msc professional practice development programme · this version provides a description of the...

Faculty of Health, Psychology and Social Care

MSc Professional Practice Development Programme

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

http://www2.mmu.ac.uk/hpsc/

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Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 11 December 2012

2 Effective date of Approved/Reviewed Programme Specification: September 2013

3 This Version effective from: September 2016

4 Version number: 2013/version 5

Students who commenced their study on awards within this programme specification prior to September 2013 should refer to the previous version of the programme specification published on the CASQE website.

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section H (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

Collection and Analysis of Data Practice Development and Project Management Managing Change Collection and Analysis of Data Contemporary Issues in Practice Principles of Health Economics Evidence based approach to Acute Stroke Management Excellence in Practice Principles of Health Economics Contemporary Issues in Practice Policy and Politics in Practice Simulation In Healthcare: Practical Application Practice Development and Project Management

MA Health and Social Care Master of Research (Health and Social Care) MSc Advanced Physiotherapy MSc (pre-registration) Speech and Language Therapy MSc International Nursing Studies

http://www.mmu.ac.uk/academic/casqe/specs/index.php

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Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

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_________________________________________________________________________________________________________________________________ CASQE Page 1 of 43 Programme Specification

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Points of Reference Section H – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

MSc Professional Practice Development

2 Brief Summary

The Professional Practice Development Programme aims to develop health and social care practitioners with knowledge and skills to meet the current and future demands of practice, research integration and policy drivers ensuring the integration of creative and flexible learning. This programme aims to support health and social care practitioners in their professional development, thus enabling them to provide safe, high quality, effective and efficient care. There is an emphasis by the Faculty and healthcare providers such as the NHS on inter-professional learning and working for health and social care practitioners. The Professional Practice Development Programme has three exit awards namely, Masters, Diploma and PgCert Professional Practice Development, all three awards being offered in the general route. There are three other specialist exit awards namely, PgCert Simulation and Technology Enhanced Learning (STEL), PgCert Augmentative and Alternative Communication (AAC) and PgCert Dysphagia.

3 Awarding institution Manchester Metropolitan University

4 Home Faculty Faculty of Health, Psychology and Social Care

5 Home Department/ School/ Institute

Department of Health Professions

6 UCAS/GTTR code(s) N/a

7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Masters (Level 7)

8 Alignment with University Curriculum Framework Curriculum Frameworks

Postgraduate

9 Engagement with the University-wide provision (eg Uniwide Language, EdLab)

N/a

http://www.qaa.ac.uk/publications/information-and-guidance#page-1http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

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10 Compliance with University Assessment Regulations University Assessment Regulations

Taught Postgraduate

11 Approved Variations/Exemptions from University Assessment Regulations University Assessment Regulations

Nil

12

Relationship with Faculty Foundation Year

N/a

Awards

13 Final award title(s) MSc Professional Practice Development

PgDip Professional Practice Development

PgCert Professional Practice Development

PgCert Simulation and Technology Enhanced

Learning

PgCert Augmentative and Alternative

Communication

PgCert Dysphagia

14 Combined Honours

14a (i) Combined Honours Awards available eg:

BSc/BA (Hons) AB

BSc/BA (Hons) AB and XY

BSc/BA (Hons) AB with XY (ii) Single Honours Awards available

through Combined Honours (ie Named Awards)

(iii) Approved Subject Combinations administered by this Programme Specification (ie “home” combinations)

N/a N/a N/a

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept

N/a N/a

15 Interim exit awards and Subject title(s)

PgDip Professional Practice Development PgCert Professional Practice Development

Arrangements with Partners

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

N/a N/a

17 Articulation Arrangements with Partners

Partner Name Details of Arrangements

N/a N/a

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.phphttp://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

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Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award of any route within the programme specification

N/a

19 Date, outcome & period of approval of last PSRB approval/accreditation

N/a

Approval Status

20 Date and period of approval of most recent MMU review/ approval

(i) Date of Latest review/approval 11 December 2012

(ii) Length & Dates of Period of approval given In (i) above:

Years: 6 years

From: 1 September 2013

To: 31 August 2019

(iii) Major Modifications to Programme Specification since last review/approval

April 2016: Addition of PgCert Simulation and Technology Enhanced Learning (STEL) and PgCert Augmentative and Alternative Communication (AAC) and amendment of core curriculum for PgCert Professional Practice Development. June 2016 – Addition of PgCert Dysphagia.

21 Next Scheduled Review Date: 2018/19

22 Programme Specification effective date:

September 2016

SECTION B - OUTCOMES

23 MMU Graduate Outcomes

On successful completion of their course of study MMU graduates will be able to: GO1. apply skills of critical analysis to real world situations within a defined range of

contexts; GO2. demonstrate a high degree of professionalism characterised by initiative, creativity,

motivation and self-management; GO3. express ideas effectively and communicate information appropriately and accurately

using a range of media including ICT; GO4. develop working relationships using teamwork and leadership skills, recognising and

respecting different perspectives;

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GO5. manage their professional development reflecting on progress and taking appropriate action;

GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary

field. NB the above align to the Employability outcomes on the unit specifications 24 Programme Rationale

The Professional Practice Development (PPD) Programme aims to develop health and social care practitioners with knowledge and skills to meet the current and future demands of practice, research integration and policy drivers ensuring the integration of creative and flexible learning. This programme aims to support health and social care practitioners in their professional development, thus enabling them to provide safe, high quality, effective and efficient care. There is an emphasis by the Faculty and healthcare providers such as the NHS on inter-professional learning and working for health and social care practitioners. This will therefore help to fulfil the inter-professional learning agenda of the Faculty and the NHS as it will enable students from different backgrounds to access CPD programme and learn together. The PPD Programme has three exit awards namely, Masters, Diploma and PgCert in Professional Practice Development, all three awards being offered in the general route. At postgraduate level of study, students are required to demonstrate a comprehensive understanding of techniques of data collection and analysis. Hence, Collection and Analysis of Data Unit (2CP3D944) is a core unit on the all three PPD awards. The Practice Development and Project Management is aimed at developing and enhancing students’ understanding of project management. This unit is more appropriate if it occurs closer Phase II of the PPD programme for student undertaking their Practice-Focused Project. Hence, it is a core unit for Diploma and Masters award. The market research shows that, due to the nature of funding more and more students prefer modular routes and clinical modules. The three-level exit awards appeal to students, as they are able to enrol for PgCert qualification and undertake one core unit and two units of their choice. They may later progress onto PgDip PPD or MSc PPD. Currently there are two routes that use specialist units and create two specialist PgCert qualifications, which are aimed to support specialist qualification. The PgCert STEL is aimed at simulation practitioners and the PgCert AAC is for practitioners from across a number of disciplines to lead AAC assessment and intervention in the workplace. Both these awards use combination of two specialist units and an independent study unit called ‘Contemporary Issues in Practice’. In the independent study unit, the student will use their newly acquired knowledge and skills to develop a work place project that will be unique to their practice/work area. This will allow the students to develop personally and professionally while supporting innovation and development within the students’ organisation. Return on investment is a key concern for NHS Trust and other organisations purchasing our CPD activities. The student will also be able to achieve a specialist qualification, which will be an entry qualification for the PgDip and Masters in Professional Practice Development.

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The PgCert in STEL route aims to support simulation practitioners from all disciplines in health and social care and education to lead the design, development and evaluation of STEL in healthcare. This development reflects the proliferation of STEL in healthcare education and research within the North West region, nationally and internationally. The North West Simulation Education Network (NWSEN) supports this new award in the development of their 1200 members and other health and social care professionals engaged in professional education. PgCert in AAC route aims to support practitioners from across a number of disciplines to lead AAC assessment and intervention in the workplace. This is a timely development to fit the changes in funding of regional AAC services and service delivery expectations. This includes a hub and spoke model of provision where grass route practitioners need to assess and identify high tech communication needs to support an appropriate referral to specialised services. MMU is nationally well networked and respected for the postgraduate education in AAC. This has already supported the academic development of practitioners, from speech and language therapy, psychology, education, occupational therapy, physiotherapy, clinical scientists and IT, all of whom contribute to aspects of AAC assessment and provision and intervention. A third PgCert route is now proposed to further support specialist qualifications and add to the flexibility of the overall MSc in Professional Practice Development. This new award, PgCert in Dysphagia, will be made up of two new units in Dysphagia assessment and Dysphagia management plus the existing, approved unit, Contemporary Issues in Practice, which forms part of the other two specialist routes (STEL and AAC) already approved. This award will be led by established members of staff, with relevant experience in this field and overseen by the Programme Leadership within the Professional Practice Development Programme. The staff leading this new route have recently completed a project and reported to Health Education North West (HENW) on Dysphagia and staff competency : Title Dysphagia Competency Model North West The Department of Health Professions, in which this award sits, is already actively engaged with developing and delivering continuing professional development programmes and awards that are responsive to the health and care fields. Units on the existing programme may be undertaken on a ‘stand alone’ basis for CPD purposes. The Programme Team wishes to allow students to undertake the relevant units on a ‘stand alone’ basis and obtain a new award. Progression Option: Students with PgCert in STEL, AAC or Dysphagia can apply for PgDip PPD or MSc PPD with Advanced Standing under the Admissions policy. Implications for students enrolling on the generic PPD route (on option choices): Student enrolled for PgDip PPD or MSc PPD will be eligible to choose the STEL, AAC or Dysphagia units. However, they will ONLY be able to exit with a PgCert PPD but NOT the PgCert Simulation and Technology Enhanced Learning or PgCert Augmentative and Alternative Communication or PgCert Dysphagia. This will ensure a student is not eligible for 2 different awards at the PgCert level.

25 QAA Benchmark Statement(s)

There are no QAA subject benchmark statements currently available for Level 7 programmes in this subject area (QAA, 2015); the programme is regarded as building upon the salient honours level statements and Master's Degrees (September 2015) statements. In the case of a non-health

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professional undertaking the programme, the knowledge and skills gained will be applied to their own area of professional practice. The overall Programme learning outcomes are taken from the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (QAA 2008). This means that students successfully completing the Masters Programme will be comparable with students qualifying from other Higher Education Institutes in the United Kingdom. The subject benchmark statements for following Healthcare and Social Care Studies (QAA, 2015) are applied:

Health Professions (QAA 2004)

Health Studies (QAA 2008)

Psychology subject review benchmarking statement (QAA, 2010) does not address postgraduate programmes

Social Work (QAA 2008)

Specialist Community Public Health Nursing (2008)

Speech and Language Therapy subject review benchmarking statement (QAA, 2002) does not address postgraduate programmes

26 Programme Specific Outcomes

(a) Final Award Learning Outcomes

Upon successful completion of MSc Professional Practice Development, students will be able to: PLO1. Demonstrate the ability to source and critically analyse the current evidence base underpinning their area of practice. PLO2. Demonstrate originality in using this knowledge in personal and practice based problem solving. PLO3. Demonstrate the qualities and transferable skills necessary for employment requiring the independent learning ability required for continuing professional development. PLO4. Demonstrate critical analysis, synthesis and evaluation in making informed judgements and recommendations for practice from independent study. PLO5. Demonstrate scholarly ability to engage in independent study, and communicate ideas according to academic standards for the level of study. PLO6. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and /or new insights into their area of professional practice. PLO7. Demonstrate a conceptual understanding to critically evaluate current research and advanced scholarship in their discipline. PLO8. Demonstrate a systematic understanding of knowledge, and a critical awareness of methodologies of data collection and analysis. PLO9. Demonstrate a systematic understanding of project management and the application of the project findings in practice by presenting a comprehensive and viable project proposal, grounded in practice and the literature. PLO10. Demonstrate a comprehensive understanding of techniques applicable to their own research or advanced scholarship. PLO11. Demonstrate ability to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences. PLO12. Demonstrate originality in the application of knowledge, together with a practical understanding of established techniques of research.

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a. Demonstrate ability to undertake a literature review with a focus related to their practice-focussed project, in a form which mirrors an established form of systematic review

b. Present a project report including an executive summary, critical discussion / reflection on the process of undertaking the project and a consideration of the implications of the project for future practice and practice development

c. Write for publication by presenting a ‘draft article’ based on the work, prepared as for a named journal.

Upon successful completion of PgDip Professional Practice Development, students will be able to: PLO1. Demonstrate the ability to source and critically analyse the current evidence base underpinning their area of practice. PLO2. Demonstrate originality in using this knowledge in personal and practice based problem solving. PLO3. Demonstrate the qualities and transferable skills necessary for employment requiring the independent learning ability required for continuing professional development. PLO4. Demonstrate critical analysis, synthesis and evaluation in making informed judgements and recommendations for practice from independent study. PLO5. Demonstrate scholarly ability to engage in independent study, and communicate ideas according to academic standards for the level of study. PLO6. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and /or new insights into their area of professional practice. PLO7. Demonstrate a conceptual understanding to critically evaluate current research and advanced scholarship in their discipline. PLO8. Demonstrate a systematic understanding of knowledge, and a critical awareness of methodologies of data collection and analysis. PLO9. Demonstrate a systematic understanding of project management and the application of the project findings in practice by presenting a comprehensive and viable project proposal, grounded in practice and the literature. PLO10. Demonstrate a comprehensive understanding of techniques applicable to their own research or advanced scholarship. Upon successful completion of PgCert Professional Practice Development, students will be able to: PLO1. Demonstrate the ability to source and critically analyse the current evidence base underpinning their area of practice. PLO2. Demonstrate originality in using this knowledge in personal and practice based problem solving. PLO3. Demonstrate the qualities and transferable skills necessary for employment requiring the independent learning ability required for continuing professional development. PLO4. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and /or new insights into their area of professional practice. PLO5. Demonstrate a systematic understanding of knowledge, and a critical awareness of methodologies of data collection and analysis. PLO6. Demonstrate a systematic understanding of application of research skills in practice. Upon successful completion of PgCert Simulation and Technology Enhanced Learning, students will be able to: PLO1. Demonstrate the ability to source and critically analyse the current evidence base underpinning their area of practice.

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PLO2. Demonstrate originality in using this knowledge in personal and practice based problem solving. PLO3. Demonstrate the qualities and transferable skills necessary in employment requiring the independent learning ability required for continuing professional development. PLO4. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and /or new insights into their area of professional practice. PLO5. Demonstrate a systematic understanding and knowledge of simulation and technology enhanced learning as applicable to their area of professional practice. PLO6. Demonstrate a critical awareness of teaching and learning theories, approaches and application related to simulation and technology enhanced learning. Upon successful completion of PgCert Augmentative and Alternative Communication , students will be able to: PLO1. Demonstrate the ability to source and critically analyse the current evidence base underpinning their area of practice. PLO2. Demonstrate originality in using this knowledge in personal and practice based problem solving. PLO3. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and /or new insights into their area of professional practice. PLO4. Critically evaluate current assessment and management techniques and practices relevant to specific speech, language and disorders. PLO5. Identify and apply theoretical principles within assessment, data evaluation, clinical decision-making and management as relates to AAC. Upon successful completion of PgCert Dysphagia, students will be able to: PLO1. Demonstrate the ability to source and critically analyse the current evidence base underpinning their area of practice. PLO2. Demonstrate originality in using this knowledge in personal and practice based problem solving. PLO3. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and /or new insights into their area of professional practice. PLO4. Critically evaluate current assessment and management techniques and practices relevant to Dysphagia. PLO5. Identify and apply theoretical principles within assessment, data evaluation, clinical decision-making and management as relates to Dysphagia. By fulfilling the appropriate unit learning outcomes identified in the programme handbook, the programme specific learning outcomes will be achieved.

(b) Combined Honours Learning Outcomes N/a

(c) Pass Degree Learning Outcomes N/a

27 Interim Award Learning Outcomes Upon successful completion of PgDip Professional Practice Development, students will be able to:

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PLO1. Demonstrate the ability to source and critically analyse the current evidence base underpinning their area of practice. PLO2. Demonstrate originality in using this knowledge in personal and practice based problem solving. PLO3. Demonstrate the qualities and transferable skills necessary for employment requiring the independent learning ability required for continuing professional development. PLO4. Demonstrate critical analysis, synthesis and evaluation in making informed judgements and recommendations for practice from independent study. PLO5. Demonstrate scholarly ability to engage in independent study, and communicate ideas according to academic standards for the level of study. PLO6. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and /or new insights into their area of professional practice. PLO7. Demonstrate a conceptual understanding to critically evaluate current research and advanced scholarship in their discipline. PLO8. Demonstrate a systematic understanding of knowledge, and a critical awareness of methodologies of data collection and analysis. PLO9. Demonstrate a systematic understanding of project management and the application of the project findings in practice by presenting a comprehensive and viable project proposal, grounded in practice and the literature. PLO10. Demonstrate a comprehensive understanding of techniques applicable to their own research or advanced scholarship. Upon successful completion of PgCert Professional Practice Development, students will be able to: PLO1. Demonstrate the ability to source and critically analyse the current evidence base underpinning their area of practice. PLO2. Demonstrate originality in using this knowledge in personal and practice based problem solving. PLO3. Demonstrate the qualities and transferable skills necessary for employment requiring the independent learning ability required for continuing professional development. PLO4. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and /or new insights into their area of professional practice. PLO5. Demonstrate a systematic understanding of knowledge, and a critical awareness of methodologies of data collection and analysis. PLO6. Demonstrate a systematic understanding of application of research skills in practice. By fulfilling the appropriate unit learning outcomes identified in the programme handbook, the programme specific learning outcomes will be achieved. Students who are on the MSc Professional Practice Development will only be able to receive the following fall-back awards.

PgDip Professional Practice Development

PgCert Professional Practice Development.

Students who are on the PgDip Professional Practice Development will only be able to receive the fall-back award:


This will ensure a student is not eligible for 2 different awards at the PgCert level.

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SECTION C – STRUCTURE

28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session. POSTGRADUATE Level 7 Modes of delivery Part Time The MSc Professional Practice Development programme consists of 180 Level 7 credits – 120 taught and 60 for the independent project. The PgDip Professional Practice Development programme consists of 120 Level 7 credits. MSc Professional Practice Development, PgDip Professional Practice Development

Phase 1-Taught

Core Units

Code Occ Status

Unit Title No of credits

2CP3D944 9 Collection and Analysis of Data 20

2CP3D945 1 Practice Development and Project Management 20

Option Units 2CP3D948 Relevant clinical

experience Assessment & Management of Immediate Needs at Point of Contact

20

2CP3D279 Clinical Nutrition and Decision Making in Contemporary Healthcare Practice

20

2CP3D949 Clinical Sciences for Ophthalmic Practice 20

2CP3D262 Communicable Disease Control 20

2CP3D261 Contemporary Issues in Infection Control 20

2CP3D950 1 Contemporary Issues in Practice 20

2CP3D951 Relevant clinical experience

Developments in Ophthalmic Practice 20

2CP3D328 Dysfluency and Stuttering 20

2CP3D973 9 Dysphagia: Evidence Based Practice in Assessment

20

2CP3D974 1 Dysphagia: Evidence Based Practice in Management and Intervention

20

2CP3D281 1 Relevant clinical experience

Evidence Based Approach to Acute Stroke Management

20


Evidence Based Assessment in Complex Communication Need

20


Evidence Based Intervention in Complex Communication Need

20

2CP3D955 4 Excellence in Practice 20

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2CP3D956 1 Healthcare Interventions in Response to Problem Substance Use

20

2CP3D251 9 Managing Change 20

2CP3D267 Managing Long Term Conditions 20

2CP3D278 Negotiated Independent Study for Practice-Focussed Research

20

2CP3D947 4 Policy and Politics in Practice 20

2CP3D957 1 Practitioner research 20

2CP3D965 2 Principles of Health Economics 20

2CP3D962 9 Simulation in Healthcare: Learning Theory, Curriculum Design, and Evaluation

20

2CP3D966 1 Simulation in Healthcare: Practical Application 20

2CP3D958 Supporting Patients with Communication Difficulties

20

Phase 2: Independent Project 2CP3D946 9, 1, 4 Phase 2: Practice-Focussed Project 60


Phase 1-Taught

Core Units

Code Occ Status


2CP3D944 9 Collection and Analysis of Data 20

Option Units 2CP3D948 Relevant clinical

experience Assessment & Management of Immediate Needs at Point of Contact

20

2CP3D279 Clinical Nutrition and Decision Making in Contemporary Healthcare Practice

20

2CP3D949 Clinical Sciences for Ophthalmic Practice 20

2CP3D262 Communicable Disease Control 20

2CP3D261 Contemporary Issues in Infection Control 20

2CP3D950 1, 9 Contemporary Issues in Practice 20

2CP3D951 Relevant clinical experience

Developments in Ophthalmic Practice 20

2CP3D328 Dysfluency and Stuttering 20


20


20


Evidence Based Approach to Acute Stroke Management

20



20



20

2CP3D955 4 Excellence in Practice 20

2CP3D956 1 Healthcare Interventions in Response to Problem Substance Use

20

2CP3D251 9 Managing Change 20

2CP3D267 Managing Long Term Conditions 20

2CP3D278 Negotiated Independent Study for Practice-Focussed Research

20

2CP3D947 4 Policy and Politics in Practice 20

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2CP3D957 1 Practitioner research 20

2CP3D965 2 Principles of Health Economics 20

2CP3D945 1 Practice Development and Project Management 20


20


2CP3D958 Supporting Patients with Communication Difficulties

20

PgCert Simulation and Technology Enhanced Learning

Core Units

Code Occ Status



20



PgCert Augmentative and Alternative Communication

Core Units

Code Occ Status


2CP3D953 2 Relevant Clinical Experience


20

2CP3D954 9 Relevant Clinical Experience


20


PgCert Dysphagia

Core Units

Code Occ Status



20


20


Final awards:

MSc Professional Practice Development: Enrolled for this award and successfully completed 180 credits including the two core units (40 credits) and additional 80 credits from appropriate Level 7 Units available across the Faculty, as agreed by a Programme Leader and 60 credits from the Phase 2-Practice-focussed project.

PgDip Professional Practice Development: Enrolled for this award and successfully completed 120 credits including the two core units (40 credits) and additional 80 credits from appropriate Level 7 Units available across the Faculty, as agreed with the Programme Leader.

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PgCert Professional Practice Development: Enrolled for this award and successfully completed 60 credits including the one core unit (20 credits) and two optional unit (40 credits). The optional units will both be from appropriate Level 7 units available across the Faculty, as agreed with the Programme Leader, or one from Faculty Portfolio of Units and the other from APL.

PgCert Simulation and Technology Enhanced Learning: Enrolled for this award and successfully completed 60 credits including three core units (60 credits)

PgCert Augmentative and Alternative Communication: Enrolled for this award and successfully completed 60 credits including three core units (60 credits)

PgCert Dysphagia: Enrolled for this award and successfully completed 60 credits including three core units (60 credits)

Interim exit awards:

PgCert Professional Practice Development: o Awarded to student enrolled for PgDip Professional Practice Development or MSc

Professional Practice Development but exiting at PgCert level. o Student enrolled for PgDip Professional Practice Development or MSc Professional Practice

Development will ONLY be able to exit with a PgCert Professional Practice Development but NOT the PgCert Simulation and Technology Enhanced Learning, PgCert Augmentative and Alternative Communication, or PgCert Dysphagia. This will ensure a student is not eligible for two different awards at the PgCert level.

PgDip Professional Practice Development: o Awarded to student enrolled for MSc Professional Practice Development directly but exiting

at PgDip level. o Also awarded to student enrolled for MSc Professional Practice Development with advanced

standing in PgCert Augmentative and Alternative Communication; PgCert Simulation and Technology Enhanced Learning; PgCert Dysphagia, or any other appropriate PgCert but exiting at PgDip level.

SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects

The PPD programme is a coherent provision and clearly emphases on research strengths within the team and research-informed teaching within the programme. The programme team is ambitious to develop new opportunities to meet professional needs and is responsive to market needs. The team draws input from current students and alumni, who are also practitioners; employers who will sponsor study by providing funding and study support; external stakeholders; external examiner who evaluates the quality of delivery. The programme team takes into account the expertise available within the Faculty, the research interests and specialisations of academic members. The programme also aims to align with the Universities vision to be the UK’s leading university for world-class professionals.

30 Curriculum Design

The overall strategy for teaching, learning and assessment within the Programme ensures that the student groups are educated in ways that assure academic standards and promote life-long

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learning whilst at the same time addresses their needs and the needs of professional practice. It is particularly important to recognise that all students entering the Programme are mature and that many are professional workers who, at the end of their studies will wish to and be expected to, make a difference to practice; the overall strategy therefore is one that will enable students, where appropriate, to make a beneficial impact on practice. The strategy is one that perpetually integrates theory and practice, neither one nor the other taking precedence. The strategy for teaching, learning and assessment will respect the diversity of students, their learning styles and, where appropriate, their client populations and the various workforces with whom students work. Each unit will detail the learning and teaching methods and the assessment process(es). Option Units Option units listed in the curriculum structures (section C28 above) are all approved for delivery, but may not all run in any one academic session.

31 Learning and Teaching

Students will experience different teaching and learning methods. The overall strategy will be facilitative, stimulating, reflective, interactive, experiential, intellectual and respectful of students’ previous knowledge and experience. The focus will be on challenging and enjoyable learning that can be transferred to future situations: practice and continuing personal and professional development. Students will be encouraged to take responsibility for their own learning and wherever possible will be able to be involved in decisions about the way in which their learning is planned. The strategies for learning and teaching will have a greater focus on enabling originality in the application of knowledge through such as group reflection and independent study. The methods of learning and teaching utilised in the Programme will focus on developing students’ capabilities in a theory-practice context. The methods will enable the development of key transferable skills and will be supported by assessment strategies. An appropriate mix of directed and independent studies include lectures, group work, online-learning, blended learning, individual/group tutorials, seminars and practical/skills sessions.

Lectures will be utilised to disseminate key information. Expert speakers will be used when appropriate.

When lecture method may not be able to identify specific theory-practice links, additional methods will be utilised that allow students to contextualise key issues with their particular practice, for example small group tutorials and reflection on practice.

Presentations are used to support independent and directed study.

IT (Moodle resources) will be utilised as a method of supporting blended learning (i.e. the dissemination of web-based material) and as a specific learning method (for example on-line learning).

32 Assessment

The Programme’s assessment strategies, criteria and processes are developed and evaluated on a collaborative basis taking MMU summative assessment policy into consideration.

Assessment, learning and academic development are linked through preparation for assessment, feedback and the student’s personal development plan, though assessment is not intended to dominate the learning process.

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Where appropriate, assessment contributes to the maintenance of professional standards and has relevance to contemporary professional practice.

A wide range of assessment methods including essays, presentations, poster presentations, case studies, literature reviews, portfolios are used in order to offer students choice and assess the intended programme learning outcomes.

Normally a 20-credit unit will be equivalent to 4,500 words (+/- 10%) for all assessments. The Practice Focussed Project will be 20,000 words (+/- 10%), which incorporates all assessable elements including the appendix on “personal reflection”.

33 Inclusive Practice

The Programme complies with the University’s Equality and Diversity Policy and relevant legislation regarding accessibility of learning opportunities. Information about inclusive practice will be provided at the time of induction and through the programme handbook. Students will be advised to contact the programme leader or unit leader to discuss issues related to special learning needs, exceptional factors related to learning or assessment. Student can also seek support and advice from Student support officer.

34 Technology Enhanced Learning

The programme generally uses Moodle of for supporting teaching, learning and assessment. Students receive training in the use of Moodle during Induction. Resources are provided through Moodle. Assessments are often submitted and marked, and feedback released through Moodle. Supervision is often provided through virtual meetings using telephone and skype.

35 Placement and/or Work-based Learning Activities

There is no placement required for this programme. However, it is important to remember the contribution that professional practice makes to appropriate student learning. Students are typically in employment and will apply the knowledge in their own working practice.

36 Engagement with Employers

The programme team work closely with stakeholders. Feedback is positive and local employers remain supportive of the programme. There is on-going dialogue on course issues and course development throughout the academic year. The Programme Committee provides formal means of obtaining feedback from stakeholders. Close working relationship with Practitioners in the local Trusts are well established, some of them regularly contribute to classroom teaching and curriculum development, which provides further opportunities to discuss programme issues. Feedback is fully considered and acted on.

The programme enhances the students’ learning experience, fulfil their professional and personal requirements and those of employers and associated stakeholders, thus equipping them with the required knowledge and skills that will help them to develop their practice. The Faculty as it is currently one of the key providers of health and social care education in the North West region. The political and economic landscape of health and social services are constantly changing as practice evolves. The Programme remains responsive to service user needs and changing service models by meeting the requirements of most of the specialist areas within the post-qualifying health and social care workforce. Maintain service area commitment to programme by continuing to foster good working relationships and act on staff/employer feedback.

37 Personal Development Planning

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Many of the students enrolling within the Programme will already have personal development plans organised through their professional context of employment. The Programme team will encourage these students to discuss their aspirations for study within this context. Additionally, Programme students will have access to a web based personal development planning resource designed in-house. If they wish, they can use this as a basis of discussion in personal tutorials. Students will be made aware of this opportunity at induction and through the Programme handbook.

SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

The Programme complies with the University’s Recruitment and Admissions Policy requiring Standard minimum points for University Admission. All students applying for the Programme (notwithstanding the potential exit award) will normally have their application carefully scrutinised or be interviewed in order to establish the relevance of the Programme to their learning needs, the necessary commitment to learning and, where appropriate, support from the manager / employer. All applicants will need to demonstrate their ability to study at the level applied for and this may be through previous studies or a documentary evidence of previous study presented at interview. Each applicant will be considered individually with no automatic right of entry. Selection to the programme is guided by the premise that, subject to appropriate academic and professional standing, the principal criterion for acceptance should be that the student has the ability to fulfil the objectives of the course of study for which they are admitted and is likely to benefit from the programme. Normally, two references will be required and normally one of these will be an academic reference. Arrangements for Legacy Students who have completed stand-alone STEL and AAC modules prior to September 2016 only: The programme is committed to honouring previous studies whilst taking into consideration academic limits and currency of curriculum content. Prior learning must have been gained recently enough to still be of value in achieving the Programme Learning Outcomes. Qualifications more than three years old will normally not be accepted. Students who have successfully completed, Simulation in Healthcare: Learning Theory, Curriculum Design, and Evaluation and Simulation in Healthcare: Practical Application, as a CPD stand-alone activity between January 2015 and August 2016 will be able to transfer their credits gained from these 2 units to the PgCert STEL for a 2 year period only (between September 2016 to August 2018).

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Students who have successfully completed Evidence Based Assessment in Complex Communication Need and Evidence Based Intervention in Complex Communication Need as a CPD stand-alone activity between September 2013 and August 2016 will be able to transfer their credits gained from these 2 units to the PgCert AAC for a 2 year period only (between September 2016 to August 2018). In order to request for transfer of credits the student must be enrolled onto the programme and access the APL process explained below. Accreditation of Prior Learning Many students entering the Programme will have previously completed units, programmes and awards that attract academic credits (APCL) or will have demonstrated through practice, work that may be considered equivalent to academic credits (APEL). The Programme is committed to honouring previous studies and experience whilst taking into consideration professional and academic limitations. As the majority of students applying for APCL will have clear evidence of previous study from other Higher Education Institutes (HEI) the Programme endeavours to make the APL process a relatively simple procedure. However, in no case is APL automatic and all cases will be considered on an individual basis. The Programme adheres to the University’s APL policy and procedures. Advanced Standing: Specialist Community Public Health Nursing (SCPHN) and Community Health graduates, and graduates of other programmes with minimal practice experience, will be able to enrol on the programme.

Prerequisite for Progression to phase 2 of the programme Must successfully complete Phase 1 NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus

39 Programme Specific Management Arrangements

Standard programme management arrangements University’s Management of Programme Delivery

40 Staff Responsibilities

Standard staff responsibilities Management of programme Delivery

The responsibilities listed below are in addition to these requirements. The responsibilities of Programme Leader include:

Managing provision to maintain and develop service requirements

Managing admissions and interviews in collaboration with service managers

Time-tabling content

Managing the assessment process

Undertaking and acting on annual practice audits

http://www.mmu.ac.uk/academic/casqe/regulations/policies.phphttp://www2.mmu.ac.uk/study/http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdfhttp://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

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41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook. Programme Specific Support The programme team endeavour to deal with student issues in a timely fashion. Students are encouraged, where appropriate, to discuss issues within their group or with a member of the Programme team. The Programme offers a comprehensive package of support that includes but is not limited to the following:

Pre-course information that is available on the Faculty website welcome page. This normally includes a section on study skills, and appropriate pre-course reading.

An Induction programme that introduces students to the University systems and support available.

‘Moodle training’ to familiarise with the system.

‘Critical appraisal skills workshop’ to enhance students’ academic and critical appraisal skills.

‘Skills Online’ via Moodle resource. This on line study skills unit is available for all students.

The Faculty Student Support Officer, who gives advice on time management, study skills and writing assignments etc.

The Learner Development Service/Disability Service.

Library facilities available on the campus and electronically. The Library provides information literacy (IL) training via face-to-face session, online tutorials within Moodle, the provision of IL content within the university-wide Skills Online Moodle resource and through help sheets and podcast content. The relevant subject librarian provides additional one to one support, on demand, helping students locate information for their research areas. This support is also available to students by phone or email.

MMU student counselling services.

MMU IT services.

English Language Service for International Students.

A programme handbook outlining sources of student support and signposting to assessment regulations.

Each unit handbook outlines sources of information and guidance on the assessment.

Each unit on the programme has a Moodle site that contains relevant resources.

A personal tutor, to support and guide the student during their study. This is usually the Unit leader for Modular students.

Unit leaders who provide written and verbal assessment guidelines and opportunities for students to discuss their ideas for assessment.

Students who are required to resubmit an assessment will be offered additional support.

Feedback on assessed work will give students clear indication of why their work reached a particular mark, and identify areas for improvement.

Re-submitted work will identify the classification range that would have been achieved for a first attempt.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance.

http://www.mmu.ac.uk/students/http://www.mmu.ac.uk/sas/studentservices/learner-development

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Evaluation of Student Opinion Programme Specific Evaluation The programme team encourage students to engage in constructive feedback. The team acknowledge that students are individuals with different needs and this is reflected in the provision of various methods of feedback to ensure the student voice is heard:

Programme committees: Students representatives are invited to the programme committee meetings. The committee will ensure there are mechanisms students to present their views.

Formal and Informal feedback from students is fed back by the Unit leaders or the Personal tutors to the Programme Leaders.

In all cases, student evaluation is fed into the university quality assurance processes through the Continuous Improvement Plan. Evaluations are collated and a summary and action plan to address any issues is ‘posted’ to students.

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

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Programme Specification, Narayan Prabhu, Updated 27/04/2015 Page 20 of 43

SECTION F – MAPPING MAP I

RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S)

There are no QAA subject benchmark statements currently available for Level 7 programmes in this subject area (QAA, 2015); the programme is regarded as building upon the salient honours level statements and Master's Degrees (September 2015) statements. In the case of a non-health professional undertaking the programme, the knowledge and skills gained will be applied to their own area of professional practice. The overall Programme learning outcomes are taken from the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (QAA 2008). This means that students successfully completing the Masters Programme will be comparable with students qualifying from other Higher Education Institutes in the United Kingdom. Students completing MSc Professional Practice Development programme will have demonstrated: PLO1. Demonstrate the ability to source and critically analyse the current evidence base underpinning their area of practice. PLO2. Demonstrate originality in using this knowledge in personal and practice based problem solving. PLO3. Demonstrate the qualities and transferable skills necessary for employment requiring the independent learning ability required for continuing professional development. PLO4. Demonstrate critical analysis, synthesis and evaluation in making informed judgements and recommendations for practice from independent study. PLO5. Demonstrate scholarly ability to engage in independent study, and communicate ideas according to academic standards for the level of study. PLO6. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and /or new insights into their area of professional practice. PLO7. Demonstrate a conceptual understanding to critically evaluate current research and advanced scholarship in their discipline. PLO8. Demonstrate a systematic understanding of knowledge, and a critical awareness of methodologies of data collection and analysis. PLO9. Demonstrate a systematic understanding of project management and the application of the project findings in practice by presenting a comprehensive and viable project proposal, grounded in practice and the literature. PLO10. Demonstrate a comprehensive understanding of techniques applicable to their own research or advanced scholarship.

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PLO11. Demonstrate ability to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences. PLO12. Demonstrate originality in the application of knowledge, together with a practical understanding of established techniques of research.

a. Demonstrate ability to undertake a literature review with a focus related to their practice-focussed project, in a form which mirrors an established form of systematic review

b. Present a project report including an executive summary, critical discussion / reflection on the process of undertaking the project and a consideration of the implications of the project for future practice and practice development

c. Write for publication by presenting a ‘draft article’ based on the work, prepared as for a named journal.

As the programme learning outcomes are taken directly from QAA descriptors, the exercise which maps assessments to programme learning outcomes undertaken in appendix II provides the relationships required by appendix I

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ASSESSMENT /OUTCOMES MAP MAP II

Unit Title Unit Learning Outcomes (On successful

completion of this unit students will be able to :)

Unit Assessment Strategies MMU Graduate Learning Outcomes

Programme Learning Outcomes

Collection and Analysis of Data

1. Demonstrate a comprehensive understanding of techniques of data collection and analysis based on examples, drawn mostly, from the field of health, wellbeing and social care

2. Demonstrate a practical understanding and critical awareness of methods of data collection and analysis in trial situations.

3. Critically evaluate the use of different methods of data collection, in trial situations.

4. Critically analyse the issues in the analysis of qualitative and quantitative data, informed by working through examples of analysis.

An ongoing research skills portfolio (equivalent to 4,500 words) in the form of structured notes on workshop exercises relating to: manipulating things to see what happens; observing things happening directly; asking questions about things; using existing documents and data to find things out.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7, 8,10

Practice Development and Project Management

1. Define a problem or issue in their own practice arena

2. Critically analyse the problem’s context, both macro and micro

3. Consider and debate various methods of addressing the problem/issue and come to

A written assessment meeting all stated learning outcomes: a project proposal other routes which clearly defines the need for the work to be undertaken, grounded in practice and the literature and sets out how the project will be undertaken in order to fulfil its stated aims (4500 words)

1,2,3,4,5,6,7, 1,2,3,4,5,6,7, 8,9,10

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Unit Title Unit Learning Outcomes (On successful completion of this unit students will be able to :)



conclusions about the way forward

4. Present a comprehensive and viable project proposal, grounded in practice and the literature, demonstrating an understanding of project management and the application of the project findings in practice

Assessment & Management of Immediate Needs at Point of Contact Care

1. Systematically assess the individual by analysing and prioritising presenting problems according to need.

2. Critically appraise individual patient/ client management strategies in a range of situations within the context of the student’s area of practice.

3. Utilise a range of appropriate support systems/ tools to enable them identify the needs of patients/ clients within the context of their individual practice area.

4. Demonstrate a systematic understanding of their role, responsibilities and context of working within their individual practice setting and how these impact on the patient/ client.

5. Demonstrate a critical awareness of communication strategies

A maximum of 30-minute viva exploring the systematic assessment, diagnosis and management of an individual patient including a critical analysis of the role of the practitioner in the care management process.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

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Clinical Nutrition and Decision Making in Contemporary Healthcare Practice

1. Critically analyse the role of adult nutritional care in the context of contemporary healthcare practice.

2. Critically explore and examine nutritional screening and assessment in supporting the planning of care within practice.

3. Critically reflect on and appraise options in nutritional support that may be available in planning an individual’s care.

4. Critically evaluate the decision making process within the context of the multi-professional team with reference to current evidence and theories.

A written assessment (or equivalent) of 4,500 words case study, focussed on demonstrating a critical insight into evidence based principles and how this relates to the management of a complex nutritional patient.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

Clinical Sciences for Ophthalmic Practice

1. Demonstrate a systematic understanding and critical exploration of a range of basic sciences, anatomy, physiology, microbiology and pharmacology in relation to the eye and a range of ophthalmic problems

2. Demonstrate critical analysis and evaluation of the knowledge gained from the basic sciences in relation to interventions required for persons with ophthalmic problems

3. The relationship of basic science to the ophthalmic practice environment

Summative assessment is a 4500 case study that addresses all learning outcomes by 1. a critical exploration of areas of basic science in

relation to the eye and at least one ophthalmic problem

2. A critical evaluation of the scientific background and its relationship to at least one intervention required for a person with an ophthalmic problem

Formative assessment through completion of fieldwork exercises.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

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Communicable Disease Control

1. A systematic understanding and critical awareness of practice relating to the prevention, investigation and control of communicable diseases and evaluate how strategies will impinge upon the provision of health care.

2. Critical evaluation of the impact of communicable diseases upon health care providers and healthcare systems, the individual and the wider community both in the UK and more widely.

3. Knowledge of analytical and investigative skills relating to the prevention, investigation and control of communicable diseases.

4. A systematic understanding and critical awareness of communicable disease prevention, investigation and control as it relates to the wider health protection agenda in the UK and the ability to relate the wider context to local situation and their own practice

Summative assessment is a 4500 word assignment that addresses all Learning Outcomes. Formative assessment is by the completion of fieldwork exercises.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

Contemporary Issues in Infection Control

1. A systematic understanding and critical awareness of issues relating to infection control and evaluate how strategies will

A written assignment (essay) of 4500 words +/- 10% that addresses all unit learning outcomes, and structured to meet assessment criteria.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

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impinge upon the provision of health care in a range of settings.

2. Critical evaluation of the impact of infection control upon health care providers, and the need for healthcare practitioners to develop risk assessment and management skills.

3. Critical appraisal of the economic impact associated with Healthcare Acquired Infections (HAIs) and how they may impinge upon health care provision, the individual and the wider community.

4. Knowledge of the necessary skills to participate in and develop an infection control service including those of risk assessment and management the use of reflection as a tool to aid the development of practice

Contemporary Issues in Practice

1. The ability to identify a contemporary professional issue in health or social care relating to their personal area of practice

2. The ability to source and critically analyse the current

An assignment of 4500 words or equivalent, appropriate to the student’s field of practice. This will address a negotiated title, and may take the form of an essay, project or portfolio of evidence as appropriate to the field of study.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

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evidence base underpinning this area of practice

3. Originality in using this knowledge in personal and practice based problem solving

Developments in Ophthalmic Practice

1. A systematic understanding and critical awareness of new and innovative strategies in relation to people with ophthalmic problems

2. A systematic understanding and critical analysis of contemporary issues in ophthalmic practice

3. a critical awareness of the relationship between practice development and the patient experience

4. Critical evaluation of a range of strategies in terms of use, applicability, cost, effectiveness, patient acceptability and motivation

Summative assessment is a 4500 assignment (e.g. critical review of the factors surrounding changes in modalities of at least one form of treatment or therapy) which fulfils the learning outcomes.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

Dysfluency and Stuttering

1. source and critique research in the field of dysfluency and stuttering;

2. synthesize knowledge from a range of theoretical perspectives on dysfluency and stuttering

3. Demonstrate originality in using this knowledge to personal and professional problem solving

Assessment is in two summative parts: Journal club presentation: written in-depth critical evaluation of a single journal article presented to the group (1500 words) Special study: 3000-words. This is negotiated with the unit leader and may build on the journal club assignment, exploring research issues in the same field in greater breadth and depth, or relate directly to a

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

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the students personal or clinical experience of stuttering

Dysphagia: evidence based practice in assessment

1. identify a range of theories that inform evidence based assessment in dysphagia 2. critically evaluate current assessment techniques as relevant to specific clinical populations 3. identify and apply theoretical principles within a dysphagia assessment 4. apply theoretical principles in the interpretation of assessment data

1) annotated bibliography: 1000 words (+/- 10%) review of the literature. 2) Case study: 3500-words. Exploration of assessment principles in relation to one or more clients. The detail of this assessment can be negotiated to suit the individual student’s clinical context. This may include evidence of practical skills development (RCSLT, 2014) and/or simulation. It must include a substantial written component

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

Dysphagia: evidence based practice in management and intervention

1. synthesise a range of theories that inform evidence based management in dysphagia 2. apply theoretical and ethical reasoning principles within dysphagia management 3. critically evaluate current management and intervention approaches as relevant to specific clinical populations 4. apply theoretical principles in the interpretation of dysphagia outcomes of clinical intervention

1) Annotated bibliography: 1000 words (+/- 10%) review of the literature. 2) Case study: 3500-words. Exploration of intervention principles in relation to one or more clients. The detail of this assessment can be negotiated to suit the individual student’s clinical context. This may include evidence of practical skills development (RCSLT, 2014) and/or simulation. It must include a substantial written component.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

Evidence Based Approach to Acute

1. Critically evaluate, interpret and reflect upon current evidence

Summative assessment: Poster presentation (10 minutes) and Viva Voce (15 minutes)

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

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Stroke Management

regarding the acute and ongoing management of stroke patients

2. Outline the role of different professionals in stroke care, and critically discuss the multidisciplinary nature of ongoing stroke care

3. Critically consider current evidence to inform and refine clinical delivery and practice

Formative assessment: Peer and tutor feedback on ideas for the poster via discussions within Moodle, in the classroom and through personal tutoring sessions with the course leaders.


1. Identify a range of theories that inform evidence based assessment

2. Critically evaluate current assessment techniques as relevant to specific medical and speech and language diagnoses

3. Identify and apply theoretical principles within an AAC assessment

4. Apply theoretical principles in the construction of advanced clinical assessment in AAC

5. Apply theoretical principles in the interpretation of assessment data

Summative assessment is in 2 parts: 1. Essay: 2000 word review of the literature. 2. Case study: 2,500 word exploration of assessment principles in relation to one or more clients. The detail of this assessment can be negotiated to suit the individual student’s clinical context.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7


1. Identify a range of theories that inform evidence based intervention

2. Critically evaluate current intervention techniques as

Summative assessment is in 2 parts: 1. Essay: 2000 word review of the literature. 2. Case study: 2,500 word exploration of intervention

principles in relation to one or more clients. The

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

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relevant to specific medical and speech and language diagnoses

3. Identify and apply theoretical principles within AAC interventions

4. Apply theoretical principles in the construction of advanced clinical interventions in AAC across a range of speech and language diagnoses

5. Apply theoretical principles in the interpretation of intervention findings and critically apply these to future planning

detail of this assessment can be negotiated to suit the individual student’s clinical context.

Excellence in Practice

1. Have an understanding of what ‘excellence in practice’ might mean

2. Be able to suggest how excellent practice might be identified

3. Be able to suggest how excellence in practice might be achieved

4. Understand some of the barriers to achieving excellence in practice

A written report on an element of practice in which the present standard of care is to be developed to a level of excellence (the project). The report should discuss the background to the need for the development, the specific aims for the project and what the markers of excellence will be; the methods of achieving the level of excellence envisaged and the anticipated barriers to success. It should be appropriately presented and referenced. The report should approach, but not exceed, 4500 words.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

Healthcare Interventions in Response to Problem Substance Use

1. Demonstrate a systematic and critical understanding of the relationships between substance use and health

2. Articulate and apply current models of practice within

A 4500 word assignment in the form of a report for practice detailing recommendations for a chosen aspect of health or social care in the practice management of an issue relating to problematic patient or client substance use.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

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substance use to a chosen field of health or social care.

3. Discuss current evidence at the forefront of the study of substance use and/or practice related to substance use.

4. Demonstrate critical analysis, synthesis and evaluation in making informed judgements and recommendations for practice from independent study.

5. Demonstrate scholarly ability to engage in independent study, and communicate ideas according to academic standards for the level of study.

Managing Change 1. Critically analyse and evaluate the process of change management within their organisation

2. Critically appraise leadership and management of the complexity of change taking account of organisational limitations and practicalities

3. Critically appraise options for improving change management practice within their organisation

Summative: a 4,500 word, written assessment, which allows students to demonstrate their ability to critically appraise ‘real-world’ management of change and use this as a means of exploring what constitutes good practice in the management of change, taking account of organisational limitations and practicalities. Formative: Students will be offered the opportunity to discuss work in progress and receive feedback

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

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Managing Long Term Conditions

1. Discuss the wider historical/political context of a practice area

2. Discuss current policy, political and stakeholder positions

3. Discuss the evolution of a contemporary issue in practice

4. Discuss forthcoming policy and political changes in practice

5. Speculatively discuss future challenges and implications for practice


1,2,3,4,5,6,7, 1,2,3,4,5,6,7

Negotiated Independent Study for Practice-Focussed Research

1. A comprehensive understanding of techniques of data collection and analysis based on examples, drawn mostly, from the field of health, wellbeing and social care.

2. A practical understanding and critical awareness of methods of data collection, management and analysis in trial situations – including

a. an ability to critically evaluate the use of different methods of data collection, in trial situations;

b. a systematic understanding of issues in the management of both qualitative and quantitative data; and

c. a systematic understanding of issues in the analysis of qualitative and quantitative data, informed by

The portfolio (equivalent to 4,500 words) will demonstrate achievement of the learning outcomes.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

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working through examples of analysis.

Policy and Politics in Practice

1. Discuss the wider historical/political context of a practice area

2. Discuss current policy, political and stakeholder positions

3. Discuss the evolution of a contemporary issue in practice

4. Discuss forthcoming policy and political changes in practice

5. Speculatively discuss future challenges and implications for practice


1,2,3,4,5,6,7, 1,2,3,4,5,6,7

Practitioner research

1. Demonstrate a systematic understanding of differing ways in which health and social care practice can be researched

2. Demonstrate a practical understanding of:

a. how differing ways/approaches to research and enquiry lead to differing perspectives in terms of the interpretation and creation of knowledge; and

b. how ethical, practical and political factors influence and shape research design.

3. Demonstrate a conceptual understanding that enables the student to evaluate in a critical

The portfolio of exercises will take the form of structured responses to input on a range of approaches to research, ethical issues and political/practical issues impacting on research design. The annotated presentation will allow a more in depth understanding of a particular approach to research to be demonstrated, than will be possible through the portfolio.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

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manner – research and advanced scholarship appropriate to their own specialist field of practice – and incorporate their own practice experience into such an evaluation.

4. Present the beginnings of a detailed and comprehensive understanding of a particular way or approach to research; and its application when addressing a research problem based within their own specialist field of practice.

Principles of Health Economics

1. Discuss the fundamental principles of economics and their application to health care.

2. Demonstrate an understanding of the roles and limitations of markets and incentives in health systems.

3. Critically discuss the approaches used for resource allocation in health care.

4. Distinguish between the different methods of economic evaluation in health care including their advantages and disadvantages.

5. Demonstrate a sound knowledge of the techniques used to measure costs and benefits in the evaluation of health care

Summative Assessment: A written assignment (essay) of 4500 words +/- 10% that addresses all unit learning outcomes, and structured to meet level 7 assessment criteria. Formative Assessment: A formative presentation, relating to the student area(s) of practice/discipline or professional interest to peers will be included to prepare for the summative assessment.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

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Simulation in Healthcare: learning theory, curriculum design, and evaluation

1. Critically evaluate the relevant theories, recent research and scholarly developments associated with the use of simulation-based education within healthcare.

2. Justify the current use of simulation-based education (specifying the equipment, environmental and psychological fidelity) applicable to their practice area.

3. Critically evaluate appropriate pedagogical principles of teaching, learning, de-briefing and assessment of simulation as applicable to their practice area.

4. Critically discuss potential/future simulation modifications that may enhance, using appropriate supporting literature.

Summative assessment: Consists of two parts. 1. An oral presentation along with either a video

recording or interactive demonstration. (40% of the unit marks).

2. A written assignment of 2500 words (60% of the unit marks.)

Formative assessment: To produce a framework/proforma/ presentation on relevant pedagogical and simulation-based education literature and theories.

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

Simulation in Healthcare: Practical Application

1. Demonstrate a comprehensive and critical understanding of the educational principles of scenario design, facilitation and debriefing associated with simulation-based education.

2. Develop an evidence based simulation scenario (using a relevant standardised NWSEN scenario design template) including pre-requisite learning

Summative Assessment: Consists of two parts 1. Demonstrate the practical application of an evidence based simulation scenario either at MMU or submit a video recording of the simulation scenario undertaken in the student’s own place of work (15 minutes). 2. Viva-voce: Critical discussion to defend the scenario pre-requisite learning activities, pre-brief, scenario learning outcomes, facilitatory guidance, debrief

1,2,3,4,5,6,7, 1,2,3,4,5,6,7

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activities, pre-brief, scenario learning outcomes, facilitatory guidance, debrief guidance an

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