University of Chester

Programme Specification
Professional Practice BSc (Hons) (Level 6 only)
2015 - 2016

Bachelor of Science (Level 6 only)

Professional Practice

Professional Practice

University of Chester

University of Chester

Sites as determined by Faculty of Health and Social Care, States of Jersey Health and Social Services.

Professional/ Specialist/ Community/ Advanced Practice (Nursing & Midwifery)

Full-time and Part-time

Classroom / Laboratory, Distance,

4 years

3 Years

Biannual - February - September

B700

No

17a. Faculty

17b. Department

Health and Social Care Health and Social Care

Nursing & Midwifery Council (NMC) Standards of Proficiency

Faculty of Health and Social Care Post-registration Undergraduate Module Assessment Board

Friday 1st April 2011

The overarching aim of this programme is to enable students to deliver appropriate health and social care within the dynamic and diverse environment of healthcare.  

The specific programme aims are:

  • To enable students to be cognisant of the holistic nature of health and social care, and to gain knowledge, skills, expertise and the individual qualities necessary to respond to the constantly changing environment in which health and social care services are being implemented.
  • To enable graduates to work in a critical, analytical and reflective manner, and to provide them with the opportunity to acquire lifelong learning skills.
  • To offer a dynamic and quality educational experience relevant to the health and social care related workforce.
  • To enable graduates to innovate and apply contributions to evidence-based practice.
  • To further develop the students’ skills in collaborative practice and partnership delivery of services for health and wellbeing, and to consider the impact of their role within their own organisation and wider context.
  • To enable students to understand the purpose and principles of health and social care services. 
  • To provide a framework which affords practitioners due credit from previous academic and experiential learning.

The ability to:

  • Critically discuss key concepts, principles, theories and policies in health and social care.
  • Critically review the uniqueness of their own role and the diversity of other inter-disciplinary roles, and how they can be utilised to empower individuals, groups and communities.
  • Demonstrate an evidence-based approach to the ongoing development of their role and the dissemination of information.
  • Critically analyse professional, legal and ethical issues.



 



The ability to:

  • Demonstrate independence of thought, and the ability to think logically and critically.
  • Recognise, evaluate and respond to policy initiatives at individual, local and national levels.
  • Access, analyse and process evidence-based information applicable to practice.
  • Utilise analytical skills when evaluating professional work from both professional and service user perspectives.
  • Demonstrate a reflective approach to continuing professional development.
  • Appraise own learning needs as a reflexive practitioner.
  • Demonstrate innovative and creative thinking strategies.

Practical Skills:
The ability to:

  • Achieve a range of appropriate practice skills relevant to their role.
  • Apply safely a range of relevant assessment, intervention and evaluation strategies in their role.
  • Communicate effectively with individuals, groups and communities.
  • Demonstrate evidence-based practice.
  • Demonstrate collaborative, interdisciplinary working practices and partnerships.
  • Demonstrate effective profiling skills.

Transferable Professional Skills:
The programme fosters many transferable skills. These may be considered under Key Skills above, but also from the range of professional practice which the practitioner on the programme experiences

Students accessing the programme will be autonomous learners and will already possess key skills required for the programme. This will be evident through the entry requirements, and also the level and nature of their present position as health professionals and the previous courses of study they have undertaken. The key skills will be developed further throughout the programme.

Effective communication skills will be inherent in all the modules.

Application of number:
Students accessing the programme will be working at a level that requires them to be numerate. Examples in clinical practice are clinical measurements, audit and statistical analysis, and work load activities. These skills will be built upon throughout the programme, particularly in the research-based modules.

Information technology:
The students' IT skills, gained from current clinical practice, should be such as to enable them to access the University intranet, bibliographical databases and the internet for academic and clinical studies, use the library effectively, and perform literature searches and reviews. Their existing skills will be enhanced in the library induction and information skill session at the beginning of the programme, which will be specific to the University resources. The facilities of the wider University will also be open to the student. Study skills sessions are held at the beginning of each academic year and the services of the Learning Support Tutor will be available at other times. The students' IT skills will normally be evidenced in the production of word-processed assignments.

Improving own learning and performance:
The entire programme is designed to facilitate the student in their development on both a personal and professional level. This will be evidenced and assessed through written work.

Working with others:
The student's ability to work with others will be demonstrated in both the classroom and clinical areas, and evidenced in the learning profiles within the learning portfolio.

Problem solving:
This area will be developed in all modules and will be demonstrated through the reflective analysis of practice.

Students can take a flexible approach to completion and have up to four years to obtain the award. They will be advised about the most suitable pathway individually at an interview with a member of the team prior to commencing the programme.

To be awarded the BSc (Hons) Professional Practice degree the student must successfully complete the appropriate 120 credits at level 6. This programme does not provide a professional qualification recognised by the Nursing and Midwifery Council. The programme is a combination of core and option modules, most of which are 20 credit modules. Any modules can be used to form a coherent generic programme. However, selected option modules can be chosen to create subject clusters which can be formulated to fit specific healthcare roles following consultation with the Programme Leader and the sponsoring organisation if applicable. Modules have internal integrity, and therefore can also be accessed on an individual basis to meet continuing professional development requirements. Existing modules currently validated on the BSc (Hons) Community Health Studies, BSc (Hons) Specialist Community and Non-Medical Prescribing programmes can also be utilised as optional modules within this programme.

Overall framework of the programme (all modules are rated at 20 credits unless otherwise stated)

2 Core Modules: Foundations in Leadership (20) and Evidence Based Practice in Health and Social Care

Option modules to equal 80 credits will complete the degree.

The range of options is indicated in the table below. Suggested examples of selected subject clusters Care of Older Adult: Core modules plus:
• Management of Care for the Older Person
• Working with People with Dementia and their Carers
• Caring for People with Long Term Conditions
• Caring for People with Diabetes

Critical Care: Core modules plus:
• Contemporary Perspectives of Cardiac Care
• The Fundamental Principles of Critical Care
• Evaluating Intensive Care Practice
• Evaluating Cardio-Respiratory

Intensive Care Practice Health Care: Core modules plus
• Clinical Supervision
• Principles of Tissue Viability
• Principles and Practice of Infection Prevention and Control
• Learning and Assessing in Practice

Learning Disability: Core modules plus:
• The Older Person with a Learning Disability
• Challenging Behaviour and Learning Disabilities
• The Person who has a Learning Disability and Mental Ill Health
• Physical Health Needs of People with a Learning Disability

Mental Health: Core modules plus:
• Introduction to Psychosocial Interventions
• Mental Health Issues in the Adult Population
• Cognitive Behavioural Interventions
• Physical Health Needs Assessment for Individuals with Mental Health Problems

Oncology: Core modules plus:
• Chemotherapy Administration and Care
• Foundations in Cancer Care
• Chemotherapy Principles and Care
• Cancer Treatment and Care

Sexual Health and Reproductive Health: Core modules plus
• Contraception, Sexual and Reproductive Health
• Young Peoples’ Sexual and Reproductive Health
• Sexual Health in Practice

Independent Study or Work Based Learning Modules are designed and delivered in accordance with the Framework for Higher Education. Qualifications. The module descriptors clearly demonstrate the competencies expected at each level and the amount of student effort required. The level characteristics, as described by the Quality Assurance Agency in the National Qualifications Framework, also relate closely to the overarching characteristics of learning as defined by the University.

Mod-Code Level Title Credit Single
MW6025 6 Examination of the Newborn 20 Optional
MW6026 6 Maternity Critical Care 20 Optional
MW6027 6 Holistic Management of Perinatal Mental Health 20 Optional
MW6101 6 Contraception, Sexual and Reproductive Health 20 Optional
MW6102 6 Sexual Health in Practice 20 Optional
NM6016 6 Principles and Practice of Dermatology Care 30 Optional
NM6115 6 Independent Study 20 Optional
NM6116 6 Negotiated Work Related Clinical Consultation Skills 30 Optional
NM6119 6 Work Related Professional Skills (10 credits) 10 Optional
NM6121 6 The Fundamental Principles of Critical Care 20 Optional
NM6124 6 Individual Work Based Learning 20 Optional
NM6125 6 Work Related Professional Skills 20 Optional
NM6136 6 Physical Health Needs of People with a Learning Disability 20 Optional
NM6139 6 Principles of Forensic Learning Disability Practice 20 Optional
NM6140 6 Introduction to Psychosocial Interventions 20 Optional
NM6143 6 Physical Health Needs Assessment for Individuals with Mental Health Problems 20 Optional
NM6144 6 Foundations in Leadership 20 Comp
NM6145 6 Evidence Based Practice in Health and Social Care 20 Comp
NM6146 6 Cognitive and Behavioural Therapy 40 Optional
NM6147 6 Cognitive and Behavioural Interventions 20 Optional
NM6148 6 Management of Care for the Older Person 20 Optional
NM6149 6 Working with People with Dementia and Their Carers 20 Optional
NM6150 6 Caring for People with Long Term Conditions 20 Optional
NM6151 6 Caring for people with respiratory problems 20 Optional
NM6152 6 Caring for people with Diabetes Mellitus 20 Optional
NM6153 6 Principles and Practice of Infection Prevention and Control 20 Optional
NM6154 6 Principles of Pain Management 20 Optional
NM6155 6 Perspectives in Pharmacology 20 Optional
NM6156 6 Multi-professional Support of Learning and Assessment in Practice 20 Optional
NM6157 6 Principles of Tissue Viability 20 Optional
NM6158 6 Primary Care and the Drug User 20 Optional
NM6159 6 Clinical Supervision 20 Optional
NM6161 6 Foundations of Health and Social Care Commissioning 20 Optional
NM6170 6 Interventions for Promoting Healthy Lifestyles 20 Optional
NM6172 6 Contemporary approaches to the management and care of individuals who misuse substances 20 Optional
NM6196 6 Behavioural Activation for Treatment of Depression (BATD) 20 Optional
NM6217 6 Clinical Consultation Skills in Minor Injury and Minor Illness 40 Optional
NM6230 6 Principles of Critical Care Nursing 20 Optional
NM6231 6 Advancing Knowledge and Practice in Critical Care Nursing 20 Optional
NM6232 6 Caring for Complex Clients in Critical Care 20 Optional
NM6234 6 Holistic symptom management and palliative care 20 Optional
NM6994 6 Fundamental Skills for Nursing Children 20 Optional
NM6995 6 Chemotherapy Administration and Care 20 Optional
NM6996 6 Chemotherapy Principles and Care 20 Optional
NM6997 6 Palliative and End of Life Care 20 Optional
NM6998 6 Cancer Treatments and Care 20 Optional
NM6999 6 Foundations in Cancer Care 20 Optional

120 credits at Level 4  plus 120 credits at Level 5 (from previous study) 

120 at Level 6 entitle the student to a final award BSc (Hons) Professional Practice degree.

The student must be able to demonstrate achievement of 120 credits at level 4 and 120 credits at level 5 prior to registering on the programme.

Normally all students will have access to a relevant care environment so that reflective practice activities can be utilised and, where appropriate, clinical competencies achieved.

Accreditation of Prior Experiential Learning (APEL), Accreditation of Prior Learning (APL) and advanced standing is available, according to University policy.

Modules have internal integrity, and therefore can also be accessed on an individual basis to meet continuing professional development requirements. Students wishing to access modules on an individual basis need to be aware of entry requirements. This information is available in section 6 of the individual module descriptor. 

Module descriptors were developed with full recognition of the national benchmark of 100 hours of student effort per 10 credits. The programme outcomes are commensurate with those expressed for the levels of study in the HE Qualifications Framework (HEQF) i.e.

Level HE 6 (Level 6/Honours H level)

In undertaking studies at this credit level, students are able to:

  • Critically review, consolidate and extend a systematic and coherent body of knowledge.
  • Critically evaluate new concepts and evidence from a range of sources.
  • Transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations.

The level of the module outcomes demonstrates appropriate levels of taxonomy for the level of study, as do the contact and study hours. The national initiative with regard to Key Skills is taken into account.

The composition of the planning team ensured that there were members with experience of external consultancy and external examining, which is invaluable in quality assuring the programme against national benchmarks and expectations. The validation process also ensures that experts from other Higher Education Institutions (HEIs) were fully involved in the scrutiny and validation process, further assuring the comparability of the programme with other HEIs.

Students will experience a variety of teaching and learning methods designed to facilitate the achievement of all learning outcomes within a student-centred approach, and to foster personal and professional development. Each module will utilise a mix of teaching methods which take account of the subject matter, the student group size, the students’ previous experience and the resources available. Methods of learning and teaching will include formal lectures, scenario-based learning sessions, tutorials, seminars, presentations and debates, reflection, practice-based workshops, directed study, private study sessions, and e-learning packages.

The student experience will be enhanced by the use of reflection. A number of modules are assessed by a learning profile, which builds to form a learning portfolio for the programme. The learning plans in the profiles will focus on the further development of the students’ reflective skills, with a specific section devoted to reflection on learning in and on practice. Students will thus be placed at the centre of the learning experience and are expected to assume responsibility for their own educational development. Scenario-based learning is included as a teaching and learning strategy within the BSc (Hons) Professional Practice programme. This strategy is used for learning and teaching within the programme through the use of real scenarios from healthcare settings, which facilitates integration of theory and practice, promotion of decision-making and problem-solving skills, inter-professional learning and peer-learning, and encourages lifelong learning.

The future aim is for all modules to be taught as a mixed mode, where students to be self-directed, have access to learning materials through e-learning in varying proportions from fully taught with supporting materials to full use of electronic materials with minimal taught content. Students will be encouraged to be self-directed and methods of learning and teaching will emphasise student-centred techniques. This will facilitate the student to become an increasingly autonomous learner, able to identify their own learning needs and goals within the parameters of the programme aims and outcomes, which will require the student to actively identify and negotiate specific learning outcomes pertinent to their area of community practice within the parameters of the module learning outcomes. The student will also be expected to identify and negotiate acceptable methods of evidencing the achievement of the learning outcomes. Inter-professional learning and peer-learning is addressed within the programme. Visiting lecturers and expert professionals will be utilised in order to facilitate this process, and to ensure that examples and scenarios are drawn from a range of professional areas.

Students will be exposed to a variety of assessment methods designed to ensure that the content, outcomes and level of the modules are measured in a fair and transparent manner. Examples include coursework assignments, care plans and reflective accounts, seminar presentations, individual case studies, portfolios, research critique and practice assessment. 

Knowledge and understanding will be tested through the above assessment strategies. Intellectual skills will be assessed normally through coursework, and students will be asked to demonstrate thinking and cognitive ability through the assessed work. 

All aspects of the assessment strategy will be used to evaluate transferable/key skills and, where relevant, mapped against national benchmarks.

The programme offers students the opportunity to achieve the characteristics of a graduate, and it is assessment criteria based upon QAA and University of Chester documents which define these characteristics (see below).

Reasoning
Demonstrate reasoning with regard to complex issues, which shows an ability to explore and develop alternative solutions.

Knowledge
Apply the methods, techniques and modes of practice that they have learned and review, consolidate, extend and apply their knowledge and understanding.

Theory/practice link
Demonstrate a comprehensive understanding of relevant knowledge and applicable techniques enabling them to take initiatives and accept significant responsibility within organisations.

Analysis
Demonstrate critical analysis and be able to deal with complex issues.

Problem-solving
Consider abstract data, concepts and/or raw materials and frame appropriate questions to achieve a solution - or identify a range of solutions to a problem.

Evaluating evidence and argument
Ability to deploy accurately established techniques of analysis and enquiry.

Reaching sound judgements
Ability to critically evaluate current research, methodology and scholarship.

Communicating
Ability to communicate information, ideas, problems and solutions, in a variety of formats appropriate to both specialist and non-specialist audiences.

The graduate will have developed skills associated with professional practice within their chosen professional role. Knowledge and skills learnt through the core modules will be enhanced in option modules to underpin the application of theory to practice. They will be able to demonstrate appropriate levels of decision making, and to monitor and improve standards of service delivery, within their chosen setting.

On completion, these graduates will be equipped to deliver the highest quality evidence-based practice appropriate to their work-based setting including, for example, occupational therapists, physiotherapists, nurses, social workers, podiatrists and voluntary sector workers.

The University is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.

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