continuing professional development framework schedule of delivery dates module …€¦ · ·...

FACULTY OF HEALTH AND LIFE SCIENCES

DEPARTMENT OF PUBLIC HEALTH AND WELLBEING

CONTINUING PROFESSIONAL DEVELOPMENT FRAMEWORK

SCHEDULE OF DELIVERY DATES

MODULE LEVELS 5 & 6

(2015/6)

0191 215 6222

[email protected]

www.northumbria.ac.uk/cpd

http://www.northumbria.ac.uk/cpd

CONTENTS

PRACTICE DEVELOPMENT MODULES Page AC6615

AC0338

AC0645

AC0604

AC0334

AC6617

AC6616

AC0662

AC0511

AC0690

AC6628

AC0507/AC6620/TE0757

AC0510/AC666/AC0736

AC0603

AC0625

AC0341

SW0619

AC0246

AC6603

AC0697

AC0606

AC0651

AC0696

AC0335

AC0319

MW0622

MW0621

MW0620

AC0699

PP0267

AC6653

AC0681

AC6623

AC6634

Academic Recognition of CPD for Practice Development

Acute and Chronic Respiratory Disorders

Alcohol and Substance Misuse – An issue for all

Anaesthetic Practice

Care and Management of Clients with Renal Impairment

Children and Young People: Recognition and Emergency

Care in Critical Illness

Chronic Heart Failure Management

Contemporary Chemotherapy Practice

Developing Enquiry and Research Skills (Level 5)

Developing Leadership Capacity and Managing Change

Developing Skills in Healthcare Simulation

Facilitating Learning and Assessment in Practice

Facilitating Learning and Assessment in Practice (APEL)

Foundations in Peri-Operative Practice

Foundations of Neuroscience Practice

Informing Professional Practice: Safeguarding Adults and

Mental Capacity

Mental Health Capacity Act

History Taking and Physical Assessment

History Taking and Physical Assessment in Children

Integrating Evidence for Practice Development (Portfolio 2)

Intra-Operative Practice

Introduction to 12-Lead ECG

Learning for Practice Development (Portfolio1)

Leg Ulcer Management

Management of Acute Chest Pain

Neonatal Intensive Care Nursing

Neonatal High Low Dependency Care Nursing

Preparation of Supervisor of Midwives

Prevention and Management of Diabetes in Adults

Promoting Health and Wellbeing

Return to Professional Practice

Safeguarding Children and Young People

Tissue Viability Management

Exploring Issues in Peri-Natal Mental Health

5

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9

10

11

12

13

14

16

17

23

24

25

26

27

28

30

31

33

34

36

38

39

40

41

42

44

46

47

48

49

50

2

Page

CANCER CARE MODULES

51

AC0008 Foundations in Cancer Care 52 AC0310 Chemotherapy Enhancing Practice 54 AC0313 Communicating Effectively in Difficult Situations 56 AC0665 Haematology and Stem Cell Transplantation 57

CHILD AND ADOLESCENT MENTAL HEALTH

58

AC6611 Common Presentations in CAMH 59 AC6610 Prevention and Early Intervention in CAMH 61 AC6612 Skills for Practice in CAMH 63 CRITICAL CARE

64

AC0258 Foundations in Critical Care 65 AC0260 Adult Critical Care 67 EMERGENCY CARE 69 AC0675 Competence for Practice – Minor Illness/Injury 70 AC6629 Competence for Practice – Major Illness/Injury 72 AC0246 History Taking and Physical Assessment 73 AC0677 Agency, Decision Making and Leadership 75 AC0678 Reflecting and Analysing Emergency Care Practice 76

GENERAL PRACTICE NURSING 77 AC6650 AC6651 AC6652

Context of Nursing in General Practice Preventative Interventions in Practice Nursing Monitoring and Management of Long Term Conditions

78 79 80

INFECTION CONTROL 81 AC0205 Principles and Concepts of Infection Control 82 AC0356 Infection Control in Secondary Care Settings 83 AC0668 Infection Control in Primary Care 84 MENTAL HEALTH

85

AC0349 Cognitive Behavioural Skills for Practice 86 AC6607 Governance in Mental Health/Learning Disability 87 AC6609 Skills for Practice in Mental Health and Learning Disability 88 AC6608 Needs Assessment and Analysis in Mental Health/Learning

Disability 89

AC6600 Mental Health and the Older Person – Dementia, Delirium and Depression

90

3

Page

OLDER PERSON 91 AC6633 Enhancing the care of the Older People 92 AC6631 Contemporary Issues in Care and Delivery 94 PALLIATIVE CARE

95

AC0342 Principles of Palliative Care 96 AC0664 End of Life Care for All 97 AC6613 Managing Pain and Symptoms in Advanced Disease 98

PARAMEDIC PRACTICE 100 AC0246 AC0675

History Taking and Physical Assessment Competence for Practice-Minor Illness/Injury

101 103

SEXUAL HEALTH

105

AC0612 Foundations of Sexual Health Practice 106

4

AC6615 – ACADEMIC RECOGNITION OF CPD FOR PRACTICE DEVELOPMENT

This module is designed to acknowledge and promote Continuing Professional Development (CPD). The module enables recognition of CPD through description, contextualisation and rationalisation of learning achievements. The student will be an independent learner and will identify their individual learning objectives with guidance through tutorial from the module leader and develop and demonstrate a critical awareness of how recent and present study can be applied to practice contexts, and facilitate personal, professional and/or practice development. The CPD learning can be formal learning e.g. Master class activity, practice based study days, project work etc. or informal learning e.g. reflection on role development or practice critical incidents. The learning can also be a collection of formal and informal themed learning, or the acquisition of clinical skills competencies relevant to the individuals practice. The module is assessed via a 2,500 word reflective portfolio which allows the student to identify and explore developing knowledge for practice and how this is applied to the Professional role and Practice setting.

ASSESSMENT OVERVIEW: Students will receive formative feedback via tutorial support

Summative assessment and rationale for tasks

Students will develop a reflective portfolio demonstrating evidence of their learning; this will be summatively assessed against the learning outcomes of the module. All module learning outcomes must be achieved to a satisfactory level to attract an overall pass grade. This will assess all learning outcomes.

SCHEDULE OF DELIVERY: Max Student Nos: 15 This module is delivered twice commencing 23rd April 2015 and 6th November 2015. Each requires one day’s attendance. Module Code Module Title Tutor Date Time

AC6615 Academic Recognition of CPD Mike Dale 23.04.15 10:00 – 12:00

Module Code Module Title Tutor Date Time

AC6615 Academic Recognition of CPD Mike Dale 06.11.15 10:00 – 12:00

5

AC0338 – ACUTE AND CHRONIC RESPIRATORY DISORDERS IN HEALTH CARE This module will provide the opportunity to learn and explore a wide range of Respiratory Disorders and current available treatment options through the medium of lectures, seminars and directed study. It will provide the opportunity to reflect on holistic care for this group of patients and examine the predicted health and social outcomes of intervention. It will also give the student opportunity to debate with colleagues and cross fertilise ideas and experiences. The opportunity to discuss change of practice in light of current knowledge will also be addressed.

ASSESSMENT OVERVIEW: 1. Assessment will be through the production of a plan of care for a patient with a respiratory

disorder. Rationale should be offered for two aspects of care delivered to the patient, using current available literature to substantiate 1,000 words

2. An in depth exploration of one respiratory condition and the effect upon the patient and carers along with an exploration of available treatment options. Informed judgements regarding patient care should be justified and the underlying knowledge and skills required to make that judgement should be recognized. Appropriate changes to care in light of this exploration and current available literature should be suggested and the probability of success of that change. 4,000 words

SCHEDULE OF DELIVERY: Max Student Nos: 30 This module is delivered once commencing 3rd February 2016 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0338 Acute and Chronic Respiratory Disorders in Health Care

Vanessa Gibson 03.02.16 9:00 – 16:00

10.02.16 9:30 – 16:00

17.02.16 Self-Directed Study

24.02.16 9.30 – 16.00

02.03.16 9:30 – 16:00

09.03.16 9:30 – 16:00

16.03.16 9:30 – 16:00






6

AC0645 – ALCOHOL AND SUBSTANCE MISUSE – AN ISSUE FOR ALL

This module will engage the student in exploration of key issues in the abuse of alcohol and other psychoactive substances within society. It will encourage the non-addiction specialist to identify and explore the contribution which can be made from the working role they have in responding to alcohol and substance problems and issues when they present. A variety of learning and teaching strategies are used, including lectures, seminars, group work and directed/independent learning. The assessment strategy will create occasion for the student to apply the learning engaged with throughout the module to relevant aspects of their current working role, with a critical view to inform future practice. ASSESSMENT CRITERIA 4000-word essay SCHEDULE OF DELIVERY: Max Student Nos: 10 This module is delivered once commencing 9th February 2016 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0645 Alcohol and Substance Misuse; An Issue for All Sandra Moran 09.02.16 9.30 – 16.00

16.02.16 Self-Directed study

23.02.16 9.30 – 16.00


08.03.16 9.30 – 16.00


22.03.16 9.30 – 16.00


05.04.16 9.30 – 16.00


7

AC0604 – ANAESTHETIC PRACTICE

This module is designed to promote optimum care for patients being prepared for and undergoing a range of anaesthetic techniques and interventions. In addition to addressing patients’ physiological, psychological and socio-cultural needs, it contextualises practice within contemporary health and social care provision. In so doing, it facilitates exploration of how perioperative practice and service provision can be developed by the contribution of the anaesthetic practitioner within the multidisciplinary care team. During the module, you must gain practice experience in an anaesthetic area where the practice competencies can be achieved in negotiation with a suitably qualified anaesthetic practitioner. This aspect must be negotiated before commencement of the module with your clinical manager and module teacher. ASSESSMENT OVERVIEW: In order to successfully complete this module and gain 20 credit points a degree level, you are required to submit verification of the specified practice competencies via a negotiated learning agreement and completed action plan between yourself and a suitable qualified anaesthetic practitioner. Also required is a critical review of a relevant practice issue which demonstrates critical analysis and evaluation of a range of contemporary evidence in relation to the selected topic. This will give you the opportunity to demonstrate your extended knowledge and relevant application to practice as well as relevant analysis and evaluation of both theory and practice. SCHEDULE OF DELIVERY: Max Student Nos: 10 This module is delivered once commencing 19th January 2016 and comprises of directed and self-directed study days.


AC0604 Anaesthetic Practice Sheila Stott 19.01.16 9:30-16:30

26.01.16 9:30-16:30

02.02.16 9:30-16:30

09.02.16 9:30-16:30

16.02.16 9:30-16:30






8

AC0334 – CARE AND MANAGEMENT OF CLIENTS WITH RENAL IMPAIRMENT

This module enables the student to explore the special needs of the patient with altered renal function or end stage renal failure. It will facilitate the development of the knowledge and skills required to care for patients with impaired renal function or end stage renal failure and make informed judgements regarding the care. There will be an opportunity to explore the impact on the family or carer. Students are required to provide evidence of reflective practice and the successful integration of theory and practice. ASSESSMENT OVERVIEW: Portfolio of evidence that demonstrates achievement of the learning outcomes, this will provide evidence that can be utilised by the practice area to develop the service or enhance the provision of care. It will also provide the student with evidence for their professional portfolio for scrutiny by the professional body – 50%

Reflective essay that will provide the student with the opportunity to analyse an aspect of their current practice and identify ways that practice could be enhanced in light of current contemporary evidence. This will facilitate meaningful integration between theory and practice 50% SCHEDULE OF DELIVERY: Max Student Nos: 10 This module is delivered once commencing 15th September 2015 and comprises of directed study days only. Module Code Module Title Tutor Date Time

AC0334 Care & Management of Clients with Renal Impairment Mark Bevan 15.09.15 9.30 – 16.00

22.09.15 9.30 – 16.00

29.09.15 9.30 – 16.00

06.10.15 9.30 – 16.00

13.10.15 9.30 – 16.00

20.10.15 9.30 – 16.00

27.10.15 9.30 – 16.00

03.11.15 9.30 – 16.00

10.11.15 9.30 – 16.00

17.11.15 9.30 – 16.00

24.11.15 9.30 – 16.00

01.12.15 9.30 – 16.00

08.12.15 9.30 – 16.00

9

AC6617 – CHILDREN AND YOUNG PEOPLE: RECOGNITION AND EMERGENCY CARE IN CRITICAL ILLNESS

The overall aim of the module is to develop the knowledge and skills required for the safe care of critically ill Children and Young People. The student should gain a sound knowledge and understanding of specific physiological problems encountered in children and is able to recognise, respond to and manage emergency situations and care. ASSESSMENT OVERVIEW: The module is assessed by Summative assessment as follows, written essay, critical exploration of acute and serious illness in children and a clinical exam (OSCE) A Pass in both of the above is required. The OSCE assessors will be the module co-ordinator and clinical educator/practitioner. The module utilises High Fidelity Simulation with Sim Baby as a key component. Summative assessment will require the student to participate in simulated scenario exam this will require the student to demonstrate competent practice and through dialogue rationalise actions. The written component will be a 2000 word critical review of care of a sick child/young person and discuss implications for their future practice and professional development. SCHEDULE OF DELIVERY: Max Student No: 14 This module is delivered once commencing 15th February 2016 and will consist of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC6617 Children and Young People: Recognition and Emergency Care in Critical Illness

Mike Stephenson 15.02.16 09:00 – 15.30

22.02.16 09:00 – 15.30

29.02.16 09:00 – 15.30

07.03.16 09:00 – 15.30

14.03.16 09:00 – 15.30

21.03.16 10:00 – 15.00




Assessment 18.04.16 09:00 – 16.00

Assessment 19.04.16 09:00 – 16.00

10

AC6616 – CHRONIC HEART FAILURE MANAGEMENT

This module is designed for practitioners working with individuals who suffer from chronic heart failure, who wish to advance and develop their knowledge and skills with regards on the ongoing support and management of these individuals. Students will be expected to demonstrate the ability to make autonomous decisions, communicate effectively and ensure timely referral of patients to senior members of the multi-disciplinary team. The module will be delivered through a combination of guided study, structured lectures and problem solving exercises. The assessment strategy will require the students to construct a critically reflective clinical portfolio, in which the student will produce evidence of the achievement of specified clinical competencies. The portfolio will be constructed in collaboration with clinical experts and will reflect the competencies’ identified within the National Coronary Heart Disease (CHD) Competency Framework (Skills for Health 2005) ASSESSMENT OVERVIEW: Summative Assessment: The assessment strategy will require the students to construct a critically reflective clinical portfolio, in which the student will produce evidence of advanced knowledge and skills with regards to the care and management of individuals suffering from heart failure. Within the portfolio the students will be required to reflect upon their ability to offer ongoing advice and support to patients, make autonomous decisions, communicate effectively and ensure timely referral of patients to senior members of the multi-disciplinary team. Formative Assessment: Formative assessment is provided during seminars by module leader and peers. Written feedback will be provided for summative assessment. SCHEDULE OF DELIVERY: Max Student Nos: 15 This module is delivered once commencing 14th January 2016 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC6616 Chronic Heart Failure Management Sandra Bennett 14.01.16 9:30 – 16:00


28.01.16 9:30 – 16:00


11.02.16 9:30 – 16:00


25.02.16 9:30 – 16:00


10.03.16 9:30 – 16:00


11

AC0662 – CONTEMPORARY CHEMOTHERAPY PRACTICE (10 credits) This module is designed for practitioners administering chemotherapy in a non-oncology area and focuses upon the multidisciplinary concepts of care. A flexible learning approach is adopted to assist you to develop specific knowledge and skills relating to the care of people receiving chemotherapy for conditions other than cancer. The module is designed to enable practitioners to critically examine contemporary chemotherapy practice administered to non cancer patients in a non-oncology setting. The impact of chemotherapy treatment for the patient will be explored from a physiological and pharmacological perspective and you will be encouraged to reflect and explore personal experiences arising from your own clinical practice. Lectures, discussions, seminars and supervised clinical practice will assist you to draw upon and develop your existing theoretical and practical knowledge in order to apply the module content to your professional practice and will be supported and enhanced by the utilisation of Blackboard and e-learning methodologies ASSESSMENT STRATEGY Formative assessment and rationale for tasks Feedback strategy SCHEDULE OF DELIVERY: Max Student Nos: 5 This module will be delivered twice commencing 11th September 2015 and 12th February 2016, comprising of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0662 Contemporary Chemotherapy Practice Gill Walton 11.09.15 9.30 – 15.30

18.09.15 9.30 – 15.00

25.09.15 9.30 – 15.30


09.10.15 9.30-14.30


23.10.15 9.30-13.00


AC0662 Contemporary Chemotherapy Practice Gill Walton 12.02.16 9.30 – 15.30

19.02.16 9.30 – 15.00

26.02.16 9.30 – 15.30


11.03.16 9.30-14.30

19.03.16 9.30-13.00


12

AC0511 – DEVELOPING ENQUIRY AND RESEARCH SKILLS (LEVEL 5)

This module is designed to facilitate lifelong learning and enable students to develop their skills in enquiry and research, developing skills in literature searching, analysis of information and knowledge in relation to research. From that analysis, students are expected to identify recommendations for improving their own practice. The module offered may be taken as an entry module into Level 6 study. Assessment will be via an essay. This module can be used as an access module to degree level study for practitioners who do not have evidence of diploma level study. ASSESSMENT OVERVIEW: Summative assessment and rationale for tasks All learning outcomes will be assessed via an essay that demonstrates appropriate literature searching, analysis of the literature and implications for personal practice. Additional formative assessment – detail of process and rationale Students will undertake seminars mid-point, during the module and receive feedback from the tutor. Students will be encouraged to share items from their personal learning to which formative feedback will be given. Indication of how students will get feedback and how this will support their learning The module tutor will give feedback in sessions to facilitate student development in relation to the subject area. SCHEDULE OF DELIVERY: Max Student Nos: 5 This module is delivered once commencing 5th January 2016, comprising of study days only. Module Code Module Title Tutor Date Time

AC0511 Developing Enquiry and Research Skills Suzanne Jones 05.01.16 09:00 – 16:00

12.01.16 09:00 – 16:00

19.01.16 09:00 – 16:00

26.01.16 09:00 – 16:00

09.02.16 09:00 – 16:00

16.02.16 09:00 – 16:00

01.03.16 09:00 – 16:00

13

AC0690 – DEVELOPING LEADERSHIP CAPACITY AND MANAGING CHANGE

Developing leadership capacity and managing change are an integral part of the Government’s transformation agenda and as such places health professionals at the frontline of supporting and developing patient centred care through effective leadership and service development. This module aims to integrate theory, research and practice to enable the practitioner to develop leadership capacity and capability in order to develop the team, lead change and instigate effective service delivery at a variety of levels within the organisation. This will be achieved by utilising a variety of approaches to teaching and learning that support the students’ individual development. This will include the use of lectures, action learning sets, the use of self assessment/diagnostic tools and the e-learning portal. Formative and summative assessments will involve students critiquing culture, leadership and change within organisations to improve service delivery. The summative assessment will culminate learning within a 4000 word essay. ASSESSMENT OVERVIEW:

Summative assessment and rationale for tasks This will be in the form of a 4000 word essay in which students will critically explore influencing factors and processes of leading and managing change. This will require that students examine the concepts of leadership theory and change management in relation to managing and leading change within their own sphere of practice. Students may draw on past, present or future developments to critically analyse relevant issues and processes for successful service developments. Feedback will be provided formatively during group and individual tutorials and summatively through written comments within the final feedback assessment. (LO 1, 2, 3, 4, 5) Additional formative assessment – detail of process and rationale Students will undertake a variety of self and organisational assessments to aid critical exploration of their own leadership capacity and capability in relation to organisational learning and development. These will be undertaken within workshops and action learning sets. (LO 1, 3) Indication of how students will get feedback and how this will support their learning SCHEDULE OF DELIVERIES: Max Student Nos: 35 This module is delivered twice commencing 12th October 2015 and 18th January 2016, comprising of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0690 Developing Leadership Capacity and Managing Change Vicky Gilroy 12.10.15 9:30 – 17:00

19.10.15 9.30 – 17.00

26.10.15 9.30 – 17.00


09.11.15 9.30 – 17.00



30.11.15 9.30 – 17.00



14

AC0690 Developing Leadership Capacity and Managing Change Vicky Gilroy 18.01.16 9:30 – 17:00

25.01.16 9.30 – 17.00

01.12.16 9:30 – 17:00



22.02.16 9.30 - 17.00


07.03.16 9.30 – 17.00



15

AC6628 – DEVELOPING SKILLS IN HEALTHCARE SIMULATION

The aim of this module is to provide students with the opportunity to study simulation as a learning and teaching methodology exploring scenario design, delivery, debriefing, programming and patient safety strategies. Students will critically evaluate the various approaches to simulation in relation to the underpinning evidence base and educational theory and practice. The teaching and learning strategies will reflect the academic level of the module and this will be utilised to support the student in the development of their role in simulation education. Engaging them in active learning to facilitate skill development, critical analysis, synthesis and self-reflection. These will include lectures and seminars with a particular focus on simulation workshops/practicals. The students will receive formative feedback on their performance during these workshops/practicals through lecturer and peer review. The module is summatively assessed via a reflective portfolio that allows students to demonstrate their simulation practice development. ASSESSMENT OVERVIEW:

Summative assessment and rationale for tasks Students will undertake a 3000 word reflective portfolio of evidence of achievement. Feedback will be provided formatively during seminars and practical workshops and written feedback on portfolio. SCHEDULE OF DELIVERIES: Max Student Nos: 15 Newly validated module – delivery dates to be confirmed Module Code Module Title Tutor Date Time

AC6628 Developing Skills in Healthcare Simulation Alan Platt TBC

16

AC0507/AC6620/TE0757 – FACILITATING LEARNING AND ASSESSMENT IN PRACTICE

The purpose of this module is to prepare practitioners in health care settings to assume responsibility for the facilitation of learning and assessment in practice. The module is delivered at academic levels 5, 6 & 7 and it will enable students to demonstrate that they are working to relevant professional standards. It will include classroom-based sessions, work- based experience with a learner and structured, directed learning activities supported by on-line learning materials. Students will be expected to critically analyse their development as a mentor/educator in practice, which will incorporate evidence of their experience of facilitating learning and assessment for a learner in the practice setting. The student will be encouraged to analyse learning and assessment opportunities for this learner and within the wider practice learning environment. This learning, teaching and assessment strategy will use peer and tutor interaction and feedback to integrate the principles of assessment for learning.

The module will promote inter-professional education in the practice setting, encouraging students to develop their working relationships to facilitate learning and assessment for a diverse learner population. Students will be expected to express current health care values in their approach to practice learning.

ASSESSMENT OVERVIEW: Critical analysis of role development as a mentor (3500 words)

SCHEDULE OF DELIVERY: Max Students: 50 There are multiple deliveries of this module per contractual year. Module Code Module Title Tutor Date Time

AC0507/ AC6620/ TE0757

Facilitating Learning and Assessment in Practice Karen Corder 06.05.15 9:00 -16:00

13.05.15 9:00 -16:00

20.05.15 9:00 -16:00

10.06.15 9:00 -16:00

17.06.15 9:00 -16:00


AC0507/ AC6620/ TE0757

Facilitating Learning and Assessment in Practice Peter Dryden 07.05.15 9:00 -16:00

14.05.15 9:00 -16:00

21.05.15 9:00 -16:00

11.06.15 9:00 -16:00

18.06.15 9:00 -16:00

17


AC0507/ AC6620/ TE0757

Facilitating Learning and Assessment in Practice Lynn Swift 08.05.15 9:00 -16:00

15.05.15 9:00 -16:00

22.05.15 9:00 -16:00

12.06.15 9:00 -16:00

19.06.15 9:00 -16:00


AC0507/ AC6620/ TE0757


Suzanne Crozier 02.06.15 9:00 -16:00

09.06.15 9:00 -16:00

16.06.15 9:00 -16:00

07.07.15 9:00 -16:00

14.07.15 9:00 -16:00


AC0507/ AC6620/ TE0757



22.09.15 9:00 -16:00

29.10.15 9:00 -16:00


13.10.15 9:00 -16:00

20.10.15 9:00 -16:00


AC0507/ AC6620/ TE0757

Facilitating Learning and Assessment in Practice Kath Steele 09.09.15 9:00 -16:00


23.09.15 9:00 -16:00

30.09.15 9:00 -16:00


18

14.10.15 9:00 -16:00

21.10.15 9:00 -16:00


AC0507/ AC6620/ TE0757

Facilitating Learning and Assessment in Practice Lesley Trewick 10.09.15 9:00 -16:00


24.09.15 9:00 -16:00

01.10.15 9:00 -16:00


15.10.15 9:00 -16:00

22.10.15 9:00 -16:00


AC0507/ AC6620/ TE0757

Facilitating Learning and Assessment in Practice Alan White 11.09.15 9:00 -16:00


25.09.15 9:00 -16:00

02.10.15 9:00 -16:00


16.10.15 9:00 -16:00

23.10.15 9:00 -16:00


AC0507/ AC6620/ TE0757

Facilitating Learning and Assessment in Practice Jen Logan 03.11.15 9:00 -16:00


17.03.15 9:00 -16:00

24.03.15 9:00 -16:00


08.12.15 9:00 -16:00

15.12.15 9:00 -16:00

19


AC6620/ TE0757

Facilitating Learning and Assessment in Practice (OT/Physio)

Samantha Shann

03.11.15 9:00 -16:00

10.11.15 9:00 -16:00




08.12.15 9:00 -16:00


AC0507/ AC6620/ TE0757


Joy Campbell 04.11.15 9:00 -16:00


18.11.15 9:00 -16:00

25.11.15 9:00 -16:00


09.12.15 9:00 -16:00

16.12.15 9:00 -16:00


AC0507/ AC6620/ TE0757



19.11.15 9:00 -16:00

26.12.15 9:00 -16:00


10.12.15 9:00 -16:00

17.12.15 9:00 -16:00


AC0507/ AC6620/ TE0757

Facilitating Learning and Assessment in Practice Carole Proud 05.01.16 9:00 -16:00

12.01.16 Self-Directed

20

Study

19.01.16 9:00 -16:00

26.01.16 9:00 -16:00


09.02.16 9:00 -16:00

23.02.16 9:00 -16:00


AC0507/ AC6620/ TE0757



20.01.16 9:00 -16:00

27.01.16 9:00 -16:00


10.02.16 9:00 -16:00

24.02.16 9:00 -16:00


AC0507/ AC6620/ TE0757



21.01.16 9:00 -16:00

28.01.16 9:00 -16:00


11.02.16 9:00 -16:00

25.02.16 9:00 -16:00


AC0507/ AC6620/ TE0757

Facilitating Learning and Assessment in Practice Kath Steele 08.01.16 9:00 -16:00


22.01.16 9:00 -16:00

29.01.16 9:00 -16:00


21

12.02.16 9:00 -16:00

26.02.16 9:00 -16:00


AC0507/ AC6620/ TE0757



15.03.16 9:00 -16:00

22.03.16 9:00 -16:00


12.04.16 9:00 -16:00

19.04.16 9:00 -16:00


AC0507/ AC6620/ TE0757


Kath Steele 02.03.16 9:00 -16:00


16.03.16 9:00 -16:00

23.03.16 9:00 -16:00


13.04.16 9:00 -16:00

20.04.16 9:00 -16:00


AC0507/ AC6620/ TE0757



17.03.16 9:00 -16:00

24.03.16 9:00 -16:00


14.04.16 9:00 -16:00

21.04.16 9:00 -16:00

22


AC6620/ TE0757

Facilitating Learning and Assessment in Practice (OT/Physio) Chris Tait 08.03.16 9:00 -16:00

15.03.16 9:00 -16:00




19.04.16 9:00 -16:00


AC0510/ AC0666/ AC0736

Facilitating Learning and Assessment in Practice (APEL) Jen Logan 18.05.15 09.00-16.00


AC0510/ AC0666/ AC0736

Facilitating Learning and Assessment in Practice (APEL) Kath Steele 07.09.15 09.00-16.00


AC0510/ AC0666/ AC0736

Facilitating Learning and Assessment in Practice (APEL) Jen Logan 18.01.16 09.00-16.00

23

AC0603 FOUNDATIONS IN PERI-OPERATIVE PRACTICE

This module serves as a foundation for all perioperative practitioners undertaking the perioperative CPD modules. This module is designed to facilitate perioperative practitioners’ to critically explore the concepts and principles essential to perioperative practice and to investigate and critically analyse the professional and contemporary issues relating to the role of the perioperative practitioner and those, which impact upon quality, care delivery. The module will enable students to critically analyse perioperative practice where the specified learning outcomes can be achieved, and for which appropriate clinical supervision/facilitation is guaranteed. It is important to recognise and acknowledge that if you normally have limited exposure to the aspects of perioperative practice you will require more than the minimum hours of supervised practice in order to achieve the specified learning outcomes. This aspect must be negotiated with your clinical practice manager and module teacher in advance of the module. Successful completion of this module gains 20 points at level 6. ASSESSMENT OVERVIEW: Assessment requires evidence of achievement of the specified learning outcomes via a portfolio of evidence. SCHEDULE OF DELIVERY: Max Student Nos: 15 This module is delivered once commencing 22nd September 2015 and comprises of directed and Self-Directed study days Module Code Module Title Tutor Date Time

AC0603 Foundations in Peri-operative Practice

Sheila Stott 22.09.15 9:30-16.30

29.09.15 9:30-16:30

06.10.15 9:30-16:30

13.10.15 9:30-16:30

20.10.15 9:30-16:30






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AC0625 – FOUNDATIONS OF NEUROSCIENCE PRACTICE The module aims to increase the students understanding of the normal anatomy and physiology of the nervous system. Having done so the student will then explore the consequence and manifestations of disordered physiology within the nervous system, with the aim of enhancing the student’s competence in assessing neuro-pathology. The module will be delivered through a combination of guided study, structured lectures and problem solving exercises. ASSESSMENT OVERVIEW: The assessment strategy will require the students to complete an unseen multiple choice exam and a written case study, which will require the students to critically reflect on the development of their clinical practice. SCHEDULE OF DELIVERY: Max Student Nos: 15 This module is delivered once commencing 8th September 2015, comprising of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0625 Foundations in Neuroscience Practice TBC 08.09.15 9:00 – 16:00

15.09.15 9:30 – 16:00

22.09.15 9:30 – 16:00


06.10.15 9:30 – 16:00

13.10.15 9:30 – 16:00

20.10.15 9:30 – 16:00





Exam 24.11.15 9.30 – 13.30

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AC0341 – INFORMING PROFESSIONAL PRACTICE: SAFEGUARDING ADULTS AND MENTAL CAPACITY

This module will enable students to critically review the wider context in which issues of capacity and the abuse of vulnerable adults takes place. Students will be encouraged to evaluate the skills and knowledge needed for direct practice in this area. The teaching and learning involved seeks to improve understanding not just of adult protection and mental capacity as an area of specialist knowledge and skills, but of the various professional roles and distinct contributions of those within the multi disciplinary environment. ASSESSMENT OVERVIEW: The assessment is designed to enable students to evaluate both their theoretical understanding of the issues as well as the policy and practice implications of working with vulnerable people within a multi disciplinary framework.

SCHEDULE OF DELIVERY Max Student Nos: 15 This module is delivered once commencing 14th September 2015 and comprises of directed study days. Module Code Module Title Tutor Date Time

AC0341 Informing Professional Practice: Safeguarding Adults & Mental Capacity

Carole Southall 14.09.15 9:00 - 16:00

15.09.15 9:00 - 16:00

21.09.15 9:00 - 16:00

22.09.15 9:00 - 16:00

28.09.15 9:00 - 14:00

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SW0619 – MENTAL CAPACITY IN CONTEMPORARY HEALTH AND SOCIAL CARE

This module will help to equip you to operate under the Mental Capacity Act (MCA) (2005) and enable you to critically review the wider context in which issues of mental capacity are present. The teaching and learning involved seeks to develop understanding not just of mental capacity as an area of specialist knowledge and skills, but of the various professional roles and distinct contributions of those within the multi-disciplinary environment and the collaborative nature of these roles needed to achieve a holistic assessment of the individual. Key areas of focus will be the Act’s framework for assessing capacity and making best interest decisions on behalf of those unable to make decisions for themselves.

ASSESSMENT OVERVIEW: The assessment (2500 words at level 6) is designed to enable students to critically evaluate their understanding of Mental Capacity, the Mental Capacity Act and associated legislation as well as the application of these concepts to clinical decision making in the practice environment.

SCHEDULE OF DELIVERY: Max Student Nos: 20 This module will be delivered once commencing 3rd March 2016 comprising of study days only. Module Code Module Title Tutor Date Time

SW0619 Mental Capacity in Contemporary Health and Social Care

Mark Robinson 03.03.16 9.00-15.00

04.03.16 9.00-15.00

23.03.16 9.00-15.00

11.04.16 9.00-15.00

12.04.16 9.00-15.00

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AC0246 – HISTORY TAKING AND PHYSICAL ASSESSMENT

The module will introduce students to the process of history taking and assessing the physical manifestations of common disease processes. Students will be able to evaluate routine clinical investigations and assess the severity of symptom complexes relating to common gastrointestinal, cardiovascular, respiratory and neurological conditions. The module will be delivered through a combination of guided study, structured lecturers and practical workshops. The student is required to participate in the practice sessions from the start. The module is intensive in nature and requires student commitment.

ASSESSMENT OVERVIEW: To ensure that the assessment strategy addresses both the theoretical and practical elements of the module, the students will be assessed through multi-choice questions and short answer questions examination, as well as an objective structured clinical examination (OSCE). SCHEDULE OF DELIVERY: Max Student Nos: 25 This module will be delivered three times commencing 10th September 2015, 6th January 2016 and 7th January 2016 comprising of study days only. Module Code Module Title Tutor Date Time

AC0246 History Taking and Physical Assessment Mark Bevan 10.09.15 9.30-17.00

17.09.15 9.30-17.00

24.09.15 9.30-17.00

01.10.15 9.30-17.00

08.10.15 9.30-17.00

15.10.15 9.30-17.00

22.10.15 9.30-17.00

29.10.15 9.30-17.00

05.11.15 9.30-17.00

12.11.15 9.30-17.00

19.11.15 9.30-17.00

26.11.15 9.30-13.00

03.12.15 9.30-12.30



13.01.16 9.30-17.00

20.01.16 9.30-17.00

27.01.16 9.30-17.00

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03.02.16 9.30-17.00

10.02.16 9.30-17.00

17.03.16 9.30-17.00

24.02.16 9.30-17.00

02.03.16 9.30-17.00

09.03.16 9.30-17.00

16.03.16 9.30-17.00

24.03.16 9.30-13.00

31.03.16 9.30-12.30



14.01.16 9.30-17.00

21.01.16 9.30-17.00

28.01.16 9.30-17.00

04.02.16 9.30-17.00

11.02.16 9.30-17.00

18.02.16 9.30-17.00

25.02.16 9.30-17.00

03.03.16 9.30-17.00

10.03.16 9.30-17.00

17.03.16 9.30-17.00

24.03.16 9.30-13.00

31.03.16 9.30-12.30

29

AC6603 – HISTORY TAKING AND PHYSICAL ASSESSMENT IN CHILDREN

The module will introduce students to the process of history taking and assessing the physical manifestations of common disease processes presenting within children and young people. Students will be able to evaluate routine clinical investigations and assess the severity of symptom complexes relating to common illness presentations for CYP. The module will be delivered through a combination of guided study, structured lectures and practical workshops. Problem solving exercises in practice will allow students to contextualise their learning to their specific clinical practice. To ensure that the assessment strategy addresses both the theoretical and practical elements of the module, the students will be assessed through multi-choice questions and short answer questions examination, as well as an objective structured clinical examination (OSCE). ASSESSMENT OVERVIEW • An objective structured clinical examination (OSCE), which will assess the student ability to take a

concise history and complete a targeted physical assessment, and summaries their findings. This component of the assessment will be a pass or fail, which all students must pass to successfully complete the module.

• Short answer, problem-solving exercise, relating to a clinical case study scenario. The aim of the

assessment is twofold; firstly, to assess the student’s enhanced understanding of the manifestations, both physical and clinical, of the altered physiology relating to common disease processes, and secondly, to determine the student’s rationale for their proposed action.

SCHEDULE OF DELIVERY: Max Student Nos: 12 This module is delivered once commencing 8th September 2015 and comprises of self-directed and directed study days. Module Code Module Title Tutor Date Time

AC6603 History Taking and Physical Assessment in Children Peter Dryden 08.09.15 9:30-16:00

15.09.15 9:30-16:00

22.09.15 9:30-16:00

29.09.15 9:30-16:00

06.10.15 9:30-16:00

13.10.15 9:30-16:00




Assessment 09.11.15 9:00-17:00

Assessment 10.11.15 9:00-17:00

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AC0697 – INTEGRATING EVIDENCE FOR PRACTICE DEVELOPMENT: PORTFOLIO 2

This module requires students to consider and critique differing forms of evidence on which their practice is based. Quality assurance and governance mechanisms will be explored and students will be encouraged to recognise the centrality of these concepts to practice and evaluate how they can contribute to the maintenance of such systems. The concept of practice development will also be explored to facilitate the development of knowledge, skills and attitudes required to contribute to the management of change and transition within their sphere of practice. One of the modules key strengths is that it directly applies the knowledge gained from this module to the students own specialist area.

Throughout the module, students will develop a personal portfolio of evidence (e.g. using an e-portfolio such as pebble pad) demonstrating evidence of their learning. Supportive formative assessment with feedback will be via guidance teacher support, and with peer support in some of the approaches to learning and teaching. The finished portfolio of evidence will be summatively assessed against the learning outcomes of the module and students will be required to articulate the impact this learning has had on their practice and future development.

ASSESSMENT OVERVIEW Summative assessment and rationale for tasks The module will be assessed summatively at the end of the module. Students will develop a portfolio (using an e-portfolio such as Pebble Pad) demonstrating evidence of their learning; this will be assessed against the learning outcomes of the module and will articulate the impact this learning has had on their practice and future development. Additional formative assessment – detail of process and rationale The construction of the portfolio will take place over the length of the module. There will be opportunity for students to discuss and decide on evidence to be submitted. The guidance teacher system supports the provision of formative feedback via seminars and group tutorials Indication of how students will get feedback and how this will support their learning Formative feedback will be available via a variety of methods including: self assessment, peer assessment, module and guidance teacher assessment and via eLearning communication opportunities. This will enable students to consider the validity of evidence included in the portfolio and where appropriate, revise the evidence in light of feedback before the work is summatively assessed. All module outcomes will be met during the process of formative and summative assessment.

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SCHEDULE OF DELIVERY Max Student Nos: 220 This module is delivered once commencing 16th March 2016 and will comprise of directed study days only. Module Code Module Title Tutor Date Time

AC0697 Integrating Evidence for Practice Development: Portfolio 2 Mike Stephenson 16.03.16 09.30 – 16.30

20.04.16 13.30 – 16.30

01.06.16 09.30 – 16.30

22.06.16 09.30 – 16.30

06.07.16 09.30 – 16.30

20.07.16 13.30 – 16:30

07.09.16 13.30 – 16.30

21.09.16 13.30 – 16.30

12.10.16 13.30 – 16.30

26.10.16 13.30 – 16.30

14.12.16 09.30 – 16.30

32

AC0606 – INTRA-OPERATIVE PRACTICE

This module serves as a foundation for all peri-operative practitioners undertaking the peri-operative CPD modules. This module is designed to facilitate peri-operative practitioners to critically explore the concepts and principles essential to peri-operative practice and to investigate and critically analyse the professional and contemporary issues relating to the role of the peri-operative practitioner and those, which impact upon quality care delivery.

The module will enable students to critically analyse peri-operative practice where the specified learning outcomes can be achieved, and for which appropriate clinical supervision/facilitation is guaranteed. It is important to recognise and acknowledge that if you normally have limited exposure to the aspects of peri-operative practice you will require more than the minimum hours of supervised practice in order to achieve the specified learning outcomes. This aspect must be negotiated with your clinical practice manager and module teacher in advance of the module. ASSESSMENT OVERVIEW: Successful completion of this module gains 20 points at level 6. Assessment requires evidence of achievement of the specified learning outcomes via a portfolio of evidence. SCHEDULE OF DELIVERY: Max Student Nos: 10 This module is delivered once commencing 7th April 2015 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0606 Intra-operative Practice Sheila Stott 07.04.15 9:30 – 17:00

14.07.15 9:30 – 17:00

21.04.15 9:30 – 17:00

28.04.15 9:30 – 17:00

05.05.15 9:30 – 17:00

12.05.15 9:30 – 17:00





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AC0651 – INTRODUCTION TO 12-LEAD ECG

This module is designed to enable participants to develop a comprehensive knowledge and skills regarding the analysis and management of 12 lead ECG changes. This module is relevant to all health care professionals who are required to analyse 12 Lead Electrocardiograms in some detail. It addresses such issues as a detailed exploration of the normal ECG, all types of ST segment elevation as well as non ST- segment elevation infarction/ischaemia, bundle branch blocks, and many forms of ventricular arrhythmias, supraventricular arrhythmias and conduction defects. Lectures, discussions, seminar presentations, directed and independent study will encourage participants to develop their knowledge and skills to care for patients with 12 Lead ECG changes. In addition this module will facilitate the application of the theoretical underpinnings to practice. Clinical practice is an integral part of the module; all participants are encouraged to negotiate support from clinical colleagues to enhance the link between theory and practice, and to facilitate critical reflection upon practice in accordance with the NHS Plan. ASSESSMENT OVERVIEW:

Participants are required to complete a 3 hour open book examination Participants will demonstrate their knowledge, skills and critical analysis regarding the 12 lead ECG interpretation and analysis, the treatment and management of patients with a range of ECG changes and arrhythmias. They will be expected to explore the mechanism, manifestation and consequences of the identified disease process, and use evidenced based literature, as a means of critically appraising the management of these patients, against recommended and national guidelines.

SCHEDULE OF DELIVERY: Max Student Nos: 25

This module is delivered twice commencing 17th September 2015 and 7th January 2016, and will comprise of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0651 Introduction to 12 Lead ECG Sandra Bennett 17.09.15 9:30 – 16:00


01.10.15 9:30 – 16:00


15.10.15 9:30 – 16:00


29.10.15 9:30 – 16:00


12.11.15 9:30 – 16:00


Exam 03.12.15 9:30 – 16:00

AC0651 Introduction to 12 Lead ECG Sandra Bennett 07.01.16 9:30 – 16:00


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21.01.16 9:30 – 16:00


04.02.16 9:30 – 16:00


18.02.16 9:30 – 16:00


03.03.16 9:30 – 16:00


Exam 24.03.16 9:30 – 13.30

35

AC0696 – LEARNING FOR PRACTICE DEVELOPMENT (PORTFOLIO 1)

This module will enable students’ to develop life long /professional learning skills including the ability to manage their own learning needs, now and in the future. It provides opportunity for students to consider the various ways in which people learn, and in light of this, how best to adapt and relay information to others. Using a range of learning and teaching approaches; (e.g. lectures, practical workshops, group work, discussion groups, directed and self-directed study) students will be expected to interact with evidence on which practice is based, explore the concept of practice development and communicate information effectively to others in a variety of formats. One of the modules key strengths is that it applies the foundations for professional learning and evidence for practice to the students own specialist area and adapts to individual learning needs. Throughout the module, students will develop a personal portfolio of evidence (e.g. using an e-portfolio such as pebble pad) which will demonstrate their learning. Supportive formative assessment with feedback will be by the guidance teacher, and with peer support in some of the approaches to learning and teaching. The finished portfolio of evidence will be summatively assessed. ASSESSMENT OVERVIEW Summative assessment and rationale for tasks Students will develop a portfolio (using an e-portfolio such as Pebble Pad) demonstrating evidence of their learning; this will be summatively assessed against the learning outcomes of the module and attract a pass/ fail grade. All module learning outcomes must be achieved to a satisfactory level to attract an overall pass grade Additional formative assessment – detail of process and rationale The construction of the portfolio takes place over the length of the module. Each section of the portfolio relates to a learning outcome and students have opportunity to gain formative feedback relating to each section. Indication of how students will get feedback and how this will support their learning Formative feedback will be available via a variety of methods including: self assessment, peer assessment, module and guidance teacher assessment. This will enable students to consider the validity of evidence included in the portfolio and where appropriate, revise the evidence in light of feedback before the work is summatively assessed. Summative assessment takes place at the end of the module. SCHEDULE OF DELIVERY: Max Student Nos: 200 This module will commence on Wednesday 17th June 2015 and comprises of directed study days. Module Code Module Title Tutor Date Time

AC0696 Learning for Practice Development (Portfolio 1)

Mike Stephenson 17.06.15 9.30 – 16.30

01.07.15 9.30 – 16.30

15.07.15 9.30 – 16.30

02.09.15 9.30 – 16.30

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16.09.15 13.00 – 16.30

07.10.15 13.00 – 16.30

04.11.15 13.00 – 16.30

18.11.15 13.00 – 16.30

06.01.16 9.30 – 16.30

Submission date 11.03.16

37

AC0335 – LEG ULCER MANAGEMENT This module is suitable for practitioners (e.g. nurses, medical practitioners, physiotherapists, etc.) who are actively involved in the care of clients with leg ulcers.

The module aims to facilitate students to develop expertise in the management of patients with leg ulceration or those patients at risk of developing a leg ulcer.

The learning outcomes include the assessment & aetiology of leg ulcers, evidence based treatment strategies, prevention of recurrence, specialist services and working in partnership with patients and carers. Students will also explore their professional and legal responsibilities in leg ulcer management.

Teaching and learning strategies are designed to reflect prior learning and include clinical skills workshops, lectures, directed and independent study.

ASSESSMENT OVERVIEW: Students will be assessed via an annotated CV of approximately 2000 words which will be assessed as pass/fail during a short 30 minute viva SCHEDULE OF DELIVERY: Max Student Nos: 10 This module will be delivered once commencing 9th February 2016 and comprises of directed and self-directed study days Module Code Module Title Tutor Date Time

AC0335 Leg Ulcer Management Vicky Gilroy 09.02.16 9.30-17.00

16.02.16 9.30-15.00


01.03.16 9.30-15.00






38

AC0319 – MANAGEMENT OF ACUTE CHEST PAIN

This module is aimed at all health care practitioners who manage individuals suffering from acute chest pain, and is designed to enable the practitioners to develop a deep understanding of the pathology underpinning acute coronary syndrome. The students will examine the manifestations and consequences of acute coronary syndrome, and critically review the management of individuals within their clinical environment with relation to evidence based practice. The module will be delivered through a combination of guided study, structured lectures and problem solving exercises. The assessment strategy will require the students to complete a written case study, which will require the students to critically analyse an aspect of their clinical practice with relation to evidence based literature. ASSESSMENT OVERVIEW: A 3000 word case study will allow the student to explore the physiological consequence of an acute coronary syndrome, and the local and national services available to individuals suffering from acute coronary syndrome. The students will use a case study scenario to critically reflect on the management of an individual suffering from an acute myocardial infarction with relation to evidenced based literature. Formative assessment is provided during lectures and seminars by module leaders and peers. Written feedback will be provided for summative assessment. All module outcomes will be met during the process of formative and summative assessment. SCHEDULE OF DELIVERY: Max Student Nos: 20 This module will be delivered once commencing 24th September 2015 and comprises of directed and self-directed study. Module Code Module Title Tutor Date Time

AC0319 Management of Acute Chest Pain Sandra Bennett 24.09.15 9.30-16.00


08.10.15 9.30-16.00


22.10.15 9.30-16.00


05.11.15 9.30-16.00


19.11.15 9.30-16.00


39

MW0622 – NEONATAL INTENSIVE CARE

This module is delivered in practice to form part of a staff induction package and recognition of QIS (DH 2009). It is designed to assist staff to develop a foundation of knowledge and skills in relation to Intensive Care. It is delivered in conjunction with the completion of clinical competencies as part of the induction period in the student’s workplace.

Assessment is by summative written assignment (2,500 words) and demonstration of the achievement of clinical outcomes relevant to the students own workplace. Both parts of the assessment must be successfully achieved in order to gain academic accreditation. Formative feedback on progress will be via a designated mentor and network / clinical educator. Summative feedback will be provided by written comments on work submitted.

NB: Please note that the venue for delivery of this module will vary according to the subject area. The first day will be delivered at Northumbria University.

ASSESSMENT OVERVIEW: Summative assessment and rationale for tasks Summative assessment will be via a written assignment and the demonstration of successful achievement of clinical competencies. Students will be required to critically analyse an aspect of neonatal intensive/high dependency care utilising contemporary literature. Using this analysis, they will identify a standard of care provision. It is anticipated that this assessment will encourage reflective practice and engage the student with contemporary literature. The achievement of the clinical competencies will be graded pass/fail. Both components must be successfully achieved in order to gain academic accreditation. Indication of how students will get feedback and how this will support their learning Formative feedback of progress will be ongoing from the student’s designated mentor and the module leader. Summative feedback will be via written feedback on submitted work SCHEDULE OF DELIVERY: Max Student Nos: 10 This module will be delivered once commencing 3rd February 2016. Module Code Module Title Tutor Date Time

MW0622 Neonatal Intensive Care Tracey Forrester 03.02.16 10:00 – 16:00


17.02.16 10:00 – 16:00

24.02.16 10:00 – 16:00




23.03.16 10:00 – 16:00


06.04.16 10:00 – 16:00

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MW0621 – NEONATAL HIGH AND LOW DEPENDENCY CARE This module is delivered in practice to form part of a staff induction package and recognition of QIS (DH 2009). It is designed to assist staff to develop a foundation of knowledge and skills in relation to Low and High Dependency Care. It is delivered in conjunction with the completion of clinical competencies as part of the induction period in the student’s workplace.

Assessment is by summative written assignment (2,500 words) and demonstration of the achievement of clinical outcomes relevant to the students own workplace. Both parts of the assessment must be successfully achieved in order to gain academic accreditation. Formative feedback on progress will be via a designated mentor and network / clinical educator. Summative feedback will be provided by written comments on work submitted

NB: Please note that the venue for delivery of this module will vary according to the subject

area. The first day will be delivered at Northumbria University.

ASSESSMENT OVERVIEW: Summative assessment will be via a written assignment and the demonstration of successful achievement of clinical competencies. Students will be required to critically analyse a local practice guideline relating to an aspect of low dependency care. It is anticipated that this assessment will encourage reflective practice and engage the student with contemporary literature. The achievement of the clinical competencies will be graded pass/fail. Both components must be successfully achieved in order to gain academic accreditation Formative feedback of progress will be ongoing from the student’s designated mentor and the module leader. Summative feedback will be via written feedback on submitted work. All module outcomes will be met during the process of formative and summative assessment SCHEDULE OF DELIVERY: Max Student Nos: 10 This module will be delivered once commencing 21st October 2015 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

MW0621 Neonatal High and Low Dependency Tracey Forrester 21.10.15 10:00 – 15:00



11.11.15 10:00 – 15:00

18.11.15 10:00 – 15:00

25.11.15 10:00 – 15:00

02.12.15 10:00 – 15:00




41

MW0620 – PREPARATION OF SUPERVISOR OF MIDWIVES (30 credits) Entry to this module is restricted to Practicing Midwives who have current Registration within the United Kingdom (UK), who meet the entry criteria set by the Nursing and Midwifery Council (NMC) and who are supported by the Midwifery Officer from the Local Supervisory Authority.

The module is a NMC approved programme to prepare practising midwives to achieve eligibility for appointment as a Supervisor of Midwives within the UK subject to fulfilling the appointment criteria of the Local Supervisory Authority. The Preparation of Supervisor of Midwives programme is a recordable qualification on the NMC Register following successful completion.

Level 6: The selection criteria of midwives who already fulfil the NMC criteria are based on experience in UK midwifery and evidence of recent study at academic level 6.

Level 7: The selection criteria of midwives who already fulfil the NMC criteria are based on experience in UK midwifery and 120 credits at academic level 6.

The programme introduces the specific knowledge and skills required for a role as SOM so that they can appraise the role and responsibilities in supervision in safeguarding the public and providing quality care. Other key themes include professional values, communication and interpersonal skills, supervision in practice and decision-making and leadership and team working.

A varied approach to learning and teaching will be adopted including lectures and relevant research study presentations, seminars, discussion, critical incident analysis, skills workshops, introduction to the E learning portal, information skills and writing workshops. There is a practice based learning focus of 29 weeks duration (students must complete 90 practice hours) and in this time students will engage in self-directed study to address the learning needs of the programme. To enable practice learning students are allocated a mentor supervisor to provide support and guidance in clinical practice and achievement of competencies. Students will be provided with academic support throughout the programme from Senior Lecturers (Midwifery) and they will also be supported by the Midwifery Officer from the Local Supervisory Authority and a SOM to the programme.

Formative Assessment

Theoretical formative assessment will take place through module delivery such as seminars, structured activities and tutorials.

Practice formative assessment involves initial, midpoint and regular meetings with the mentor supervisor to review progress and achievement. A learning contract will facilitate this process.

Summative Assessment

Summative assessment is by an educational portfolio. The portfolio reflects the student’s achievement supported by relevant evidence. The portfolio demonstrates the achievement of the module learning outcomes. To successfully complete the programme students must pass both the academic and practice components including evidence of 90 practice hours.

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SCHEDULE OF DELIVERY: Max Student Nos: 30 This module will be delivered once commencing 7th September 2015 and will comprise of directed study days. Module Code Module Title Tutor Date Time

MW0620 Preparation of Supervisor of Midwives Joy Campbell 07.09.15 9.30 – 16.00

08.09.15 9.30 – 16.00

09.09.15 9.30 – 16.00

20.10.15 9.30 – 16.00

01.12.15 9.30 – 16.00

02.12.15 9.30 – 16.00

01.02.16 9.30 – 16.00

02.02.16 9.30 – 16.00

01.03.16 9.30 – 16.00

43

AC0699 – PREVENTION AND MANAGEMENT OF DIABETES IN ADULTS

This module has been developed as a response to the change in focus of care provision for diabetes from specialist centres to primary care. The change has brought about the need for health care professionals providing primary care diabetes to obtain skills which will enable them to deliver new models of care. The module aims to promote an increase in knowledge and understanding of the prevention of both Type 1 and Type 2 diabetes, the complications that may occur and the effect on the patient and family; and also to develop a critical insight into the role of practice and service structures in detecting and managing diabetes and preventing or postponing its complications. There will be an opportunity for group discussion about your role in diabetes care in relation to a case study and formative feedback will be offered verbally following this exercise. The written summative assessment (100%) asks you to critically evaluate your role in relation to the promotion of the long term health needs of the person with diabetes. ASSESSMENT OVERVIEW: Summative assessment and rationale for tasks A 3000 word essay. The student is asked to select a critical incident from their own practice and produce a written critical evaluation of their role in relation to the promotion of the long term health needs of the adult with diabetes. Additional formative assessment – detail of process and rationale A case study will be used as the basis of group discussion in relation to the changing role of the nurse in relation to diabetes prevention and management. This discussion will prepare the students for the summative assignment task. Turnitin will be set up for the submission of a formative assignment as well as the summative essay. Indication of how students will get feedback and how this will support their learning Students will be provided with verbal feedback during discussions and the formative turnitin assignment will generate an originality report to highlight any potential plagiarism problems. Discussion of this report will be integrated into tutorial support in relation to the summative assessment. SCHEDULE OF DELIVERY: Max Student Nos: 20 This module will be delivered once commencing 11th February 2016 comprising of directed study.

Module Module Title Tutor Date Time

AC0699 Prevention and Management of Diabetes in Adults Jennie Klein 11.02.16 10.00 – 15.00

18.02.16 10.00 – 15.00

25.02.16 10.00 – 15.00

03.03.16 10.00 – 15.00

10.03.16 10.00 – 15.00

17.03.16 10.00 – 15.00

14.04.16 10.00 – 15.00

21.04.16 10.00 – 15.00

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Module Module Title Tutor Date Time

28.04.16 10.00 – 15.00

05.05.16 10.00 – 15.00

45

PP0267 – PROMOTING HEALTH AND WELLBEING This module will expose students to the theory, policy and practice of promoting health within the health and social care sector. The module considers the challenges for those professionals engaging in health or social care and the complex interplay of the factors affecting working with individuals, groups and communities. Teaching strategies will include lectures, discussion groups, seminars, directed study and self -directed learning.

ASSESSMENT OVERVIEW: Formative feedback will be given by academic staff following group seminars.

Summative assessment is by written assignment, which constitutes 100% of the marks for the module. Written feedback is provided. SCHEDULE OF DELIVERY: Max Student Nos: 30 This module will be delivered once commencing 21st September 2015 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

PP0267 Promoting Health and Wellbeing Kath McKay 21.09.15 9.30-16.00

28.09.15 9.30-16.00

05.10.15 9.30-16.00


19.10.15 9.30- 16.00


02.11.15 9.30-16.00

09.11.15 9.30-16.00

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AC6653 – RETURN TO PROFESSIONAL PRACTICE

This module is designed for those people who have had a break from practice and who want to re-register with the NMC and return to professional practice. It will enable students to demonstrate the relevant proficiencies prior to re-registration and to develop those skills required for life long learning. This will assist with personal, academic and professional development. Please note that this module is a separate application process from the CPD courses. ASSESSMENT OVERVIEW: The course work and the assessment will involve electronic means of learning and teaching. There will be help and guidance with these aspects of the work for those with limited experience. A supervised practice placement will be an integral part of the course, so that students can achieve the necessary clinical proficiencies. Please note that this module may be subject to change due to placement availability SCHEDULE OF DELIVERY: This module will be delivered once commencing 10th September 2015 and comprises of directed study days only. Module Code Module Title Tutor Date Time

AC6653 Return to Professional Practice Ann Macfadyen 10.09.15 9.00 – 15.00

17.09.15 9.00 – 15.00

24.09.15 9.00 – 15.00

01.10.15 9.00 – 15.00

08.10.15 9.00 – 15.00

15.10.15 9.00 – 15.00

12.11.15 9.00 – 15.00

19.11.15 9.00 – 15.00

26.11.15 9.00 – 15.00

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AC0681 – SAFEGUARDING CHILDREN AND YOUNG PEOPLE

The aim is to enable students to become well informed, analytical and reflective practitioners in their safeguarding children roles. Students are expected to reflect upon the importance of effective multi-disciplinary and interagency practice. In group discussions and through directed learning, students will relate learning to their particular professional context and reflect on their own practice and value issues in safeguarding children. In the assessment students are required to demonstrate these elements of learning. ASSESSMENT OVERVIEW Summative assessment and rationale for tasks An essay of 3000 words outlining a practice issue related to safeguarding children and own professional setting. This should incorporate an analysis of law, policy, practice and assessment issues together with an evaluation of the effects of different forms of child abuse and recognition of the importance of communicating with children. Students should demonstrate knowledge of resilience and protective factors, incorporating theories of risk and intervention. The impact of parenting issues should be evaluated. Professional values and knowledge of inter-professional practice should be incorporated throughout. Additional formative assessment – detail of process and rationale Students will be given directed learning tasks. They will be asked to evaluate the impact of harm and aspects of resilience in respect of a child they are working with. They will be asked to present a summary to a small group. This will develop their assessment and analytical skills. Indication of how students will get feedback and how this will support their learning. The tutor will take feedback from each group in turn asking for links with the assignment task. The tutor will give verbal feedback on how well the links were made with the assignment task. SCHEDULE OF DELIVERY: Max Student Nos: 10 This module is delivered once commencing 22nd September 2015 and comprises of both directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0681 Safeguarding Children and Young People Eileen Birks 22.09.15 10:00 – 16:00

29.09.15 10:00 – 16:00



20.10.15 10:00 – 16:00


03.11.15 10:00 – 16:00



24.11.15 10:00 – 16:00

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AC6623 – TISSUE VIABILITY MANAGEMENT

This module aims to enable the practitioner to develop expertise in the assessment, treatment and evaluation of a patient with a wound or one that is at risk of a wound. Learning outcomes encompass anatomy & physiology, assessment, wound bed preparation and the implementation of evidence-based care. Students will also be invited to explore health promotion and the legal and professional responsibilities in wound care. ASSESSMENT OVERVIEW: Students will be assessed using a portfolio that will provide evidence of achievement of the modules learning outcomes. This method will facilitate the integration of theory and practice and demonstrate application of knowledge and skills. SCHEDULE OF DELIVERY: Max Student Nos: 35 This module will is delivered once commencing 22nd September 2015 and comprises of directed and self-directed study. Module Code Module Title Tutor Date Time

AC6623 Tissue Viability Management Vicky Gilroy 22.09.15 9:30-17:00

29.09.15 9:30-17:00

06.10.15 9:30-17:00

13.10.15 9:30-17:00

20.10.15 9:30-17:00



10.11.15 9:30-17:00

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AC6634 EXPLORING ISSUES IN PERINATAL MENTAL HEALTH

ASSESSMENT OVERVIEW: This module will engage the student in exploration of key contemporary issues in the area of perinatal mental health and will develop understanding of the key issues involved. It will encourage specialists and non-specialists to identify and explore the contribution which can be made from their own working roles, in recognising, responding to and in providing appropriate support for women and their families who are experiencing peri natal mental health problems.

A variety of learning and teaching strategies will be used, including lectures, seminars, group work, simulation, use of webcasts, particularly from service users with experience, and through directed/independent learning. The assessment strategy will create occasion for students to apply their learning to relevant aspects of their current working role, with a critical view to inform future practice.

ASSESSMENT OVERVIEW: Summative assessment: An essay (3,000 words) which involves a case study exploring own role in relation to PNMH issues

An additional formative assessment in which students will be required to relate their assessment focus as a formative seminar to module peers.

SCHEDULE OF DELIVERY: Max Student No: 20 This module will be delivered once commencing 2nd February 2016 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC6634 Exploring Issues in Perinatal Mental Health Eileen Birks 02.02.16 9.30-15.30

09.02.16 9.30-15.30



01.03.16 9.30-15.30


15.03.16 9.30-15.30


29.03.16 9.30-15.30


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BSc (Hons) Practice Development

(Cancer Care)

For a named Pathway choose:

Foundations in Cancer Care, plus two further Cancer Modules

OR

Foundations in Cancer Care plus one further Cancer Module and one Palliative Care Module

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AC0008 – FOUNDATIONS IN CANCER CARE

This module focuses upon the multidisciplinary concepts of care and adopts a flexible learning approach to assist you to develop specific knowledge related to the care of people with cancer The module philosophy has the cancer patient and their family as the central focus and you will be encouraged to reflect and explore personal experiences arising from your previous practice. Patient narratives will be used to enhance this process. The module incorporates a reflexive approach throughout so enabling you to consider and appraise professional interventions. Lectures, discussions and seminars will assist you to draw upon and develop your existing theoretical and practice knowledge in order to apply the module content to your professional practice. ASSESSMENT OVERVIEW: The summative assessment requires you to demonstrate the interface between theory and practice by employing the appropriate analytical and evaluative skills when examining an element of a patients care. Participation in a group seminar is also a requirement for successful completion of the module.

SCHEDULE OF DELIVERY: Max Student Nos: 20 This module is delivered twice commencing 17th September 2015 and 4th February 2016, comprising of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0008 Foundations in Cancer Care Gill Walton 17.09.15 9.30-15.00

25.09.15 9.30-13.00

01.10.15 9.30-15.30


15.10.15 9.30-15.30

22.10.15 9.30-15.00


05.11.15 9.30-15.00

12.11.15 9.30-15.00


AC0008 Foundations in Cancer Care Gill Walton 04.02.16 9.30-15.00

11.02.16 9.30-13.00

18.02.16 9.30-15.30


03.03.16 9.30-15.30

10.03.16 9.30-15.00

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24.03.16 9.30-15.00

31.03.16 9.30-15.00


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AC0310 – CHEMOTHERAPY ENHANCING PRACTICE This module focuses on the holistic needs of the patient and their family/carers undergoing chemotherapy. The impact of chemotherapy treatment for the patient will be explored from a physiological, pharmacological and bio psycho-social perspective and you will be encouraged to reflect and explore personal experiences arising from your own clinical practice. Lectures, discussions, seminars and supervised clinical practice will assist you to draw upon and develop your existing theoretical and practical knowledge in order to apply the module content to your professional practice. Students are required to demonstrate the practical nursing skills required to administer chemotherapy and apply theory to practice in the clinical area. ASSESSMENT OVERVIEW: The summative assessment requires you to demonstrate the interface between theory and practice by employing the appropriate analytical and evaluative skills and produce a portfolio of evidence. Students must also provide evidence of achievement of baseline clinical skills in the administration of chemotherapy. A skills based workbook is used to facilitate this. SCHEDULE OF DELIVERY: Max Student Nos: 15 This module will be delivered twice commencing 11th September 2015 and 12th February 2016, comprising of directed and self-directed study. Module Code Module Title Tutor Date Time

AC0310 Chemotherapy Enhancing Practice Gill Walton 11.09.15 9.30-15.30

18.09.15 9.30-15.00

25.09.15 9.30-15.30


09.10.15 9.30-15.30


23.10.15 09.00-15.30

30.10.15 9.30-15.30

06.11.15 9.30-15.00


AC0310 Chemotherapy Enhancing Practice Gill Walton 12.02.16 9.30-15.30

19.02.16 9.30-15.00

26.02.16 09.30-15.30


11.03.16 9.30-15.30

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18.03.16 9.30-15.00


01.04.16 9.30-15.30

08.04.16 9.30-15.30


55

AC0313 - COMMUNICATING EFFECTIVELY IN DIFFICULT SITUATIONS

In addition to the physical aspects of their disease, many people with cancer face major psychological issues. By listening and talking, health professionals play an important role in helping them make the many adjustments required along the way. Primarily, this module invites practitioners to reflect and subsequently develop their personal communication skills with this client group, their family and colleagues. The module incorporates a reflexive approach throughout so enabling you to consider and appraise appropriate communication strategies with this client group. Lectures, discussions and role plays will assist you to draw upon and develop your existing skills in order to apply the module content to your professional practice. In order to achieve the learning outcomes of the module, students must be prepared to participate within individual and small group role-play scenarios. Some of this work will involve the use of video recording within the classroom. ASSESSMENT OVERVIEW: The summative assessment requires you to demonstrate the interface between theory and practice by employing the appropriate analytical and evaluative skills when reflecting upon a supportive communicative intervention. A critical incident analysis and a reflective diary are used to facilitate this process. SCHEDULE OF DELIVERY: Max Student Nos: 12 This module is delivered once commencing 21st September 2015, comprising of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0313 Communicating Effectively in Difficult Situations Gill Walton 21.09.15 9.30 - 15.00

28.09.15 9.30 - 13.00

05.10.15 9.30 – 15.30


19.10.15 9.30 – 15.30

26.10.15 9.30 – 15.00

02.11.15 9.30 – 15.30

09.11.15 9.30 – 15.00



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AC0665 – HAEMATOLOGY AND STEM CELL TRANSPLANTATION

This multidisciplinary module focuses upon the patient who has developed haematological disease. The module will concentrate on the patient and their family and consider their needs whilst adopting a multidisciplinary focus. A flexible approach to learning is employed to assist in the development of specific knowledge in this rapidly evolving area of specialist practice. The student will be encouraged to reflect upon and explore their personal professional practice. The module incorporates a reflexive approach throughout so enabling the student to consider and appraise their professional interventions. Lectures, discussions, seminars and problem-based learning will assist the student to draw upon and develop their existing theoretical and practice knowledge in order to apply the module content to professional practice. Clinical support and supervision will form a key component of the student’s experience. The summative assessment requires the student to produce an essay to demonstrate the interface between theory and practice. Lectures discussions and seminars will assist the participant to draw upon and develop existing theoretical and practical knowledge in order to apply the module content to professional practice. This will be supported by the utilisation of Blackboard and e-Learning methodologies. ASSESSMENT OVERVIEW: The module is assessed by a 3000 word essay that demonstrates achievement of the learning outcomes. SCHEDULE OF DELIVERY: Max Student No: 10 This module is delivered once commencing 21st March 2016, comprising of directed and Self-Directed study days. Module Code Module Title Tutor Date Time

AC0665 Haematology and Stem Cell Transplantation

Joanne Atkinson 21.03.16 9.30 – 15.30


04.04.16 9.30 – 15.30

11.04.16 9.30 – 15.30

18.04.16 9.30 – 15.30

25.04.16 9.30 – 15.30


09.05.16 9.30 – 15.30

16.05.16 9.30 – 15.30


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(Child and Adolescent Mental Health)

For a named Pathway choose these three modules:

AC6611 Common Presentations in CAMH

AC6610 Prevention and Early Intervention

AC6612 Skills for Practice

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AC6611 – COMMON PRESENTATIONS IN CAMH National and International statistics identify that the prevalence of CAMH disorders is 10%. Developing a multi-agency strategy for child and adolescent mental health skills development across all children’s agencies is one of the central aims of all contemporary children’s policy frameworks including “Every Child Matters”, the National Service Framework (NSF) for adult mental health and for children (followed by the independent review of NSF, 2008).

This module aims to provide practitioners with a critical understanding of the common emotional, behavioural and mental health issues experienced by children, young people and their families. It adopts a critical developmental and systemic approach to the formulation of child and adolescent mental health difficulties.

To assist in the practice application of the module content and completion of the learning log, a tripartite clinical supervision arrangement between the learner, a practice supervisor and the university, will be in place to support the application of module content in the learners practice setting.

A wide range of teaching and learning strategies including lectures, seminars and directed learning activity will be utilised throughout the module. A blended learning philosophy (drawing heavily on information technology systems), will be used to facilitate directed learning activities and manage learning materials.

The module assessment strategy will offer learners a choice of two practice focussed written summative assignments. Learners will be required to submit a supervision learning log on which they will receive written formative feedback.

ASSESSMENT OVERVIEW:

Summative assessment and rationale for tasks

The learner will have the option of one of two summative assessment strategies: A written analysis/critical exploration in relation to the lived experience/phenomenology of one common CAMH disorder i.e. ADHD (3500 words).

Or

The submission of a practice portfolio detailing and critically analysing a recent aspect of practice development around the management of a particular clinical issue i.e. ADHD or Anorexia Nervosa (3500 words). Additional formative assessment – detail of process and rationale:

Students will be required to submit a formative clinical supervision log. This log will be designed around the module learning outcomes and will provide a record of the clinical supervision process in practice.

59

SCHEDULE OF DELIVERY: Max Student Nos: 15 This module will be delivered once commencing 17th September 2015, comprising of directed and Self-Directed study days. Module Code Module Title Tutor Date Time

AC6611 Common Presentations in CAMH Anthony Ross 17.09.15 9.30 – 17.00


01.10.15 9.30 – 17.00


15.10.15 9.30 – 17.00


29.10.15 9.30 – 17.00


12.11.15 9.30 – 17.00


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AC6610 – PREVENTION AND EARLY INTERVENTION IN CAMH Contemporary CAMHS Policy recognises the important role played by prevention and early intervention in improving the mental health of children and young people.

This module offers learners the opportunity to explore and critically analyse the concepts of mental health promotion, prevention and early intervention within their own practice context.

A wide range of teaching and learning strategies including lectures, seminars and directed learning activity will be utilised throughout the module. A blended learning philosophy (drawing heavily on information technology systems), will be used to facilitate directed learning activities and manage learning materials.

To assist in the practice application of the module content and completion of the learning log, a tripartite clinical supervision arrangement between the learner, a practice supervisor and the university, will be in place to support the critical application of module content in the learners practice setting.

The module assessment strategy will offer learners a choice of two practice focussed written summative assignments. Learners will be required to submit a supervision learning log on which they will receive written formative feedback. ASSESSMENT OVERVIEW: Summative assessment and rationale for tasks

The learner will have the option to assist in the practice application of the module content and completion of the learning log, summative assessment strategies:-

1. The submission of a reflective practice portfolio detailing and critically analysing a recent aspect of practice development in the area of prevention and early intervention in CAMH (3500 words).

2. The submission of a reflective case study detailing a period of involvement with a child and or their family focussed on prevention and early intervention.

The learner will be required to participate in one written formative assessment activity:-

Students will be required to submit a formative clinical supervision log. This log will be designed around the module learning outcomes and will provide a record of the clinical supervision process in practice.

Indication of how students will get feedback and how this will support their learning

Students will receive written feedback on their summative assignments and on the formative supervision/learning log. Electronic feedback may be used.

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SCHEDULE OF DELIVERY: Max Student Nos: 15 This module will be delivered once commencing 18th February 2016 and will comprise of directed and self-directed study Module Code Module Title Tutor Date Time

AC6610 Prevention and Early Intervention Anthony Ross 18.02.16 9.30 – 17.00


03.03.16 9.30 – 17.00


17.03.16 9.30 – 17.00


31.03.16 9.30 – 17.00


14.04.16 9.30 – 17.00


62

AC6612 – SKILLS FOR PRACTICE IN CAMH National and International statistics identify that the prevalence of CAMH disorders is 10%. Developing a multi-agency strategy for child and adolescent mental health skills development across all children’s agencies is one of the central aims of all contemporary children’s policy frameworks including “Every Child Matters”, the National Service Framework (NSF) for adult mental health and for children (followed by the independent review of NSF, 2008). This module aims to provide learners/practitioners with a critical understanding of evidenced based psychotherapeutic interventions with children, young people and their families. A wide range of teaching and learning strategies including lectures, seminars and directed learning activity will be utilised throughout the module. A blended learning philosophy (drawing heavily on information technology systems), will be used to facilitate directed learning activities and manage learning materials. ASSESSMENT OVERVIEW: The module assessment strategy will offer learners a choice of two practice focussed written summative assignments. Learners will be required to submit a supervision learning log on which they will receive written formative feedback. A tripartite clinical supervision arrangement between the learner, a practice supervisor and the university lecturer will be in place to support the application of module content in the learners practice setting. SCHEDULE OF DELIVERY: Max Student Nos: 15 This module will be delivered once commencing 8th October 2015 and will comprise of directed and self-directed study Module Code Module Title Tutor Date Time

AC6612 Skills for Practice in CAMH Anthony Ross 08.10.15 9.30 – 17.00


22.10.15 9.30 – 17.00


05.11.15 9.30 – 17.00


19.11.15 9.30 – 17.00


03.12.15 9.30 – 17.00


63


(Critical Care)


AC0258 Foundations in Critical Care

AC0260 Adult Critical Care

And one further module out of:

AC0338 Respiratory Disorders

AC0651 Introduction to 12 Lead ECG

AC0319 Management of Acute Chest Pain

AC0246 History Taking and Physical Assessment

AC0625 Foundations in Neuroscience

AC0342 Principles of Palliative Care

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AC0258 – FOUNDATIONS IN CRITICAL CARE This module is designed for practitioners who work in the acute hospital ward/department setting or are new to critical care areas and is a CORE module for the Grad Cert, BSc (Hons) Practice Development (Critical Care). The module is the first stage in the continuum of the Department of Health’s classification of critical illness. It aims to give those practitioners an increased ability to assess and manage patients with acute/critical illness. It will introduce practitioners to recent developments in critical care including the DoH (2000) classification of patients and the evidence base which suggests the sub-optimal care received by the deteriorating patient on the ward (Goldhill 1999 and Smith 2000). Subjects covered include relevant anatomy and physiology which will be facilitated by directed learning; assessment of the patient including airway, breathing, circulation and neurological; support management of respiratory and circulatory failure and the psychological care of the patient. It is expected that this module will give practitioners the knowledge to assess and manage the early phases of critical illness. A case study approach will be utilised to help facilitate this. ASSESSMENT OVERVIEW: Formal assessment will include the achievement of clinical competencies in a relevant clinical area and a timed invigilated assessment. For experienced practitioners wanting to undertake an Advanced Diploma/BSc (Hons) Practice Development (Critical Care) there is the option to apply for accreditation of Prior Experiential Learning (APEL) rather than undertake a taught module. SCHEDULE OF DELIVERY: Max Student Nos: 25

This module will be delivered three times commencing 14th September 2015, 11th January 2016 and 21st March 2016, comprising of directed and self-directed study days only. Module Code Module Title Tutor Date Time

AC0258 Foundations in Critical Care Vanessa Gibson 14.09.15 9:00 – 16:00

21.09.15 9:30 – 16:00


05.10.15 9:30 – 16:00

12.10.15 9:30 – 16:00

19.10.15 9:30 – 16:00


02.11.15 9:30 – 16:00

09.11.15 9:30 – 16:00

16.11.15 9:30 – 16:00


Timed Invigilated Assessment 30.11.15 9:30 – 13.30

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18.01.16 9:30 – 16:00

25.01.16 9:30 – 16.00

01.02.16 9:30 – 16:00

08.02.16 9:30 – 16:00


22.02.16 9:30 – 16:00

29.02.16 9:30 – 16:00

07.03.16 9:30 – 16:00



Timed Invigilated Assessment 12.04.16 9:30 – 13.30 Module Code Module Title Tutor Date Time




11.04.16 9:30 – 16:00

18.04.16 9:30 – 16:00

25.04.16 9:30 – 16:00

04.05.16 9:30 – 16:00

09.05.16 9:30 – 16:00

16.05.16 9:30 – 16:00


Timed Invigilated Assessment 06.06.16 9:30 – 13.30

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AC0260 – ADULT CRITICAL CARE This module is designed to build on and develop the knowledge gained in the Foundations in Critical Care module and is a CORE module for the Grad Cert and BSc (Hons) Practice Development (Critical Care). The module is the last stage in the continuum of the Department of Health’s classification of critical illness. The main themes of this module include advanced respiratory support, advanced haemodynamic monitoring, support and management of patients in multi-organ failure. The psychological impact of the intensive care environment will be explored through student led seminars. It is expected that this module will give practitioners the knowledge to effectively manage patients with advanced critical illness. Practitioners will be expected to achieve competencies in caring for a Level 3 patient (DoH 2000). This will require practitioners to be working in a suitable clinical area (i.e. an intensive care module) or gain a placement in that area. ASSESSMENT OVERVIEW: Assessment will take the form of a case presentation assessed by viva. SCHEDULE OF DELIVERY: Max Student Nos: 25 This module is delivered twice commencing 3rd September 2015 and 2nd February 2016. Both deliveries comprise of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0260 Adult Critical Care Vanessa Gibson 03.09.15 9.00 – 16.00

10.09.15 9.30 – 16.00

15.09.15 9.30 – 16.00


29.09.15 9.30 – 16.00

06.10.15 9.30 – 16.00

13.10.15 9.30 – 16.00






AC0260 Adult Critical Care Vanessa Gibson 02.02.16 9.00 – 16.00

09.02.16 9.30 – 16.00


23.02.16 9.30 – 16.00

01.03.16 9.30 – 16.00

67

08.03.16 9.30 – 16.00

15.03.16 9.30 – 16.00






68

BSc (Hons) Practice Development (Emergency Care)

For a named Pathway choose these Modules:

AC0675 Competence for Practice – Minor Illness / Injury

AC6629 Competence for Practice – Major Illness / Injury


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AC0675 – COMPETENCE FOR PRACTICE – MINOR ILLNESS/INJURY This module is intended to give participants insight to the skills and knowledge required to respond and care for a range of client presentations, deemed as minor illness and injury. Participants will be able gain knowledge and apply therapeutic interventions appropriate to diverse client groups. Assessment of the module is by the collection of evidence related to competency attainment and an examination through objective structured clinical examination of a client presenting with a minor health care problem. ASSESSMENT OVERVIEW Formative assessment is through student activities in seminar sessions. These are designed to promote critical understanding of care processes allied to minor care presentations. The University assessment will be twofold: 1) Portfolio (1000 words)

This will be a collection of material to substantiate and demonstrate knowledge and learning gained through the competency framework, specific to a negotiated client focused competency.

2) OSCE Examination This will take the form of interaction with a client (Actor) who has presented with a minor health care problem. Emphasis will be placed on clients identified by the practitioner. That is relevant to their role (Adult, Child, Mental Health, Older person). Clinical practice will be assessed by the completion of negotiated competency attainment (Observation, Supervised practice, Assessment, Review/Reflection process). Each student will have individual OSCEs with two independent assessors, with appropriate skills. Note – Where students undertake the module as a ‘stand alone’ option, the portfolio will be a collection of material related to the module learning outcomes. Formative feedback will be continuous in the module and Summative feedback will be provided within existing processes. (4 weeks)

SCHEDULE OF DELIVERY: Max Student Nos: 25 This module will be delivered once commencing 5th January 2016 and comprises of directed study days. Module Code Module Title Tutor Date Time

AC0675 Competence for Practice- Minor Illness/Injury

Daniel Monk 05.01.16

9:00 – 13:00

12.01.16 9:00 – 15:00

19.01.16 9:00 – 15:00

26.01.16 9:00 – 15:00

02.02.16 9:00 – 15:00

09.02.16 9:00 – 13:00

16.02.16 9:00 – 13:00

23.02.16 9:00 – 13:00

01.03.16 9:00 – 15:00

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08.03.16 9:00 – 15:00

OSCE EXAM 30.03.16 9:00 – 15:00

71

AC6629 – COMPETENCE FOR PRACTICE – MAJOR ILLNESS/INJURY This module is intended to give participants insight to the skills and knowledge required to respond and care for a range of client presentations, deemed as major illness and injury. Participants will be able to gain knowledge and apply therapeutic interventions appropriate to diverse client groups. Assessment of the module is by the collection of evidence related to competency attainment and a critical case study of a client who has presented with a major health care problem. ASSESSMENT OVERVIEW Formative assessment is through student activities in seminar sessions. These are designed to promote critical understanding of care processes allied to major care presentations. Summative assessment will be twofold 1) Portfolio (1000 words)


2) Critical Case Study (2000 words). This will take the form of a detailed account of the care of a client who has presented with a major health care problem. Clinical practice will be assessed by the completion of negotiated competency attainment (Observation, Supervised practice, Assessment, Review/Reflection process). Note – Where students undertake the module as a ‘stand alone’ option, the portfolio will be a collection of material related to the module learning outcomes.

Formative feedback will be continuous within the module. Summative feedback will be provided within existing processes. (4 weeks)

SCHEDULE OF DELIVERY Max Student Nos: 25 This module will be delivered once commencing 15th March 2016 and comprise of directed study days only. Module Code Module Title Tutor Date Time

AC6629 Competence for Practice – Major Illness/Injury Daniel Monk 15.03.16 9:00-15:00

22.03.16 9:30-15:00

29.03.16 9:30-15:00

05.04.16 9:30-15:00

12.04.16 9:30-15:00

26.04.16 9:30-15:00

03.05.16 9:30-15:00

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17.09.15 9.30-17.00

24.09.15 9.30-17.00

01.10.15 9.30-17.00

08.10.15 9.30-17.00

15.10.15 9.30-17.00

22.10.15 9.30-17.00

29.10.15 9.30-17.00

05.11.15 9.30-17.00

12.11.15 9.30-17.00

19.11.15 9.30-17.00

26.11.15 9.30-13.00

03.12.15 9.30-12.30



13.01.16 9.30-17.00

20.01.16 9.30-17.00

27.01.16 9.30-17.00

03.02.16 9.30-17.00

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10.02.16 9.30-17.00

17.03.16 9.30-17.00

24.02.16 9.30-17.00

02.03.16 9.30-17.00

09.03.16 9.30-17.00

16.03.16 9.30-17.00

24.03.16 9.30-13.00

31.03.16 9.30-12.30



14.01.16 9.30-17.00

21.01.16 9.30-17.00

28.01.16 9.30-17.00

04.02.16 9.30-17.00

11.02.16 9.30-17.00

18.02.16 9.30-17.00

25.02.16 9.30-17.00

03.03.16 9.30-17.00

10.03.16 9.30-17.00

17.03.16 9.30-17.00

24.03.16 9.30-13.00

31.03.16 9.30-12.30

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AC0677 – AGENCY, DECISION MAKING AND LEADERSHIP This module is intended to give participants insight to the skills and knowledge allied to decision making, leadership and management approaches in relation to effective emergency care practice. Assessment of the module is by a case study, which explores the impact of specific client groups of decision making, leadership and management. ASSESSMENT OVERVIEW: Formative assessment through student activities in seminar sessions. These are designed to promote critical understanding of agency, decision making, management and leadership issues and their implications. Summative Case Study (3000 words) The assessment will focus on the analysis and discussions of the implications for a specific client group ( Adult, Child, Mental Health, Older person) of Decision Making, leadership and Management. This assessment will address all the learning outcomes. SCHEDULE OF DELIVERY: Max Student No: 10 This module will be delivered once commencing 2nd June 2015 and will comprise of directed study days. Module Code Module Title Tutor Date Time

AC0677 Agency, Decision Making and Leadership Daniel Monk 02.06.15 9.00 – 15.00

09.06.15 9.00 – 15.00

16.06.15 9.00 – 15.00

23.06.15 9.00 – 15.00

30.06.15 9.00 – 15.00

Please note that this module is only available to current ECP students

75

AC0678 – REFLECTING AND ANALYSING EMERGENCY CARE PRACTICE The module is intended to give participants insight to the skills and knowledge that enable the student to reflect on the process of competency attainment and the improvement of practice through effective change management underpinning practice development. Assessment of the module is by a reflective review of competencies and the presentation of a development of practice initiative portfolio. ASSESSMENT OVERVIEW: Formative assessment through student activities in seminar sessions. These are designed to promote critical thinking and understanding of what informs practice and how the student constructs that information to analyse practice. Summative - The assessment will be twofold – 1) Practice Development Project (5000 words) this will focus on an identified practice improvement, underpinned by grounded analysis and evidence of change processes. Key to this assignment will be the contribution of the student in the process. This assessment addresses learning outcomes 3, 4, 5. 2) Reflective Competency Review (5000 words) this work will reflect on the experience gained through achievement of the emergency care practice competencies. This assessment addresses learning outcomes 1, 2 and 5. Both pieces of work will focus on specific client groups pertinent to the student’s area of practice. SCHEDULE OF DELIVERY: Max Student No: 10 This module will be delivered once commencing 7th July 2015 and will comprise of directed study days only. Module Code Module Title Tutor Date Time

AC0678 Reflecting & Analysing Emergency Care Practice Daniel Monk 07.07.15 9.00 – 13.30

14.07.15 9.00 – 13.30

Please note that this module is only available to current ECP students

76


(General Practice Nursing)


AC6650 – Context of Nursing in General Practice

AC6651 – Preventative Interventions in Practice Nursing

AC6652 – Monitoring and Management of Long Term Conditions

77

AC6650 – CONTEXT OF NURSING IN GENERAL PRACTICE

This module will prepare general practice nurses to work safely and competently within profession, legal and governance frameworks in primary healthcare settings. Practitioners will explore professional, legal and health and social care frameworks to support high quality provision of general practice nursing services. Practitioners will analyse the health needs of their practice population and critically appraise the provision of services to meet their needs, identifying opportunities to develop further. The module will be delivered via blended learning approach which will incorporate the use of online resources, directed and campus based learning activities alongside the supported development of competencies in practice. ASSESSMENT OVERVIEW: Summative assessment for this module will comprise of two components:-

a) Part 1 – will require practitioners to undertake a health needs assessment to critically analyse the health needs of their practice population and associated outcomes from quality performance indicators to identify opportunities for development of general practice service provision.

b) Part 2 – will require practitioners to demonstrate safe and effective practice through assessment of competence in their workplace.

Practitioners will be required to pass both components. This assessment strategy has been designed in accordance with stakeholders’ expressed requirement for practitioners to demonstrate competence, contemporary knowledge of general practice nursing frameworks and the ability to develop and improve services in line with national and local health priorities SCHEDULE OF DELIVERY: Max Student No: 30 Newly validated module – dates are provisional and maybe subject to change Module Code Module Title Tutor Date Time

AC6650 Context of Nursing in Practice Carol Wills 23.09.15 9.00 – 16.00

14.10.15 9.00 – 16.00

04.11.15 9.00 – 16.00

09.12.15 9.00 – 16.00

78

AC6651 – PREVENTATIVE INTERVENTIONS IN PRACTICE

This module aims to develop practitioners to undertake preventative interventions within contemporary practice nursing. Student will be able to demonstrate the knowledge and skills required to assess, and respond appropriately to health need, whilst working independently and within legal, ethical and professional guideline. The module will be delivered via a blended learning approach which will incorporate the use of online resources, directed and campus based learning activities, alongside the supported development of competencies in practice. Summative assessment will include a written assignment and the successful achievement of practice competencies directly related to the learning outcomes of the module. ASSESSMENT OVERVIEW: Summative assessment for this module will comprise of two components:-

a) Part 1 – The academic assignment will be an essay focused on critical reflection of h health promotion strategies applied to a practice area, which the student will be required to reflect upon the care provision and make recommendations for improvements which will improve the client and service user experience.

b) Part 2 – will require practitioners to demonstrate safe and effective practice through assessment of competence in their workplace.

Practitioners will be required to pass both components. . SCHEDULE OF DELIVERY: Max Student No: 30 Newly validated module – dates are provision and maybe subject to change Module Code Module Title Tutor Date Time

AC6651 Preventative Interventions in Practice Karen Elton 19.01.16 9.00 – 16.00

04.02.16 9.00 – 16.00

23.02.16 9.00 – 16.00

16.03.16 9.00 – 16.00

79

AC6652 – MONITORING AND MANAGEMENT OF LONG TERM CONDITIONS

This module seeks to enable healthcare professionals from a range of professional backgrounds and settings to develop knowledge and understanding of essential elements which contribute to improving monitoring and management of long term conditions whilst enabling them to respond to and challenge practice for themselves and others. This module will help participants to develop awareness of contemporary drivers, putting monitoring and management of long term conditions at the forefront of care delivery. ASSESSMENT OVERVIEW: Summative assessment for this module will comprise of two components:-

a) Part 1 – will require practitioners to undertake a written reflective account which critically examines strategies which may be utilised to support monitoring and management of a chosen longer term condition (2500 words).

b) Part 2 – will require practitioners to demonstrate safe and effective practice through assessment of competence in their workplace (pass/fail).

Practitioners will be required to pass both components. This assessment strategy has been designed in accordance with stakeholders’ expressed requirement for practitioners to demonstrate competence. SCHEDULE OF DELIVERY: Max Student No: 30 Newly validated module - dates to be confirmed Module Code Module Title Tutor Date Time

AC6652 Monitoring and Management of Long Term Conditions Karen Corder TBC

80


(Infection Control)


AC0205 Principles and Concepts of Infection Control

AC0356 Infection Control in Secondary Care Settings

AC0668 Infection Control in Primary Care

81

AC0205 – PRINCIPLES AND CONCEPTS OF INFECTION CONTROL

This module will enable students to analyse critically and apply the principles of infection prevention and control to the establishment and maintenance of safe health care environments. Infection control is explored within a multi-perspective framework and students are encouraged to reflect critically on their practice, through the application of contemporary theory. Effective communication skills are paramount and students are expected to engage in professional networking in order to acquire the necessary knowledge and skills for effective coordination and management of infection control. Practitioners will be expected to reflect critically on their personal contribution to infection control as well as demonstrate the ability to coordinate the work of others. ASSESSMENT OVERVIEW: The method of assessment is through clinical audit that demonstrates the integration of theory into practice. A variety of teaching and learning approaches will be used, lectures, seminars/group work and guided/self-directed study. E learning and the Blackboard platform will be utilised as appropriate to support learning and teaching. SCHEDULE OF DELIVERY: Max Student No: 15 This module will be delivered twice commencing 14th September 2015 and 16th February 2016. Module Code Module Title Tutor Date Time

AC0205 Principles and Concepts of infection Control Joan Cochrane 14.09.15 9.00 – 15.00

15.09.15 9.30 – 15.30

16.09.15 9.30 – 15.30

17.09.15 9.30 – 15.30


19.10.15 9.30 – 14.30

20.10.15 9.30 – 14.30


22.10.15 9.30 – 15.00

23.10.15 9.30 – 14.00

Distance Learning Delivery Max Student No: 10 Module Code

Module Title Tutor Date Time

AC0205 Principles and Concepts of infection Control

Joan Cochrane Commences 16.02.16

No dates and times as students do in own negotiated study time

82

AC0356 – INFECTION CONTROL IN SECONDARY CARE SETTINGS This module will enable students to analyse critically and apply the principles of infection prevention and control within secondary care settings. Students will be required to provide evidence of effective communication skills in their roles as managers of the environment and demonstrate the ability to function in a multi-professional context. Practitioners will be expected to reflect critically on their personal contribution to infection control as well as demonstrate the ability to coordinate the work of others. ASSESSMENT OVERVIEW: The method of assessment is through production of a portfolio of evidence that demonstrates the integration of theory into practice. A variety of teaching and learning approaches will be used, lectures, seminars/group work, e-learning and Blackboard will be utilised as appropriate to support learning and teaching and directed study. SCHEDULE OF DELIVERY: Max Student No: 15 This module will be delivered once commencing 9th November 2015 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0356 Infection Control in Secondary Care Settings Joan Cochrane 09.11.15 9.00 – 15.00

10.11.15 9.30 – 16.00

11.11.15 9.30 – 14.45

12.11.15 9.30 – 14.30


04.01.16 9.30 – 14.45

05.01.16 9.30 – 12.30

06.01.16 9.30 – 15.00

07.01.16 9.30 – 14.00


83

AC0668 – INFECTION CONTROL IN PRIMARY CARE This module serves to enable the practitioner working in primary healthcare settings to analyse critically and apply the principles of prevention and control of infection within their own work area. This module will enable students to analyse critically the epidemiology of infections and communicable diseases in order to facilitate the implementation and critical evaluation of the principles and practice of prevention and control within the general population. Students will need to demonstrate the ability to fulfil an effective role within a multi-disciplinary approach to infection control practice. It will focus upon the psychological and social impact of infection control in various healthcare settings and consider risk assessment and health promotion. The method of assessment will demonstrate the integration of theory into practice and is facilitated within a portfolio of evidence. This will demonstrates infection risk analysis of the student’s own working environment incorporating implementation of a plan designed to minimise such risk, in tandem with critical reflection on current practice, in implementing infection prevention and control management strategies. A variety of teaching and learning approaches will be used, lectures, seminars/group work, tutorials, e-learning platform, observational visits and directed study. ASSESSMENT OVERVIEW: Portfolio of Evidence that demonstrates achievement of the specific learning outcomes of this module incorporating knowledge and skills. The directed workbook will be part of this portfolio and in tandem with critical reflection on current practice, in implementing infection prevention and control management strategies will enable the student to demonstrate more fully their understanding and knowledge of infection control within Primary healthcare settings. Max 3500 words. SCHEDULE OF DELIVERY: Max Student No: 10 This module will be delivered once commencing 15th February 2016 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0668 Infection Control in Primary Care Joan Cochrane 15.02.16 9.00 – 15.00

16.02.16 9.30 – 15.00

17.02.16 9.30 – 15.00

18.02.16 9.30 – 13.30


04.04.16 9.30 – 15:30

05.04.16 9.30 – 12.30

06.04.16 9.30 – 14:00

07.04.16 9:30 – 13:30

08.04.16 Clinical Visits

84


(Mental Health)


AC0349 Cognitive Behavioural Skills for Practice

AC6607 Governance in Mental Health / Learning Disability

AC6609 Skills for Practice in Mental Health and Learning Disability

85

AC0349 – COGNITIVE BEHAVIOURAL SKILLS FOR PRACTICE

The module provides learners with the opportunity to extend their existing knowledge of the principles and practice of cognitive behaviour therapy in order to enable them to develop skills in their practice. The teaching strategies utilised include academic study of the theory and practice of cognitive behaviour therapy alongside skills development, which will be facilitated by appropriate classroom supervision. The module is based on Beck's model of cognitive behaviour therapy. ASSESSMENT OVERVIEW: The assessment consists of a written case study of 3500 words SCHEDULE OF DELIVERY: Max Student No: 30 This module will be delivered once commencing 24th March 2016 comprising of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0349 Cognitive Behavioural Skills for Practice Simon Westrip 24.03.16 9.30 – 16.30

31.03.16 9.30 – 16.30

07.04.16 Self - Directed Study

21.04.16 9.30 – 16.30


05.05.16 9.30 – 16.30


19.05.16 9.30 – 16.30

86

AC6607 – GOVERNANCE IN MENTAL HEALTH/LEARNING DISABILITY

This module aims to provide students with a critical perspective related to the structures, processes and outcomes of governance in Mental Health/Learning Disability practice. Governance and associated policy will be considered from macro/national to micro/local levels of consideration, and will encompass primary (including early intervention), secondary and tertiary contexts of service delivery. The underpinning ethos of the module lies within a ‘recovery’ approach. The assessment will invite students to contextualise and critically articulate governance structures, policy and processes framing their own practice contexts.

ASSESSMENT OVERVIEW: Summative assessment and rationale for tasks Students will be invited, in the form of a written account to critically articulate governance structures, policy and processes which frame their own practice contexts, and their own role within these systems and processes. They will also provide a reflective account of the way governance arrangements directly influence practice. 3,500 words. Additional formative assessment – detail of process and rationale The reflective summary of the influence of governance on practice will be informed by a formative, structured learning log, which will also inform seminar presentation to learning peers. SCHEDULE OF DELIVERY: Max Student No: 15 This module will be delivered once commencing 14th September 2015 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC6607 Governance in Mental Health/ Learning Disability Siobhan Armstrong 14.09.15 10.00-16.00


28.09.15 10.00-16.00


12.10.15 10.00-16.00


26.10.15 10.00-16.00


09.11.15 10.00-16.00


23.11.15 9.30-15.30

87

AC6609 – SKILLS FOR PRACTICE IN MENTAL HEALTH AND LEARNING DISABILITY

This module aims to provide students with the opportunity to critically explore the nature of intervention skills appropriate to their area of Mental Health/Learning Disability practice. The module will encompass consideration of a range of interventions and associated skills, within which students will focus upon particular approaches relevant to their specific context of practice. The underlying ethos of the module lies within a ‘recovery’ approach. The assessment strategy encourages students to reflect upon their own pragmatic/eclectic blend of skills in practice, and the possibilities for future skills development. ASSESSMENT OVERVIEW: Summative assessment and rationale for tasks Students will be required to construct a reflective account of the use of intervention skills in practice, underpinned with relevant theoretical consideration. A reflective development plan for possible future self development of skills will also be required. 3,500 Words. Additional formative assessment – detail of process and rationale A formative structured reflective learning log will inform seminar presentation relating to the use of therapeutic skills in practice. Indication of how students will get feedback and how this will support their learning Feedback will be given at the point of seminar presentation, and will directly inform learning and assignment issues. SCHEDULE OF DELIVERY: Max Student No: 20 This module will be delivered once commencing 24th September 2015 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC6609 Skills for Practice in Mental Health and Learning Disability

Simon Westrip 24.09.15 9.30 – 16.30


08.10.15 9.30 – 16.30


22.10.15 9.30 – 16.30


06.11.15 9.30 – 16.30


20.11.15 9.30 – 16.30

88

AC6608 – NEEDS ASSESSMENT AND ANALYSIS IN MENTAL HEALTH/LEARNING DISABILITY

This module aims to provide students with a critical perspective on the processes and concepts involved in the assessment and analysis of needs within Mental Health/Learning Disability service user groups. This will entail consideration from macro (International/National) to micro (Regional/Local) and individual levels, involving critical exploration of bio/psycho/social aspects of needs in primary, secondary and tertiary practice settings. It will also encompass aspects of risk assessment and management. The central issues in aetiology and classification within Mental Health/Learning Disability and the negative effects and management of these aspects will also be a core theme. The underlying ethos of the module lies within a ‘recovery’ approach. The module assessment invites students to undertake a needs assessment/analysis in relation to a defined service user group at a ‘macro’ level, and at the ‘micro’ level of service user experience. ASSESSMENT OVERVIEW: Summative assessment and rationale for tasks Students will be required to undertake the process of needs analysis and assessment within the context of a defined service user group within their practice context. This will reflect the macro level consideration in terms of the service user group population, and the micro context of an individual service user. 3,500 words. Additional formative assessment – detail of process and rationale A formative, structured learning log will be used to inform a seminar presentation. Indication of how students will get feedback and how this will support their learning Feedback from seminar group presentation will support learning and summative assignment preparation. SCHEDULE OF DELIVERY: Max Student No: 20 This module will be delivered once commencing 5th February 2016 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC6608 Needs Assessment and Analysis in Mental Health/Learning Disability Alan White 05.02.16 9.30 – 16.00


19.02.16 9.30 – 16.00


04.03.16 9.30 – 16.00


18.03.16 9.30 – 16.00

25.03.16 9.30 – 16.00



89

AC6600 – MENTAL HEALTH AND THE OLDER PERSON – DEMENTIA, DELIRIUM AND

DEPRESSION This module aims to provide students with a critical insight into the key issues relating to the mental health of older people, with emphasis given to the main demographically/epidemiologically prevalent issues of Dementia, Delirium and Depression. The underpinning ethos of the module is concerned with ‘personhood’ in older age groups, and the maximisation of independence, choice and mental well-being. Strategies for how this can be effectively facilitated are also considered. The module assessment invites students to consider and apply the key themes of the module in relation to a chosen case study. ASSESSMENT OVERVIEW: Summative assessment and rationale for tasks A case study (essay) focussed on an older person which will allow the student to explore the key module themes and perspectives on mental health and well being. The student will be invited to evaluate a range of strategies and approaches with regard to their potential and actual effectiveness. The assessment will encompass achievement of learning outcomes 1-6. 3,500 words. Additional formative assessment – detail of process and rationale Students will be given the opportunity to present their chosen case study, in a peer discussion seminar. Indication of how students will get feedback and how this will support their learning. Students will receive formative feedback in relation to the peer discussion seminars from fellow students and facilitating academic tutor. Written feedback will be given in respect of the summative assessment SCHEDULE OF DELIVERY: Max Student No: 25 This module will be delivered once commencing 28th January 2016 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC6600 Mental Health and the Older Person: Dementia, Delirium and Depression Jane Murray 28.01.16 9.00 – 16.00


11.02.16 9.00 – 16.00


25.02.16 9.00 – 16.00


10.03.16 9.00 – 16.00


24.03.16 9.00 – 16.00


90


(Older Person)


AC6633 Enhancing the care of the Older People

Plus two further modules out of:

AC6631 Contemporary Issues in Compassionate Care, AC0664 End of Life Care OR

AC6600 Mental Health and the Older Person: Dementia, Delirium and Depression

91

AC6633: ENHANCING THE CARE OF THE OLDER PEOPLE This programme of study aims to enhance practitioners understanding of the complex needs of older people in a wide range of settings. Practitioners will be able to critically review their knowledge base and enhance their skills in caring for older people, gaining an understanding of the values required to meet the needs of older people and their carers.

The module provides students with the opportunity to critically analyse current policy drivers, demographic trends and consider the implications for the health and social care of older people. The module will seek to develop students’ critical appreciation of the ageing process. The module places emphasis on the older person’s uniqueness recognising that older people are not a homogenous group. Life career and lifestyle need to be appreciated in providing person-centred nursing care. Students will critically appraise theory and empirical research derived from social, political, health and nursing gerontology, and will explore its application to healthcare and care management in meeting the diverse needs of people in later life. Ensuring a person-centred approach to care is paramount and Service Users and Carers will be involved in planning and delivering this module to ensure this remains high on the agenda.

Lectures, discussions and seminars will assist the practitioner to draw upon new and existing skills in order to apply the module content to professional practice. This will also facilitate the development of relevant knowledge to assist them to apply new knowledge and skills that enables practice improvements in the care of older people.

The summative assessment requires students to demonstrate the interface between theory and practice by employing the appropriate analytical and evaluative skills when reflecting upon what this means for practice. Students will be asked to produce a written reflective account which critically examines strategies which may be used to bring about a service of clinical improvement for older people and their carers. ASSESSMENT OVERVIEW: Summative Assessment: Students will provide a written reflective account which critically examines leadership strategies which may be used to bring about a change to enhance the care for older people (3000 words).

Formative assessment will occur throughout the module due to the nature of experiential learning, simulation and small group work. This aims to develop self-awareness and enables each student to explore and debate the underlying theoretical knowledge and assumptions. Students will be required to participate in student led seminars

SCHEDULE OF DELIVERY: Max Student No: 20 This module will be delivered once commencing 15th February 2016 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC6633 Enhancing the Care of the older People Sue Tiplady 15.02.16 9:30 – 15:30

22.02.16 9:30 – 15:30

29.02.16 9:30 – 15:30

92

07.03.16 9.30 – 15.30

14.03.16 9.30 – 15.30


04.04.16 9:30 – 15:30

11.04.16 9:30 – 15:30

11.04.16 9:30 – 15:30


93

AC6631: CONTEMPORARY ISSUES IN CARE AND DELIVERY This module seeks to enable health and social care professionals from a range of professional backgrounds and settings to develop knowledge and understanding of essential elements which contribute to improving care and compassion in practice whilst enabling them to respond to and challenge practice for themselves and others. It will help participants to develop awareness of contemporary drivers putting care and compassion at the forefront of care delivery. Staff will also have an opportunity to develop communication skills which underpin caring, compassionate nursing practice. Ensuring a person-centered approach to care is paramount, Service Users and Carers will be involved in planning and delivering this module to ensure this remains high on the agenda. Lectures, discussions and seminars will assist the practitioner to draw upon existing skills in order to apply the module content to professional practice. This will also facilitate the development of relevant knowledge to assist them to lead and influence the delivery of compassionate care in the practice arena.

The summative assessment requires students to demonstrate the interface between theory and practice by employing the appropriate analytical and evaluative skills when reflecting upon what this means for practice. Students will be asked to produce a written reflective account which critically examines strategies which may be used to bring about a changing culture in the delivery of compassionate care.

ASSESSMENT OVERVIEW: Produce a written reflective account which critically examines strategies which may be used to bring about a changing culture in the delivery of compassionate care: 2500 words

Formative assessment will occur throughout the module due to the nature of experiential learning and small group work. This aims to develop self-awareness and enables each student to explore and debate the underlying theoretical knowledge and assumptions. Students will be required to participate in student led seminars

SCHEDULE OF DELIVERY: Max Student No: 25 This module will be delivered once commencing 18th September 2015 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC6631 Contemporary Issues in Care and Delivery Karen Corder 18.09.15 9:30 – 15:30

25.09.15 9:30 – 15:30


09.10.15 9.30 – 15.30

16.10.15 9.30 – 15.30


30.10.15 9:30 – 15:30

06.11.15 9:30 – 15:30


20.11.15 9:30 – 15:30

94


(Palliative Care)


Principles of Palliative Care, plus two further

Palliative Care Modules

OR

Principles of Palliative Care plus one further Palliative Care Module and one Cancer Module

95

AC0342 – PRINCIPLES OF PALLIATIVE CARE

This module is taught using a combination of taught elements and enquiry based learning. It will enable the participant to develop and in-depth understanding of palliative care principals and practices. Students will be expected to explore local, national developments in palliative care. The experience of the palliative care patient will be explored using patient narratives. The needs of cancer and non-cancer patients will be compared and contrasted. The emotional and informational needs of the cancer patient and their family will be explored considering the contribution of the multidisciplinary team.

ASSESSMENT OVERVIEW: Assessment of this module is by the development of a portfolio demonstrating achievement of the learning outcomes. This portfolio will be not more than 4000 words. SCHEDULE OF DELIVERY: Max Student No: 25 This module will be delivered twice commencing 17th September 2015 and 11th February 2016, and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC0342 Principles of Palliative Care Isabel Quinn 17.09.15 9.30-15.30

24.09.15 9.30-15.30


08.10.15 9.30-15.30


22.10.15 9.30-15.30

29.10.15 9.30-15.30

05.11.15 9.30-15.30

12.11.15 9.30-15.30



AC0342 Principles of Palliative Care Isabel Quinn 11.02.16 9.30-15.30

18.02.16 9.30-15.30


03.03.16 9.30-15.30


17.03.16 9.30-15.30

24.03.16 9.30-15.30

31.03.16 9.30-15.30

07.04.16 9.30-15.30


96

AC0664 – END OF LIFE CARE FOR ALL This module is aimed at practitioners who care for all patients at the end of life. The module focus is on the patient pathway, patient choice, e.g. preferred place of care, the importance of multi-disciplinary care delivery will be a key component of the module. A flexible learning approach is adopted to assist in the development of specific knowledge relating to end of life care in both the cancer patient and patients suffering diseases other than cancer. This module will enable the practitioner to critically examine their practice when caring for this vulnerable group of patients and will consider the holistic needs of the patient and their carers. Participants will be encouraged to reflect and explore personal experiences arising from their own clinical practice in order to consider enhancing their professional practice. ASSESSMENT OVERVIEW: Formative assessment and rationale for tasks Formative assessment will take place in the form of student led seminars; this will enable the student to demonstrate achievement of the learning outcomes and the synthesis of theory and practice. Summative assessment and rationale Students are expected to produce a reflective essay situated in their practice within their specialist area of care. The essay will demonstrate the achievement of the module learning outcomes it is expected that whilst the essay is firmly rooted in practice the need for anonymity and confidentiality will be respected. Feedback Strategy The assessment strategy is designed to enable the student to demonstrate their achievement of the learning outcomes. In order to facilitate this students are required to negotiate the topic and the nature of their essay with the module teacher. Feedback will be given following the student seminar through group and individual tutorials. SCHEDULE OF DELIVERY: Max Student No: 25 This module will be delivered once commencing 21st September 2015 and comprises of directed study and self-directed study days. Module Code Module Title Tutor Date Time

AC0664 End of Life Care for All Isabel Quinn 21.09.15 9:30 – 15:30

22.09.15 9:30 – 15:30

23.09.15 9:30 – 15:30

19.10.15 9.30 – 15.30

20.10.15 9.30 – 15.30


16.11.15 9:30 – 15:30

17.11.15 9:30 – 15:30

18.11.15 9:30 – 15:30


97

AC6613 MANAGING PAIN AND SYMPTOMS IN ADVANCED DISEASE This module is focussed on patients who have palliative care needs; students will be encouraged to consider the many components that contribute to the delivery of quality palliative care. A flexible learning approach is adopted to assist in the development of specific knowledge relating to the management of symptoms in advanced disease. This module will enable the practitioner to critically examine their practice when caring for this vulnerable group of patient’s and will consider the holistic needs of the patient and their carers. Participants will be encouraged to reflect and explore personal experiences arising from their own clinical practice in order to consider enhancing their professional practice. Lectures discussions and seminars will assist the participant to draw upon and develop existing theoretical and practical knowledge in order to apply the module content to professional practice. This will be supported by the utilisation of Blackboard and e-Learning methodologies. The module is assessed by a 3000 word essay that demonstrates achievement of the learning outcomes. ASSESSMENT SCHEDULE: Formative assessment and rationale for tasks Formative assessment will take place in the form of student led seminars; this will enable the student to demonstrate achievement of the learning outcomes and the synthesis of theory and practice. Summative assessment and rationale Students are expected to produce an essay situated in their practice within their specialist area of care. The essay will demonstrate the achievement of the module learning outcomes it is expected that whilst the essay is situated in practice the need for anonymity and confidentiality will be respected (3000 words). Feedback strategy The assessment strategy is designed to enable the student to demonstrate their achievement of the learning outcomes. In order to facilitate this students are required to negotiate the topic and the nature of their essay with the module teacher. Feedback will be given following the student seminar through group and individual tutorials. SCHEDULE OF DELIVERY: Max Student No: 30 This module will be delivered once commencing 9th February 2016 and comprises of directed and self-directed study days. Module Code Module Title Tutor Date Time

AC6613 Managing Pain and Symptoms in Advanced Disease Isabel Quinn 09.02.16 9.30-15.30

16.02.16 9.30-15.30


01.03.16 9.30-15.30


15.03.16 9.30-15.30

22.03.16 9.30-15.30

98


05.04.16 9.30-15.30

12.04.16 9.30-15.30

99


(Paramedic Practice)

For a named Pathway choose these modules:


AC0675 Competence for Practice-Minor Illness/Injury

Plus one other Module

100





17.09.15 9.30-17.00

24.09.15 9.30-17.00

01.10.15 9.30-17.00

08.10.15 9.30-17.00

15.10.15 9.30-17.00

22.10.15 9.30-17.00

29.10.15 9.30-17.00

05.11.15 9.30-17.00

12.11.15 9.30-17.00

19.11.15 9.30-17.00

26.11.15 9.30-13.00

03.12.15 9.30-12.30



13.01.16 9.30-17.00

20.01.16 9.30-17.00

27.01.16 9.30-17.00

03.02.16 9.30-17.00

101

10.02.16 9.30-17.00

17.03.16 9.30-17.00

24.02.16 9.30-17.00

02.03.16 9.30-17.00

09.03.16 9.30-17.00

16.03.16 9.30-17.00

24.03.16 9.30-13.00

31.03.16 9.30-12.30



14.01.16 9.30-17.00

21.01.16 9.30-17.00

28.01.16 9.30-17.00

04.02.16 9.30-17.00

11.02.16 9.30-17.00

18.02.16 9.30-17.00

25.02.16 9.30-17.00

03.03.16 9.30-17.00

10.03.16 9.30-17.00

17.03.16 9.30-17.00

24.03.16 9.30-13.00

31.03.16 9.30-12.30

102

AC0675 – COMPETENCE FOR PRACTICE – MINOR ILLNESS/INJURY This module is intended to give participants insight to the skills and knowledge required to respond and care for a range of client presentations, deemed as minor illness and injury. Participants will be able gain knowledge and apply therapeutic interventions appropriate to diverse client groups. Assessment of the module is by the collection of evidence related to competency attainment and an examination through objective structured clinical examination of a client presenting with a minor health care problem. ASSESSMENT OVERVIEW Formative assessment is through student activities in seminar sessions. These are designed to promote critical understanding of care processes allied to minor care presentations. The University assessment will be twofold: 3) Portfolio (1000 words)


4) OSCE Examination This will take the form of interaction with a client (Actor) who has presented with a minor health care problem. Emphasis will be placed on clients identified by the practitioner. That is relevant to their role (Adult, Child, Mental Health, Older person). Clinical practice will be assessed by the completion of negotiated competency attainment (Observation, Supervised practice, Assessment, Review/Reflection process). Each student will have individual OSCEs with two independent assessors, with appropriate skills. Note – Where students undertake the module as a ‘standalone’ option, the portfolio will be a collection of material related to the module learning outcomes. Formative feedback will be continuous in the module and Summative feedback will be provided within existing processes. (4 weeks)

SCHEDULE OF DELIVERY: Max Student Nos: 25 This module will be delivered once commencing 5th January 2016 and comprise directed study days. Module Code Module Title Tutor Date Time

AC0675 Competence for Practice- Minor Illness/Injury Daniel Monk

05.01.16

9:00 – 13:00

12.01.16 9:00 – 15:00

19.01.16 9:00 – 15:00

26.01.16 9:00 – 15:00

02.02.16 9:00 – 15:00

09.02.16 9:00 – 13:00

16.02.16 9:00 – 13:00

23.02.16 9:00 – 13:00

103

01.03.16 9:00 – 15:00

08.03.16 9:00 – 15:00

OSCE EXAM 30.03.16 9:00 – 15:00

104


(Sexual Health)

For a named Pathway choose these two modules:

AC0612 Foundations of Sexual Health Practice

AC0688 Integrated Clinical Practice in Sexual Health (Tier 2 funding)

105

AC0612 – FOUNDATIONS OF SEXUAL HEALTH PRACTICE

This module is intended to give participants insight into the skills and knowledge required to recognise and respond to the sexual health needs of their client group. Through exploration of their own values and attitudes to sexual health issues, they can consider personal and practice development required to better meet the sexual health needs of their clients/patients. This module can also be taken via APEL which can be arranged with the module leader. ASSESSMENT OVERVIEW: Assessment of the module is by written essay in which the student is required to undertake a needs analysis in relation to supporting the sexual health needs of clients/patients encountered in their own practice area. The needs analysis must integrate a critical discussion of the issues raised during the module, applied to their own practice area. SCHEDULE OF DELIVERY: Max Student No: 20 This module will be delivered twice commencing 14th September 2015 and 8th February 2016. Module Code Module Title Tutor Date Time

AC0612 Foundation of Sexual Health Practice Karen Elton 14.09.15 9.30 – 16.00

15.09.15 9.30 – 16.00

16.09.15 9.30 – 16.00

17.09.15 9.30 – 16.00

18.09.15 9.30 – 16.00


AC0612 Foundation of Sexual Health Practice Karen Elton 08.02.16 9.30 – 16.00

09.02.16 9.30 – 16.00

10.02.16 9.30 – 16.00

11.02.16 9.30 – 16.00

12.02.16 9.30 – 16.00

106

continuing professional development framework schedule of delivery dates module …€¦ · ·...

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