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We offer three pathways in the Advanced Professional Practice Programme. - Clinical Pharmacy for General Practice for pharmacists to develop the skills required for working in General Practice. Read more

Overview

We offer three pathways in the Advanced Professional Practice Programme:
- Clinical Pharmacy for General Practice for pharmacists to develop the skills required for working in General Practice.

- Advanced Professional Practice (Pharmacy) incorporating the Royal Pharmaceutical Society’s Advanced Pharmacy Framework

- Advanced Professional Practice (Open Learn) allows health professionals to choose from our range of modules to create their own pathway

Clinical Pharmacy for General Practice:
NHS England has recently announced their intention to invest £15 million pounds to pilot patient facing roles for clinical pharmacists in GP practices. This is a clear sign of that pharmacists are recognised as health professionals who are able to support patients in the management of long term conditions e.g. by optimising medicines. These roles offer exciting opportunities for pharmacists to develop in this area of practice. . If you wish to work in general practice, it is likely that you will need to be working towards or hold a postgraduate pharmacy qualification that includes Independent Prescribing.
Our new postgraduate pathway 'Clinical Pharmacy for General Practice' allows you to combine your choice of modules from across our Community Pharmacy, Advanced Professional Practice and Prescribing Studies programmes (including the Independent Prescribing course) to meet your own personal learning needs whilst working towards a Postgraduate Certificate, Diploma or Masters award.

Advanced Professional Practice (Pharmacy):
The Pharmacy pathway is compatible with the emerging agenda for Advanced and Specialist Practice within the Pharmacy profession and supports the Royal Pharmaceutical Society’s Faculty Professional Recognition Scheme. Pharmacists who follow this pathway will incorporate the Advanced Pharmacy Framework (APF) (http://www.rpharms.com/faculty-resources/advanced-pharmacy-framework.asp) within their Advanced Professional Practice award and be able to demonstrate competency in all six competency clusters of the framework, ie:
- Expert Professional Practice
- Collaborative Working Relationships
- Leadership
- Management
- Education, Training and Development
- Research and Evaluation

Advanced Professional Practice (Open Learn):
Increasing numbers of pharmacists and other health professionals have a career portfolio that crosses the traditional boundaries of community practice, primary care and secondary care and need a programme of continuing professional development that can meet their specific personal professional development needs.
The Open learn pathway of the APP programme is designed to allow pharmacists and other health professionals, particularly medical and non-medical prescribers working in primary care, choice and flexibility in their progression to Certificate, Diploma and Masters awards to meet their specific professional development needs and advance their professional practice. Pharmacists can choose modules from across the Department of Medicines Management/School of Pharmacy postgraduate programmes’ portfolio, including Community Pharmacy and Clinical (Hospital) Pharmacy.
Pharmacists, medical and nonmedical prescribers can choose modules from the Prescribing Studies programme, including the Independent Prescribing Preparatory Course for Pharmacists, and also modules provided by other Schools within the Faculty of Health, and other Faculties within the University, subject to meeting the specific entry criteria required for individual modules.

See the website https://www.keele.ac.uk/pgtcourses/advancedprofessionalpracticepharmacy/

Course Aims

Keele's Pg Advanced Professional Practice Programme aims to:
- Equip you with the clinical and professional knowledge base and skills that you have identified as necessary to fulfil and advance your professional practice

- Provide you with a learning programme that meets your personal professional development needs and that will help you apply your knowledge and skills in daily practice

- Encourage you to develop the self-discipline of private study, self-directed learning and reflective practice that will be continued beyond Keele's Programme in your Continuing Professional Development (CPD).

In addition, you will develop valuable practical skills including written and oral communication, and the ability to design a project, collect, analyse and interpret data.

Course Content

MSc in Advanced Professional Practice (Clinical Pharmacy for General Practice):
For the ‘Clinical Pharmacy for General Practice’ pathway you may combine modules from our Prescribing Studies programme, Community Pharmacy programme and Advanced Professional Practice programme to meet your learning needs. A total of 60 credits is required to achieve the Certificate award, 120 credits for the Diploma and 180 credits for the MSc. The Independent Prescribing Preparatory Course for Pharmacists module (60 credits) from the Prescribing Studies programme may only be used towards a Diploma award.

Achievement of the Master’s award requires you to complete the Professional MSc year. The professional MSc year consists of three compulsory modules: Advanced Practice Development (15 credits), Researching and Evaluating your Practice (15 credits) and the Independent Learning Project (30 credits).

MSc in Advanced Professional Practice (Pharmacy):
This pathway links to all the clusters of the Advanced Pharmacy Framework (APF) (http://www.rpharms.com/faculty-resources/advanced-pharmacy-framework.asp) You will study modules to allow you to develop in all six clusters of the APF: Expert Professional Practice; Collaborative Working Relationships; Leadership; Management; Education, Training and Development; and Research and Evaluation.

The modules you will study are as follows (more detail about individual modules can be found in the Postgraduate Modules pages):

Year 1 (Certificate Year)
- Advanced Practice Development (30) 30 credits (Continuous module during Years 1 and 2)
- Competency Frameworks for the Advanced Practitioner 15 credits
- Building Working Relationships for the Advanced Practitioner (30) 30 credits

Year 2 (Diploma Year)
- Researching and Evaluating Your Practice 15 credits
- Education Theory and Practice for Health Professionals 15 credits
- Business and Financial Management 15 credits

Year 3 (Master’s year)
- Advanced Practice Development 15 credits
- Independent Learning Project 45 credits

MSc in Advanced Professional Practice (Open Learn)
For the ‘Open Learn’ pathway, a total of 60 credits is required to achieve the Certificate award, 120 credits for the Diploma and 180 credits for the MSc. The 15 credit Advanced Practice Development module is compulsory, after that you may chose modules from across our programmes to meet your individual learning needs. A maximum of 30 credits per level of award is permitted from any one programme source for Certificate and Diploma awards. The Independent Prescribing Preparatory Course for Pharmacists module (60 credits) from the Prescribing Studies programme may only be used towards a Diploma award.

Our Postgraduate Modules pages will provide you with more information about the modules you can choose from.

Achievement of the Master’s award requires you to complete the Professional MSc year. The professional MSc year consists of three compulsory modules: Advanced Practice Development (15 credits), Researching and Evaluating your Practice (15 credits) and the Independent Learning Project (30 credits).

Teaching & Assessment

The Advanced Professional Practice Programme is designed principally for distance-learning. We provide mainly online distance-learning materials so that you can study where and when it is most convenient for you. Our methods of delivery allow us to revise and update the course quickly to meet your changing needs as a pharmacist.

Students on the 'Pharmacy' Pathway will be required to attend Keele for occasional face to face study days. Students on the 'Open Learn' pathway maybe required to attend Keele, depending on their module choices.

The Advanced Professional Practice Programme is fully supported by a team of experienced, friendly, and approachable academic, administrative and technical staff based at Keele. You’re not on your own! And, don’t forget the network of other pharmacists on the course whom you can contact.

You will require the equivalent of 1-2 days (approximately 10-15 hours) each week to complete your course. Remember that the online nature of our course materials, and the fact that a good proportion of the assessed work focuses on your daily practice, means that you can integrate study and work.

Assessment is entirely by coursework for the Certificate, Diploma and MSc courses. A variety of assessment methods are used such as Practice-Based Assignments that will assess your knowledge, problem-solving skills, and data interpretation skills in relation to application of knowledge to practice, patient care and medicines management. Case Presentations assess your ability to critically appraise the literature and relate published theory to everyday practice. An Audit Project, Practice-Based Assignments, Project Protocol Development and the Independent Study Project Report assess ‘thinking’ and practical skills, and your ability to plan, conduct and report on an investigation. They also assess your ability to critically appraise the literature and relate published theory to everyday practice. Your Reflective Portfolio also assesses your ability to relate theory to practice, and self evaluation of, and reflection on, your own performance and CPD needs.

The nature of the assessments develops your written and oral communication skills. Practical skills and key life/transferable skills are assessed within the methods described above. Each method of assessment is supported by clear criteria for marking; these are explained in the relevant Course Handbooks. The minimum pass mark is 50%.

The summative assessment is supported by a variety of formative assessment activities that include online discussions, formative feedback on elements of the reflective portfolio, contributions to study days and feedback on draft proposals.

Additional Costs

For all programmes you will need regular access to a computer, email and the internet. However apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for our postgraduate programmes, with the exception of those listed below.

Some modules may require that you attend a Webinar. You may find it beneficial to purchase a headset to participate in webinars, however this is not essential if your computer has a built in microphone and speakers.

Some modules may require that you travel to Keele for a study day. There will be additional travel and accommodation costs (if required) to attend any face to face study days.

Study Days

Students on the Pharmacy Pathway will be required to attend Keele for some face to face study days. For further information please contact Bev Oakden.

Students who incorporate the Independent Prescribing Preparatory Course into the ‘Clinical Pharmacy for General Practice’ award will be required to attend Keele for some study days. For further information please refer to the ‘Independent Prescribing’ section of our website.

Whilst the majority of our modules are delivered at a distance, a small number may require attendance at Keele. Please contact Bev Oakden or Amanda Salt to discuss your choice of modules and any attendance requirements.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

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Drawing on current research across the social sciences, government guidance, and legislative frameworks, this degree focuses on the issues that are key in facilitating your professional and academic development as a social worker- http://www.gold.ac.uk/pg/ma-social-work/. Read more
Drawing on current research across the social sciences, government guidance, and legislative frameworks, this degree focuses on the issues that are key in facilitating your professional and academic development as a social worker- http://www.gold.ac.uk/pg/ma-social-work/

Why study MA Social Work at Goldsmiths?

-This Masters programme is ideal if you are a graduate, with relevant experience, interested in pursuing a professional career in social work

-It prepares you according to the Health and Care Professions Council (HCPC) Standards of Proficiency – Social Workers in England and the Professional Capabilities Framework (PCF), the Quality Assurance Agency subject benchmark for social work, and the Department of Health's requirements for social work training

-Social work education at Goldsmiths has a long and distinguished record – we house one of the most respected social work units in the UK, and you will be taught by established social work academics and associate lecturers who have considerable research and/or practice experience in their fields

-Our social work programmes are highly regarded by potential employers within London and further afield, and our graduates have an excellent record of securing employment; they've gone on to work in local authority children's services departments, adult services departments, and independent sector and voluntary sector agencies such as the NSPCC, Family Action and Mind, and a recent graduate was named Newly Qualified Social Worker of the Year

-We'll equip you with the knowledge, values and skills you'll need to practise as a reflective and ethical social worker, equipped for the challenges of contemporary social work practice

-You will cover areas of human growth and development; community; needs and services; law and organisational contexts of social work; and research methods. Specific learning will include mental health and disability, and social work processes of assessment, planning, intervention and review

-The Masters includes practice placements in two settings and with different service user groups, so you'll be able to gain invaluable real world experience

-We'll encourage you to think deeply about human rights and social justice, and to embed these values in your practice

-You will develop your skills for reflective and evidence-based practice and will be able to further your research mindedness

This programme is approved by the Health & Care Professions Council.

Excellence in practice and teaching

Goldsmiths has a long tradition of social work education, and our programmes are internationally regarded as excellent in both practice learning and critical studies. They also have a strong focus on anti-discriminatory and anti-oppressive practice.

We have a lively programme of research taking place in areas as diverse as:

-the links between child abuse and domestic violence
-multi-family group work with teenage parents
-service user perspectives and transnational adoption
-mental health social workers' use of mental health laws and coercion
-equality and diversity in social work education
-the effects of political conflict on social work practice and education
-reflective professional social work practice
-evaluative approaches to service provision

Our research informs and underpins our teaching and students are invited to share our interests as well as develop their own through undertaking a small scale research project and developing their research mindedness in a final year extended essay.

Find out more about service user and carer involvement in social work education at Goldsmiths.

South East London Teaching Partnership

The Department of Social, Therapeutic and Community Studies at Goldsmiths has recently entered into a formal Teaching Partnership with the Royal Borough of Greenwich, the London Borough of Southwark and the London Borough of Lewisham for the delivery of social work education at Goldsmiths.

We are one of only four sites across the country to have received government funding to develop and test new and innovative approaches to social work qualifying education, early career training and continuing professional development programmes. As a result, a significant number of social work practitioners, from all levels within these three local authorities, are involved in the MA Social Work programme, delivering or co-delivering lectures, workshops and seminars. This means that there is a very close relationship with practice to ensure that by the end of the programme students are equipped to deliver authoritative, compassionate, social work practice that makes a positive difference to people’s lives.

You will be encouraged to make links between anti-oppressive practice, social work values, the legal framework, theories, methods and skills of intervention and social work practice throughout the course.

Intake

The programme has an intake of around 35-40 students each year. Goldsmiths is committed in its policy and practice to equal treatment of applicants and students irrespective of their race, culture, religion, gender, disability, health, age or sexual orientation. We particularly welcome applications from members of minority groups.

The teaching includes lectures and workshops with the entire student group and small study groups, reflective practice discussion groups and seminars of between 10 and 14 students. A significant proportion of the course takes the form of small study groups and seminars.

The MA is a full-time course. It is not possible to study the course part-time. It is not possible for students to transfer from a social work course at another university onto the second year of the Goldsmiths MA in Social Work course.

Contact the department

If you have specific questions about the degree, contact the Admissions Tutor.

Modules & Structure

Successful applicants on the MA in Social Work commit to studying on a full-time taught course over two years. On successful completion you will receive a MA in Social Work which is the professional entry qualification to be a social worker and it enables you to apply for registration as a social worker with the Health and Care Professions Council.

The curriculum aims to provide you with the value, knowledge and skill base for practice and is organised around study units, workshops, lectures/seminar modules, projects and private study. The teaching and learning opportunities centre on the key areas of the social sciences and their application to Social Work practice, as well developing your intellectual capacity, and the skills necessary to get you ready for practice. There is an expectation that you attend at least 85% of all aspects of the programme.

The structured learning includes specific learning in:

human growth and development, mental health and disability
social work theories and methods; assessment, planning, intervention and review
communication skills with children, adults and those with particular communication needs
law, and partnership working across professional disciplines and agencies
social science research methods, including ethical issues
Practice is central to the programme, and there will be practice placements in two settings and with different service user groups (eg child care and mental health). The learning on the programme builds over the two years and prepares you to apply your knowledge to practice situations. We work closely with a range of practice organisations in the Greater London Area. The placements are allocated by our placement tutor and matched with individual profiles. In some instances you may have to travel long distances to your placement organisation. You will need to cover the cost of travel to your placement. You will be expected to work the core hours.

At Goldsmiths we recognise:

the unique contribution that all students bring as individuals to the programme in terms of their personal qualities and life experiences
that professional training builds on the uniqueness of each individual by facilitating the student’s exploration of the values, knowledge base and skills of Social Work practice
that it is the student’s responsibility not only to develop a technical acquaintance with the framework of Social Work practice but also to demonstrate competence through its application in practice
that Social Workers are at the interface of society’s attempts to promote welfare
Social workers have a dual responsibility to act within the state’s welfare framework and also to recognise the pervasive influence of oppression and discrimination at an individual and a structural level in most of the situations in which they work. We will prepare you for this professional responsibility.

Year 1

In year 1 you are introduced to social work as a professional activity and an academic discipline. You consider key concepts such as the nature of need, community, social work services, and the significance of the service user perspective.

You are also provided with an introduction to: life-span development, assessment in social work and a range of social work intervention approaches. Your assessed practice consists of 70 days spent as a social worker; this gives you the chance to develop your communication and social work practice skills with service users, and to work in partnership across professional disciplines and agencies.

Year 2

Year 2 provides you with an overview of the legal and organisational context of social work, and extends your knowledge and skills in one of the two main specialist areas of social work practice: working with children and families, or working with adults in need. You will work in small groups to explore methods of intervention, research and theories which are relevant to a particular area of social work, while another assessed practice element enables you to meet the professional requirements for social work training via 100 days of practice under the guidance of a practice assessor.

You are expected to demonstrate competence across a range of standards and this is formally assessed. The learning on the MA Social Work programme builds over the two years and prepares you to apply that knowledge to practice situations.

Practice placements

You are required to spend 170 days in practice settings.

In Year 1 there is a practice placement lasting 70 days and in Year 2 the practice placement lasts 100 days. These placements are arranged through the allocation system devised by the College. The practice placements will be supported by 30 days for the development of practice skills.

You have an identified Practice Educator for each of the two practice placements. Most of our placements are located in South East London, so if you live elsewhere you will need to travel.

We have partnership agreements with the following organisations for placements in social work:

London Borough of Brent – Childrens Services
London Borough of Brent – Adults Services
Royal Borough of Kensington and Chelsea – Adults Services
London Borough of Lambeth – Childrens Services
London Borough of Southwark – Childrens Services
London Borough of Southwark – Adults Services
London Borough of Lewisham – Childrens Services
London Borough of Lewisham – Adults Services
London Borough of Croydon – Adults Services
Royal Borough of Greenwich – Childrens Services
Royal Borough of Greenwich – Adults Services
London Borough of Bromley – Childrens Services
London Borough of Bromley – Adults Services
NSPCC (London Region)

We also work with about 20-30 voluntary/private social care agencies each year. Here are some that we've worked with recently:

Equinox Care Mental Health Services
Body and Soul HIV Service
Jamma Umoja Family Assessment Services
Advocacy in Greenwich Learning Disability Service
Lewisham Refugee Network
Turning Point Mental Health Services
Carers Lewisham

Assessment

The programme is assessed by a range of methods including essays, assessed role plays, take home papers, project work, a practice based case study, a final year dissertation, and the production of a practice portfolio for each placement.

Assessment of practice is by reports by your Practice Educator. This includes direct observation of your work with service users as well as your practice portfolio, and a narrative giving an evaluation of your work.

Professional standards

Social work is a regulated profession. From 1 August 2012, the Health and Care Professions Council (HCPC) took on the regulation of social workers and the regulation of the performance of social work courses. This means that social work students will need to adhere to the standards set out in the Health and Care Professions Council (HCPC) Guidance on conduct and ethics for students (HCPC 2009), and work towards meeting the HCPC Standards of Proficiency - Social workers in England (HCPC 2012). These are the standards social work students are expected to demonstrate at the end of their last placement/ qualifying level.

Skills

You'll develop the ability to practise social work in a wide variety of settings with different service user groups.

Careers

The programme will enable you to register and practise as a qualified social worker.

Funding

Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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This dynamic and exciting programme offers a fantastic opportunity to enhance your critical thinking an analytical skills whilst developing an enquiring, reflective and innovative approach to contemporary educational and professional practice. Read more

This dynamic and exciting programme offers a fantastic opportunity to enhance your critical thinking an analytical skills whilst developing an enquiring, reflective and innovative approach to contemporary educational and professional practice.

It is suitable for a wide range of individuals from health and social care settings who wish to gain qualified teacher status.

The programme will enable you to pass on to your students the values required in modern healthcare, and within the NHS Constitution, including: compassion, kindness, empathy, advocacy, good communication and teamwork skills, and respect for patients’ privacy, dignity and individuality.

Programme structure

All students are initially registered for five years. The programme is part-time. On successful completion of the Postgraduate Certificate Education for Professional Practice programme NMC registered practitioners may apply to the Nursing and Midwifery Council for recognition of their Qualified Teacher Status and be recorded on their Registration record.

The programme is in line with the NMC Standards for Learning and Teaching in Practice (2008).

Example module listing

This pathway is open to individuals from health care environments who wish to extend their knowledge, skills and develop their understanding through critical thinking and analysis.

For nurses and midwives, this forms part of the NMC standards for Supporting Learning and Assessing in Practice (Stage 4 - Teacher).

On completion of the three core modules, plus the requisite 360 teaching hours, the nurse or midwife can record this study as meeting the standards for the qualified teacher and therefore register the qualification with the NMC.

Learning and teaching module selection

The ethos of the programme is based on an individual’s developmental learning journey and, as such, commences at the initial applicant enquiry.

It is at this stage that an informal discussion will take place possibly with the administrator, module leader and/or the Director of Studies (DOS) to offer information regarding the modules/programmes whether it is Mentorship, Practice Teacher or Qualified Teacher.

Through this enquiry, a general discussion takes place that will assist the individual to make an informed decision as to the right journey of learning based on their learning needs, taking into account previous study and the requirements for their professional role in learning and teaching.

A nurse or midwife could apply for AP(E)L for up to 100 per cent against the Mentorship programme and the Practice Teacher qualification if appropriate study has been successfully completed.

This process takes place rarely but the mechanism is still in place. Each application for AP(E)L is considered on an individual basis by the AP(E)L committee using the University’s standard AP(E)L procedures.

Mentorship module

The Mentorship module can be accessed by a variety of health care professionals who have a responsibility to support learning in practice and forms part of the NMC standards for Supporting Learning and Assessment in Practice (Mentor).

A nurse or midwife wishing to undertake this module will be required to have one year’s post-qualification experience prior to attending. In preparation for this module, you would be encouraged to engage in the Associate Mentor preparation provision, which will be offered within NHS Trusts, led by Trust personnel with educational responsibilities.

The Mentorship module is a generic module (offered at FHEQ Level 6 and FHEQ Level 7) and forms part of the NMC standards to support learning and assessment in practice (stage 2 – Mentor).

It assists participants to develop their knowledge, understanding and skills through exploration, enquiry and reflexivity, aiming to develop and enhance effective assessment and facilitation skills.

Students will have an opportunity to explore learning and teaching strategies relevant to practice; assessment and evaluation in the context of giving feedback, measuring achievements, competence and quality.

The exciting challenge is to contextualise these areas for each student to ensure that the learning experience is meaningful.

Those who show an aptitude for learning, teaching and supporting learners or a keen interest in this area will be actively encouraged to progress on to further study.

Practice Teacher qualification

The Practice Teacher NMC qualification can be accessed by individuals on the NMC register. This pathway includes Supporting Education in Practice, and the Practice Module for the Practice Teacher.

Both modules are offered at FHEQ level 7. Pre-requisite study for this qualification is Mentorship FHEQ Level 6 or FHEQ Level 7.

This qualification forms part of the NMC standards for Supporting Learning and Assessment in Practice (Stage 3 – Practice Teacher), which offers preparation for Primary Care nurses who are supporting learners undertaking Specialist Community Public Health nursing qualifications and Specialist Practice qualifications.

Throughout the Practice Teacher programme, Practice Teacher students are supported by a qualified Practice Teacher to assist in developing skills associated with supporting specialist practice students.

Undertaking the Supporting Education in Practice module gives the opportunity for the student Practice Teachers to consider and critically evaluate links between theory and practice, and to explore strategies relevant for the facilitation and support of learning within the workplace.

The Practice Module for the Practice Teacher is an effective strategy to test and extend your skills in supporting specialist practice students throughout their specialist practice programme.

Opportunities are given to actively be involved in formative and summative assessments whilst being supported by a qualified Practice Teacher.

On successful completion of the Supporting Education in Practice module and the Practice Module for the Practice Teacher, the nurse can record this study as meeting the NMC standards for the Practice Teacher Qualification and be annotated on the local register of Practice Teachers which is held and maintained within their Trust.

Education Leads within the Trusts are sent information as to who has been successful in achieving this qualification.

Once the Practice Teacher qualification has been completed individuals are actively encouraged to continue with their postgraduate studies by undertaking the remaining modules associated with the Postgraduate Certificate.



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Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Enhanced Professional Midwifery Practice at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017). Read more

Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Enhanced Professional Midwifery Practice at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).

The Enhanced Professional Midwifery Practice course aims to enable registered midwives to build on and enhance their midwifery knowledge, clinical reasoning and decision making skills. The resulting abilities of independent thinking and autonomous practice are highly desirable for midwives seeking career development opportunities.

Key Features of Enhanced Professional Midwifery Practice

Teaching and Employability:

- work-based education enables midwives to engage in theoretical analysis of practice in the workplace

- teaching team has a wealth of experience in work-based learning

- builds on the success of the existing Enhanced Professional Practice programme which has offered an excellent learning experience to all students

- close professional and clinical links with clinical colleagues and senior midwifery colleagues

- contributes to a culture of scholarship and enhanced practice in clinical areas

Enhanced Professional Midwifery Practise is a work-based modular postgraduate degree specifically geared towards the needs of practising and registered midwives. It is practice focused but also supports the student to develop skills in reflection and critical thinking.

Work-based learning is a student-centred approach where the student directs their own learning objectives so they reflect on what is important to their roles in their practice, and use these practice issues to drive forward their learning within the modules.

Midwives completing the Enhanced Professional Midwifery Practice programme will have developed as autonomous learners who can think more critically and apply theory, experience and academic literature to the development and enhancement of their practice.

They will have gained not only academic and enhanced clinical skill, but also a number of transferable skills. This can only be of benefit to the midwife in terms of employability, the maternity service of the Health Board in which they work, and ultimately the standards of care for mothers and babies.

Modules

Modules on the Enhanced Professional Midwifery Practice programme typically include:

Starting Your Professional Development

Developing Expertise in the Supervision of Midwives

Leadership and Professional issues in Midwifery

Developing Expertise in the Supervision of Midwives (CPD)

Professional Practice in Sexual & Reproductive Health

Policy Influences on Your Practice

Assessing Your Current Practice

How the Evidence Base Can Help You Change Your Practice

How Can I Make a Change in Practice?

Advancing Your Own Practice

Teaching and Learning in Practice

Professional Midwifery Practice Portfolio

Enhanced Professional Midwifery Practice Course Structure

The Enhanced Professional Midwifery Practice course is a flexible part-time degree and students can study a maximum of 60 credits per year and complete in not less than 36 months and no more than 5 years including submission of the dissertation. Most students will be in full time employment and this programme allows them to undertake postgraduate studies whilst they are working.

The first module students will study is SHGM90 Starting your Professional Practice. In addition to this module and SHGM91 Personal Practice Development Portfolio, students will undertake SHMM01 Leadership and Professional Issues in Midwifery or SHMM00/SHMM02 Developing Expertise in the Supervision of Midwives, as an additional core module.

Enhanced Professional Midwifery Practice students may also access up to 30 credits from the College of Human and Health Sciences’ postgraduate catalogue of modules. To be awarded the MSc Enhanced Professional Midwifery Practice, the student must achieve 180 credits at level 7 which must include the three core modules.

Delivery of the Enhanced Professional Midwifery Practice programme is a tripartite arrangement between the student, personal tutor and practice facilitator. Learning for each work-based module is based on the development of a learning contract and consequently the following process will be adopted for each module.

Enhanced Professional Midwifery Practice students who do not wish to complete the full MSc have alternative exit qualifications:

- Students will be awarded the Postgraduate Certificate Enhanced Professional Midwifery Practice on successful completion of 60 credits at level 7.

- Students will be awarded the Postgraduate Diploma in Enhanced Professional Midwifery Practice on successful completion of 120 credits at level 7.

Staff Expertise

The Midwifery team has a strong background in academic support at all levels. For this programme the academic supervision and support is given by Midwifery lecturers experienced in work based learning. The support is offered through a combination of individual tutorials and Action Learning Sets in groups. Close links between the Midwifery team and Clinical colleagues in the practice setting ensures supportive and nurturing culture of learning.

Postgraduate Community

The College of Human and Health Sciences has a vibrant postgraduate community with students drawn from a variety of backgrounds and nationalities. The College is known for its friendly, welcoming and supportive environment, which combined with its extensive facilities, state-of-the-art technology and superb beachside location, helps to ensure that students benefit from an exceptional student experience.

In addition, students have access to a wide range of excellent facilities and equipment for realistic workplace experiences.



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The distinctive features of the Masters programme are its 600 practice hours and its focus on the four pillars of advanced practice. Read more
The distinctive features of the Masters programme are its 600 practice hours and its focus on the four pillars of advanced practice. This means that the programme produces practitioners who are able to think at a high level in practice, but who also underpin their practice with a high level of scholarship. The programme therefore provides a first-class opportunity for post-registration learning in practice.

Students will be supported by a medical or clinical mentor over the two taught years, a value-added feature of the advanced clinical practice course that is not available in a traditional master’s course. Further, the development of a practice portfolio over the taught elements of the programme demonstrate the student’s capacity to function at an autonomous level in practice, while also illustrating the ability to consider the complex needs of their patients/clients. This again is generally not a feature of a traditional master’s course, and allows students to review and apply enhanced knowledge in practice as part of their clinical roles.

In order to facilitate this, applicants to the advanced clinical practice course will be required to have a responsible role in practice and to either be working as an autonomous practitioner, or to be able to secure a trainee advanced practitioner role.

The programme team work in partnership with the University Health Board and Wales Ambulance Service Trust to select candidates appropriate for this course interviewing applicants.

Key Course Features

-The course features a programme structure based on a 50% theory and 50% practice divide in programme hours
-Assessment of practice learning through a portfolio of evidence allows the student to demonstrate their progression in practice

The programme aims to enable experienced professionals to:
-Develop a systematic and critical knowledge and understanding of their specialist field of practice.
-Develop a critical awareness of current problems, gaining new insights at the forefront of their area of advanced practice that enable further strategic development of practice and practice knowledge.
-Enable practitioners to inform, enhance and develop their competency within their field of practice.
-Demonstrate advanced scholarship in their subject area through the planning and execution of level 7 enquiry.

What Will You Study?

Having studied 60 credits in year one, students may exit with a Postgraduate Certificate. Year one comprises Clinical Assessment in Advanced Practice and Non-Medical Prescribing OR Clinical Assessment in Advanced Practice, Clinical Pharmacology for Advanced Practice and a negotiated/optional module (for non-prescribing practitioners) for the Advanced Clinical Practice generic route.

For the Therapies route students will study; Assessment And Intervention, Clinical Evaluation and either Clinical Pharmacology for Advanced Practice or a negotiated/optional module.

Students wishing to exit with a Postgraduate Diploma will have studied 120 credits, and will have completed 60 credits in year one plus 60 credits from year two. All students will have studied Research Methods and Advancing Clinical Practice plus either a negotiated module or an optional module. In this way, students will have a structured approach that meets their professional needs, but which allows shared learning across disciplines to take place. As the students are practitioners working in a multi-professional environment in clinical practice, this framework of common elements with the opportunity for optional modules builds on multi-professional learning, but promotes the development of the students’ professional practice within their own speciality.

In year three all students will study the Dissertation. This is a module that is core to all health masters programmes and which allows a variety of approaches to the final project. Within the advanced practice curriculum, it is expected that students will direct their enquiry to a topic important to them as practitioners, and to which they will bring a level of enquiry that demonstrates, and is related to, their position as an advanced practitioner.

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Career Prospects

On successful completion of the Advanced Clinical Practice/Advanced Clinical Practice (Therapies) course, students will be eligible to apply for advanced practice roles in a variety of settings, and in Wales, students will be eligible to use the title ‘Advanced’ on completion of the MSc. As it is validated by the relevant PSRBs, on completion of the Non-Medical Prescribing module, students will be able to record this qualification with their professional body (NMC, HCPC, GPhC).

Other admission requirements

To be accepted on to the programme candidates must:
-Hold current registration with a professional statutory body pertaining to their area of advanced practice.
-Have a minimum of two years full time equivalent post-registration clinical experience.
-Be employed in a clinical role with a high level of autonomy or Be able to secure a placement to the above for a minimum of two days per week or Be in a Trainee Advanced Practitioner role.
-Have a Designated Supervising Medical Practitioner (DSMP) (for those students undertaking Non-Medical Prescribing and Clinical Assessment in Advanced Practice modules) and have mentorship support during their practice placement from their employing organisation.
-Obtain a satisfactory DBS certificate.
-*Candidates without a full honours degree at 2:2 and above will be required to submit a 1,500 word essay on a topic chosen by the admissions team as part of the induction process. This will be assessed using the level 6 academic criteria (Appendix I) and must demonstrate achievement at 50% or above for successful admission to the programme. Alternatively, recent successful completion of an appropriate level 6 module such as Research Methods, Non-Medical Prescribing at level 6 or Preparing for Master’s Level Study will allow admission to the programme, subject to programme team agreement.

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IN BRIEF. Support your career progression within the field of health and social care education and become an NMC Stage 3 Practice Teacher. Read more

IN BRIEF:

  • Support your career progression within the field of health and social care education and become an NMC Stage 3 Practice Teacher
  • Teaching and learning techniques used will advance your personal growth as a leader of education and enable you to deliver excellent health and social education care now and in the future
  • Use this certificate as part of the MSc Leading Education for Health and Social Care Reform
  • Part-time study option

COURSE SUMMARY

This course will prepare you as an effective leader of health and social care education whilst at the same time provide you with an opportunity to become an NMC Stage 3 Practice Teacher.

This postgraduate certificate is the vehicle to achieve successful entry onto the UK Nursing and Midwifery Council (NMC) Practice Teacher register.

This course is different to others as it combines developing yourself in the role as NMC Stage 3 Practice Teacher whilst at the same time developing your skills, knowledge, qualities and behaviours of an effective leader of health and social care education. Within the context of your organisation, you will develop the skills to lead practice based learning that is based on sound education and leadership practices that are research and evidence based. You will develop the skills to take into consideration the complexity of the different levels of practice and student experience. You will critically apply the NMC Practice Teacher Standard, thus facilitate learning within a professional and inter-professional learning and working environment and in collaboration with the range of teaching personnel. You will be provided with opportunities to design and undertake assessment of educational knowledge, attitudes and skills in the practice context and identify a clear theory and/or research and evidence base in the design of learning, teaching and assessment.

There are opportunities for you to work flexibly full or part-time with options to use credits from this course towards the MSc Leading Education for Health and Social Care Reform.

COURSE DETAILS

The range of knowledge, skills and attitudes required of an effective practice teacher and educational leader have been carefully developed into two specialist modules.

Teaching and learning strategies reflect the real world recognising that you as Practice Teacher and educational leader have to present, report, justify, reflect, defend and write critically. Therefore you will be given opportunities to develop these skills throughout the course. These strategies will also prepare you to work in the range of health and social care practice setting that are often in a state of flux and transformation.

The teaching and learning strategies are dependent on sound group dynamics, trust and cohesion. The course commences with an induction day which explores students’ expectations, hopes and fears, work based learning opportunities, along with confidentiality and other issues. Specific teaching and learning strategies include: seminars, master classes, teaching experience, and shadowing experienced health and social care educational leaders. These are interactive, discursive, participatory, collaborative and practice based and employ a variety of teaching and learning methods including group activities, sharing of work based and learning experiences and personal and group reflections on educational leadership and practice Teacher ‘real life’ scenarios , utilising best-evidence generated from models, theoretical concepts, the workplace and their own experiences.

TEACHING

A variety of teaching approaches will be employed to provide a rich and diverse immersive and experiential learning environment. All sessions will target specific NMC Practice Teacher domains and will focus on your role as an educational leader. Specific teaching and learning strategies include:

  • Seminars
  • Work based learning
  • Workshops
  • Practice profile evidence building and shadowing experienced health and social care educational leaders.
  • Sharing of work based and learning experiences and personal and group reflections on educational leadership and Practice Teacher 'real life' scenarios
  • Attendance of action learning sets provide more focused opportunities for peer review and feedback and provide a safe environment to resolve 'real life' leadership and Practice Teacher issues and to develop you into the role of Practice Teacher
  • Assessment in practice by your Practice Teacher Mentor

ASSESSMENT

The course allows for a variety of assessments, depending on the module you will undertake, and include:

  • Poster presentation to critically explore an aspect of clinical teaching and learning in education
  • Practice profile summary demonstrating your achievement of the 8 domains within the NMC Stage 3 Practice Teacher Standard
  • Development of a simulated clinical teaching and learning scenario and clinical viva (100%)

EMPLOYABILITY

  • Completing CPD is now an essential part of maintaining your professional registration.
  • By undertaking CPD modules and courses, students demonstrate to employers a commitment to the profession.
  • Undertaking modules leads to better career prospects and promotion.
  • Modules are aligned to the College of Social Work’s Professional Capabilities Framework ASYE, Social Worker, Experienced Social Worker, and Advanced social worker levels.
  • Successful completion of the course demonstrates your capability to become a Strategic level social worker.
  • The course supports The College of Social Work developmental pathways of Professional Social Work Educator, Advanced Social Work Practitioner and Social Work Manager.

CAREER PROSPECTS

Following completion of the course you will have developed the expertise to lead education in health and social care contexts. There are opportunities for you to use credits from any existing postgraduate educational studies (NMC Stage 3 Practice Teacher and Stage 4 Teacher Award) towards this  Master’s programme. This provides you with a flexible and dynamic educational leadership career pathway.  Indeed this is a real strength of attending the programme.

LINKS WITH INDUSTRY

This course supports you to develop a teaching career in education within the field of health and social care and Higher Education.



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- https://www.kent.ac.uk/locations/medway/. Advanced and Specialist Healthcare (Applied Dental Professional Practice) MSc is a flexible, transdisciplinary, postgraduate programme designed for dental professionals who wish to develop their academic skills alongside their professional role. Read more

This course will be held at the Medway Campus

- https://www.kent.ac.uk/locations/medway/

Advanced and Specialist Healthcare (Applied Dental Professional Practice) MSc is a flexible, transdisciplinary, postgraduate programme designed for dental professionals who wish to develop their academic skills alongside their professional role.

Exploring a specific area of your profession you will consider the professional challenges associated with your practice and develop academic skills. You will gain the opportunities to analyse the current debates relating to key issues relevant to the professional dental context in which you are working and develop academic and professional skills necessary to meet the evolving needs of patient care of contemporary practice.

Studying within the Centre for Professional Practice, you will benefit from a transdisciplinary learning environment; access to University resources and specialist academic and clinical staff.

Visit the website https://www.kent.ac.uk/courses/postgraduate/215/advanced-and-specialist-healthcare-applied-dental-professional-practice

The Centre for Professional Practice (CPP)

The Centre for Professional Practice is a trans-disciplinary academic department focused on flexible work-related learning within higher education. The Centre is founded on the belief that employers can benefit from the University of Kent’s academic and research excellence, quality teaching, design and development activities to create positive change and to forge new knowledge within their organisation.

We work with a wide range of external partners and employers to create distinct and original work-based and work-related developmental and educational solutions, which respond to the unique workforce challenges experienced by employees and organisations across the region and beyond.

The Centre’s programmes are designed to enhance career progression and foster intellectual and professional development and practice.

Course structure

This flexible programme has been designed to encourage you to think more deeply about the challenges associated with your professional practice while enabling you to tailor your degree to your particular interests and career aspirations.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year.

You take the following core modules:

- Evidence-Based Practice (15 credits)
- Inter-Professional Working (15 credits)
- Research Methods (15 credits)
- Dissertation (60 credits)

You then take modules specific to the Applied Dental Professional Practice pathway including:

- Professional Standard Setting (30 credits)
- Dentistry in a Contemporary Context (15 credits)

In Stage 2 you are given the opportunity to choose an optional module from the Centre for Professional Practice module catalogue including:

- Developing Practice through Mentorship and Coaching (30 credits)
- Advancing Dental Professional Practice (30 credits)
- Power Dynamics within Professional Practice (30 credits)
- Learning and Development (30 credits)
- Addressing Barriers to Learning (15 credits)
- A Thinking School: Transforming Learning (30 credits)
- Quantitative Research Methods Applied to Professional Practice (15 credits)
- Qualitative Research Methods Applied to Professional Practice (15 credits)
- Special Area of Study (30 credits)

Or you can select optional modules from the wider University catalogue with the possibility of studying on the main Canterbury campus.

Taught sessions are delivered in a welcoming, supportive and flexible academic environment, by an academic team with extensive professional practitioner experience. They are experienced in delivering work-related programmes and understand the constraints of balancing a career with the demands of higher education.

Assessment

You will be asked to undertake preparatory reading and tasks, carry out work-based investigations and participant-led presentations. All assessment tasks are designed to allow you to develop expertise in the application of dental professional practice within the context of your work and subject interest.

Assessment is through:

- oral presentations
- written assignments
- portfolio assessments
- action learning sets

In addition, in Stage 3 you complete a dissertation of 10,000-12,000 words.

Research areas

Kent’s excellent performance in the most recent Research Assessment Exercise (RAE) confirmed our position as one of the UK’s leading universities: our 19 academic schools were found to be engaged in research of international and world-class standing. With programmes of study that are informed by research, our students are able to develop skills and knowledge relevant to contemporary issues.

Current research areas include:

- experiential learning
- reflective practice
- communities of practice
- dental education
- professionalisation
- primary dental care.

Programme aims

This programme aims to:

- foster the intellectual and professional development of experienced healthcare practitioners to expand the analytical and critical reasoning powers that underpin practice (eg in organisational leadership and change, health and welfare systems, organisations and services and advanced technical procedures and practices)

- enhance the skills of experienced practitioners in multidisciplinary decision making as well as team leadership, and deepen your understanding of the dynamics of multidisciplinary working

- provide supervision for advanced practitioner-centred research that builds a culture of evaluation and enquiry into the practice environment

- equip experienced practitioners for their role in challenging, questioning and realigning strategies for specialist practice

- develop confident senior practitioners who are able to participate in the development of practice, work effectively with organisational interests, evidence-based processes, and within complex multidisciplinary teams

- enable you to critically evaluate your own area of practice, informed by evidence-based research and grounded in self-reflection

- provide a culture of lifelong learning that values and respects practice as the context for building and testing theory, to enhance services for patients, clients and consumers

- enable experienced practitioners from a diverse range of educational backgrounds to access and participate in a multidisciplinary working environment

- support a programme of personal development that underpins practice development and personal planning.

Careers

A postgraduate degree in Applied Dental Professional Practice is a particularly valuable and flexible qualification that can open the door to exciting careers in many professions. Students are successfully using this programme to develop clinical, educational and policy making career pathways in the dental sector at local, regional and national levels.

Building on Kent's success as the region's leading institution for student employability, we offer many opportunities for you to develop the specific skills and aptitudes that employers will value.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

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This rigorous MA offers a professional award to graduates in Interior Design, Interior Architecture, Architecture or related spatial-design disciplines. Read more

Why take this course?

This rigorous MA offers a professional award to graduates in Interior Design, Interior Architecture, Architecture or related spatial-design disciplines.

The course will develop your professional knowledge and skills; your understanding of entrepreneurship and business; your practice management and project leadership skills, and will expand your knowledge of setting up and running your own design practice. It will also deepen your understanding of ethical professional design practice and procedures and will help you to develop a practice or sector specialism.

What will I experience?

Research projects that will allow you to improve your academic skills and develop a sector or practice specialism; for example: healthcare, sustainable retail design or project leadership;
A firm grounding in professional practice and project management for architectural design;
Opportunities to work on live projects with real clients, through our Project Office, an in-house architectural practice.

What opportunities might it lead to?

This MA will offer you important tools that will help you to set up, promote and run your own design practice and to further position yourself for employment by developing a practice or sector specialism and by enhancing your practice management skills and project leadership skills.

Graduate may find rewarding careers in the following:

Architecture Practice
Interior Practice
Commercial Design
Retail Design
Exhibition Design
Teaching Academia
Project Management

Module Details

The course is structured to encompass the breadth of professional design practice from the macro (the broad context of ethical design practice) to the micro (the minutiae of professional design management). The curriculum will include the following modules of study:

Project Management: including project leadership, professional design regulations and procedures, law and contract administration, fee bids, professional communications, and approaches to brief writing;
Practice Management: including approaches to setting up and running a design practice, business innovation and entrepreneurship, business positioning and branding, business planning and marketing;
Topical Research: investigate ethical approaches to design practice, for example sector approaches to ethical design, design management or sustainable design.
Optional modules within the course:

Option 1 Materials and Products & Professional Experience and Practice: you will research and develop your understanding of materials and products. The knowledge gained will lead to a more sustained practice-based research project;
Option 2 Research Methods & Thesis: you will be provided with opportunities to develop appropriate research skills which can then be applied to the thesis project, a sustained investigation of a topic related to professional design practice.

Programme Assessment

Lecturers with a broad range of professional experience (in architecture and interior design), research skills, entrepreneurial skill, and expertise in education, will teach you using a variety of methods. Seminars, tutorials and study groups will encourage a vibrant culture of discussion and debate. Teaching will also support you in planning and completing a significant amount of self-directed learning for which you will need to be self-motivated, well organised and possess excellent study skills.

You will be assessed on the course work you complete, this could include: essays, thesis projects, design projects, reflective journals and portfolios. One of the optional units (Professional Experience and Practice) also includes a written examination, which is designed to test your knowledge of professional practice and processes, your ability to apply knowledge in practice and the quality of your professional judgements.


Student Destinations

This professional award will prepare you towards setting up, promoting and running your own design practice. Particular transferable skills will include: ethical practice, practice management, project management and leadership, business enterprise, professional communications and research skills.

The MA will also provide a platform for further study such as a PhD.

Our Schools employment statistics are very high and our post-graduates have found challenging and diverse employment in a range of occupations, including:

Architecture Practice
Interior Practice
Commercial Design
Retail Design
Exhibition Design
Teaching
Academia
Project Management

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Initially students will enrol for the Postgraduate Diploma award. If they are successful they can apply to undertake the top-up MSc Advanced Clinical Practice award by completing the 60 credit Dissertation module. Read more
Initially students will enrol for the Postgraduate Diploma award. If they are successful they can apply to undertake the top-up MSc Advanced Clinical Practice award by completing the 60 credit Dissertation module. Graduates from the full MSc course will receive confirmation that they have completed an RCN Accredited Advanced Nurse Practitioner pathway.

The School of Health and Social Care at London South Bank University has been delivering high quality Royal College of Nursing (RCN) accredited Advanced Nurse Practitioner (ANP) education for over 20 years, with demand increasing year on year. While initially the focus was on developing experienced nurses working in primary care settings, this has subsequently expanded to include nurses from secondary and tertiary services.

This course has therefore been developed for both experienced qualified registered nurses and other health professionals working in primary, secondary and tertiary health care settings, who wish to undertake advanced clinical education at master's level. This education will provide high-quality preparation not only for Advanced Nurse Practitioners (ANP) but also for Advanced Clinical Practitioners and health professionals who need to work at a higher level of practice.

RCN Accreditation

While not all of the students undertaking this course will be nurses, other health professionals will benefit from the rigorous standards set by the RCN Accreditation unit for advanced nurse practitioner preparation. Their standards are currently the only quality marker for Advanced Practitioner preparation in England. RCN Accreditation indicates that this course has been evaluated against 15 standards and associated criteria for educational preparation and judged to prepare practitioners to an advanced level (RCN, 2012).

Further, in accordance with the RCN endorsement (2012), the course has also been designed to comply with the Department of Health (England) (2010) position statement on Advanced Level Nursing.

This programme has been accredited by the RCN Centre for Professional Accreditation until 31 August 2021.

Modules

PgDip:

The structure for the course comprises of a prescribed sequence of six compulsory modules, the order depending on the start date (September or January) and the rate of progression.

Each 20 credit module accounts for 200 hours of total student effort. This typically comprises of 36 – 42 classroom contact hours, 14 blended learning activity hours, practice based learning hours (equivalent to a minimum of 3 hours per week) and the remainder for self-directed study.

A range of assessment strategies will be used to reflect the academic, clinical and professional aspects of the programme. This includes use of exams, a written case study, an essay, completion of a Practice Based Learning record including Practice Facilitator feedback and evaluation of practice, OSCEs (Objective Structured Clinical Examination) and production of a clinical portfolio including patient feedback.

The first part of the course includes:

Physiological Principles for Advanced Clinical Practice
Clinical Assessment Skills for Advanced Practice
Non Medical Prescribing

The second part of the course includes:

Clinical Reasoning in Advanced Practice
Leadership and Research Skills for Advanced Practice

There is an option for the final module according to work setting from:

Managing Complexity in Advanced Clinical Practice (Community and Primary Care)
Managing Complexity in Advanced Clinical Practice (Emergency Care)
Managing Complexity in Advanced Clinical Practice (Acute and Critical Care)

The Complexity modules share a common learning framework and approach to assessment but the focus, content and assessment requirements are adapted for the context.

MSc (top-up):

Students can progress to undertake the Dissertation module (60 credits) to gain the MSc Advanced Clinical Practice award.

Teaching and learning

There are a range of facilities to support teaching practice skills and simulation. These include the skills laboratories, clinical and simulation equipment, themed notice boards, resources, anatomical models and the media/skills technicians who maintain the labs and prepare for sessions.

Students are supported by a Virtual Learning Environment (VLE) using “Moodle”. Students have access to the VLE using a web browser from home, from campus, or when mobile if they have a smart phone or tablet. Open access computers are provided in the Library and Learning Resource Centre on our Southwark campus. These computers enable access to the internet, email, Microsoft office and other supported software. Direct IT helplines are available to support students

E-learning will complement face-to-face delivery for all modules within the course, with 14 specific hours assigned to blended learning activities in each timetable.

Skills workshop

A four day workshop will continue to be provided mid-way through the course, to give the opportunity for students to practise, consolidate and develop their new skills in a supervised, supportive environment. This is currently used as an effective strategy which is very highly evaluated by our students.

Placements

Practice based learning requirements
The Quality Assurance Agency (QAA) (2007) identify that learning within the work place is integral to a higher education programme and is demonstrated through engagement within the practice environment. This is particularly important for preparation for a course of this nature; for any students, even those with many years of experience, some of the areas covered by the programme will be new such as history-taking, physical examination skills, ordering and interpreting investigations, making differential diagnoses, pharmacology, prescribing, social sciences and mental health assessment, etc. One of the key requirements for the course is that the practice experience provides learning opportunities that enable students to achieve the course learning outcomes (RCN, 2012) and so in order to ensure this, learning in practice is purposely structured and assessed.

Students will spend the equivalent of 3 hours per week working in a "supernumerary capacity" in order to focus specifically on their clinical and professional development. This requirement extends beyond the University semesters to include the summer periods.

Practice Based Learning is supported through identification of a doctor/qualified Advanced Practitioner to act as the student's "Practice Facilitator" to initially supervise and subsequently support their clinical development. Other experienced senior clinicians can also supervise and support student development.

Evidence of practice based learning (36 hours of direct supervision and 180 hours of indirect supervised clinical practice) and feedback on progress is used as an element of assessment on the following modules: 1. Clinical Assessment Skills for Advanced Practice [Level 7] 2. Clinical Reasoning in Advanced Practice [Level 7] 3. Managing Complexity in Advanced Clinical Practice [Level 7]

The overall total for supervised hours through successful completion of these modules is 648 hours.

Employability

Graduate and employer surveys and feedback indicate our graduates are making a positive impact on patient care and service innovation in general practices, walk-in centres, urgent care centres, minor injury units, emergency departments, projects for refugees, asylum seekers and homeless populations, elderly care facilities, “out of hours” developments, rapid response services, intermediate care teams, prison services, acute medical and surgical teams, critical-care outreach and specialist hospital services.

Some of our graduates are now lead nurses within social enterprises, nurse partners in general practices, nurse representatives on commissioning boards, community matrons and consultant nurses. To date two graduates have gone on to pursue doctoral studies.

LSBU Employability Services

LSBU is committed to supporting you develop your employability and succeed in getting a job after you have graduated. Your qualification will certainly help, but in a competitive market you also need to work on your employability, and on your career search. Our Employability Service will support you in developing your skills, finding a job, interview techniques, work experience or an internship, and will help you assess what you need to do to get the job you want at the end of your course. LSBU offers a comprehensive Employability Service, with a range of initiatives to complement your studies, including:

• Direct engagement from employers who come in to interview and talk to students
• Job Shop and on-campus recruitment agencies to help your job search
• Mentoring and work shadowing schemes.

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This programme is aimed at registered nurses and midwives, with experience in acute or primary care settings, who wish to build on their experience and transfer their learning in order to develop the higher level of knowledge and skills required for specialist and advanced practice. Read more
This programme is aimed at registered nurses and midwives, with experience in acute or primary care settings, who wish to build on their experience and transfer their learning in order to develop the higher level of knowledge and skills required for specialist and advanced practice.

Students will be prepared to function at master's level through the programme and will have the unique opportunity to develop practice at a higher level. In the past 'advanced practitioner' posts have tended to be characterised principally by clinical competence; however, this programme accepts that advanced practice is a 'level' of practice rather than a particular role. This programme takes into account the four pillars of practice: clinical practice; leadership; facilitation of learning; and evidence research and development. Therefore, some practitioners will focus on leading and managing services; others will focus on clinical practice and be able to diagnose and treat healthcare needs; and others will have advanced roles within public health.

Visit the website: http://www.rgu.ac.uk/health-professions/study-options/part-time-learning/advanced-nursing-practice

Course detail

There are five routes within the programme:
• Clinical Practice (3 years part-time)
• District Nursing (3 years part-time)
• Health Visiting (18 months full-time or 3 years part-time)
• Leadership (3 years part-time)
• School Nursing (18 months full-time or 3 years part-time)

There are exit points within this award to allow you to complete with a postgraduate certificate, diploma or an MSc. The professional qualification of district nurse, health visitor or school nurse will be recorded on completion of stage 1 but you may choose to continue to complete the whole MSc.

Clinical Practice:

- is directly linked to the teaching, development and assessment of the nationally recognised benchmarks for advanced clinical practice (RCN 2010). This will be the preferred route for practitioners working in acute care, out of hours services, hospital at night services and in medical and surgical support posts.

District Nursing:

- is aimed at experienced nurses who wish to gain contemporary knowledge to take forward the rapidly changing primary care agenda. It will enable a critical, innovative and reflective approach to address the healthcare needs of individuals, families, carers, groups and communities. Students need to be sponsored or supported by an NHS Board in order to meet the requirements of the Nursing and Midwifery Council (NMC) for practice assessment.

Health Visiting:

- is aimed at nurses and midwives who wish to build on their experience and transfer their learning in order to develop the higher level of knowledge and skills required of a health visitor. Students need to be sponsored or supported by an NHS Board in order to meet the requirements of the Nursing and Midwifery Council (NMC) for practice assessment

Leadership:

- is open to those who will be working at an advanced level in leadership roles who are required to lead and advance practice within the policy context of health and social care. It has some flexibility with option modules and, depending on your choice of option modules, attendance at University may not be compulsory.

School Nursing:

- is aimed at nurses and midwives who wish to build on their experience and transfer their learning in order to develop the higher level of knowledge and skills required of a school nurse. Students need to be sponsored or supported by an NHS Board in order to meet the requirements of the Nursing and Midwifery Council (NMC) for practice assessment.

Format

This programme is driven by a philosophy that is student centered, progressive, process oriented and practice focused, and a blended approach to learning is adopted. Students will learn within a virtual environment (CampusMoodle) and apply the theoretical learning to their practice through a work based learning approach. Students will therefore have an opportunity to apply learning to their specific area of practice within contemporary healthcare service.

Depending on the route selected and the choice of optional modules, there will be some compulsory attendance at the University - for the clinical examination module and the prescribing element.

Placements and accreditation

Three of the routes are approved by the NMC to meet the requirements of being recorded as a district nurse (NMC 2001), or registered as a health visitor or school nurse on the NMC (2004) register. All five routes are accredited by the RCN.

Clinical Practice and Leadership routes are undertaken within your own place of work with the support of an identified practice facilitator. The criteria for this role are within the admission criteria. If you select to undertake the Non Medical Prescribing module you will require supervision by a designated medical practitioner.

Cognisance has been taken of the recent national work undertaken by NHS Education Scotland which has informed the curriculum of the district nursing, health visiting and school nursing routes.

Students are required to attend placements on the District Nursing, Health Visiting and School Nursing routes ; these are equivalent to 23 weeks full time over the period of the PgDip.

Royal College of Nursing accreditation will be awarded on completion of the full MSc.

Careers

This programme develops greater understanding and the skills of the advanced practitioner in relation to leadership and clinical practice.

As healthcare is an ever changing environment, it will provide aspiring healthcare professionals with a comprehensive programme of preparation that develops an advanced level of practice.

It recognises the accepted international benchmark for advanced practice and develops highly experienced and educated members of the care team who are able to diagnose and treat healthcare needs or make a referral to an appropriate specialist..

This programme allows students to continue and develop their knowledge and skills within their own areas of practice, enabling them to accelerate their career progression.

How to apply

To find out how to apply, use the following link: http://www.rgu.ac.uk/applyonline

Funding

For information on funding, including loans, scholarships and Disabled Students Allowance (DSA) please click the following link: http://www.rgu.ac.uk/future-students/finance-and-scholarships/financial-support/uk-students/postgraduate-students/postgraduate-students/

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Primary care is central to the health and well-being of individuals and communities. This course develops student’s critical and clinical skills to use in general practice. Read more
Primary care is central to the health and well-being of individuals and communities. This course develops student’s critical and clinical skills to use in general practice.

Who is it for?

The course is for NMC registered nurses, who are currently working as practice nurses and wish to develop their skills and progress their career with a Postgraduate Diploma qualification.

Objectives

Throughout the world, the provision of preventive, treatment and rehabilitation services is rooted increasingly in primary care. City’s Primary Care (Practice Nursing) course supports students in developing new skills for use in the general practices in which they work. The course is focused on practice and practical application, and is relevant to the varied communities from which our students are drawn.

The Post Graduate Diploma (PgDip) consists of 120 credits. Three of the modules are core or compulsory, with 5 optional modules. The choice of optional modules from our Continuing Personal and Professional Development portfolio will allow you to choose modules that are relevant to your work as a practice nurse within the general practice environment.

Academic facilities

The Clinical Skills Centre at City offers excellent facilities for you to rehearse practical caring skills prior to your practice placement. You will have access to a simulated 6-bedded high dependency unit (HDU) with realistic equipment including piped oxygen, call bells, medicines and emergency equipment. In addition, medium fidelity simulators and laboratories, including a biology laboratory, allow students to rehearse skills in preparation for practice in a range of placements, including clinics and people's homes.

The School of Health Science is one of the first health schools in the UK to open a Technology Enabled Care Studio, City TECS. City TECS is specially designed studio flat at our Northampton Square campus, fully equipped with the latest telehelath and telecare technologies providing City students with the unique opportunity to learn how to use the latest and future healthcare technologies whilst they study.

Teaching and learning

The Programme Director and other members of the practice nursing team have considerable experience and expertise in the field of practice nursing and advanced practice.

Members of the team have published research, books, as well as peer reviewed professional journals relevant to practice nursing and advanced practice.

Assessments are designed to assess students ability to:
-Grasp taught theory and research.
-Analyse and interpret theory and research critically.
-Apply the theory and evidence base to the clinical setting.
-Present the relevant points clearly and concisely.

Both formative and summative assessments will be transparent throughout the practice nursing course. Formative feedback will be available on group/individual presentations and/or tutorial support.

Summative assessment will integrate a variety of assessments, which will be dependent on your choice of optional modules including:
-Essays
-Skills schedule, including a multiple choice questionnaire and problem based scenario
-Exams
-Case study
-Audit and supporting paper
-Protocol development and a supporting paper
-Poster development and supporting paper
-A research proposal

Modules

The course is made up of both core and optional modules, with the structure depending on whether students study on a full or part-time basis.

Core modules
-Key Concepts in Practice Nursing
-Research methods
-Health Policy and Politics

Elective modules - you can choose from a wide range of optional modules, including:
-Cervical Cytology
-An introduction to Long Term Conditions
-Key Concepts in Practice Nursing – Module 2
-Asthma and chronic obstructive pulmonary disease (COPD)
-Clinical assessment in Primary Care
-Contraception and sexual health - theory
-Diabetes care
-Supporting and assessing in clinical practice (mentorship module)

Students have the option of exiting with 60 credits to receive the award of Postgraduate Certificate (PgCert). In order to receive this award, students must have successfully completed 60 credits, which must include one of the core modules – Key Concepts in practice nursing and 3 other optional modules.

Career prospects

The PgDip Primary Care (Practice Nursing) will give you greater opportunities to deliver diverse services within general practice. The range of services can be tailored to your individual practice needs due to the selection of modules that can be taken as part of your continuing professional development.

Successful completion of the PgDip is achieved when you have completed 8 x 15 credit modules [120 credits]. Students also have the option of gaining a PgCert by completing 4 modules [60 credits} one of which includes the core module – Key Concepts of Practice Nursing.

You will graduate with a substantial understanding of the field of practice nursing, together with enhanced clinical and analytical skills. These attributes will enable you to make a substantial contribution within the general practice environment.

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Practitioners, on all pathways, are equipped to lead, plan and evaluate care at individual, community and population level. This course is suitable for qualified nurses or midwives with a commitment to prevention and health promotion and evidence-based practice in a community setting. Read more
Practitioners, on all pathways, are equipped to lead, plan and evaluate care at individual, community and population level.

Who is it for?

This course is suitable for qualified nurses or midwives with a commitment to prevention and health promotion and evidence-based practice in a community setting.

Applicants will want to develop their practice in the sphere of district nursing, health visiting or school nursing, as well as gain an academic qualification which can lead to an MSc.

Objectives

The programme offers registered nurses and midwives an opportunity to enhance their knowledge and broaden their skills to improve health within communities. City offers the three specialist community practitioner routes in District Nursing, Health Visiting and School Nursing.

The course aims to support you to:
-Acquire a deep and systematic understanding of the professional and technical skills and knowledge of public health policy, practice, care delivery and service development.
-Develop knowledge, skills and professional competencies.
-Critically analyse social and cultural perspectives of public health, health and disease and the influence they have on judgements and decisions for practice, practice development and service delivery.
-Promote multi-agency and multi-disciplinary working in relation to public health practice.
-Critically analyse, synthesise and apply Specialist Public Health Nursing or Primary Care Nursing knowledge, policy and practice to work in different settings.
-Develop skills and knowledge to practise autonomously and organise and appraise practice and learning.
-Achieve the competency to prescribe from the community practitioner formulary for nurse prescribers.

Placements

Practice is an integral part of the programme. In the practice setting, you will work alongside a practice teacher or practice teacher and mentor from the specific sphere of practice, while completing learning activities and a practice assessment document.

You are required to undertake 15 days additional experience in an area of, or that may be of, responsibility, even if not central to the defined area of practice. This can be anywhere in the world. Past students have visited Denmark and Scotland, for example, as well as working elsewhere in London. They have worked with food banks, specialist nurses, environmental health officers and been involved in community development projects.

For the final ten weeks of the programme, you will work consistently in practice, consolidating your learning.

During your placement, you will have at least three visits from your link lecturer (who is also your personal tutor) to support learning in practice and facilitate theory- practice development.

Academic facilities

The Clinical Skills Centre at City offers excellent facilities for you to rehearse practical caring skills prior to your practice placement. You will have access to a simulated six-bed high-dependency unit (HDU) with realistic equipment including piped oxygen, call bells, medicines and emergency equipment. In addition, medium-fidelity simulators and laboratories, including a biology laboratory, allow you to rehearse skills in preparation for practice in a range of placements, including clinics and people's homes.

The School of Health Sciences is one of the first health schools in the UK to open a Technology Enabled Care Studio - City TECS. City TECS is a specially designed studio flat at our Northampton Square campus, fully equipped with the latest telehealth and telecare technologies, providing you with the unique opportunity to learn how to use the latest and future healthcare technologies while you study.

Teaching and learning

Teaching is facilitated by qualified educators, the majority of whom are registrants from the appropriate sphere of practice. In becoming a self-critical, lifelong, reflective learner, you will identify your learning needs and work towards meeting these.

Learning and teaching strategies will include formal lectures, seminars, student-led seminars, group projects, simulated practice, negotiated learning, e-learning, self-directed learning and practice-based activities.

Assessment
Assessment strategies seek to make links to practice. The following assessment methods will be used throughout the programme:
-Essays.
-Practice Assessment Document.
-Vivas.
-Case studies.
-Written examinations.
-Reflections on Objective Structured Clinical Examinations (OSCEs).
-Drug Calculations.
-Development of a research proposal.
-Community Health Needs Assessment Health.
-Project plan.
-Digital Pitch.

Modules

Throughout the programme, both practice and theory is used to develop learning. 50% of the time is in practice, working alongside a practice teacher or mentor, and the other 50% is learning time in the Institution.

This programme will generally include 50 organised learning days, most of which will be campus-based and 107 practice days of different sorts (supervised, alternative and consolidated). There are 57 study days when you are expected to undertake guided independent study.

As a paid employee, you are expected to attend all timetabled classes and placement learning experiences.

For a complete module selection breakdown, see the website: http://www.city.ac.uk/courses/postgraduate/postgraduate-diploma-public-health

Career prospects

The programme is vocational, leading to practice and employment as a district nurse, health visitor or school nurse. Such practitioners are employed by NHS Foundation Trusts, Social Enterprises and Commercial Providers.

The starting salary is generally at Agenda for Change Band six. District nurses, health visitors and school nurses gain employment as:
-Experienced practitioners.
-Practice teachers.
-Community matrons.
-Nurse consultants.
-Managers.
-Professional organisation officers.
-Institution lecturers.

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This course fulfils the requirements of the Practice Educator Professional Standards, and is made up of six distinct units. Read more
This course fulfils the requirements of the Practice Educator Professional Standards, and is made up of six distinct units.

Two of these are options that will give you the chance to develop your knowledge and skills in the supervision, mentoring, management, assessment and support of learning, and the research that informs practice and practice education.

Intermediate qualifications available:
• Postgraduate certificate – 60 credits at Masters level
• Postgraduate diploma – 120 credits at Masters level

Why choose this course?

• Study the ways in which you can promote equal opportunities for learners and challenge all forms of oppression and discrimination that affect learners from minority groups
• Explore the different ways in which you can demonstrate an on-going commitment to working in collaboration with local employers, practitioners, service users and carers
• Develop a systematic understanding of your field and critically evaluative your approach to current knowledge in practice education
• Gain the core knowledge, skills and values required for the role of Practice Educator in line with current professional standards, and gain opportunities for further research and development
• Benefit from the systematic and independent ability to critically evaluate both theoretical understanding and application in practice.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/applied-social-work-practice-education

Course detail

This course is designed to provide social workers with skills and knowledge to become effective practice educators and contribute to the learning of others, within the work place and the wider context of social work education.

Mapped against the Practice Educator Professional Standards (TCSW 2013), this course is designed to develop graduates who are able to
• Provide effective learning opportunities for learners in the workplace and make judgements about the capabilities of learners through an understanding and application of the Professional Capabilities Framework (TCSW, 2012).
• Apply theories of adult learning in everyday practice to ensure the best outcomes for students and other learners in the workplace.
• Provide leadership to support the development of a learning organisation which provides lifelong learning and continuous professional development for its workers and so improves the quality of experience for service users, families and carers.

Modules

• Practice Educator Training: Stage 1
• Practice Educator Training: Stage 2
• Mentoring and Coaching in Social Work
• Supervising for Quality and Performance in Social Work
• Applying Knowledge to Work Based Learning
• Applied Research Skills in Social Work
• Dissertation for Social Workers: Practice Education

Assessment

You will be assessed using a range of methods. In the initial stage of the core units there is the opportunity for you to receive constructive feedback on your academic writing.

Observations of practice are also integrated within the two core units, designed to provide formative feedback providing you with a clear understanding of areas where you might need to improve and areas where you are doing well.

Reflection on evidence drawn from practice in the workplace underpins many of the assessment activities. These methods are designed to test you in all the areas necessary for competent practice as qualified social workers and practice educators, as well as the academic disciplines underpinning such practice.

Through the use of a variety of assessment methods you will be able to demonstrate a wide range of key skills for both academic and practice competence. Evidence of practice competence must be assessed by a professionally qualified and experienced Stage 2 practice educators who have been approved by the University for this purpose.

Careers

As this course has been developed within the new framework for CPD as defined by the Social Work Reform Board it offers clear career opportunities.

Students successfully completing the course will be able to specialise, within their field, in professional education in social work. Furthermore as the Practice Educator Framework develops nationally there will be increased demand for practitioners who have a high level of skills in work-based learning and assessment in order to provide the practice-based learning required across the spectrum of qualifying and post-qualified education.

Examples include working with social workers who are in their Assessed and Supported Year in Employment (ASYE) or becoming an independent practice educator working with a wide range of agencies both in the statutory and third sector.

Other graduates have been promoted to positions of greater responsibility and have used the knowledge gained on the course to secure these positions.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Community and Primary Healthcare Practice at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017). Read more

Visit our website for more information on fees, scholarships, postgraduate loans and other funding options to study Community and Primary Healthcare Practice at Swansea University - 'Welsh University of the Year 2017' (Times and Sunday Times Good University Guide 2017).

The Community and Primary Healthcare Practice course provides a flexible opportunity for practitioners wishing to enhance their leadership, research and educational expertise within community and primary and public healthcare practice.

Key Features of Community and Primary Healthcare Practice

Performance:

- a new course designed to help practitioners develop their role in community, primary care and public health practice.

Teaching and Employability:

- closely linked to current Welsh Government and Department of Health policy, practice and services

- students are encouraged to explore and reflect on their own community and primary healthcare practice with the potential for contribution to the development of innovative, cross-disciplinary research outputs

- the course enhances career development and promotion opportunities for successful students

- students are supported in clinical practice by an experienced and prepared mentor

To ensure that our communities are strong and sustainable, it is important to continue to improve the health and well-being of our population.

The government’s investment in public health and primary care emphasises the importance of good leadership and the need for innovative practice.

Community practitioners are vital to improving the health of the population as they are committed to working with individuals, families and communities within the public health agenda.

Their expertise in public health allows them to have insight into how social and environmental factors can influence the health and well-being of people in society.

The Community and Primary Healthcare Practice course helps practitioners to develop their role in protecting, promoting and improving public health.

The Community and Primary Healthcare Practice course uses a range of teaching and learning methods which offer a variety of opportunities. Teaching is carried out through formal taught sessions and discussion groups/seminars using action-based learning approaches.

The degree in Community and Primary Healthcare Practice offers the option for students to engage in a work-based learning module as part of the Postgraduate Certificate and Diploma programmes.

Course Structure

The Community and Primary Healthcare Practice course is a modular postgraduate course consisting of 180 credits at level M.

The course is offered on a part-time basis with completion typically within three years.

Assessment

Community and Primary Healthcare Practice students are assessed throughout their coursework (e.g. written assignments such as research projects and essays and seminar presentations) and a dissertation of approximately 20,000 words.

Work Placements

The MSc Community and Primary Healthcare Practice course offers students the option to engage in a work-based learning module. This requires an arrangement between the student, personal tutor and practice facilitator and as such will require collaboration with the NHS Health Boards and/or independent healthcare sector to ensure adequate support and supervision in the workplace.

Existing partnerships are well established and this programme will suit current arrangements.

Modules

Modules on the Community and Primary Healthcare Practice course may include:

Continuing Your Professional Development in Community and Primary Health Care Practice

Working in Community and Primary Health Care Practice

Working in Community and Primary Mental Health Care Practice

Working with Individuals, Families & Communities in Primary Health Care Practice

Foundations in Research

Additional Support

Pastoral support is offered by personal tutors and the Swansea University student support and health services are recommended to students and stipulated in student handbooks.

Blackboard has a dedicated tab for student services which provides money advice, information about wellbeing services, equal opportunities and accommodation issues.

In cases where students have personal or any other kind of problems that they would prefer not to discuss with College lecturers, they are able to talk with a Student Counsellor.

Similarly, if lecturers feel that the concern the student has expressed is better discussed with the Student Counsellor, they will suggest to the student that he or she make an appointment for an interview.

Staff Expertise

The Community and Primary Healthcare Practice course sits within the Department of Public Health, Policy and Social Sciences.

The community and public health team is well-qualified and experienced. It comprises one professor and four lecturers. Members of the team are registered with the:

Nursing and Midwifery Council (NMC)

Royal College of Nursing (RCN) and the Community Practitioners and Health Visitor Association (CPHVA)

Queen's Nursing Institute

All academic members of the team hold a Master’s degree and/or a Doctorate.

Postgraduate Community

The College of Human and Health Sciences has a vibrant postgraduate community with students drawn from a variety of backgrounds and nationalities. The College is known for its friendly, welcoming and supportive environment, which combined with its extensive facilities, state-of-the-art technology and superb beachside location, helps to ensure that students benefit from an exceptional student experience.

In addition, Community and Primary Healthcare Practice students have access to a wide range of excellent facilities and equipment for realistic workplace experiences.



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This innovative Masters degree is suitable for qualified practitioners who have been appointed to surgical care practice training posts within surgical directorates. Read more
This innovative Masters degree is suitable for qualified practitioners who have been appointed to surgical care practice training posts within surgical directorates. Your role should encompass the provision of care and appropriate intervention within the perioperative environment, on wards and/or in clinics (usually within a specified surgical specialty).

The programme will provide you with a systematic and critical understanding of the breadth and depth of knowledge within specific areas of practice. You will develop core and specialist surgical skills and extend your knowledge and practice within the surgical care environment. This will include some operative procedures that will enable specialist practitioners to provide continuity of service and standards of care to patients in areas which do not necessarily need to be provided by medically qualified staff.

Eleven specialist pathways are available:

- MSc Surgical Care Practice (Cardiothoracic Surgery)
- MSc Surgical Care Practice (General Surgery)
- MSc Surgical Care Practice (Gynaecology)
- MSc Surgical Care Practice (Maxillofacial Surgery)
- MSc Surgical Care Practice (Neurosurgery)
- MSc Surgical Care Practice (Otorhinolaryngology)
- MSc Surgical Care Practice (Paediatric Surgery)
- MSc Surgical Care Practice (Plastic and Reconstructive Surgery)
- MSc Surgical Care Practice (Trauma and Orthopaedics)
- MSc Surgical Care Practice (Urology)
- MSc Surgical Care Practice (Vascular Surgery)

What will I study?

Initially, you will be given a broad overview of surgical practice, covering areas such as clinical examination and diagnostic tests. You will also study and practice first assistant skills, basic surgical skills, and generic surgical care practice skills (including all of the pre, intra and post-operative patient phases). Research and leadership skills in relation to the role of a surgical care practitioner are also introduced and discussed.

In the second half of the programme, you will undertake a specialist negotiated module which will be tailored to your specific specialist practice requirements. For instance, if you work for an orthopaedic team then the module will be tailored to the specific requirements of that team, potentially considering themes such as understanding the pathophysiology of joint disease and strategies for their treatment, the use of implants in elective orthopaedic surgery and in relation to specific orthopaedic procedures, and knowledge of available options and surgical techniques.

A dissertation module focuses on a clinical project that will demonstrate leadership and innovation in a specific clinical issue.

How will I study?

The programme incorporates a blend of face-to-face study, independent learning and time spent working in practice. Delivery is at St James' in Manchester, although some face-to-face sessions and/or examinations may be undertaken at Edge Hill University.

For the time spent in university, the first half of the course will be delivered through block-weeks of face-to-face sessions. Eight block-weeks of face-to-face sessions will take place in the first year. Some reading time will be incorporated into these eight weeks to help you plan for the assessment and submission of work.

In the second half of the programme, there is a greater focus on independent learning. However, some face-to-face sessions will be planned and there will also be an attendance requirement for assessments.

Throughout the programme, you will undertake training in your place of employment, working alongside the multidisciplinary team to deliver safe and effective care to patients in the perioperative environment, on the wards and in the clinics both pre and post-operatively.

A minimum of 33.5 hours per week, for approximately 37 weeks, will be spent working in practice.The national curriculum requires a minimum of 2,200 hours over the two years in combined clinical activities in and out of the theatre environment. A minimum of 1,100 hours has to be spent in the operating theatre environment.

In addition to the above, a half-day per week will be built into your annual timetable to facilitate self-directed learning and engagement with Edge Hill University’s virtual learning environment.

How will I be assessed?

In university, assessments will take the form of essays, written case studies, viva voce (oral) examinations, written examinations and observed structured clinical examinations (OSCEs).

In practice, you will be assessed using a variety of techniques, including:

- The Direct Observation of Procedural Skills (DOPS), where you will perform a specific practical procedure that is directly observed;

- Case-based Discussion (CbD), requiring the evaluation of your performance in the management of a patient. This will provide an indication of your competence in areas such as clinical reasoning, decision-making and the application of medical knowledge in relation to patient care;

- Clinical Evaluation Exercise (CEX), where a clinical encounter with a patient is evaluated to provide an indication of your competence in skills essential for outstanding clinical care.

Who will be teaching me?

You will be taught by tutors from the Faculty of Health and Social Care who have the experience and expertise to deliver the applied elements of this MSc via lessons, seminars and discussions. In addition, teaching will be provided by associate lecturers who are either medically qualified, or employed as qualified surgical care practitioners.

You will require a mentor who must be a consultant surgeon for the practice elements of the programme, although it is expected that you will work with a variety of staff within the surgical team. This may include, for example, other consultant surgeons, registrars and junior medical staff, in addition to other surgical care practitioners (subject to availability). The mentor(s) must be willing and available to work alongside you in the clinical arena, with real patients, supervising and assessing your clinical activities.

What are my career prospects?

On completion of this programme, you will gain a nationally recognised qualification that enables you to undertake the role of a surgical care practitioner.

You will also be able to demonstrate a number of core and specialist skills that will enable you to work effectively as part of the surgical team, work competently to practice within your field of speciality (e.g. cardiothoracic, colorectal, or trauma and orthopaedics) and to be able to function confidently, competently and autonomously.

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