1

s MSc Advanced Practice (Health)

PG Dip Advanced Practice (Health)

Student Handbook 2016-17

COLLEGE OF LIFE, HEALTH and PHYSICAL SCIENCES

SCHOOL OF HEALTH SCIENCES

Course Leader Christine Watson

chris.watson@brighton.ac.uk Postal address:

School of Health Sciences University of Brighton

Robert Dodd 49 Darley Road

Eastbourne BN20 7UR United Kingdom

01273 643484 Eastbourne 01273 644058 Falmer

2

Contents 1. Welcome ................................................................................................................................................... 3

2. Key Information ........................................................................................................................................ 3

3. Calendar of dates for 2016/2017 .............................................................................................................. 4

4. The Curriculum .......................................................................................................................................... 6

5. Philosophy of the course......................................................................................................................... 15

6. The Course Team .................................................................................................................................... 15

7. Aims of the Course .................................................................................................................................. 16

8. Learning Outcomes ................................................................................................................................. 16

9. Links with Research and Practice ............................................................................................................ 18

10. Learning and Teaching Strategy .......................................................................................................... 209

11. Assessment ........................................................................................................................................... 20

12. Learning Support Plans (LSPs) ............................................................................................................... 22

13. QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education .... 24

14. Admissions Policy .................................................................................................................................. 24

15. Assessment and Progression Regulations ............................................................................................. 25

16. Award Requirements ............................................................................................................................ 26

17. Examination Boards .............................................................................................................................. 26

18. Course Management Structure............................................................................................................. 27

19. Student Support .................................................................................................................................... 27

20. Student Guidance for Assessment ........................................................................................................ 29

21. University of Brighton grading criteria level 7 ...................................................................................... 29

Appendix 1 APPLICATION FLOW PLAN: ANNOTATION TO INDEPENDENT PRESCRIBER .... Error! Bookmark

not defined.3

Appendix 2 ADVANCED PRACTICE COMPETENCIES …………………………………………………………………………34-37

3

1. Welcome Welcome to the MSc Advanced Practice (Health) at the University of Brighton. This Course has been designed for applicants from a wide range of health professions who wish to function at an advanced level of practice. The course offers opportunities for students to develop knowledge and expertise in order to lead practice innovation through competency development and work-based learning. Inter-professional learning is a particular feature of the student experience.

The MSc Advanced Practice (Health) is a modular course which offers a wide range of modules from the School of Health Sciences, Post Graduate Medicine and the Business School.

This course was initially validated in December 2002 as the MSc Nurse Practitioner and in response to NMC guidance (since withdrawn) on advanced practice, became MSc Advanced Nurse practitioner in 2005. Currently professional guidance on enhanced roles and extended scope of practice for all health professions, regardless of discipline, is limited. The coalition government (2010) stated that it should be employers who set guidance for an individual’s scope of practice, rather than legislating to allow professional bodies to do so. Increasingly the literature supports advanced practice as a level of practice rather than a specific role or job title (RCN 2014). Traditional thinking, where pathways of care fall into silos of ‘acute’, ’ primary’, ‘secondary’ is being challenged and role boundaries between disciplines blurred as a result. Advanced practitioners are at the forefront of service delivery, in autonomous roles, often leading the transformation of care (NHS England, 2013; 2014). Future workforce demands and modernisation of practices rely upon inter-professional working with roles based on recognised levels of capability and competence rather than professional background. With this in mind following a periodic review in March 2015 the course became a multi-disciplinary ‘Advanced Practice’ MSc with (Health) in parentheses. In due course the title will be amended to enable students to graduate with their profession in parentheses (eg. MSc Advanced Practice (Paramedic Science), MSc Advanced Practice (Nursing) etc).

This course handbook gives detailed information about the course and is intended to help you become familiar with both the principles and processes of studying at the University of Brighton and should be read in conjunction with module handbooks and the Graduate Student Handbook which can be found online via the course page on student central.

[Type text]

4

2. Key Information The course leader is: Christine Watson e mail: chris.watson@brighton.ac.uk

School of Health Sciences University of Brighton Robert Dodd 49 Darley Road, Eastbourne BN20 7UR Telephone : 01273 643484 Eastbourne 01273 644058 Falmer

The Programme Administrator is: Henrietta Griffiths (Etta) School of Health Sciences Westlain House University of Brighton Falmer, East Sussex, BN1 9PH The Senior Programme Administrator is Abby Barras School of Health Sciences Westlain House 3rd Floor Falmer BN1 9PH 01273 642060/4068 a.barras@brighton.ac.uk

Tel: 01273 644076 Fax: 01273 644010 Email: H.C.Griffiths@brighton.ac.uk

It is important to check that your chosen modules are running at the time you want to take them. Module dates, venues and availability information are available on the course site on the University Web pages: https://www.brighton.ac.uk/courses/study/advanced-practice-health-msc-pgdip.aspx

Modules should be booked on line. Please note the cut-off date for Semester One modules is June 30th and Semester 2 module choices form is 30th November. Non-medical prescribing has a different timeline for applications please see appendix for details.

See electronic boards in Mayfield House for on the day information regarding rooms for modules running on the Falmer site.

3. Calendar of dates for 2016/2017

[Type text]

5

Graduate Induction Event: Friday 23th September 2016 9- 4.30 Falmer Course Induction Event: Monday 17th October 2015 9-4.30 Falmer, Module Choices forms in for Semester 2: by 30th November 2016 Main Assignment Hand-in Dates: Semester 1 - Monday 6th February 2017 by 4pm Semester 2 – Monday 5th June 2017 by 4pm (The above are the main hand-in dates. Please check individual module handbooks for relevant hand-in dates). ePortfolio formative submission date: 2 weeks up to 2nd May 2016 (system will be locked down from 4pm for 3 weeks on this day) Course Tutorial Days: These days are set aside by the course leader to enable students at any stage of their course to book a tutorial. Tutorials can be face to face, via Skype or by telephone. (Please sign up on the Wiki on student central to book a tutorial at least 5 working days prior to the date). Semester One: 11th November 2016 2-4pm Semester Two: 6th March 2016 10-12 midday All students will be required to complete a mandatory 30 minute tutorial with their personal tutor in June/July each year to discuss formative progress towards ePortfolio completion. Dates will be advertised in the new year. Mentor Induction day: Friday 16th December 2016, 3pm – 4.30pm Your mentors are invited to the University to meet the course leader and team to discuss their role in supporting you during your time as a student on the course. We appreciate that mentors will be busy people in senior roles. Students are welcome to attend with their mentors on this day. Tea and mince pies provided! If mentors are unable to attend the University in person arrangements will be made to discuss the role via telephone, skype or a personal visit to the practice area by the course leader or personal tutor. Course Board Dates Semester 1,

PG Joint Masters Course Board

Location Eastbourne Aldro 112 9am -12

Semester 2 tbc

[Type text]

6

Student representation on these dates is encouraged. Course Exam Boards: 9th November 2015, 22nd March 2017, 19th July 2016. Unratified module results are normally available from 20 working days following the assessment submission date. Award Ceremonies February and July each year – precise dates notified nearer the time University term dates (standard)

Autumn 26 September–16 December

Spring 9 January–31 March

Summer 24 April–9 June

Please note that parking at the University is restricted during term time and a fine will be charged unless you have a parking permit. Applications for parking permits can be obtained from Ringmer House, Falmer campus. Parking restrictions in term time are lifted at 3pm each day. There are a limited number of red bays opposite the back of Mayfield House which give you up to 30 minutes parking.

4. The Curriculum The curriculum framework for the programme is the nationally agreed 4 pillars of

advanced practice (NIALH 2010). The MSc/PG Dip Advanced Practice (Health) is a part

time course, requiring achievement in the following modules:

Compulsory modules (must be taken)

NA7139 Leading Advanced Practice module 20 credits

NA7140 Professional Competency Module (ePortfolio of evidence of achievement of advanced practice competencies) (non-credit rated) Optional Compulsory modules, see table below, (choose one from each of 3 areas)

Choice of Advanced Practice module (eg Advanced Assessment (Adult, Mental Health or Child) 20 credits

Choice of 20 credit Education module (eg Mentorship, Simulation practice teacher)

Choice of 20 credit Research Module (eg Qualitative Research, Research methods and critical appraisal)

[Type text]

7

Optional modules

40 credits of optional module choice(eg non-medical prescribing) Optional compulsory modules from the table below can also be taken as optional modules

If continuing to MSc a 60 credit Dissertation Module is compulsory.

8

Compulsory/Optional modules 2016-17 (refer to timetable for dates)

Education Practice Research

Designing, Planning and Strategic Working in Education

NA7119 Helen Stanley

Advanced Physical Assessment Adult NAM29

Daren Briscoe

Critical Thinking in Qualitative Research

NA7124 Alec Grant

Developing expertise in Learning, Teaching and

Assessment

NA7120 Charlotte Ramage

Management of Advanced Heart Failure

NAM110

Christine Watson

Qualitative Research

NAM13

Kay Aranda

Practice Teacher

NA781

Caroline Hudson

Advanced Mental Health Assessment

NAM84

Ian Taylor

Research Methods for Health Professions HEM07

Lucy Redhead

Preparation of Supervisors of Midwives

NAM54

Sarah Lewis Tulett

Advanced Physical Assessment of Cardiac and Respiratory

Systems

NAM109 Chrissie Spiers

Research Theory and Practice

NAM69 (on line)

Marian Wilmer

The Health Professional as an Educator

HEM14

Jane Morris

Advanced Respiratory Care

NAM55

Annie Chellel

Taking Research forward in the NHS

NAM112

Nina Dunne

Mentor Preparation

NA7117

Theresa Corkill

Child Advanced Physical Assessment

NA7130

tbc

Research Methods and Critical Appraisal

MDM 10

John Anderson

Communication, Learning and Teaching in Health & Social Care MDM122 Jim Price

Communication, Learning and Teaching in Health & Social Care

Pulmonary Rehabilitation and Chronic Lung Disease

HEM72 Angela Glynn

Quantitative research methods (under development)

Nina Dunne

[Type text]

9

These modules, together with NA7139 Leading Advanced Practice, feed into completion of the advanced practice competencies in your ePortfolio as a part of formative assessment. APL – Accreditation of prior learning Level 6/7 credits achieved prior to enrollment on this programme may be considered as part of the APL process, towards this award. Consult the course leader for details. In addition to completion of mandatory modules, students must select optional modules from the programme according to their learning needs, sponsors requirements and credit requirement, (see post-grad. handbook for further details). It therefore follows that each student is responsible for developing (in partnership with their personal tutor and manager) a personal development plan (within the ePortfolio) in order to identify their learning needs which will support their personal and professional development.

Principles and Practice of Simulation in Healthcare MDM148

TBC

Assessment & Treatment of Dementia MDM120 TBC

Feedback & Debriefing in Simulation

MDM149

TBC

The Challenge of Clinical Decision making in Modern Midwifery

Practice

Claire Winter/Annie Rimmer

End of Life: Principles of Advanced Practice

HS705 Liz Watson

Advanced End of Life Care for People with Long Term Conditions

HS706 Laura Myers

10

INDUCTION 4.1 Graduate induction day – Friday 23th September 2016 The University, School of Health Sciences and the post-graduate programme are introduced to all new postgraduate students on this day. Students will also spend time with the library staff, meet course and module leaders and fellow students. There will be some guidance on level 7 study and pre-course preparation. Students must enroll to ensure they can access their modules electronically on this day. 4.2 Course Induction day – Monday 17th October 2016 This day is to introduce students to the MSc/PG Dip Advanced Practice (Health) and in particular the Professional Competency Module/ePortfolio of advanced practice competencies. The course and module options will be explained and students asked to begin planning their pathway through the course. The Professional Competency Module will be introduced and students will spend the afternoon in the computer suite setting up their ePortfolios. Requirements for mentorship will be explained. 4.3 Study Skills We appreciate that for many students this will be their first academic experience at level 7 (Masters) and some students may not have studied recently. Studying at level 7 is a challenge, but remember that you are probably already thinking and making decisions in practice at this level. Study skills will be offered throughout the first year of the course, commencing with an introduction on the graduate induction day and usually on NA7140 ALS dates. The ASK on line post-graduate study skills programme is a very useful resource and we recommend accessing it. In addition there are generic study days at Falmer, Eastbourne & Hastings:

Wednesdays 1-2pm, Checkland B502

Thursdays 5.30-6.30pm, Checkland A500, Falmer campus » Falmer campus map

Wednesday 1-2pm B502 Thursday

5.30--6.30pm

A500

What’s so different about studying in

HE and what tools can help?

12 October 13 October

How to take notes and build your

academic skills

19 October 20 October

[Type text]

11

Effective Reading and Research

strategies

26 October 27 October

Tips for planning your assignment and

managing your time

2 November 3 November

Structuring, referencing and writing

assignments

9 November 10 November

Critical thinking for assignments to get

a better grade

16 November 17 November

Thursdays 1-2pm, Hillbrow 214. Eastbourne campus » Eastbourne campus map

What’s so different about studying in HE

and what tools can help?

13 October

How to take notes and build your academic

skills

20 October

Effective Reading and Research strategies 27 October

Tips for planning your assignment and

managing your time

3 November

Structuring, referencing and writing

assignments

10

November

Critical thinking for assignments to get a better

grade

17 November

Wednedays, 1-2pm, Priory Square 301, Hastings campus » Hastings campus map

What’s so different about studying in HE

and what tools can help?

12 October

How to take notes and build your academic

skills

19 October

Effective Reading and Research strategies 26 October

Tips for planning your assignment and

managing your time

2 November

Structuring, referencing and writing

assignments

9 November

Critical thinking for assignments to get a better

grade

16 November

12

MSc Advanced Practice (Health) –course map

NA7139

Leading

Advanced

practice

20credits

20 credits

Advanced

Practice

Module

20 credits

Education

module

20 credits

Research

module

20 credits

PLUS

40 optional credits

PG Dip

Advanced

Practice

(Health)120

credits

Dissertation module

60 credits MSc

Advanced Practice

(Health)

180 credits

Compulsory/optional

Modules

Optional

modules Award

Completion of portfolio

PLUS

NA7140 Professional

Competency Module

ePortfolio

Compulsory

Modules

PG Dip

(Health)

120 credits

Non-completion of

portfolio exit with

13

Example Pathways through the programme:

COMMUNITY PRACTITIONER Eg. Specialist Primary Care Paramedic GP Nurse Practitioner Community Physiotherapist Independent Occupational Therapist

NA7139 Leading Advanced Practice Module Plus 20 credits * Commence NA7140 Professional Competency Module

Choice of Advanced Practice Module 20 credits

Choice of Education module 20 credits

40 credits optional modules eg PY355 Pharmacology and Therapeutics for Prescribing ) NA6173 Health Assessment for Prescribing ) NA7137 Clinical and Professional Aspects of Prescribing ) 40 credits

OR eg. MDM119 Understanding Dementia 20 credits NA7122 Foundations of Health promotion 20 credits NAM44 Health Law and Ethics 20 credits

Choice of Research Module 20 credits

*Complete portfolio and either Step off with PG Dip Advanced Practice (120 credits)

Or continue NAM96 Dissertation Module 60 credits

Example Pathway 1

Exit with MSc Advanced Practice (180 credits)

Shaded modules are mandatory

14

ACUTE CARE PRACTITIONER Eg. Clinical Nurse Specialist Hospital Midwife Paramedic Practitioner Emergency Care/ITU Practitioner

NA7139 Leading Advanced Practice Module Plus 20 credits * Commence NA7140 Professional Competency Module

Choice of Advanced Practice Module 20 credits

Choice of Education Module 20 credits

40 credits of optional choice eg: NAM44 Health law and ethics 20 credits NAM 55 Advanced Respiratory Care 20 credits NA7122 Foundations of Health Promotion 20 credits

20

Choice of Research Module 20 credits

*Complete ePortfolio and either step of with PG Dip Advanced Practice (120 credits)

or continue

NAM96 Dissertation Module 60 credits

Exit with MSc Advanced Practice (180 credits) Mandatory modules are shaded

Example Pathway 2

15

5. Philosophy of the course A fundamental principle of the course is to equip professionals, from a number of different disciplines, with the knowledge and skills to develop existing and new roles at an advanced level of practice. The student experience prepares practitioners from a variety of professions to provide leadership in their field, work collaboratively within teams, across sectors, disciplines and traditional boundaries. By increasing clinical research activity and consequently, evidence based practice their activities are expected to contribute to a developing body of professional knowledge. The emphasis will be towards developing individual practitioners’ competencies and critically exploring the parameters of practice roles and the systems in which they operate. The course will enable students to practice autonomously, lead innovations in practice, discern the impact of health care policy and influence future developments in their field. There are many opportunities for students to learn with colleagues from a range of professions and work sectors. The relationship between theory and practice is the main learning challenge and guides the core teaching and learning strategies. Self-directed and autonomous learning is a core approach of the course with an emphasis on lifelong learning and the need for students to be proactive in anticipating and responding to changes in their field of practice. Through the in-depth investigation of aspects of their clinical practice, students will be encouraged to extend their ability to practice as accountable and responsible professionals. The combined intention is to develop both advanced professional competence and to improve service user’s outcomes and experiences.

6. The Course Team To enable this course to remain at the ‘cutting edge’ of advanced practice, the course team have embedded strategies to maintain their specialist knowledge. The team work closely with NHS Trusts and health care providers, with the course leader and members of the team holding honorary contracts and being clinically active in practice and research in acute hospitals, the community, charities and social enterprises. Employer representatives are actively engaged with course team members in module/pathway evaluation and review which enriches and assures the quality of the course. Engagement by members of the course team at local Trust meetings and events e.g. scientific meetings/research days, is regular. There is a wide range of expertise available within the team, many have or are working toward PhDs and all are research active in areas relevant to this course e.g. compassion, resilience, leadership, hospital avoidance, service-user collaboration, inter-professional learning, digital literacy etc. Staff frequently present their work at local, national and international conferences. We employ subject specialists on a visiting lecturer basis where necessary.

[Type text]

16

6.1 The Course Leader The course leader, Christine, has recent experience at an advanced level of practice as a Band 7 Heart Failure Specialist Nurse in East Sussex. During a 2 year secondment, Chris worked within an inter-professional team to develop and implement a palliative home IV service that received international recognition. She continues to practice clinically in the cardiology department of East Sussex Healthcare NHS Trust with an honorary licence. Chris is the module leader for the Leading Advanced Practice, Professional Competency and Heart Failure modules and contributes to teaching and assessing on the adult physical assessment modules and dissertation modules. She also contributes to pre-registration teaching. Chris teaches theory and is an active researcher, currently engaged in research, writing and publication on the inter-professional learning aspects of the course. Course Tutorial days are held each semester, please sign up on the Wiki on student central if you require an appointment with the course leader.All students enrolled on the course will have a member of the course team as their personal tutor you are encouraged to see your personal tutor once per semester. Alternatively email, skype or telephone tutorials can be arranged.

7. Aims of the Course The strength of the Course lies in the combination of compulsory modules which are

concerned with the key elements of advanced level practice and optional modules which allow the student to tailor the course to meet their own practice and professional requirements. This provides both structure and flexibility in facilitating the student to meet the course learning outcomes.

The aims of the MSc Advanced Practice course are:

To develop the student’s conceptual understanding, knowledge and skills within a philosophy of inter-professional learning in order to underpin the 4 pillars of advanced level practice (leadership, advanced practice, education and research), in a variety of settings

To facilitate the ability to critically analyse and lead evidence-based practice, education and research, advance scholarship and methodologies and argue alternative approaches.

To inspire and equip students to become leaders of change, practice innovation and to become digitally literate.

To support students to become resilient and committed practitioners.

8. Learning Outcomes These are mapped to course modules.

[Type text]

17

8.1 Knowledge and Theory

1. Critically analyse the independent, autonomous and reflective nature of advanced practice (Leading advanced practice module, Portfolio development, dissertation) 2. Demonstrate an ability to critically reflect upon and challenge own clinical decision-making to respond systematically and creatively to complex situations where there may be incomplete or contradictory data compulsory modules, AP competencies, Portfolio development) 3. Demonstrate an ability to synthesise information and utilise knowledge from the forefront of professional practice, research and academic scholarship in order to challenge practice, develop innovative thinking and justify professional judgement (Compulsory modules, dissertation, Portfolio development) 4. Demonstrate self-directed and independent learning in order to advance professional theory, research, education and practice, becoming co-producers of knowledge in active learning communities (Portfolio development, compulsory modules, dissertation) 5. Demonstrate commitment to their own continuing professional development, through the development and critical evaluation of a personal development plan (Portfolio development, compulsory education module) 6. Critically analyse current policy and research relating to advanced level practice (portfolio development, compulsory modules, dissertation) 7. Critically evaluate their own and their team’s contribution to policy outcomes for service users and to the management of change and service development (leading advanced practice module, portfolio development, research module, dissertation)

8.2 Skills

8. Develop and critically apply advanced technical proficiency and knowledge in order to provide appropriate holistic care and treatment for service users presenting with undifferentiated needs in highly complex and unpredictable environments (Mandatory modules, portfolio development) 9. Utilise systematic knowledge to critically analyse the professional, ethical and legal requirements inherent in advanced level practice with particular emphasis on risk management, clinical governance and transparency within their field of practice (mandatory modules, portfolio development, dissertation) 10. Communicate ideas confidently and autonomously to professional and academic colleagues, peers and service users (mandatory education module, Action learning sets, dissertation) 11. Demonstrate an ability to participate as a strategic leader as well as a team member supporting continuous learning and developing others, including service users, through teaching, coaching and mentorship (Mandatory education module, leading AP module, AP competencies) 12. Proactively evaluate and develop methodologies to constantly monitor service user experience and improve the effectiveness of their own and others’ practice (Mandatory leading AP module, mandatory research module, dissertation, Portfolio development)

[Type text]

18

13. Demonstrate high level digital literacy skills including the critical application of electronic media to promote communication, learning and collaboration (ePortfolio development, research module, dissertation, elearning modules).

9. Links with Research and Practice 9.1 Research within the Faculty of Health is an integral part of the course process informing content and teaching methods. All members of the teaching team are research active, many have specialist Masters qualifications and PhDs and disseminate their work broadly. Research staff, (including professorial staff) regularly teach on the clinical and mandatory research modules and supervise dissertation students on this course when appropriate. 9.2 The course leader and advanced physical assessment module leader hold honorary contracts with their local hospital Trusts. Many clinical specialists teach on the course as visiting lecturers and participate in module and course review. Clinical mentors, who are senior practice professionals from the students own discipline support students in the achievement of the advanced practice competencies and are invited to participate in update and review at the University once a year. In this way the course maintains contemporary and at the forefront of professional and clinical development expertise. 9.3 The Course Leader has a record of research, scholarly activity and publication, whilst remaining clinically active: (last 3 years) Conference Papers 15/07/2016 University of Brighton Teaching & Learning Conference, Falmer, ‘Pecha Kucha; a dynamic and cohesive communication tool’ with D. Gowers, J. Groves & S. Close (co-presentation with students). 28/06/2016 Health Education England ‘Developing Multiprofessional Health Educators for the Future’, the Oval, London. Poster Presentation ‘An Inter-professional Approach to the Preparation of Practitioners for Advanced Practice’. 15/03/2016 RCN Education Forum International Conference Telford, UK, concurrent session presentation with H. Stanley: An Inter-professional Approach to the Preparation of Nurses for Advanced Practice. 12/11/2015 M & K 3rd national Developing Leading-Edge Cardiac Services Conference, Radisson Hotel, Manchester: IV diuretics in the community: the patient and carer experience. 14/09/2015, Royal Society of Medicine, London. Medicine & Me ‘Living with Heart Failure’ Conference: ‘The future for heart failure’.

[Type text]

19

24/05/2015 European Society of Cardiology, 2nd World Heart Failure Conference, Seville, Spain.Invited Paper: IV diuretics in the community: the experience of heart failure patients and carers 10/07/2015. University of Brighton Teaching & Learning Conference, Falmer Simmons, S, Watson, C, MacNeill F From on-paper to on-line: E portfolios in post-registration nurse education. 06/11/14 Chair: 2nd National Developing Leading-edge Cardiac Services Conference Royal College of GPs, Euston Square, London 6th November 2014 26/05/2013 European Society of Cardiology, World Heart Failure Conference, Lisbon, Portugal. Evaluation of a home-based intravenous diuretic pathway for heart failure patients, invited paper. 31/01/2013. GovNet Communications, Long Term Conditions Conference, QE II Conference Centre, Westminster, Concurrent session leader, ‘Innovation in heart failure’. Publications Isaac A. & Watson C. 2016 How Venous Leg Ulcers affect Quality of Life: Primary Health Care Vol 26 (April), No 3, 18-23. (co-production with student) Watson C , McIntyre H F 2015 IV diuretics in the community: the experience of heart failure patients and Carers European Journal of Heart Failure 17 (Suppl. 1), 140. Watson C, Senior H, Austin J, Blue L, McIntyre H. 2013 Evaluation of a home based intravenous (IV) diuretic pathway for heart failure patients. European Journal of Heart Failure 2013; 15 S1-S5 Watson, C & Annus, C 2013 Intravenous diuretic delivery in the home. Nursing Times. 109(14): . Book Review: June 2014 Advanced Nursing Practice for Palgrave MacMillan. This is an edited collection by T. D. Barton and D. Allan. Published November 2015.

Current External Examiner roles: Swansea University, commenced Sept 2014, post registration level 7 Enhanced

Practice MSc Programme. States of Guernsey Health & Social Care Dept (via Middlesex University) member of

external validation panel MSc Advancing Practice, July 2014 and appointed external examiner for this course commencing January 2015.

[Type text]

20

10. Learning and Teaching Strategy

The learning and teaching strategy for this course is in keeping with the principles outlined in the University of Brighton Learning and Teaching Strategy and the recently developed School of Health Sciences strategy. Learning, teaching and research are based on a spirit of enquiry and the active co-production of knowledge amongst staff and students. Blended learning with face to face contact being interactive and a focus on digital literacy are key features and include:

Activities which aim to integrate and challenge theory & practice by using the students’ own & simulated experiences. Critical debate is encouraged, particularly on ethical dilemmas and the effects of policy implementation in practice.

Students are encouraged to be innovative and creative as well as critically reflective of their own abilities and their advancing knowledge. Methods such as self-evaluation, critical incident techniques and action learning sets are used to draw out these aspects of learning.

Critical problem solving and critiques of decision making processes are also a key feature of advanced practice and will be explored through problem based learning, self-directed learning, role modelling and demonstration, particularly in the practice setting.

Students are expected to develop their own independent learning strategies congruent with their individual learning styles. In the practice setting they are expected to negotiate their own learning needs and develop contracts with mentors and produce an eportfolio of their learning experiences outlining their personal growth and development as well as evidence of advanced practice competencies.

Some aspects of learning will be guided by focused study of articles and research reports in order to further develop critical appraisal skills and engage with knowledge from the forefront of professional practice and academic scholarship.

Objective Structured Clinical Examination (OSCE)will be used to assess the development of advanced assessment, diagnostic and, where appropriate, prescribing skills.

Work based learning is available to students as an optional module at Master’s level and as means of achieving their dissertation. This is proving an increasingly popular option for students on this course.

During the course selected keynote lectures are led by academics, lecturer practitioners/research fellows, advanced practitioners, service users and invited speakers.

11. Assessment

Assessment criteria are the University of Brighton level 7 grading criteria. The main

methods of assessment and links to learning outcomes are as follows:

[Type text]

21

Dissertation – advancing knowledge and developing the professional knowledge base, demonstrating higher levels of autonomy, increased independence of view, demonstrating critical awareness of current problems and/or developing new insights at the forefront of their field of study/area of professional practice. 600 hours of independent study plus 12 hours of academic supervision, plus optional 2 hour workshops. Critical Incident and Case Study Analysis - developing advanced professional skills, knowledge and practice, developing a critical understanding of ethico-legal frameworks in practice and accountability in an advanced role. Reflection in ePortfolio and action learning sets. Personal and Practice Development Plans – managing change, leadership, independent learning, negotiating learning needs, innovation in practice and service delivery, critical understanding/analysis of policy context and potential nature and scope of extended roles. Ongoing via ePortfolio. Assignments – critically explore current research, concepts, competing arguments, the nature and scope of evidence based practice, policies and strategies currently used and an opportunity to assess their contribution to the evolving. Digital literacy development and use of electronic media evidenced by development of evidence in ePortfolio and use of group platform and social networking to enhance learning,eg. webinars, twitter, skyped tutorials, downloading podcasts. 11.1 Assessment of ePortfolio of advanced practice (for more information consult NA7140 module handbook) The University’s Assessment Policy and drive for digital transformation has informed the variety and digitalisation of both formative and summative assessment.

The ePortfolio demonstrates evidence of competency achievement within the Professional Competency Module and is supported by 3 action learning sets per year, plus IT support sessions in year 1. The 4 compulsory modules are linked to the formative tasks in the portfolio. Students have a variable amount of time to complete their ePortfolio, it is submitted on completion of 120 credits, by prior agreement with their personal tutor. Students are expected to develop evidence in support of their achievement of the advanced practice competencies (see appendix 2), plus the completion of formative tasks for example self- assessment, personal profiling and development planning. All students have a practice mentor and it is a mandatory requirement to meet their mentor at least 2 times a year for supervision, feedback and the signing off of competencies. Students must provide evidence against all competencies and be judged to be at least ‘proficient’ in each competency by their mentor to receive an award with Advanced Practice in the title.

ePortfolios will be assessed formatively by course tutors and peers in May of each academic year and written feedback provided. (see module handbook) E

[Type text]

22

submission of portfolios will be opened two weeks prior to the submission date. The system will then be locked for 3 weeks to enable efeedback to be given.

All students will be expected to attend a mandatory yearly review where progress is discussed and summative submission date identified/reviewed, in accordance with the published programme hand-in dates. The yearly review will take place in June/July each year.

Progression will be noted at Course Examination Board along with a prospective summative submission date.

final summative assessment of eportfolios will take place when the student has completed modules totalling 120 credits. The portfolio will be awarded a pass/fail criteria.

In the event of a student failing to successfully complete the advanced practice competencies on a second attempt the student will not be given an Advanced Practice award. In this event if the student has accrued 120 credits the student will be awarded a PG Dip Health and must step off the award.

The ePortfolio integrates student learning and assessment, assimilating their achievements and providing evidence of competence for their professional body and employer. ePortfolios are designed to make communication between module teams and students more fluid and peer supervision is easily facilitated. In addition ePortfolios assist external examiners in getting a valid and reliable sample of work and assessing the achievement of students. External Examiners will be able to summatively assess ePortfolios during the lock down period.

External Examiner

The external examiner for the course is Dave Owens from Edge Hill University. His term of office is 4 years 2016-2020. Dave’s role is one of quality assurance. He will receive a sample of student’s work from the modules he examines, which will include all referrals. His role is to ascertain if this course’s standards are comparable with students on similar courses and that the course team and exam processes are consistent and fair. He reports formally each year and may ask to talk to students., observe OSCEs and view module evaluation forms.

12. Learning Support Plans (LSPs)

The University is committed to ensuring that all enrolled students have an equal opportunity to succeed on their course. This includes ensuring that the university’s teaching and assessment processes are as inclusive as possible for disabled students and students who are experiencing temporary conditions (such as pregnancy), to minimize any adverse impact on their access to learning. Recommendations for adjustments to teaching, assessment and examinations are made by the university’s Disability and Dyslexia Team.

[Type text]

23

You can find further information about groups that may be eligible for Learning Support Plans in Section G of the General Examination and Assessment Regulations, on studentcentral.

What sort of adjustments are included in a Learning Support Plan? Each Learning Support Plan is tailored to the individual needs of a student that arise because of their disability or other condition. For example, it may include recommendations to teaching practices, assessments and examinations.

In some cases, more significant Variations to Assessment can be recommended. In these cases, the academic Learning Objectives of your course are fundamental to the decision as to what individual adjustments can be made.

How can I get a Learning Support Plan? If you have a condition that you think might entitle you to a Learning Support Plan, you should contact the Disability and Dyslexia Team in Student Services either in person, by visiting your local Student Services office, or by telephoning 01273 643799 or emailing disability@brighton.ac.uk

The Disability and Dyslexia Team will ask you to provide evidence of your circumstances, such as a note from your doctor or an Educational Psychologist (EP) Report. They can provide guidance and help you to obtain this evidence if you do not already have it.

Once you have this evidence, you should then book an appointment with a Learning Support Coordinator in the team, who will discuss what individual recommendations can be included in your Learning Support Plan and share this information with your school.

The process of implementing a Learning Support Plan can sometimes take time and so it is recommended that you contact the Disability and Dyslexia Team as soon as possible to discuss your requirements.

Adjustments for examinations cannot be guaranteed if information is received within 6 weeks of the assessment date.

When you meet with the Disability and Dyslexia Team, they will also provide you with information about other elements of disability support – such as funding that is available through the Disabled Students Allowance (DSA) and 1-2-1 support services.

I’ve told the university about a disability when I applied. Do I need to do anything else? Even if you disclosed a disability as part of your application, you will still need to contact the Disability and Dyslexia Team to provide evidence and so that your personal Learning Support Plan can be drawn up.

Temporary Conditions These are usually quite sudden and normally result from physical injury. If time permits, you should make an appointment through your site Student Services Administrator to see the Disability and Dyslexia Team, and take your written evidence (e.g. medical certificate). If there is insufficient time to do this, take the documentary evidence to the

[Type text]

24

School Office, where the administrative staff will be able to check with the Disability and Dyslexia Team. While every effort will be made to help, obviously the closer to the assessment period the more difficult it will be to make alternative arrangements.

What other support is available from the Disability and Dyslexia Team? As well as helping with Learning Support Plans, the Disability and Dyslexia Team can help with disability funding. The type of support provided will depend on the impact that your disability has on your studies. More information about the support that the team provides can be found at www.brighton.ac.uk/disability

13. QAA Code of Practice for the Assurance of Academic Quality and

Standards in Higher Education

The Quality Assurance Agency for Higher Education (2010) Master's Degree Characteristics, apply to this Course and reflected in the Course Learning Outcomes as well as in Module Learning Outcomes as part of the graduate Programme. The QAA standards for Level 7 are mapped to the Course Learning Outcomes and Mandatory Modules in Appendix 4.

14. Admissions Policy

The course is open to students from a number of disciplines within the health professions:

Students should be registered with the appropriate professional body in the UK and should have a minimum of three years post registration experience.

Students should be working for a minimum of 15 hours a week, in a role which is suitable for the development of an advanced level of practice.

Students would normally be expected to hold a first degree. Graduates who have not studied within the previous 5 years would normally be required to complete and pass a single module relevant to the course, prior to enrollment. These credits can then be brought in under the APL system to reduce the number of total credits required.

Non-graduates would normally be expected to demonstrate an ability to study at level 7 by completing a level 7 module prior to enrollment,

Students require the support of a workplace mentor who is educated to or working towards a qualification at Masters level or above.

Applicants who meet the admission criteria will also normally be required to attend an interview and provide one academic reference and one employer reference as to their suitability for the course.

[Type text]

25

Students with disabilities are welcome and will have their needs assessed and reasonable adjustments made in accordance with the requirements of the Equalities Act and in accordance with University policy and practice.

Accreditation of prior learning (APL) is available to all students enrolled on educational programmes within the School of Health Sciences. It is an established process requiring an academic judgment on previous learning and recording of the assessment outcome at an examination board. Students provide evidence of prior achievement for accumulation and transfer of credit in accordance with regulations to a maximum of 60 credits for the PG Diploma and 90 credits for the MSc, 30 of which may be at level 6. University regulations allow a maximum of 30 level 6 credits within a Masters award. Students who wish to take optional modules containing a level 6 component (eg non-medical prescribing) may limit the the number of level 6 credits able to be transferred on entry to the course.

Students who have successfully completed the mandatory advanced practice physical assessment or education modules at level 6 may normally APL their prior experience and learning against the course outcomes.

Specifically they will need to demonstrate that

• They have developed their skills and knowledge in practice since completion of level 6

• They are able to demonstrate the level 7 module outcomes for the module

1. for the Physical Assessment Module:

a single fully referenced case study of 750 words to include the interpretation of findings and the formulation of differential diagnoses to provide rationales for appropriate clinical decisions.

2. for the Education module:

a 750 word critical analysis of the concepts of validity and reliability in relation to assessment of competence of a novice practitioner.

English language requirement IELTS of 7, no less than 6.5 in each component.

Applicable for 2016-17 entry.

15. Assessment and Progression Regulations

University GEAR regulations apply and are available to students in the course area of Studentcentral in ‘guidance for assessments’ (drop down menu on the left hand side of the page) via the post-graduate handbook. Please note that students are awarded referred credits at each unsuccessful assessment attempt therefore if a 20 credit module is passed at the third attempt the student has 20 credits for the module and 40 referred credits. In the event that more

[Type text]

26

than 60 referred credits are accrued, the student is not allowed to progress to complete the Master’s Degree and will be required to step of with the Post Graduate Diploma Advanced Practice. To receive a PG Dip/MSc Advanced Practice students must PASS the advanced practice portfolio competencies and be deemed proficient in all competencies by their clinical mentor. Progression towards achievement of competencies is formatively assessed and noted yearly at CEB. Students who accrue 120 credits but do not complete the portfolio to the required standard may not receive an award with Advanced Practice in the title, but may be awarded a PG Dip Health. Submission of Hard Copies: if any paper copies of assessments need to be submitted on hand in days, put it in the blue drop box in Reception in Westlain house, 3rd floor.

Word Limit: Please note that in accordance with University regulations, “Markers will not normally consider work beyond the upper limit and students should include a word count on their work. There will be no penalty for submitting work under the word limit.” Information concerning appeals and progression requirements can be found in the GEAR regulations and the Postgraduate Student handbook.

16. Award Requirements (Please refer to post-graduate student

handbook for further information)

a. To exit with the Award of MSc Advanced Practice (Health) the student must have achieved 180 credits in accordance with course requirements and achieved a PASS in the professional competency Module.

b. To exit with the Award of Post Graduate Diploma Advanced Practice (Health), the student must have achieved 120 credits in accordance with course regulations and Course requirements, and achieved a PASS in the professional competency Module.

c. To exit with the Award of Post Graduate Diploma in Health, the student must have achieved 120 credits in accordance with the course requirements.

d. Progression to Dissertation will be determined at Course Exam Board and comply with course requirements.

e. Distinction and Credit can be achieved in accordance with GEAR requirements (regulations from September 2016 apply).

17. Examination Boards

Assignment results for each module are confirmed at the Area Examination Boards within the School of Health Sciences. Progression and conferment of final awards are regulated and monitored by the Courses Examination Boards for the graduate programme within the Faculty of Health and Social Sciences. (see section 2 for exam board dates)

[Type text]

27

18. Course Management Structure

The Course Leader is responsible for the day to day management of the Course in collaboration and communication with the Course Team members. Course Boards are held each semester and include student representations from each year of the Course as well as representatives from local funding Trusts and employers. Students are encouraged to attend course boards. The Course lies within the Graduate Division of the School of Health Sciences and the Course Leader reports to the Head of that Division and the School Board of Study.

19. Student Support

The Course team is committed to the support of student on this Course. Students are usually mature people working full time in senior posts and juggling the demands of studying with busy family lives. Support is offered principally through the Course Leader and course team, who act as personal tutors to students on the Course and use studentcentral, groups in ePortfolio, e mail and telephone tutorials to ensure students have easy access to information, advice and support. Please note: once you are enrolled as a student of the University of Brighton you will have a student e mail account. This is the account that will be used to communicate with you. It is important that you regularly check your University e mail account. (You can set up your nhs.net e mail to forward University e mails) Every effort is made to ensure that students receive a rapid and personal response to communication. This is especially important to students on this course who may lose contact with other students as they choose different optional modules. All students have a supervisor for their dissertation. Course and Module Handbooks. Information regarding University regulations, policies, learning outcomes, assessment and contact details are provided and are available on Studentcentral Library Facilities provided by the University with access via Studentcentral are an important mechanism for the support of student learning from their homes and workplaces as all students on this Course are studying part time. An increasing numbers of texts are available as ebooks, see your aspire reading list on Studentcentral. Library and information technology (IT) support are provided by the University’s Information Services Department. There are a wide range of resources available for health courses in the Falmer Library, Queenwood Library in Eastbourne and Hastings Havelock Road campuses. Students may also use the facilities and resources of relevant NHS Hospital Trust libraries and post-graduate medical centres. Library support is provided by subject specialist librarians called Information Advisors who work closely with the teaching departments. The Information Advisor liaises with the department on book and journal purchases and is also a member of the School’s Board of Study. Please note that there is an option for accessing electronic copies of many journal articles using ‘onesearch’ on your student central home page online library link. Libraries offer an enquiry service and provide assistance on literature searching for students both in a group setting or on a one-to-one basis.

[Type text]

28

Information Technology. The ePortfolio is an integral aspect of the PG Dip. component of your course and it is through these pages together with the electronic submission tool ‘turn-it-in’ that you complete and submit your competencies and assessments. There are extensive IT facilities for students within the University, with large computer pools at Brighton, Eastbourne and Hastings. IT support staff are available to offer tutorials on aspect of digital literacy. Students can access the online library from any internet terminal (at the University, at home, or at their workplace). This gives access to the library catalogue, electronic journals and online databases such as onesearch, British Nursing Index, CINAHL, Pubmed, Science Direct and the Cochrane Library. There is Athens authentication which means students can search databases and access full-text articles remotely. Studentcentral (Blackboard) is a virtual learning environment which can be accessed from any internet terminal within the University or at home. Students can access information about the Course including module information, University and Faculty policy, regulations and guidance. Students have an e mail address and can participate in discussion groups and blogs. Networked facilities are available in all classrooms. Some classrooms also have interactive whiteboards which enables a more dynamic teaching approach in some modules. Student Services and Student Welfare are available to all students and provide a wide range of advice and support services. Mentors in practice. Each student is responsible for identifying a suitable practice mentor who is educated to Master’s level and preferably working at an advanced level of practice, before commencing the course. Time with the mentor is negotiated by the student according to their learning needs as a guide, at least once per semester. This role is crucial to the development of the student’s advanced practice and to the completion of the ePortfolio required for the Professional Competency Module. Students experiencing any difficulties in practice will receive support and advice from their personal tutors and from the course leader. Mentors will be provided with Course information and guidance in their own handbook and will be invited to attend a yearly mentor support and update session at the University. The Course Leader and student’s personal tutor will act as co-ordinator for this role providing advice and support as necessary. ASK Study Guide on Studentcentral. ASK offers advice on how to make the most of seminars and lectures, reading and note-making, preparing for exams, tackling stress, essay writing, oral presentations, group work and many other topics. You will also find information about the weekly Study Support workshops held at all university sites and specialist services such as the Maths & Stats Support Unit and English Language Support Programme. A free proof-reading service for students whose first language is not English is available.

[Type text]

29

Study Skills Support optional sessions will be offered to students throughout the first year and are recommended particularly for students who are new to level 7 study.

20. Student Guidance for Assessment

Students should refer to Guidelines available on Studentcentral with regard to Referencing , Plagiarism, Confidentiality. Advice on how to submit work via turnitin is available in the course area of student central under ‘guidance for assessment’. Level 7 marking criteria are attached.

21. University of Brighton Grading Criteria Level 7

80-100

High Distinction

All learning outcomes/ assessment criteria have been achieved to an exceptionally high level.

An outstanding response to the task. The work demonstrates most or all of the following characteristics beyond that expected for work at the given level of study within the discipline:

Exceptional display of understanding, exploration, insight and/or research.

Potential for publication/exhibition (including equivalent influential dissemination) and or ability to undertake further research.

All specifications for the assessment task, including word limit where appropriate, have been adhered to.

The organisation, structure and standard of presentation of the work, including any subject-specific conventions (use of language, referencing where appropriate, are exemplary throughout

Evidence of effective communication of work to specialist and non-specialist audience.

Stimulating and rigorous arguments that are likely to be at the limits of what may be expected at this level.

The work has been approached and/or executed/performed in an original way.

Inspirational, innovative and authoritative - evidence of intellectual rigour, independence of judgement and insightful contextualisation, including relevant theory/literature/artefacts/performance.

Clear evidence of extensive study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence.

Evidence of very high quality analysis, synthesis, reflection, evaluation and critical appraisal.

Outstanding problem solving skills – suggests alternative approach.

Ability to address complex issues both systematically and creatively – challenges established knowledge.

Exceptional understanding of the complexity of practice and makes sense of the situation in a meaningful way.

[Type text]

30

70-79

Distinction

All learning outcomes/ assessment criteria have been achieved to a high standard and many at an exceptionally high level.

An excellent response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:

In-depth understanding, exploration, insight and/or research.

Potential for publication/exhibition (includes equivalent influential dissemination) and/or ability to undertake further research.

All specifications for the assessment task, including word limit where appropriate, have been adhered to.

The organisation, structure and standard of presentation of the work, including any subject-specific conventions (use of language, referencing where appropriate are excellent throughout.

Evidence of effective communication of work to specialist and non-specialist audiences.

Convincing arguments that are likely to be at the limits of what may be expected at this level.

The work has been approached and/or executed/performed in an original way.

Insightful contextualisation, including relevant theory/ literature/ artefacts/ performance.

Clear evidence of extensive study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence.

Evidence of high to very high quality analysis, synthesis, reflection, evaluation and critical appraisal.

Excellent problem solving skills – suggests alternative approaches.

Ability to address complex issues effectively – challenges established knowledge.

Evidence of insightful understanding of the complexity of practice and makes sense of the situation in a meaningful way.

60-69

Merit

All learning outcomes/ assessment criteria have been met fully at a good or very good standard.

A good to very good response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:

Good to very good understanding and exploration, some insight and/or thorough research.

Some capacity to undertake further research.

No significant inaccuracies, misunderstandings or errors

The specifications for the assessment task, including word limit where appropriate, have been adhered to.

The work is well organised, coherent and the standard of presentation, including any subject specific conventions (e.g. use of language, referencing where appropriate, is at least good.

Evidence of effective communication of work.

Ability to present structured, clear and concise arguments.

The work has been approached and/or executed/performed in a comprehensive and appropriate way with some degree of originality.

Appropriate contextualisation, including relevant theory/ literature/ artefacts/performance.

Evidence of extensive study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence.

Evidence of high quality analysis, synthesis, reflection, evaluation and critical appraisal.

[Type text]

31

Good or at least competent problem solving skills – suggests alternative approaches.

Ability to address complex issues competently – explores established knowledge.

Good to very good understanding of the complexity of practice and makes sense of the situation in a meaningful way.

50-59

Pass

All learning outcomes/ assessment criteria have been met and some may have been achieved at a good standard.

An adequate to sound response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:

Sound understanding and exploration, some insight and/or appropriate research.

Some minor inaccuracies and/or misunderstandings – small but no significant errors.

Some minor aberrations from the specifications for the assessment task, including word limit where appropriate.

The work is suitably organised (clearly presented but with little development) and the standard of presentation, including and subject specific conventions (use of language, referencing where appropriate, is at least sound.

Ability to develop an argument but can lack fluency.

The work has been approached and/or executed/performed in a standard way with limited evidence of originality.

Some contextualisation but with a heavy reliance on a limited number of sources and, in general, the breadth and depth of sources and research are lacking.

Evidence of study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence.

Sound, but limited, analysis, synthesis, reflection, evaluation and critical appraisal.

Some evidence of problem solving skills.

Some evidence of ability to address complex issues adequately.

Sound understanding of the complexity of practice and some insight.

40-49

Fail

One or more of the learning outcomes / assessment criteria have not been met.

An unsatisfactory response to the task. The work may display some strengths but these are outweighed by several weak features in relation to the expectations for the given level of study within the discipline, such as:

Limited understanding and/or exploration of major ideas with very little insight and/or minimal research.

Some significant inaccuracies and/or misunderstandings – gaps in understanding and/or knowledge.

Insufficient attention paid to some of the assessment criteria and some significant aberrations from the specifications for the assessment task (such as not keeping to the word limit and/or minor elements of the work are missing).

The work is too descriptive somewhat disorganised and unclear and the standard of presentation, including any subject-specific conventions (use of language and referencing,where appropriate, is inadequate.

Development of an argument is limited and often flawed.

The work has been approached and/or executed/performed inadequately.

The context provided takes the form of description lacking any breadth, depth and accuracy.

Limited or inappropriate research and demonstrated ability to reach decisions.

Insufficient evidence of analysis, synthesis, reflection, evaluation and critical appraisal.

Little evidence of problem solving skills.

Barely addresses complex issues.

Minimal to no understanding of the complexity of practice but with little insight.

[Type text]

32

0-39

Fail

Most of the learning outcomes/ assessment criteria have not been met.

An unsatisfactory response to the task. The work fails to meet the requirements in relation to those expected at the given level of study within the discipline, exemplified by most or all of the following:

Very limited understanding and/or exploration of major ideas with very little or no insight and/or minimal research.

Several significant inaccuracies and/or misunderstandings – minimal or no evidence of knowledge and understanding of the subject.

Insufficient attention paid to several of the assessment criteria and some serious deviations from the specifications for the assessment task (such as not keeping to the word limit and major elements of the work are missing).

The work is descriptive, poorly structured and the standard of presentation, including any subject-specific conventions (use of language, referencing where appropriate, is inadequate.

Failure to contextualise from sources.

Little or no evidence of analysis, synthesis, evaluation and critical appraisal.

Little evidence of problem solving skills.

Failure to address complex issues.

No understanding of the complexity of practice with very little insight

22. References

DH (2010) Advanced Level Nursing : A Position Paper London: Department of Health

DH (2013) Integrated Care: Our Shared Commitment, Department of Health May 2013

https://www.gov.uk/government/publications/integrated-care accessed 27/8/14

Chartered Society of Physiotherapy (2010) Submission to the Centre for Workforce Intelligence on the future physiotherapy workforce. Online: accessed 27/08/14 www.csp.org.uk/sites/files/csp/.../csp_submission_CFWI_aug2010.pdf Chartered society of Physiotherapy (2008) Code of conduct: Online accessed 27/08/14 http://www.csp.org.uk/publications/code-members-professional-values-behaviour College of Paramedics (2014) Paramedic Career and Competency Framework [Draft]. Online Accessed: 27.08.2014 https://www.collegeofparamedics.co.uk/news/curr

Policy paper Advanced level nursing: a position statement Department of Health 17 November 2010http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_121739

Accessed 16/09/14

[Type text]

33

Francis R (2013) Mid Staffordshire NHS Foundation Trust Public Inquiry Online: accessed 27/08/14 www.midstaffspublicinquiry.com

Health and Care Professions Council (2014). Standards of Proficiency: Paramedics: on line accessed 27/08/14 http://www.hcpc-uk.org.uk/publications/index.asp?id=48#publicationSearchResults

The Kings Fund (2013) Making Integrated Care happen at scale and pace. The King’s Fund London. March 2013.

National Leadership and Innovation Agency for Healthcare, NHS Wales, 2010 Framework for Advanced Nursing,Midwifery and Allied Health Professional Practice in Waleshttp://www.wales.nhs.uk/sitesplus/documents/829/NLIAH%20Advanced%20Practice%20Framework.pdf accessed 16/09/14

NHS England (2013) High quality care for all, now and for future generations: Transforming urgent and emergency care services in England - Urgent and Emergency Care Review End of Phase 1 Report NHS England. Leeds

NHS England Urgent and Emergency Care Review Team (2014) Transforming urgent and emergency care services in England. Update on the Urgent and Emergency Care Review. NHS England, Leeds.

Pierce E & Belling R (2011) Advanced practitioners roles: relevance and sustainability in a ‘liberated’ NHS International Practice Development Journal 1, (2) (6) 1 -12.

Royal College of Nursing (2014) Specialist and advanced children’s and young people’s nursing practice in contemporary health care RCN, London.

NHS England Urgent and Emergency Care Review Team (2014) Transforming urgent and emergency care services in England. Update on the Urgent and Emergency Care Review. NHS England, Leeds.

The Scottish Government (2008) Supporting the development of Advanced Level Practice – a Toolkit approach. NHS Scotland.

[Type text]

34

APPENDIX 1 APPLICATION FLOW PLAN: ANNOTATION TO INDEPENDENT PRESCRIBER

Candidate & employer complete application form

for prescribing programme

Submits completed form to School of Health

Science

Application form scrutinised by Course leader /

deputy for compliance with regulatory body /

university requirements

Application complies with requirements and

completed correctly

No Yes

Applicant contacted to attend structured

interview1 Day, undertake numeracy test &

review of CPD portfolio of evidence2

Meeting with intended medical

prescribing supervisor as preparation

for the role

Numeracy Test passed Structured interview passed

CPD portfolio provides

required evidence

Applicant /

employer

contacted

regarding issue(s)

with application

No to

either

eleme

nt

N

o

Yes to

both

elemen

ts

Yes

Medical prescribing supervisor

confirms agreement to undertake

role & signs application form

Application process complete &

candidate accepted

No

Ye

s

[Type text]

35

Appendix 2 Advanced Practice Competencies – for information only.

1.0 Leadership

COMPETENCY

Criteria

1.1 Identifying need and

developing a case for

change

Reviews own practice area and consults with service users to identify areas for change.

Identifies how this change relates to organisational strategy and best practice.

Develops a strategy for change, including communication regarding the change.

Identifies how the strategy will meet the organisational needs and aims.

Sets performance indicators.

Considers resource implications and sustainability.

1.2 Leading innovation

and managing change,

including service

development

Leads change in practice.

Engages with stakeholders, including service users, to facilitate the change process.

Identifies and manages resources required for change.

Evaluates change processes and outcomes.

1.3 Negotiation and

influencing skills

Communicates with stakeholders to agree shared goals.

Negotiates with team members to develop action plans to achieve agreed goals.

Participates in and influences local policy making activities which relate to sphere of professional practice.

Influences practice by supporting and developing lateral thinking in self and others.

1.4 Networking and

collaborating

Develops relationships with colleagues within the wider organisation to meet strategic goals.

Networks with colleagues within the organisation and elsewhere to develop skills and knowledge, and share expertise.

Collaborates with service-users to develop the service.

1.5 Team Development Provides leadership across professional and organisation teams.

Understands the unique qualities and needs of team members and facilitates development of individuals to meet the needs of the team.

Facilitates team members to understand colleagues needs and to support each other within their roles.

Supports team members to make a meaningful contribution to the team within a caring, safe environment.

Inspires a shared purpose within the team with the service user as the focus.

1.6 Governance and

Patient safety

Develops robust governance systems and demonstrates ability to identify and manage risk.

Implements quality assurance and ensures practice procedures are compliant.

Escalates concerns appropriately.

Practises within the limitations of personal scope of practice and seeks guidance when exposed to new or unfamiliar procedures or activities.

Demonstrates leadership and accountability to facilitate accessible, flexible and responsive services.

[Type text]

36

2.0 Education

Section Criteria

2.1 Principles of teaching

and learning

Uses relevant theories of learning to develop learning and teaching practice.

Plans teaching methods and styles to meet the needs of individual learners.

Encourages learners to reflect on ways in which learning can empower them as individuals.

2.2 Supporting others to

develop knowledge and

skills and engage in peer

review

• Assesses and delivers education within area of service, linking to local/national strategies.

• Encourages the development and progression of others through valuing and responding to individual motivation and experience.

• Uses a range of effective and appropriate teaching and learning techniques to engage and motivate learners and encourage independence.

• Recognises the reciprocal nature of learning by engaging in and promoting peer review.

2.3 Promotion of

learning/creation of

learning environment

• Establishes a purposeful learning environment where all involved feel safe and valued.

• advocates and contributes to the development of an organisational culture that supports continuous learning and development, evidence-based practice and succession planning.

2.4 Service user/carer

learning, information

giving and education

materials

• Develops personalised learning plans or interventions for service users. • Structures and presents information clearly, effectively and at an appropriate level. • Develops active participation with service users and carers using a range of

approaches. • Communicates effectively and appropriately using different media eg. written, oral

and non-verbal communication to enhance learning. • Selects and develops a range of effective educational resources, including

appropriate use of new and emerging technologies.

2.5 Teaching, mentorship,

coaching and supervision

• Plans and delivers teaching which meets the needs of individuals and groups, using a variety of resources.

• Effectively uses mentoring, coaching and supervision to support own and others’ professional development.

3.0 Research

Section Criteria

3.1 Ability to access

research/ use information

7 Able to develop search criteria, identify appropriate databases and other sources of evidence to effectively search for and retrieve literature.

8 Understands the role of information gained from the literature as an evidence base for practice.

9 Enables others to use information systems to improve practice.

3.2 Critical appraisal/

evaluation skills

• Able to use an appropriate critiquing tool to accurately evaluate/appraise literature. • Understands and applies the principles of validity and reliability/trustworthiness to

evaluate the rigour of research methodologies and their utility in practice. • Understands hierarchy of evidence and classification of journals on research

impact.

3.3 Involvement in

research

• Identifies appropriate research topics. • Develops a research proposal. • Participates in a research project. • Analyses and synthesises research findings and discussion. • Makes recommendations for practice as the result of the research findings.

[Type text]

37

• Contributes to the dissemination of research findings.

3.4 Involvement in audit

and service evaluation

• Identifies appropriate areas of practice for audit or service evaluation. • Selects and uses appropriate methodologies, audit/evaluation tools. • Makes recommendations for service improvement. • Reports the audit or service improvement results.

3.5 Ability to implement

research findings into

practice

• Shares research findings with colleagues. • Applies research findings to develop practice. • Uses, develops and evaluates clinical guidelines, policies, protocols as an evidence

base for practice at a local and strategic level.

3.6 Dissemination of

research

• Participates in the dissemination of own and others research activities and findings eg at conferences, presentations and publications.

4.0 Advanced Practice

Section Criteria

4.1 Advanced

Communication Skills

• Uses advanced communication skills to develop and enhance therapeutic relationships with service users and colleagues at all levels of the organisation.

• Effectively listens and responds to people displaying challenging behaviours in complex situations, including people with dementia, learning difficulties and mental health problems.

• Provides accurate concise and timely verbal and written reports and information. • Leads and co-ordinates care within an inter-professional team through skilled

communication. • Contributes to the development of communication skills in other members of the

inter-professional team.

4.2 Equality and Diversity • Applies a robust equalities and human rights analysis to service planning, improvement and practice.

• Influences and leads change to improve equality outcomes for service users. • Works in a positive and constructive way with difference and diversity.

4.3 Ethical Decision

Making

• Participates in or leads discussions with the service user regarding the indications for intervention, options for care and potential outcomes for each option.

• Considers the outcome of any intervention on the individual’s quality of life. • Recognises the religious, cultural and legal context within which decisions are

made. • Advocates for the service user’s wishes when appropriate.

4.4 Developing Higher

Levels of Autonomy and

Confidence

• Demonstrates assertiveness and resilience when dealing with complex or challenging situations.

• Accepts professional accountability for extended/expanded scope of practice and makes accountability transparent.

• Recognises the relationship between autonomy and accountability and appropriately places limitations on own autonomy.

4.5 Assessing and

Managing Risk

• Uses a range of assessment methods to identify risk in advanced practice and prevent adverse or serious incidents/events.

• Systematically reports and investigates adverse events/near misses and puts improvement plans in place.

4.6 Service User Focus/ • Promotes a culture and develops strategies for service user/public involvement in decision making.

• Systematically seeks feedback and suggestions from service users and carers.

[Type text]

38

Public Involvement • Collaborates with service users at a local and strategic level in service planning.

4.7 Promoting and

Influencing Others to

Incorporate values-based

Care Into Practice

• Demonstrates a high level of awareness of own values and beliefs. • Promotes the prioritisation and understanding of service users’ values and beliefs. • Acts as a role model, delivering holistic and compassionate care, particularly in

challenging or complex situations.

4.8 Decision-making

/professional judgement

and problem solving

• draws on a diverse range of knowledge in their decision-making to determine evidence-based therapeutic interventions.

• uses professional judgement in managing complex and unpredictable events and achieves positive outcomes.

• draws upon an appropriate range of multi-agency and inter-professional resources to enhance problem-solving and decision-making.

4.9 Critical and analytical

skills incorporating

critical reflection

• Critically reflects and captures the learning from experience of complex or unpredictable situations in order to improve future service delivery.

4.10 Managing complexity • Effectively manages the care of service users with multiple morbidities and complex needs.

• works across professional, organisational and system boundaries developing and sustaining new partnerships in order to influence and improve outcomes.

4.11 Assessment and

interpretation of tests,

diagnosis, referral and

discharge

• assess individuals, families and populations holistically using a range of different assessment methods, such as physical examination, ordering and interpreting diagnostic tests or advanced health needs assessment.

• plans and manages complete episodes of care, working in partnership with others, and delegating, referring or discharging as appropriate, to optimise outcomes and resource use.

4.12 Developing

therapeutic interventions

which may include non-

medical prescribing

• Demonstrates an advanced level of skills and knowledge which requires specialist education and training to provide.

• develops practices and roles that are appropriate to service need through understanding the implications of and applying epidemiological, demographic, social, political and professional trends and developments.

4.13 Development of

advanced psycho-motor

skills

• Perfects technique to proficiently perform delicate, intricate, or potentially harmful procedures consistently and safely.

• Consistently delivers highly skilled direct care in challenging or unpredictable environments.