16 Evidence-based practice 21 Health and social care audit 24 Health promotion, policy and practice 28 Mentor preparation 32 Supervision in practice 38 Working to reduce inequalities (not currently presented) 41 Syllabus Information Level 6 modules Advancing practice 44 Anaesthetic practice 47 Bridging the gap 52 Contemporary developments in infection control 55 Developing skills in reproductive health 59 Dissertation 62 Ecology of health and social well-being (not currently presented) 64 End of life care 68 Enhancing the experiences of people with dementia 73 Evaluating and improving quality in health and social care 77 Evidence-based practice 81 Health promotion policy and practice 84 Interprofessional collaborative practice 88 Leadership and management 92 Mentor preparation 97 Reflection on practice through supervision 104 Reproductive health 108 Safeguarding adults at risk 111 Supporting learning and assessment in practice 114 This contents list is hyperlinked to the relevant page press Ctrl and Click to follow the link 2

Year 1 BA (HONS) PROFESSIONAL PRACTICE PATHWAY DEMONSTRATING ROUTES OF ADMISSION TO PATHWAY AND EXIT AWARDS Registered professional in health or social care Compulsory and Defined Choice Modules Evidence-based practice (compulsory module) (20 credits level 5) Students accessing the programme at Level 5 will hold a professional qualification in health or social care. Advancing practice (defined choice) (40 credits level 5) Health and social care audit (defined choice) (20 credits level 5) An exploration of the experiences of people with dementia (defined choice) (20 credits level 5) Supervision in practice (defined choice) (20 credits level 5) Progression Requirements or Award The students will usually have gained 60 credits at level 5 during the first year 3

Year 2 Compulsory and Defined Choice Modules Health promotion, policy and practice (defined choice) (20 credits level 5) Working to reduce inequalities (defined choice) (20 credits level 5) Mentor Preparation Programme (defined choice) (20 credits level 5) Contemporary developments in infection control (defined choice) (20 credits level 5) Bridging the gap (defined choice) (20 credits level 5) Progression Requirements or Award The student will usually have accrued 120 credits at level 5 by the end of the second year. Some students may opt to step off the pathway at this point and apply for the award of Diploma in Professional Practice. On gaining 40 credits at level 5 may AP(E)L up to 80 credits at level 6 to access level 6 studies On gaining 120 credits at level 5 may gain access level 6 studies Continue and access Level 6 Study On gaining 120 credits at level 5 students may step off with a Diploma in Higher Education in Professional Practice, 60 of these level 5 credits must be UEA credit 4

Year 3 Registered professional in health or social care with 40 or more credits at level 5 120 Level 5 credits Within last 5 years Less than 120 Level 5 credits or over 5 years currency: Compile a portfolio to evidence APCL and APEL Registered professional in health or social care with a diploma (120 Level 5 credits) 120 Level 5 credits within last 5 years Compulsory and Defined Choice Modules Evidence-based practice (compulsory module) (20 credits level 6) Advancing practice (defined choice) (40 credits level 6) Evaluating and improving quality in health and social care (defined choice) (40 credits level 6) Enhancing the experiences of people with dementia (defined choice) (20 credits level 6) Reflection on practice through supervision (defined choice) (20 credits level 6) Mentor Preparation Programme (defined choice) (20 credits level 6) Supporting learning and development in practice (defined choice) (20 credits level 6) Contemporary developments in infection control (defined choice) (20 credits level 6) Interprofessional collaborative practice (defined choice) (20 credits level 6) Students accessing the programme at level 6 will hold a professional qualification in health or social care and 120 credits at level 5. The level 5 credits may have been gained through the following: - completing a diploma in higher education in a related field - making an APL claim in line with the University APL guidelines A concession may be sought to be awarded up to 40 credits APCL of Level 6 credit gained elsewhere. Progression Requirements or Award The students will usually have gained 60 credits at level 6 during the third year 5

Year 4 (if relevant) Compulsory and Defined Choice Modules Health promotion policy and practice (defined choice) (20 credits level 6) Ecology of health and social well-being (defined choice) (20 credits level 6) Safeguarding adults at risk (defined choice) (20 credits level 6) Anaesthetic practice (defined choice) (20 credits level 6) Leadership and management in health and social care (defined choice) (40 credits level 6) Reproductive health (defined choice) (20 credits level 6) Developing skills in reproductive health (defined choice) (20 credits level 6) End of Life Care (defined choice) (20 credits level 6) Bridging the gap (defined choice) (20 credits level 6) Progression Requirements or Award The students will usually have gained 120 credits at level 6 by the end of the fourth year. This will result in the exit qualification of BA (Hons) Professional Practice Dissertation (compulsory) (40 credits level 6) Step off with BA (Hons) Professional Practice 6

TITLE OF MODULE: LEVEL AND CREDIT TARIFF: Advancing Practice Level 5 40 Credits SYLLABUS INFORMATION RATIONALE FOR THE MODULE This module provides the student with the opportunity to meet their professional development requirements by identifying a specific learning need related to their area of practice. This identified need will be met through the development of a learning contract, which will be a written agreement between the student and their personal teacher of how learning will be facilitated and how the assessment requirements will be met. This contract will clearly identify the learning activities the student will undertake in their workplace and the types of evidence they will produce to demonstrate their learning. Students will not be penalised for breaking the contract. The detail of the contract will differ between students. The student will also have the opportunity to consider their future learning needs on completion of the unit. AIMS OF THE MODULE This module aims to facilitate students to appraise and develop an aspect of their own practice MODULE OUTCOMES By the end of this module students will be able to 1. Appraise an aspect of their own practice with reference to current evidence. 2. Assess their learning needs within this aspect of practice 3. Develop and implement an action plan to meet these learning needs. 4. Reflect on the learning which they have experienced. 5. Make recommendations for their future development. TEACHING AND LEARNING METHODS The module will be delivered over a 24 week period using a number of teaching and learning methods: 12 hours of lectures will be delivered in the first two weeks of the semester. This will prepare the students to identify a learning need that they wish to focus on for the duration of the module, develop and implement a learning contract and to reflect on their learning as they progress through the unit. Syllabus Information Advancing Practice Level 5 7

96 hours of work-based learning will be tailored to the individual needs of the student. The student will negotiate with their personal teacher and line manager as to how they will use the time allocated for work-based learning. Activities may include visits to other departments, shadowing, following patients/clients through their journey or conducting a literature search. 9 hours of tutorials will enable the students to share their experiences and discuss issues related to their work-based learning activities. 6 hours of seminar presentations will enable the student to more formally present their learning experiences with their peer group. Although the lectures will be shared with the students undertaking the level 6 module, the tutorials and seminars will be held separately. This will ensure that each group of students have a clear understanding of the academic requirements of their respective level of study. In addition to the above students will be expected to contribute 140 hours of independent learning to their studies. MODULE CONTENT Reflective practice, work-based learning, developing learning contracts. Students will choose a subject related to their practice as a focus for their studies. ASSESSMENT METHODS The assessment methods for this module will include two 2000 word reflections (50% of the total module mark). These reflective assignments will enable the student to reflect on their experience in order to a) identify their learning needs at the beginning of the module and devise a learning contract to meet these needs and b) reflect on their learning at the end of the module and devise a plan for future action. The students will be expected to make reference to current literature to support their reflections. In addition the students will be required to write either a 3000 word literature review or care study (40% of the total module mark) to demonstrate how they are using, or propose to use, their new knowledge and understanding in their practice. The students will also deliver a 20 minute oral presentation to share their learning experiences with their peer group (10% of the total module mark). All assessment tasks must be passed to achieve an overall pass for the module. READING STRATEGY Syllabus Information Advancing Practice Level 5 8

There are no core texts for these modules. Recommended reading (which covers a good range of key material) and further reading (which is encouraged) can be found in the reading lists below. Whilst there will be at least one copy available from the Library of each title listed, access may be difficult unless students are prepared to purchase copies. Students are, therefore, also encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and internet resources. The IHSCS Learning Pod http://theinstitute.gov.gg/ and Library website http://atoz.ebsco.com/customization/tab/9071?tabid=7581 provide access to subject relevant resources and services including local documentation, a range of electronic journals and a wide variety of web sites and information gateways. Many resources can be accessed remotely. It is expected that assignment bibliographies and reference lists will reflect the range of reading carried out. It is expected that assignment reference lists will reflect the range of reading carried out. The following list is offered as an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module. However current advice on readings will be provided at the commencement of each module. Recommended Reading Jasper, M. (2006) Professional development, reflection and decision-making. Oxford: Blackwell Publishing. Johns, C. (2010) Guided reflection: a narrative approach to advancing professional practice. 2nd Edition. Chichester : Wiley-Blackwell. Rolfe, G., Freshwater, D., and Jasper, M. (2011) Critical reflection in practice: generating knowledge for care 2nd. Edition. Basingstoke : Palgrave Macmillan. Further Reading Ghaye, T. and Lillyman, S. (2010) Reflection: Principles and practices for healthcare professionals. London: Quay Books 2010. Scragg, T. and Knott, C. (2007) Reflective practice in social work. Exeter : Learning Matters 2007. White, S., Fook, J. and Gardner, F. F. (2006) Critical reflection in health and social care. Maidenhead : Open University Press. Syllabus Information Advancing Practice Level 5 9

TITLE OF MODULE: LEVEL AND CREDIT TARIFF: An Exploration of the Experiences of People with Dementia Level 5 20 Credits SYLLABUS INFORMATION RATIONALE FOR THE MODULE There are currently approximately 36 million people with dementia in the world. Although the cognitive degeneration associated with dementia is irrefutable, there is also much more to be considered when attempting to understand the person with dementia and their care needs. This module will therefore provide a holistic view of dementia that considers a range of perspectives, and also helps participants to review their own attitudes and practices. AIMS OF THE MODULE This module aims to enable students to examine key theoretical frameworks for understanding dementia, and identify a range of appropriate responses to support people with dementia and their families. MODULE OUTCOMES On completion of this module participants will be able to: 1. Explore a range of diverse perspectives that inform their understanding of the lived experience of individuals with dementia. 2. Analyse appropriate strategies to help support people with dementia and their families. 3. Review their own role and effectiveness, as part of the total support network. TEACHING AND LEARNING METHODS A number of teaching and learning methods will be used to enable the student to achieve the learning outcomes: Students will be expected to attend four full days and two half days of lectures/workshops (26 hours) and seminar presentations (6 hrs). One 2 hour tutorial will be offered to assist students with assessment task preparation. In addition to the above students will be expected to contribute 168 hours of independent learning to their studies. Syllabus Information An exploration of the experiences of people with dementia Level 5 10

MODULE CONTENT Attitudes towards and history of dementia Models of dementia care: - The Bio-medical perspective - The Psychological perspective - The Sociological perspective - The Gerontological perspective - The Holistic perspective The policy, legal and ethical contexts. ASSESSMENT METHODS The assessment methods will be a 2500 word written assignment reviewing two of the perspectives identified during the course (75% of total module mark). A 15 minute oral seminar presentation (25% of total module mark) on the relevance and possible impact of a chosen person-centred framework for dementia on the student s practice. All assessment tasks must be passed to achieve an overall pass for the module. READING STRATEGY There is no core text for this module. The books listed below contain reference to at least one of the core ideas of this module, or provide examples of the experience of dementia by people with dementia or their carers. Whilst there will be at least one copy available from the Library of each title listed, access may be difficult unless students are prepared to purchase copies. Students are, therefore, also encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. The IHSCS Learning Pod http://theinstitute.gov.gg/ and Library website http://atoz.ebsco.com/customization/tab/9071?tabid=7581 provide access to subject relevant resources and services including local documentation, a range of electronic journals and a wide variety of web sites and information gateways. Many resources can be accessed remotely. It is expected that assignment bibliographies and reference lists will reflect the range of reading carried out. It is expected that assignment bibliographies and reference lists will reflect the range of reading carried out. The following list is offered as an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module. However current advice on readings will be provided at the commencement of each module. Syllabus Information An exploration of the experiences of people with dementia Level 5 11

Indicative Reading List Adams, T. and Manthorpe, J. (eds.) (2003) Dementia care. London: Arnold. Ames, D., O Brien, J. and Burns, A. (2010) Dementia [online]. 4 th Revised Edition. London:Hodder Arnold. Available from:http://ovidsp.ovid.com/ovidweb.cgi?t=js&csc=y&news=n&page=booktext &D=books1&AN=01438577/4th_Edition/2&XPATH=/OVIDBOOK%5b1%5d/METADA TA%5b1%5d/TBY%5b1%5d/AUTHORS%5b1%5d Bender, M. (2003) Explorations in dementia. London: Jessica Kingsley. Bender, M. and Cheston, R. (1999) Understanding dementia: the man with the worried eyes. London: Jessica Kingsley. Brooker, D. (2007) Person-Centred Dementia Care: making services better. London: Jessica Kingsley. Bryden, C. (2005) Dancing with dementia- my story of living positively with dementia. London:Jessica Kingsley. Cantley, C. (ed.) (2001) A handbook of dementia care. Buckingham: Open University Press. Cox, S., Anderson, I., Dick, S. and Elgar, J. (1998) The Person, The Community and Dementia. Developing a Value Framework.Stirling: The Dementia Services Development Centre. Debaggio, T. (2002) Losing my mind. London: The Free Press. Downs, M. and Bowers, B. (2008) Excellence in Dementia Care: Research into Practice.Maidenhead: Open University Press. Evardsson, D., Fetherstonhaugh, D. and Nay, Rhonda. (2010) Promoting a continuation of self and normality: person-centred care as described by people with dementia, their family members and aged care staff. Journal of Clinical Nursing, 19, p2611-2618. Grant, L. (1998) Remind me who I am again. London: Granta. Innes, A., Archibald, C. and Murphy, C. (2004) Dementia and social inclusion: marginalized groups and marginalized areas of dementia research, care and practice. London: Jessica Kingsley. Keady, J., Clarke, C. L. and Adams, T. (2003) Community Mental Health Nursing and Dementia Care. Maidenhead: Open University Press. Kitwood, T. (1997) Dementia reconsidered: the person comes first. Buckingham: Open University Press. Lee, Jeanne. (2003) Just love me: My life turned upside down by Alzheimers. Indiana: Purdue University Press. Syllabus Information An exploration of the experiences of people with dementia Level 5 12

Lorentzo, M and Bryan, K. (2007) Respect for the person with dementia:fostering greater user involvement in service planning. Quality in Ageing, 8 (1), p23-9. McCance, T., McCormack, B. and Dewing, J. (2011) An exploration of personcentredness in practice. Online Journal of Issues in Nursing.16 (2). Oliver, J. (2009) Contented dementia. London:Vermilion Schneider, C. (2006) Don t Bury Me: It ain t over yet. Bloomington:Author House. Syllabus Information An exploration of the experiences of people with dementia Level 5 13

TITLE OF MODULE: LEVEL AND CREDIT TARIFF: Bridging the Gap Level 5 20 Credits SYLLABUS INFORMATION RATIONALE FOR THE MODULE This bridging module has been structured to enable students to gain academic credit towards the award of BA (Hons) Professional Practice by adding an academic element to non-credit bearing short courses that the student has previously attended. The student will undertake a suitable method of assessment, selected from a predefined menu to add academic value to their new knowledge and to apply this theory to practice. The short course would normally be of more than one day s duration, with predefined learning outcomes. The student will be required to discuss with the programme lead and post-qualifying academic lead the suitability of the course from which they wish to gain credit. AIMS OF THE MODULE This module aims to enable students to provide academic underpinning to learning undertaken from non-credit bearing short courses and to use this towards the award of the BA (Hons) professional Practice. MODULE OUTCOMES Through the chosen assessment method the student will be expected to: 1. Appraise how the learning achieved through undertaking the nonaccredited short course or module applies to their field of practice. 2. Explore how their practice will benefit from this new knowledge. 3. Assess their future learning needs and plans for further development. 4. Demonstrate developing skills in finding and appraising literature and in academic writing to diploma level standards. TEACHING AND LEARNING METHODS The module will be delivered over a 12 week period during which the student will be supported by a personal teacher to select an appropriate assessment method to demonstrate how they have applied their learning to practice. The student will then complete an academic support plan to enable them to successfully complete the assessment task. The student is entitled to 6 hours of tutorial support. Syllabus Information Bridging the Gap Level 5 14

Students will be expected to contribute 194 hours of previous and independent learning to their studies. MODULE CONTENT The module content will centre on supporting the student to undertake one of the methods of assessment listed in the menu. ASSESSMENT METHODS Students will select one assessment method from the following menu, and will be expected to demonstrate how they have met the learning outcomes of the module through the completion of the assessment. This assessment task will provide 100% of the total module mark. Assessment menu: A 4000 word report or A 4000 word reflective report or A 4000 word literature review.. READING STRATEGY There is no recommended reading list for this module but it is expected that the assignment reference lists will reflect the range of reading carried out. Syllabus Information Bridging the Gap Level 5 15

TITLE OF MODULE: LEVEL AND CREDIT TARIFF: Contemporary Developments in Infection Control Level 5 20 Credits SYLLABUS INFORMATION RATIONALE FOR THE MODULE Effective infection prevention and control practices play an essential role in the delivery of high quality health and social care. In recent years this aspect of practice has received much political attention due to the increasing problem of controlling and preventing life-threatening infections within the practice setting. Health and social care professionals need to keep abreast of emerging new evidence to ensure that their practice is of the highest standard. This module will enable the professional to examine their current practice in the light of contemporary developments in infection prevention and control. They will be required to gain an in-depth knowledge of a specific aspect of infection prevention and control and produce a poster to disseminate this new knowledge. Please note this module may only be studied at either level 5 or 6, not both levels. AIMS OF THE MODULE The learner will have the opportunity to review their current practice in the light of contemporary developments in infection prevention and control. MODULE OUTCOMES At the end of the module the student will be able to: 1. Explain the impact of micro-organisms on antibiotic use and patient/client care. 2. Evaluate relevant government white papers and national guidelines in relation to local practices. 3. Appraise public health interventions on communicable disease control 4. Analyse the legal and ethical aspects of infection prevention and control. 5. Explain the term epidemiology and its place in highlighting emerging disease patterns and the planning of services. 6. Discuss how governance structures can promote good quality infection prevention and control. Syllabus Information Contemporary Developments in Infection Control Level 5 16

TEACHING AND LEARNING METHODS 36 hours of lectures will provide the students with the theory related to all 6 learning outcomes of the module. These lectures will give the students the opportunity to debate the topics listed in the module content and consider how they relate to their area of practice. These lectures will be shared with the students studying this module at level 6. 6 hours of seminars will provide the students with the opportunity to showcase their poster presentations to their peer group and selected stakeholders. 2 hours of tutorials will be used to bring the level 5 students together to discuss specific issues related to the outcomes of the module. 156 hours of independent study will enable the students to deepen their knowledge of the module content as well as prepare for their assessed work. This preparation may involve the student visiting relevant departments or shadowing individuals as a means of gaining a deeper insight into local working practices. Although the lectures will be shared with the students undertaking the level 6 module, the tutorials (and seminars if a viable group) will be held separately. This will ensure that each group of students have a clear understanding of the academic requirements of their respective level of study and have an opportunity to debate issues in relation to the specific learning outcomes of the chosen module MODULE CONTENT Microbiology Infection transmission and control Antibiotic action UK government and local policy Governance and infection control Litigation and infection prevention Public health issues Epidemiology and surveillance MRSA Clostridium difficile. ASSESSMENT METHODS The student will be required to identify a specific aspect of infection prevention and control which interests them. They will then search the evidence and produce a poster presentation depicting the key findings arising from the evidence and the implications this will have for their area of practice. The students will then showcase their poster to their peer group and selected stakeholders. This will be assessed with a tool designed specifically for assessing the quality of presentations. (50% of the total module mark). Syllabus Information Contemporary Developments in Infection Control Level 5 17

A 2000 word reflective review will support the poster presentation by enabling the student to further explore their chosen area of interest. They will be expected to utilise relevant theory and practice examples to provide a rationale for the chosen focus of their poster, an appraisal of the evidence they have found and an action plan for changing practice. (50% of the total module mark). Both forms of assessment will measure the achievement of all 6 learning outcomes. Each assessment task must be passed to achieve an overall pass for the module. READING STRATEGY There are no core texts for these modules. Indicative reading can be found in the reading lists below. Whilst there will be at least one copy available from the Library of each title listed, access may be difficult unless students are prepared to purchase copies. Students are, therefore, also encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. The IHSCS Learning Pod http://theinstitute.gov.gg/ and Library website http://atoz.ebsco.com/customization/tab/9071?tabid=7581 provide access to subject relevant resources and services including local documentation, a range of electronic journals and a wide variety of web sites and information gateways. Many resources can be accessed remotely. It is expected that assignment bibliographies and reference lists will reflect the range of reading carried out. It is expected that assignment bibliographies and reference lists will reflect the range of reading carried out. The following list is offered as an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module. However current advice on readings will be provided at the commencement of each module. Indicative Reading List Elliott, P. (2009) Infection control: a psychosocial approach to changing practice. Oxford: Radcliffe Fraise, A. P. and Bradley, C. (2009) Ayliffe's control of healthcare-associated infection: a practical handbook. 5th Ed. London : Hodder Arnold Pratt, R. J., Pellowe, C.M., Wilson, J.A., and Loveday, H.P. (2007) National evidence-based guidelines for preventing health care associated infections in NHS hospitals in England, Journal of Hospital Infection, 65, S1-S64 Syllabus Information Contemporary Developments in Infection Control Level 5 18

Tilmouth, T., and Tilmouth, S. (2009) Safe and clean care: Infection prevention and control for health and social care students. Banbury: Reflect Press Weston, D. (2008) Infection prevention and control: theory and practice for healthcare professionals. Chichester : John Wiley Department of Health website available at http://www.dh.gov.uk may be used to access the following DoH documents: Prevention and control of infection in care homes an information resource, published February 2013. The Health and Social Care Act 2008, Code of Practice on the prevention and control of infections and related guidance, published December 2010. MRSA Screening operational guidance, published December 2008 Introduction and instructions for implementing saving lives, published June 2007 Best Practice on isolating patients with a healthcare associated infection, published September 2007 Guidance infection prevention and control in adult critical care unit, published September 2006. Going further faster, published August 2008. Guidelines on the control of infection in nursing and residential homes, published June 2006. The Health and Social Care Act 2008: Code of Practice for NHS on the Prevention and Control of healthcare associated infections and related guidance, published January 2009. Health Care Associated Infection, published February 2009. Screening elective patients for MRSA: Frequently asked questions, published January 2009. Getting ahead of the Curve, published Jan 2002. National Institute for Health and Clinical Excellence (NICE) website available at http://www.nice.org.uk/ may be used to access the following NICE documents: CG139. Infection: Prevention and control of healthcare-associated infections in primary and community care, published March 2012. Prevention and treatment of surgical site infection, published October 2008. Syllabus Information Contemporary Developments in Infection Control Level 5 19

Other useful websites www.hpa.org.uk www.cdc.gov. www.neli.org.uk. www.ips.uk.net www.who.int/en/. www.cks.library.nhs.hk/home Syllabus Information Contemporary Developments in Infection Control Level 5 20

TITLE OF MODULE: LEVEL AND CREDIT TARIFF: Evidence-based Practice Level 5 20 Credits SYLLABUS INFORMATION RATIONALE FOR THE MODULE The delivery of quality health and social care is dependent on the practitioner being able to integrate their professional judgement with current best evidence. In order to do this the student requires information retrieval skills as well as the ability to critically appraise information and consider its utility for practice. This module will enable the student to develop these skills and integrate theory with practice. AIMS OF THE MODULE This module aims to introduce students to the knowledge and skills required to deliver evidence-based practice. MODULE OUTCOMES By the end of the module, the student will be able to: 1. Search and retrieve relevant evidence using electronic databases. 2. Select appropriate evaluation tools to critique different types of evidence. 3. Evaluate, in depth, one piece of evidence using an appropriate tool to structure the critique. 4. Consider how evidence may be used to develop practice. 5. Evaluate their skills with respect to searching, and retrieving evidence, identifying areas for further learning and development. TEACHING AND LEARNING METHODS The module will be delivered over a 12 week period using a number of different teaching methods. The students will have access to a workbook which will take about 30 hours to complete. This mode of delivery will be supported with 10 hours of lectures which will cover the main theoretical components of the module. These lectures will provide students with the opportunity to share ideas and seek additional clarification as required. Syllabus Information Evidence Based Practice Level 5 21

6 hours of seminar presentations will provide the students with the opportunity to share their knowledge by disseminating the key findings of the evidence they have critiqued, sharing their experiences of searching, retrieving and critiquing evidence and identifying their future learning and development needs. 181 hours of independent study, including time working with the workbook, will enable students to widen their knowledge through additional reading and to work on their assignment tasks. They will also have 2 hours of Tutorials to discuss specific issues related to the module. Although the lectures will be shared with the students undertaking the level 6 module, the tutorials and seminars will be held separately. This will ensure that each group of students have a clear understanding of the academic requirements of their respective level of study. MODULE CONTENT Searching electronic databases Retrieving valid and reliable evidence Critiquing evidence Implementing best evidence Managing change. ASSESSMENT METHODS The assessment methods will include a 2500 word written critique of a piece of evidence selected by the student. The student will be expected to use an appropriate framework to critically evaluate the evidence and consider how it may be used to inform their practice (75% of total module mark). The 1500 word reflection will enable the student to evaluate their own skills with respect to searching, and retrieving evidence and identifying their future learning and development needs (25% of total module mark). Both assessment tasks must be passed to achieve an overall pass for the module. READING STRATEGY The core text for this module is the Evidence-based Practice level 5 workbook. Further reading is encouraged and a current list of suggested titles can be found below. Whilst there will be at least one copy available from the Library of each title listed, access may be difficult unless students are prepared to purchase copies. Some of the reports may be available in electronic form. Students Syllabus Information Evidence Based Practice Level 5 22

are, therefore, also encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. The IHSCS Learning Pod http://theinstitute.gov.gg/ and Library website http://atoz.ebsco.com/customization/tab/9071?tabid=7581 provide access to subject relevant resources and services including local documentation, a range of electronic journals and a wide variety of web sites and information gateways. Many resources can be accessed remotely. It is expected that assignment bibliographies and reference lists will reflect the range of reading carried out. The following list is offered as an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module. However current advice on readings will be provided at the commencement of each module. Indicative Reading List Bowling, A. (2009) Research methods in health: investigating health and health services. 3rd edition. Berkshire: Open University Press. Corby, B. (2006) Applying research in social work practice. Berkshire: Open University Press. Gerrish, K. and Lacey, A. (2010) The Research process in nursing. (6 th edition). Oxford: Blackwell Science. Greenhalgh, T. (2010) How to read a paper: the basics of evidence-based medicine. 4 th edition, London: BMJ Publishing Group. Newman, T., Moseley, A., Tierney, S. and Ellis, A. (2005) Evidence-based social work: a guide for the perplexed. Lyme Regis: Russell House Publishing. Parahoo, K. (2006) Nursing research: principles, process and issues. (2 nd edition) Basingstoke: MacMillan. Websites Social research methods web site is a comprehensive resource covering a wide range of topics related to research methodology and methods. This can be accessed at the following address: http://www.socialresearchmethods.net/kb/ The following website is a link to the Warwick medical school resource addressing the concept of values-based practice. This has become a recognised framework to use alongside evidence-based practice. Although it is medically focussed the principles are transferable between professional groups: http://www2.warwick.ac.uk/fac/med/study/research/vbp/ Syllabus Information Evidence Based Practice Level 5 23

TITLE OF MODULE: LEVEL AND CREDIT TARIFF: Health and Social Care Audit Level 5 20 Credits SYLLABUS INFORMATION RATIONALE FOR THE MODULE The delivery of quality health and social care is dependent on well developed governance structures to constantly monitor and develop practice. Clinical and social care audit is an integral part of this process in that it provides a means of monitoring or measuring practice against recognised standards with the intention of identifying good practice as well as areas for further development. Despite the evident merits of undertaking audit activities, many practitioners have yet to develop the skills to carry out a good quality audit. This module will provide the student with the opportunity to develop their auditing skills by undertaking and presenting an audit project. AIMS OF THE MODULE This module aims to develop the student s ability to undertake an audit project within their area of practice. MODULE OUTCOMES This module will enable the student to: 1. Discuss the concept of integrated governance and the part that audit plays in developing a quality service. 2. Identify a number of potential topics that may become the focus of an audit project. 3. Develop an audit proposal. 4. Undertake the an audit project as detailed in the audit proposal. 5. Analyse the findings of an audit. 6. Develop an action plan for change, based on the audit findings and related literature. 7. Disseminate the findings of an audit and action plan for change using oral and written modes of communication. TEACHING AND LEARNING METHODS A number of teaching and learning methods will be used to enable the student to achieve the learning outcomes: 18 hours of lectures will be used to deliver the underpinning theory related to clinical governance and audit. They will also address the key knowledge and skills students will need to conduct an audit. Syllabus Information Health and Social Care Audit Level 5 24

In addition the student will have access to 6 hours of electronic tutorials. This on-line resource will supplement the lectures, building on the theory they have covered in the classroom. The student will be expected to undertake approximately 30 hours of field work. This time will be spent undertaking an audit project. It is recognised that the experience of undertaking the audit will provide an opportunity for considerable learning. The student will also attend 6 hours of seminars which will provide them with the opportunity to present the findings of their audit and to disseminate their action plan for change. In addition to the above students will be expected to contribute 140 hours of independent learning to their studies. MODULE CONTENT Clinical and social care governance Developing an audit proposal Conducting an audit Development of audit tools Analysing data Writing an audit report Presenting the data through oral media. ASSESSMENT METHODS The student will be required to write a 3000 word report on completion of their audit (75% of module mark). This will provide a rationale for the focus of the audit, details of the audit process supported by relevant literature and the key findings for practice. The report will include an action plan for change which will be based upon the audit results. The students will deliver a 15 minute oral presentation (25% of module mark). This will provide the students with the opportunity to disseminate their findings and their action plan to key stakeholders. Both assessment tasks must be passed to achieve an overall pass for the module. READING STRATEGY Most essential reading materials are available electronically, including some useful links on the Clinical Audit intranet pages. Further reading is also encouraged and a current list of suggested titles can be found below. Syllabus Information Health and Social Care Audit Level 5 25

Whilst there will be at least one copy available from the Library of each title listed, access may be difficult unless students are prepared to purchase copies. Students are, therefore, also encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. The IHSCS Learning Pod http://theinstitute.gov.gg/ and Library website http://atoz.ebsco.com/customization/tab/9071?tabid=7581 provide access to subject relevant resources and services including local documentation, a range of electronic journals and a wide variety of web sites and information gateways. Many resources can be accessed remotely. It is expected that assignment bibliographies and reference lists will reflect the range of reading carried out. The following list is offered as an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module. However current advice on readings will be provided at the commencement of each module. Indicative Reading List Essential reading Clinical Governance Support Team (2005) A Practical Handbook for Clinical Audit. Leicester: CGST. Available at: http://www.cgsupport.nhs.uk/about_cg/resources/cg_publications/cg_gui des/clinical_audit/1@introduction_and_contents.asp Burgess, R. (2011) New principles of best practice in clinical audit. Abingdon: Radcliffe 2011 National Institute of Clinical Excellence (2002) Principles for best practice in clinical audit. London: Radcliffe Medical Press. Available at: http://www.nice.org.uk/otherpublications/bestpracticeinclinicalaudit/principles_f or_best_practice_in_clinical_audit.jsp Further reading Cameron, E. and Green, M (2012) Making sense of change management: a complete guide to the models, tools, and techniques of organizational change. London:Kogan Department of Health (2001) The essence of care: patient-focused benchmarking for health care practitioners. London: HMSO. Department of Health (2006) Good doctors, safer patients. Available at: http://www.dh.gov.uk/en/publicationsandstatistics/publications/publicationspol icyandguidance/dh_4137232 Department of Health (2007) Trust, Assurance and Safety The Regulation of Health Professionals in the 21 st Century. London: HMSO Syllabus Information Health and Social Care Audit Level 5 26

Department of Health (2008) High Quality Care for All. Available at: http://www.dh.gov.uk/en/publicationsandstatistics/publications/publicationspol icyandguidance/dh_085825 Frances, R. (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. London:The Stationary Office. [available on line] http://www.midstaffspublicinquiry.com/report Hafford-Letchfield, T. (2007) Practising quality assurance in social care. Exeter: Learning Matters Ltd. Jaggar, S; Haxby, E; Hunter, D (2010) An introduction to clinical governance and patient safety. Oxford: Oxford University Press 2010 Sale, D.N.T. (2005) Understanding clinical governance and quality assurance: making it happen. London: Palgrave MacMillan. Storey, J., Bullivant, J. and Corbett-Nolan, A (2011) Governing the new NHS: issues and tensions in health service management. London : Routledge Syllabus Information Health and Social Care Audit Level 5 27

TITLE OF MODULE: LEVEL AND CREDIT TARIFF: Health Promotion, Policy and Practice Level 5 20 Credits SYLLABUS INFORMATION RATIONALE FOR THE MODULE Promotion of health across the lifespan is a key concept in both local and national government reforms and strategy. Health and social care professionals have health promotion as a core aspect of their work within a range of settings. In order to respond and develop services in line with current policies it is essential that students have a sound understanding of the political, social and organisational initiatives to promote health improvement in order to inform stakeholders, enabling them to develop their practice. AIMS OF THE MODULE The aims of the module are To outline the political, professional and ethical issues that impact on health promotion. To explore the relevance of health promotion interventions in a range of settings in contemporary professional practice. To enable students to identify and appraise health promotion interventions in practice. MODULE OUTCOMES 1. To interpret the theories, definitions and concepts underpinning health promotion and health education. 2. To critique the political, professional and ethical issues which influence health promotion in practice. 3. To appraise a current health promotion intervention. TEACHING AND LEARNING METHODS The teaching and learning methods that will be used to deliver the module will include an electronic open learning package to facilitate self-directed learning over the course of the 12 week module. Activities within the package are structured to encourage the students to relate theory to their specific area of practice. The open learning package will consist of two sections. Section one will consist of key health promotion definitions and concepts. Section two will relate to health promotion in action. The package has been developed collaboratively between the health promotion module leads and other significant stakeholders. It is recognised that students studying via an open learning route will require additional support. This will be in the form of tutorials and fixed resource Syllabus Information Health Promotion in Practice Level 5 28

sessions to complement the materials included in the package. This ensures students are able to fully engage with emerging contemporary health promotion issues. MODULE CONTENT Political aspects including government policies and strategy (local and national) Organisation and structure of health and social care organisations. Development of public health and the contemporary health care agenda. Overview of key health promotion definitions and concepts. Sociological aspects of health. Theories and models of health promotion. Approaches and values in health promotion. Identification of health promotion needs and priorities. Planning, implementing and evaluating health promotion interventions. Health promotion communication strategies and skills. Working with individuals and communities. Ethical considerations in health promotion. Interdisciplinary nature of health promotion. Social and cultural diversity. Empowering clients and the role of the practitioner. Contemporary issues in health promotion practice ASSESSMENT METHODS The students will be required to complete two summative tasks. The first task requires the student to complete the electronic open learning package, including responses to all the activities contained within the package. The second task requires the student to produce a 2,000 word assignment relating to: The evaluation of a current health promotion/education intervention that relates to their area of practice. The responses to the activities will attract 50% of the module mark, and the reflective account will attract 50% of the module mark. Both assessment tasks must be passed to achieve an overall pass for the module. READING STRATEGY Syllabus Information Health Promotion in Practice Level 5 29

There is no core text for this module. Essential reading will be provided electronically. Further reading is encouraged and a current list of such titles can be found below. Whilst there will be at least one copy available from the Library of each title listed, access may be difficult unless students are prepared to purchase copies. Students are, therefore, also encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. The IHSCS Learning Pod http://theinstitute.gov.gg/ and Library website http://atoz.ebsco.com/customization/tab/9071?tabid=7581 provide access to subject relevant resources and services including local documentation, a range of electronic journals and a wide variety of web sites and information gateways. Many resources can be accessed remotely. It is expected that assignment bibliographies and reference lists will reflect the range of reading carried out. Indicative Reading List The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, current advice on readings will be available via other more frequently updated mechanisms. Essential reading Scriven, A. (2010) Promoting Health: a practical guide (6 th Edition). London: Bailliere Tindall Naidoo, J. and Wills, J. (2000) Foundations for Health Promotion Edition). London: Balliere Tindall (3rd Further reading Barry, M. and Jenkins, R. (2007) Implementing Mental Health Promotion. Edinburgh: Churchill Livingstone. Bridgman S (2011) 112 th Annual Bailiwick of Guernsey MOH/DPH/CMO Report for year 2010/11. Special theme Prevention of Child Maltreatment Guernsey: States of Guernsey Cattan, M. and Tilford, S. (eds) (2006) Mental health promotion: a lifespan approach. Berkshire: Open University Press Choosing Health: Making Healthier Choices Easier (2004) - available from http://www.dh.gov.uk/publicationsandstatistics Department of Health (2006) Our health, our care, our say. London: HMSO Syllabus Information Health Promotion in Practice Level 5 30

Department of Health (2007) Partnerships for Better Health. London: HMSO Department of Health (2010) Healthy Lives: Healthy People. London: HMSO Edberg, M. (2007) Essentials of Health Behavior: social and behavioral theory in public health. Sudbury, Massachusetts: Jones and Bartlett Health and Social Services Department (2011) Future 2020 Vision of the Health and Social Services System available from www.gov.gg Hubley, J. and Copeman, J. (2008) Practical Health Promotion Cambridge: Polity Press Jakarta Declaration (1997) Leading Health Promotion into the 21 st Century available from www.who.int Jeffs, D. (2005) Our Healthier Islands revisited. Guernsey: Health and Social Services Department Mitcheson J (2008) Expanding Nursing and Health Care Practice Public Health Approaches to Practice London: Nelson Thornes Naidoo, J. and Wills, J. (1998) Practising Health Promotion: dilemmas and practice. London: Balliere Tindall Naidoo, J. and Wills, J. (2005) Public Health and Health Promotion (2 nd Edition). London: Balliere Tindall Piper (2009) Health Promotion for Nurses theory and practice. London: Routledge Scriven A (2012) Health Promotion Settings: principles and practice. London: Sage Scriven, A (ed) (2005) Health Promoting Practice: The contribution of nurses and allied health professionals. Basingstoke: Palgrave Scriven, A. and Orme, J. (2001) Health Promotion: professional perspectives (2 nd edition). Basingstoke: Palgrave Taylor, S. and Field, D. (2007) Sociology of health and healthcare (4 th Edition). Oxford: Blackwell Publishers Thorogood, J. and Coombes (2010) Evaluating Health Promotion Practice and Methods Oxford University Press Whitehead, D and Irvine, F. (eds) (2010) Health Promotion and Health Education in Nursing. Basingstoke: Palgrave Macmillan World Health Organisation. (1998) Health 21: An introduction to the health for all policy framework for the WHO European Region, European Health for All Series No. 5. Copenahagen: WHO Regional Office for Europe Syllabus Information Health Promotion in Practice Level 5 31