BSc (Hons) Enhanced Professional Practice Handbook 2017-18 1
CONTENTS 1.0 INTRODUCTION FROM YOUR COURSE DIRECTOR... 3 1.1UEA STUDENT HANDBOOK, your school and course handbook... 4 2.0 COURSE OVERVIEW/PROFILE... 5 3.0 AIMS AND PHILOSOPHY... 8 4.0 MEET THE COURSE TEAM... 9 5.0 LEARNING OUTCOMES... 12 6.0 CONTENT AND STRUCTURE... 14 6.1 Key Features... 14 6.2 Module Outlines... 14 6.2.1 Core Modules... 14 6.2.2 Open Modules... 15 6.2.3 Restricted Modules... 23 6.3 Assessments... 27 6.4 Placements... 28 6.5 Interprofessional Learning... 28 6.6 Important information... 28 6.6.1 Attendance Policy... 28 6.6.2 Uniform Requirements... 28 6.6.3 Course specific awards... 28 7.0 USEFUL LINKS AND RESOURCES... 29 8.0 FURTHER COURSE READING... 30 2
1.0 INTRODUCTION FROM THE COURSE DIRECTOR Hello and welcome to the Enhanced Professional Practice Course. This course has been designed to offer you flexibility and choice. It recognises that you have already developed knowledge and skills that can be built on to support you to degree level study. It can be studied on a full or part-time basis. There are module choices that will enable you to broaden and deepen your understanding of your specialism and enhance your practice and the delivery of your service. You will benefit from innovative teaching methods including inter-professional learning with the opportunity to study alongside other health and social care students. You will be supported by experienced, knowledgeable lecturers and your own personal adviser who will help you to make the most of the resources that the UEA can offer. We aim to help you to achieve your potential and develop your career. Our aim is to provide you, not only with a programme leading to a degree level qualification, but an educational experience that will enhance your ability to see the world differently and to develop and grow. This should equip you well to cope with the ever-changing challenges of modern practice. Please engage and challenge, read and share and above all, enjoy the journey. Helen Meehan Course Director 3
1.1 UEA STUDENT HANDBOOK, YOUR SCHOOL AND COURSE HANDBOOK The central UEA student handbook contains information about all key UEA policies and guidance and is for all students studying on undergraduate and postgraduate taught programmes. It aims to give new and continuing students a central reference point for University-wide regulations, processes and guidance to help and support you through your studies. You can find information about these topics: i. The advising system ii. Learning and Teaching Services iii. Communication iv. The Student Portal and e:vision v. Campus cards vi. Student finances vii. The Student Support Service viii. Regulations ix. Health and safety x. Generic course information xi. Marking criteria xii. Timetables xiii. Coursework submission and returns xiv. Examinations xv. University dates for 2017/18 xvi. Appeals and complaints xvii. Equality and inclusion for students xviii. Student representation and feedback This list only summarises the main headings; for full details of the content refer to the handbook itself. Information contained in the central UEA student handbook will not be repeated in the School of Health Sciences (HSC) handbook. Any general information regarding your taught provision within the HSC will be summarised in this handbook and can also be found on the HSC Students: School and General Information Blackboard. All information specific to your programmes of study can be found in your course handbook (this handbook), your course specific Blackboard site and via the New Student Website. 4
2.0 COURSE OVERVIEW/PROFILE New students wishing to undertake the Enhanced Professional Practice programme should begin by deciding which modules they wish to undertake to support their role, or future role, in practice. Full time route This route is for students who have studied for and been awarded a Diploma in Higher Education from a Higher Education Institution that is not the UEA This route is also for students who have not studied for a Diploma. - You must complete both the core modules and choose optional modules from the menu of open and restricted to accrue a total of 180 credits - You must complete 60 credits Accreditation of Prior Experiential Learning (APEL). The Policy and Guidelines of APEL is available via the HSC Students: School and General Information. Please contact G.Hewetson@uea.ac.uk for information on how to do this. It is recommended that this should be submitted within the first two modules. - Some modules listed below are restricted modules and are subject to requirements/pre-requisites from Professional and Statutory Regulatory Bodies (e.g. the NMC) - You are recommended to study no more than a total of 60 credits per term - You must pass ALL your core and optional modules. 180 credits: Core Modules Optional Modules Using evidence to lead and advance practice (20 credits) Transforming the Service (40 credits) Total of 120 credits from the menu of open and restricted modules Part time route This route is for students who have studied for and been awarded a Diploma in Higher Education from a Higher Education Institution that is not the UEA This route is also for students who have not studied for a Diploma. - You have up to five years to complete the programme - You may join the pathway immediately, completing both core modules for Year One and Year Two and choosing optional and restricted modules from the list below - You must complete 60 credits Accreditation of Prior Experiential Learning (APEL). The Policy and Guidelines of APEL is available via the HSC Students: School and General Information. Contact G.Hewetson@uea.ac.uk for information on how to do this. It is recommended that this should be submitted within the first two modules. 5
- Some modules listed below are restricted modules and are subject to requirements/pre-requisites from Professional and Statutory Regulatory Bodies (e.g. the NMC) - You must pass ALL your core and optional modules. 180 credits: Year Core modules Optional modules One Using evidence to lead and Total of 40 credits from the menu advance practice (20 of open and restricted modules. credits) Two Total of 60 credits from the menu Three Transforming the Service (40 credits) of open and restricted modules Total of 20 credits from the menu of open and restricted Full time route - One year (DipHE Alumni) 120 credits: This route is for students who have studied for and been awarded a Diploma in Higher Education at the UEA - You must complete both the core modules and choose optional modules from the menu of open and restricted to accrue a total of 120 credits - Please note: If your DipHE was awarded more than five years ago you must complete 60 credits Accreditation of Prior Experiential Learning (APEL). The Policy and Guidelines of APEL is available via the HSC Students: School and General Information. Contact G.Hewetson@uea.ac.uk for information on how to do this. - Some modules listed below are restricted modules and are subject to requirements/pre-requisites from Professional and Statutory Regulatory Bodies (e.g. the NMC) - You should study no more than 60 credits per term - You must pass ALL your core and optional modules. Core Modules Using evidence to lead and advance practice (20 credits) Transforming the Service (40 credits) Optional Modules Total of 60 credits from the menu of open and restricted modules Part time route - (DipHE Alumni) 120 credits: This route is for students who have studied for and been awarded a Diploma in Higher Education at the UEA Year Core modules Optional modules One Using evidence to lead and advance practice (20 credits) Two Transforming the Service (40 credits) Total of 40 credits from the menu of open and restricted modules. Total of 20 credits from the menu of open and restricted modules. 6
- You have up to five years to complete the programme - You may join the pathway immediately, completing both core modules for Year One and Year Two and choosing optional and restricted modules from the list below to accrue a total of 120 credits - Please note: If your DipHE was awarded more than five years ago you must complete 60 credits Accreditation of Prior Experiential Learning (APEL). The Policy and Guidelines of APEL is available via the HSC Students: School and General Information. Contact G.Hewetson@uea.ac.uk for information on how to do this. - Some modules listed below are restricted modules and are subject to requirements/pre-requisites from Professional and Statutory Regulatory Bodies (e.g. the NMC) - You must pass ALL your core and optional modules. Optional modules Open modules (these run subject to student numbers) - Advancing Practice in Dementia Care (20 credits) - Clinical Decision making (20 credits) - Foundations of End of Life Care (20 credits) - Long Term Conditions (20 credits) - Managing Yourself and Leading Others (20 credits) - Minor Illness (20 credits) - Minor Injury (20 credits) - Paediatric Examination and Assessment (20 credits) - Pathophysiology (20 credits) - Professional Recognition Portfolio (20 credits) - Working with Older People: biopsychosocial approaches (20 credits) Restricted modules (available to students who meet the entry pre-requisites): - Acute and Critical care (40 credits) - Advanced Critical Care (20 credits) - Enhanced Clinical Assessment (20 credits) - Independent and Supplementary Prescribing (40 credits) 7
3.0 AIMS AND PHILOSOPHY Programme The overarching aim of the programme is to provide students with the academic knowledge and preparedness to undertake specialist roles that require an enhanced level of practice. The programme aims to: - Build on your existing skills and knowledge to support and develop you to study at degree level - Develop a creative and innovative approach to ways of working so that you can critically appraise current service delivery and lead change where required - Support you to use your developing knowledge and skills base to develop and deliver high quality evidence-based services - Encourage interprofessional and multidisciplinary exchange and collaboration - Prepare you to consider new roles in management, leadership, practice development and research - Promote the understanding and importance of lifelong learning to both professional and personal development. The philosophy of the programme is that enhanced professional practice is a way of employing knowledge and skills which is beneficial to client groups, develops service delivery and is satisfying for practitioners. This programme reflects current professional, United Kingdom Government and International benchmarks for enhanced practice across the health and social care workforce. It will equip students with the contemporary knowledge and skills for specific roles that require further study and skills acquisition that lead to an enhanced level of practice. Specialist practice is that which is particular to a specific context, whether that be a specific client group, a skills-set or in an organisational context (NHS Scotland 2017). Specialist practice requires an enhanced level of care, judgement, discretion and decision making in all aspects of healthcare. You can build your qualification around your enhanced professional practice needs and tailor it to the specialist role in practice that you wish to pursue. You can choose modules which suit your development needs and are most relevant to your area of practice. 8
4.0 MEET THE COURSE TEAM Helen Meehan Course Director Helen.Meehan@uea.ac.uk 01603 597077 David Shepherd Pathway Lead: Clinical Pathway Module Lead: Professional Recognition Portfolio David.Shepherd@uea.ac.uk 01603 597066 Paul Linsley Joint Module Lead: Using Evidence to Lead and Advance Practice P.Linsley@uea.ac.uk 01603 597132 Morag Farquhar Joint Module Lead: Using Evidence to Lead and Advance Practice M.Farquhar@uea.ac.uk 01603 597649 Jaqueline Phipps Module Lead: Transforming the Service; Managing Yourself and Leading Others Jacqueline.Phipps@uea.ac.uk 01603 597043 Dr Laura Ginesi Module Lead: Pathophysiology L.Ginesi@uea.ac.uk 01603 597076 9
Ann Owen Module Lead: Independent and Supplementary Prescribing; Minor Injuries; Enhanced Clinical Assessment; Clinical Decision Making a.owen@uea.ac.uk 01603 597071 Dr Janice Mooney Joint Module Lead: Clinical Decision Making j.mooney@uea.ac.uk 01603 597108 Marie McGee Module Lead: Long Term Conditions m.mcgee@uea.ac.uk 01603 597103 Sarah Housden Module Lead: Working with Older People Biopsychosocial Approaches; Advancing Practice in Dementia Care s.housden@uea.ac.uk 01603 597106 Karen Blair Module Lead: Paediatric Examination and Assessment; Minor Illness k.blair@uea.ac.uk 01603 597635 10
Kate Parkin Module Lead: Paediatric Examination and Assessment; Minor Illness k.blair@uea.ac.uk 01603 597635 Dr Rebekah Hill Module Lead: Acute and Critical Care rebekah.hill@uea.ac.uk 01603 597051 Dr Helen Bell Module Lead: Advanced Critical Care h.bell@uea.ac.uk 01603 597054 11
5.0 LEARNING OUTCOMES By the end of this programme you should be able to demonstrate learning that underpins your level of enhanced professional practice. This will support you in your current or future role of specialist practice. Your shared learning outcomes will reflect the outcomes of the core modules Using Evidence to Lead and Enhance Practice and Transforming the Service. By the end of this programme you will be able to: - critically discuss and examine the concept of evidence-based practice - identify and analyze the relative strengths and limitations of different types of evidence - have the skills to formulate a problem into an answerable format - undertake a review of the literature and appraise and evaluate research evidence - critically evaluate different research methods and apply a working knowledge of the associated data collection and analysis approaches used. - critically discuss the skills required to implement evidence in practice - apply reflection as an aspect of evidence-based practice - Use and apply your knowledge and skills to enhance your area of practice. You will have the knowledge and skills to transform services and will demonstrate: - effectiveness in drawing out the views and contributions of others to inform service review and improvement - thoughtfulness in selecting and using appropriate strategies for the engagement and involvement of key stakeholders including staff, service users and carers - consideration of the relationship between the project and service/organisational goals and strategy - effectiveness of application of a creative and innovative problem-solving and solution-focused approach - effectiveness in finding, appraising and applying evidence to inform service delivery, planning, review and evaluation - competent management of quality assurance and improvement processes including clinical audit - competent management of available and planned resources - resilience and the ability to manage their own stress and that of others - consideration of risks/benefits to ensure and enhance patient safety - ability to identify opportunities to develop and improve services - ability to facilitate the change process to improve service delivery. 12
The emphasis of your learning and your learning outcomes will be dependent on the modules you have chosen through the programme. You will build your qualification around your individual enhanced professional practice needs and your learning outcomes will reflect this. Whichever modules you choose you will acquire an in-depth knowledge and understanding of the areas that are of most interest to you and an understanding of how you can use these tools to develop services. The programme will develop your skills for lifelong learning and will prepare you for Masters level study. 13
6.0 CONTENT AND STRUCTURE 6.1 Key Features There are two possible routes; Part-time and full-time. The following section details the core and optional modules for the Enhanced Professional Practice Programme. Selection of core and optional modules will be dependent on the area of practice that the student wishes to develop their knowledge and skills in. 6.2 Module Outlines Full module outlines can be accessed via evision. 6.2.1 Core Modules Using Evidence to Lead and Enhance Practice This module will introduce the concepts and skills of evidence-based practice. In doing so, it will explore and critically analyse core theories, policies and models that support and underpin evidence-based practice. Students will be facilitated to turn clinical and leadership queries into advanced practice focused questions, from which they can search the evidence. Students will be supported to identify effective strategies for identifying and communicating the need for change associated with national and international quality standards and findings from research. They will also be introduced to a range of quantitative and qualitative research data collection and data analysis methods that can be used to measure the impact of change in terms of quality improvement and transformation at the point of care within their area and scope of advanced practice. Learning outcomes: By the end of this module you will be able to: - critically discuss and examine the concept of evidence-based practice - identify and analyze the relative strengths and limitations of different types of evidence - have the skills to formulate a problem into an answerable format - undertake a review of the literature and appraise and evaluate research evidence - critically evaluate different research methods and apply a working knowledge of the associated data collection and analysis approaches used. - critically discuss the skills required to implement evidence in practice - apply reflection as an aspect of evidence-based practice 14
Assessment: Formative: Presentation 3000 word report (100%) Transforming the Service To give you the opportunity to further develop a critically reflective approach to understanding your personal values and beliefs and to consider the impact of these on your leadership. Learning outcomes: By the end of this module students will be able to demonstrate: - Effectiveness in drawing out the views and contributions of others to inform service review and improvement - Thoughtfulness in selecting and using appropriate strategies for the engagement and involvement of key stakeholders including staff, service users and carers - Consideration of the relationship between the project and service/organisational goals and strategy - Effectiveness of application of a creative and innovative problem-solving and solution-focused approach - Effectiveness in finding, appraising and applying evidence to inform service delivery, planning, review and evaluation - Competent management of quality assurance and improvement processes including clinical audit - Competent management of available and planned resources - Resilience and the ability to manage their own stress and that of others - Consideration of risks/benefits to ensure and enhance patient safety - Ability to identify opportunities to develop and improve services - Ability to facilitate the change process to improve Assessment: Formative: In class activities to explore themes for summative assessment. Artefact for work based project (40%) Project Log and Reflective Notes (up to 4000 words) (60%) Ten minute presentation (Pass/fail) 6.2.2 Open Modules Please note: all optional modules run subject to viability Advancing Practice in Dementia Care To develop the skills and knowledge of health and social care practitioners working with people living with dementia across a wide range of community and inpatient 15
settings. The focus of the module is on improving knowledge about and advancing practice in dementia, person-centred care and care interactions. Learning outcomes: By the end of this module students will be able to demonstrate: - In-depth understanding of risk, safeguarding, accountability and duty of care and your own role in promoting patient safety - Ability to assess and manage a range of distressed behaviours and to explain the evidence and rationale for evidence-based care approaches - Expertise in influencing the promotion of a positive culture and care environment - Evaluation of how current systems can be adapted to enrich the lives of people living with dementia and their carers - In-depth appreciation of a range of perspectives on the experience of living with dementia including biological, environmental, psychological and social - Expertise in working with people living with dementia as they approach the end of life, focusing on implementing holistic models of palliative, supportive and end of life care. Assessment: Formative: 500 word analysis of a current policy 3000 word written assignment (100%) Clinical Decision Making To enable students to develop a deeper understanding of clinical situations and how health care professionals make clinical decisions. This module will support the practitioner in developing an understanding of the theory and frameworks underpinning clinical decision making to support their own practice. This module will be co-taught with Level 7. Learning outcomes: By the end of this module students will be able to: - Develop knowledge and understanding of theories and frameworks of clinical decision-making that will support clinical judgement in practice - Enhance their knowledge and skills in the management of uncertainty and the application of clinical reasoning in the assessment and management of patients - Analyse and examine the legal, professional and ethical dimensions of applying clinical judgement and decision making in practice - Analyse and evaluate ways in which evidenced based practice will support clinical judgment and clinical decision-making - Reflect on the use of problem solving strategies in the use of clinical judgement and decision-making in practice. 16
Assessment: Formative: 500-700 word formative reflection 3000 word assignment (100%) Foundations of End of Life Care To provide those delivering services the opportunity to explore this important and sometimes challenging area of practice, in a supportive environment that enables reflection on practice and development of knowledge and skills in end of life care. The module creates strong links between the student s area of practice and topics covered in the module. Learning outcomes: By the end of the module participants will be able to: - Review the overarching principles of palliative care, and be able to integrate them to their work role - Demonstrate good communication skills: and effectively integrate these in practice when dealing with end of life care patients - Use and critically analyse a structured holistic generalist palliative care assessment - Critically analyse the importance of advance care planning and how it can be used in practice - Analyse the ethical and legal issues that influence comfort and wellbeing in regards to symptom control and be able to discuss these in practice - Demonstrate effective reasoning and analyse the application of the end of life care tools. Assessment: Formative: A five minute presentation of a case from practice that highlights an ethical issue. After your presentation you will need provide a discussion point for your peers to debate with you. (Further five minutes of discussion) 5 minute presentation (25%) 3000 word assignment (75%) Long Term Conditions Effective management of long term conditions is an important aspect of contemporary nursing policy and practice. Health and social care services supporting the growing number of people with chronic conditions, which can be controlled rather than cured, are being transformed, and, with the publication of the NSF for Long-term Conditions, key policy and guidance is emerging to support services and practitioners in working with these client groups (DH, March 2005). Although this NSF applies to patients with 17
long-term neurological conditions, the principles and quality requirements apply equally to other chronic conditions. With the advent of Advanced Practice (NMC, 2006), Community Matron, First Contact and Urgent Care roles, and the growing focus on long term conditions, Our health, Our care, Our Say (DH 2006), Lord Darzi s interim report (2007) and the Generic Long term conditions model (DoH 2010) practitioners require enhanced skills and a critical appreciation of the psychosocial, spiritual, cultural and individual needs, beliefs and expectations of both the patient and those who care for them. Learning Outcomes: By the end of the module the student working at Level 6 will be able to: - Critically appraise current research/evidence/policy and their relevant application to practice in relation to patients with long-term conditions - Explore approaches and strategies to partnership working with patients to enable informed patient choice and involvement - Develop critical awareness of the effects of life transitions and illness/disability on the patient, their families / carers and on the practitioner- patient relationship - Critically appreciate a range of models of working with service users, expert patients and carers - Develop critical awareness of the psychosocial effects of long-term conditions on the patient, their families and carers - Explore effective skills/approaches in the management of the patient journey considering all aspects of the generic long conditions model such as case management, personalised care plans and self management - Analyse and evaluate skills in assessing, prioritising, planning & evaluating care & leading health education & health promotion strategies in the management of long term conditions. Assessment: Formative: to be confirmed A 3000 word written assignment (100%) Managing Yourself and Leading Others To support practitioners to develop a critical understanding of efficient and effective leadership in order to manage yourself and lead others. The overall objective of the module is to empower them to lead innovative change and organisational development through the fostering of a sense of shared sense of leadership and responsibility for the success of the organisation and the development of quality services. Learning outcomes: By the end of this module students will be able to demonstrate: - Emerging leadership qualities and integrity for advanced practice - Insightful critical reflection and self-assessment of how personal values, beliefs, qualities and interests influence affect others (reflexivity) - Effective self-assessment 18
- Critical analysis and evaluation of personal/professional and leadership capabilities for advanced practice though reflection on feedback from a range of sources - Advanced practice in working with others developing and maintaining effective networks and relationships - Effective participation in a range of leadership and learning activities which are effectively evidenced. - Critical evaluation of own development and that of others. Assessment: Formative: Classroom activities encouraging self-assessment around leadership by third person action enquiry. Written coursework, a 3000 word evaluation of own development and that of others (100%) Minor Illness To enable health care practitioners to develop a holistic approach to the assessment and treatment of patients with minor health problems and prepare healthcare practitioners to provide evidence-based care in primary care, urgent care and first contact settings. This module will enable students to develop a range of skills that reflect an individualised, empowering and holistic approach to patient health assessment, care management and treatment in a more advanced and autonomous clinical role Learning outcomes: By the end of this module students will be able to: - Critically discuss and evaluate a structured approach to an assessment of a patient with a minor health problem - Utilise evidence-based practice in the assessment and management of a patient with a minor health condition - Demonstrate the ability to synthesise information in order to problem solve and effectively manage patients with a minor health condition - Critically explore the limits and opportunities of the autonomous practitioner role and legal and professional issues relating to autonomous practice within minor health problems. Assessments: Preparation for OSCE Develop a learning log of patients and reflect on cases with a supervisor. Presentation of one case. OSCE pass/fail 10-15mins evidenced-based poster presentation (20%) 3000 written word assignment (80%) 19
Minor Injuries To enable practitioners to provide comprehensive and competent care in managing minor injuries; to provide health care professionals who are currently, or intend to, work with this group of patients, with the necessary knowledge and skills to assess and plan care. A particular focus of this module is the emphasis placed on the skills of assessment, where health care professionals can diagnose a patient problem, with the minimum of cues and information. By the end of the module the student will be able to apply knowledge of anatomy and physiology to the care of patients presenting with a minor injury and utilise a range of assessment strategies to manage the condition safely. The student will be able to respond flexibly to changing situations and deliver effective and evidence based interventions or refer appropriately where indicated. Students will also develop an understanding and awareness of the related ethical and legal issues with regard to patient safety and the principles and practice of health promotion advice to patients presenting with a minor injury. Learning outcomes: By the end of this module students will be able to: - Critically apply knowledge of anatomy and physiology to the care of patients presenting with a minor injury - Use and critically evaluate a range of assessment strategies in order to decide upon appropriate care of the client - Assess the patient, form a working diagnosis, consider differential diagnoses and test these out - Critically appraise and develop enhanced consultation skills in practice in order to promote an effective practitioner - patient relationship - Respond flexibly to changing situations and deliver effective interventions for patients with a minor injury - Critically apply knowledge of drug actions, interactions and adverse reactions to prescribing practice - Understand and apply the principles and practice of health promotion in relation to the care of patients with a minor injury - Critically reflect on the ethical and legal issues which have implications for practice and take appropriate action - Critically appraise relevant evidence and its application to practice. Assessment: Formative: A case study draft A case scenario with reflection (500-700 words) Coursework Portfolio (100%) comprising a 4000 word maximum profile of learning comprising: - Three short case studies of 500-750 words demonstrating the assessment and management of a patient - A 1000-1500 word summary of learning and professional development demonstrating changes to your practice. 20
Paediatric Examination and Assessment To develop underpinning knowledge and advance understanding of paediatric physiology in order to translate into safe and effective paediatric assessment and monitoring skills of potentially unwell children within clinical practice. Learning outcomes: By the end of this module students will be able to: - Discuss and apply a systematic approach to basic child examination and acute assessment using a rapid head to toe framework - Demonstrate and discuss effective assessment of the acutely unwell child and appropriately communicate concerns to ensure the necessary care is accessed in a timely manner - Effectively use decision aids and frameworks i.e. Paediatric Early Warning Scores (PEWS) and escalation aid: Situation; Background; Assessment; Recommendation (SBAR) tools to support enhanced clinical reasoning and effectively manage care using the results of assessments. - Critically reflect on your advancing practice utilizing research and evidencebased guidance Assessment: Formative: A minimum of one formative simulation session 2500 word written assignment (80%) OSCE (20%) Pathophysiology In order to understand the multiple and interrelated signs and symptoms of disordered physiology it is important for health care practitioners to have a sound knowledge of the homeodynamic nature of human body functioning. This pathophysiology module will enable practitioners to expand knowledge of interdependent functioning or malfunctioning at a systemic, cellular and chemical level in the understanding of physiological homeostasis-health and pathophysiological homeostatic imbalances-illness. The module will then enable the healthcare practitioner to apply in-depth knowledge to underpin their practice to the benefit of the patient. Learning Outcomes: By the end of this module you will be able to: - Demonstrate an in-depth knowledge and understanding of systemic physiology and pathophysiology - Calculate the genetic risk regarding the aetiology of common inherited conditions 21
- Demonstrate an in-depth knowledge of the neuropathophysiology associated with pain perception whilst applying nature-nurture perspectives in the understanding the subjectivity of pain perception and management. - Recognise and acknowledge the site of clinical interventions at an intracellular level - Critically evaluate the role of Health Care Professionals as an external agent of homeostatic control at a cellular-biochemical level - Recognise the application of the human genome project to healthcare. Assessment: Formative: Answer a practice question under exam conditions Concept Mapping Exercise Worksheets and quizzes 3 hour Examination (100%) Professional Recognition Portfolio This module can be commenced in either Term One or Three of the programme. To provide you with the means to develop a Professional Recognition Portfolio that demonstrates your learning through a series of self-assessment, reflections and case studies. The portfolio will be personal to your own enhanced professional practice development. The work included within the portfolio should demonstrate learning and development appropriate to your role. Learning Outcomes: By the end of this module you will be able to: - Demonstrate an enhanced level of practice in competence within your professional scope of practice - Provide and critically discuss evidence in which leadership underpins your role in enhanced practice - Evaluate how education supports your commitment towards lifelong learning in your role in enhanced practice - Reflect on evidence and research to enhance your practice within your role within practice - Apply enhanced practice that is commensurate with that expected of medical staff, leaders, educators or researchers in practice - Critically appraise evidence to rationalise and reflect on critical thinking - Use critical thinking to solve practice related problems - Demonstrate and reflect on values based care in the practitioner service user relationship - Critically discuss how your role supports the enhancement of practice. Assessment: Formative: 22
500 word assignment: A self-assessment with accompanying evidence of your stage of enhanced professional practice development appropriate to your role. 3000 word professional portfolio. (100%) Working with Older People Biopsychosocial Approaches To develop the skills and knowledge of health and social care practitioners working with older people across a wide range of community and inpatient settings. The focus of the module is on improving knowledge about and advancing practice in working with older people from a biopsychosocial perspective. Learning outcomes: By the end of this module students will be able to demonstrate: - In-depth and critical understanding of the concept of frailty in later life - In-depth understanding of risk, accountability and duty of care and your own role in promoting the physical, psychological and social well-being of older people - Ability to assess and manage a range of medical, psychological and social situations and conditions to explain the rationale for evidence-based approaches to care - Expertise in influencing the promotion of a positive culture and care environment - Evaluation of how current systems can be adapted to enhance the quality of life of older people and their carers - In-depth appreciation of a range of perspectives on well-being in later life including biological, psychological and social approaches - Expertise in working with older people as they approach the end of life, understanding of trajectories of dying and ability to implement holistic models of palliative, supportive and end of life care. Assessment: Formative: Case study reflection 3000 word written assignment (100%) 6.2.3 Restricted Modules Acute and Critical Care Acute and critical illness are increasingly prevalent in healthcare, requiring effective identification, management and care. This module provides the experienced registered health care professional, working in an area of acute or critical care, with the in-depth theoretical knowledge and clinical 23
skills to competently assess, plan, implement and evaluate the care of those in critical illness. Students undertaking this module will develop a greater understanding of the importance of patient assessment, enhancing their ability to practice as competent and informed practitioners in acute and critical care. This module provides the essential content for the completion of the critical care competencies steps 1 and 2. Learning outcomes: By the end of this module you will be able to: - Develop, demonstrate and apply knowledge and skills necessary to achieve the early recognition and management of clinical deterioration, critical illness and those at risk of decline within an acute or critical care context; demonstrate critically evaluate relevant theory and data to make judgements and achieve solutions - Develop, demonstrate and apply knowledge and skills necessary to undertake comprehensive and appropriate patient assessment, planning, intervention and evaluation relevant to working in an acute or critical care context - Demonstrate critically evaluate relevant theory and data to facilitate decision making in complex and unpredictable contexts - Develop, demonstrate and apply comprehensive understanding of anatomical, physiological, psychological and sociological factors relevant to patient assessment in the context of an acute or critical care - Demonstrate critically evaluate relevant theory and practice - Develop, demonstrate and apply comprehensive knowledge and skills necessary to accurately examine, monitor, measure and interpret clinical data, informing effective clinical decision making - Demonstrate critically evaluate relevant theory and practice - Work collaboratively with others to ensure safe and effective evidence based care with appropriate escalation of care when clinically necessary, - Demonstrate critical awareness of own role; demonstrate critically evaluate relevant theory and practice to facilitate decision making in complex and unpredictable contexts - Develop, demonstrate and apply comprehensive knowledge of the professional, legal and ethical considerations relevant to an acute or critical care context, recognise own role limitations - Develop, demonstrate and apply enhanced communication and consultation skills in relation to caring for adults and their families - Demonstrate contemporary knowledge of clinical interventions and pharmaceutical therapies relevant to own clinical area; demonstrate critically evaluate relevant theory and practice. Assessment: Formative: One formative case study OSCE (25%), three case studies 1,500 words (25% each) Portfolio and Assessment of Practice documentation with evidence max 3000 words (pass/ fail) 24
Advanced Critical Care To develop the specialist knowledge and clinical skills required to competently care for Level 2 and 3 (ventilated) critically ill patients (Intensive Care Society 2009 and CC3N 2015). It further develops the required advanced skills in communication, assessment techniques, interpretation of patient data, responding to rapid changes in patient status and working closely with other members of the multi-disciplinary team in a highly technical clinical environment. Learning outcomes; By the end of this module students will be able to: - Demonstrate competent performance in all the activities specified, without direct supervision, based upon relevant evidenced based knowledge, intuition and established practice - Independently problem solve complex situations and offer solutions through critical analysis and evaluation - Supervise and instruct others in a range of activities related to their role and responsibilities - Apply knowledge, understanding and research to relevant policies, procedures and guidelines to critically analyse and improve practice. Assessment: Formative: Mock exam questions on Blackboard. Completion of clinical competencies signed off by clinical mentor/assessor (50%) Written 3-hour examination (50%) Enhanced Clinical Assessment To meet the learning needs and prepare practitioners to practice at an advanced level and to become lifelong learners in order to be able to provide safe, effective and evidence based care in a variety of settings. To prepare the student to be able to manage complex clinical conditions using scientific and contemporary clinical knowledge to underpin action, reflection and evaluation. It aims to prepare the student to practice safely and effectively, incorporating a systems based approach to clinical examination skills. Learning outcomes: By the end of this module students will be able to: - Manage complex clinical conditions using scientific and contemporary clinical knowledge to underpin action, reflection and evaluation. It aims to prepare the student to practice safely and effectively, incorporating a systems based approach to clinical examination skills - Facilitate the development of advanced skills in the fields of physical assessment and examination and support the development of practitioners who will advance the boundaries of clinical practice through enabling them to manage complex clinical conditions. 25
- Provide in-depth knowledge and understanding of the principles of assessment, the process of diagnosis, differential diagnosis, red flags and appropriate planning of care - Support the development of sound consultation and history taking skills - Facilitate the ordering and interpretation of routine laboratory investigations - Facilitate the development of critical understanding of risk assessment strategies - Support critical awareness and acknowledgement of the student s own limitations and boundaries whilst demonstrating knowledge and understanding of the contribution of other professionals and agencies. Assessment: Formative: 500 word maximum structured reflection 3000 word integrated case study (100%) Practice Assessment Document (Competent/not competent) Independent and Supplementary Prescribing To prepare nurses to meet the competencies for Independent and Supplementary Prescribing as laid down by the Nursing and Midwifery Council (NMC). Once students have completed the module they will be expected to maintain their prescribing competence according to the requirements of their professional body. Learning outcomes: By the end of this module students will be able to: - Demonstrate up to date clinical and pharmaceutical knowledge relevant to own area of practice - Demonstrate proficiency in patient assessment and examination to underpin a working diagnosis, which generates treatment options for the patient; Refers when appropriate; Always follow up treatment - Establish relationships based on trust and mutual respect; See patients as partners in the consultation - Apply the principles of concordance - Demonstrate proficiency in communicating and consulting effectively with patients and carers - Demonstrate the ability to monitor therapeutic responses and modify treatment or make appropriate referrals - In depth knowledge and understanding of holistic assessment and formulation of a treatment package which might involve drug therapy Prescribing Effectively (National Prescribing Centre Key Area): - Demonstrate sound awareness of own limitations; Does not compromise patient safety - Work within professional and organisational standards; Exercises accountability and takes personal responsibility for prescribing decisions - Demonstrate numeracy skills with relation to safe drug administration - Actively participate in the review and development of prescribing practice 26
- Demonstrate safe, evidence based, clinically appropriate and cost effective prescribing practice. - Identify appropriate products which are evidence based - Develop and document Clinical Management Plans, where appropriate in partnership with Independent Prescriber and patient - Write safe and legal prescriptions - Always advise patient on effects and risks and monitor response to treatment - Consider non-prescription advice. Prescribing in Context (National Prescribing Centre Key Area): - Know how to access relevant information. Can appraise and apply information in practice - Demonstrate appreciation of, and the ability to evaluate appropriate responses to local and national policies and legislation that impact on prescribing practice - Work effectively in partnership with Independent Prescribers, other colleagues and the wider health team to benefit patients - Effectively document consultations, diagnoses, plans of care and prescriptions. Assessment: Formative: Write about a drug that you will prescribe to include in your portfolio (500 words approx.) Draft a Clinical Management Plan - this should be accompanied by 300-500 words of narrative 6000 word written assignment (50%) Assessment of Practice Objective Structured Clinical Examination (50%) Short answer/multiple choice unseen written examination (Pass/fail) 6.3 Assessments Guidelines for submission of anonymised work for assessment, word limits and penalties, extensions and penalties for unauthorised late submission, provisional marks and feedback, and retention of coursework can be accessed here. Submission schedules can be accessed via HSC Students: School and General Information Blackboard site The Zicer Hub located in the Zuckerman Institute for Connective Environmental Research building) manages Learning and Teaching Service administration for this programme Telephone 01603 597581 Email: hub.ugpost.hsc@uea.ac.uk 27
6.4 Placements There are no practice placements for this programme. However, restricted module options require students to able to access a clinical environment for the purposes of practice assessment. 6.5 Interprofessional Learning The structure of this course has been developed to encourage students from many different disciplines to study with us. This gives all participants the opportunity to learn about different ways of working and develop a deeper understanding of how other professions approach common issues. 6.6 Important information 6.6.1 Attendance Policy You must achieve 80 per cent attendance whilst undertaking the module in order to be eligible to submit the summative assessment. 6.6.2 Uniform Requirements Uniform is not required while you are in the University. 6.6.3 Course specific awards Following successful completion of the course and in accordance with University regulations a Batchelor of Science (Honours) will be awarded. 28
7.0 USEFUL LINKS AND RESOURCES International Council of nurses ICN advances nursing, nurses and health through its policies, partnerships, advocacy, leadership development, networks, congresses and special projects International Council of Nurses. Nurse Practitioner / Advanced Practice Nursing network The KEY GOAL of the network is to become an international resource for nurses practising in nursing practitioner (NP) or advanced nursing practice (ANP) roles, and interested others The Advanced Nursing Practice Toolkit The Advanced Nursing Practice Toolkit is a UK wide repository for consistent, credible and helpful resources relating to advanced practice. It supports ongoing work across the sector to enhance understanding of this role, benchmarking of this level of practice and its application to specific roles across clinical practice, research, education and leadership. The Commonwealth Centre. International Health Policy Centre Produces more than 100 publications a year, on healthcare delivery and service reform The Kings Fund The King's Fund is an independent charity working to improve health and care in England. There are a wide variety of resources available or download from this site related to Health and care in the UK, Leadership and organisational development The Healthcare foundation The Health Foundation is an independent charity committed to bringing about better health and health care for people in the UK. There are a wide variety of resources available or download form this site related to healthcare and service improvement. The Health and Care Professions Council The Nursing and Midwifery Council The Professional Standards Authority for Health and Social Care 29
8.0 FURTHER COURSE READING Aveyard H, (2014) Doing a Literature Review in Health and Social Care: A practical guide, 3rd Ed., Maidenhead: Open University Press Barr, J. Dowding, L (2015 ) Leadership in Health Care. Sage Publications Ltd. 3rd edition Aveyard H, (2014) Doing a Literature Review in Health and Social Care: A practical guide, 3rd Ed., Maidenhead: Open University Press Aveyard, H, & Sharp, P (2013) A beginner's guide to evidence-based practice in health and social care, Maidenhead, England; New York: Open University Press, 2013. Barr, J. Dowding, L (2015) Leadership in Health Care. Sage Publications Ltd. 3rd edition Cottrell S, (2013) The Study Skills Handbook, 4th Ed., Basingstoke, Palgrave Macmillan Cottrell, S (2011) Critical Thinking Skills: Developing Effective Analysis and Argument. 2nd Ed., Basingstoke: Palgrave Macmillan Daws, M. Davies, P. Gray, A. Mant, J. Seers, K. Snowball, R. (2004) Evidencebased practice: a primer for health care professionals. Churchill Livingstone; 2 nd Edition Glasby, J (2011) Evidence, policy and practice. Critical perspectives in health and social care (why evidence doesn't influence policy, why it should and how it might), Bristol: Policy Press, 2011 Gopee, N, & Deane, M (2013) 'Strategies for successful academic writing Institutional and non-institutional support for students', Nurse Education Today, 33, pp. 1624-1631, Gopee, N Galloway, J. (2017) Leadership and Management in Healthcare. Sage Publications Ltd; 3 edition Health and Care Professions Council (2016) Standards of Conduct Performance and Ethics. London. HCPC. Available at http://www.hpcuk.org/aboutregistration/standards/standardsofconductperformanceandethics/ (Acce ssed August 17 th 2017) Jasper, M. Rosser, M. Mooney, G. (2013) Professional development, reflection and decision-making in nursing and health care. Wiley-Blackwell; 2nd Revised Edition Johns, C. (2010) Guided reflection: a narrative approach to advancing professional practice. Wiley-Blackwell; 2nd Revised edition McGee, P. (2009) Advanced practice in nursing and the allied health professions. Wiley-Blackwell. 3 rd Edition 30