No definitive post-graduate benchmarks exist. Programme has been aligned to QAA framework for higher education qualification level M benchmarks to identify generic characteristics.
PAB - Diabetes Management
Saturday 1st January 2011
The aim of the course is to enable practitioners in a range of professions and disciplines, (including general practitioners, midwives, nurses from primary and secondary care, podiatrists, pharmacists and dietitians), to explore critically the aetiology, epidemiology and management of diabetes including its complications and impact on patients and carers/families living with the disease. This ability will be developed through the growth of critical knowledge and understanding of clinical and social aspects of diabetes as well as through the delivery of cutting edge, multi-disciplinary diabetes education. This will enhance delivery and organisation or care and will enable practitioners to be at the forefront of their discipline. Through a multi-professional, multi-disciplinary, multinational student base the course further aims to foster a mutual understanding of various clinical, management, educational, and research roles contributing to improving team working in the clinical setting. The course will also provide the opportunity to develop the key transferable skills expected of a Masters graduate, not least in research skills and critical thinking. The aim of the Masters award is to afford participants the opportunity to demonstrate fully their grasp of the essentials of diabetes care and the application and synthesis of evidence-based practice through a Dissertation.
Provides opportunity for healthcare professionals to update their knowledge, understanding and skills and improve their capacity to contribute effectively to the promotion of evidence-based practice in Diabetes Management
Meets the market demand for professional development opportunities and qualifications in Diabetes management for health professionals that will help hospitals and primary care trusts fulfil the NSF targets and aims.
Provides postgraduate education and vocational opportunities for those aspiring to work in this rapidly developing and high profile field.
Provides a framework for the development of collaborative inter-professional learning in the context of Diabetes management.
Offers practitioners opportunity to develop their understanding of the theoretical principles which underpin Diabetes management.
Offers opportunity the completion of a major item of independent research study leading to a dissertation and potential for publication.
A range of academic subjects (medicine, pharmacology, physiology, nutrition & dietetics, psychology etc) are considered in the context of a major health care issue. On successful completion of the programme, students will be able to:
develop a systematic understanding of diabetes Type I and 2 with particular reference to dietetics, pharmacological treatments, common disorders associated with diabetes and potential future developments in management of the condition
critically analyse the psycho-social impact of living with diabetes, including adherence and obstacles to treatment, available support services for people with diabetes and implications of lifestyles on diabetes
critically integrate knowledge of the roles of the multi-professional diabetes team, including the person with diabetes, the pathophysiology, prevention and treatment of complications, with clinical aspects and practice
demonstrate, through their dissertation, systematic knowledge, comprehensive understanding and critical analysis of teaching and learning specifically related to diabetes.
Theoretical matters are related to professional practice throughout.
Research methodologies will be explored to provide the basis for the development of a sound research project suitable for the construction of a Masters' level dissertation and possible publication
The programme is grounded in current research and offers the opportunity for individual in-depth consideration of a topic of contemporary importance. On successful completion of the programme, students will be able to:
appraise evidence in relation to the effectiveness of services, programmes and interventions to prevent disease and promote health and wellbeing;
analyse quantitative and qualitative data on patterns and trends in health and health behaviour and reach appropriate conclusions; and
Modules that focus on policy and action with respect to Diabetes management provide opportunity to consider authentic examples in context. A problem-based approach is adopted for a number of the modules and critical analysis is required throughout.
On successful completion of the programme, students will be able to:
monitor and assess health issues and needs using qualitative and quantitative data;
generate and use evidence in the appraisal of services, interventions and approaches to improving health and wellbeing; and
analyse, present and report on qualitative and quantitative public health data.
These are addressed in all modules within the programme delivery and in the assessment process.
The MSc involves the study of 2 core modules, ( to include Research Methods), four optional modules and a research dissertation. Each taught module is worth 20 level M academic credits. Credit is awarded for successful completion of the learning outcomes of each module.
The PGDip involves the study of one core module and five optional modules.
The PGCert involves the study of one core module and two optional modules.
Each module comprises 200 hours of total student study time and is split between
Intensive course of lectures, seminars, group discussions, laboratories and practical activities
Practical activities, work experience and support tutorials
Self directed study
Modular pack assignments and coursework
The course meets the requirements of FHEQ for students working at Level M, notably:
students will gain a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice.
students will continue to advance their knowledge and understanding, and to develop new skills to a high level and will have:
1. the qualities and transferable skills necessary for employment 2. the exercise of initiative and personal responsibility 3. decision-making in complex and unpredictable situations4. the independent learning ability required for continuing professional development MSc and PG Diploma students may select up to two option modules from other complementary programmes offered by the Department of Clinical Sciences & Nutrition (MSc Cardiovascular Rehabilitation, MSc Weight Management and MSc Weight Management) subject to the agreement of the programme leader. Relevant modules are as follows:
PG Certificate students may select the option module from other complementary programmes offered by the Department of Clinical Sciences (MSc Cardiovascular Rehabilitation, MSc Exercise & Nutrition Science, MSc Weight Management) subject to the agreement of the programme leader. The list of relevant modules is as given above.
All modules are at level 7. Postgraduate Certificate in Diabetes Management- 60 Credits (3 taught modules, 2 optional and 1 core module) Postgraduate Diploma in Diabetes Management - 120 Credits (6 taught modules,5 optional and1 cores modules) Master of Science in Diabetes Management - 180 Credits ( 6 taught modules, 4 optional and 2 core modules and in addition a 60 credit research project (triple module equivalent))
This programme has been withdrawn and is not recruiting any additional students
There are at present no definitive post-graduate subject specific guidelines therefore the generic level M QAA criteria and benchmark statements have been used to guide programme developments. Listed below are the seven QAA generic criteria (a-g) mapped to the programme.
a) systematic understanding of knowledge;
This will be developed in all modules of the programme.
b) critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice;
This will be developed in all modules.
c) a comprehensive understanding of techniques applicable to their own research or advanced scholarship;
This will be developed in all modules but most notably in Research Methods and Research Dissertation modules.
d) originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline;
This will be developed in all modules of the programme, but most notably in Dietary Management of diabetes across the Lifespan, Physical activity and Exercise in the Prevention and Management of Diabetes, Service User and Carer adult education and Therapeutics and Diabetes.
e) conceptual understanding that enables the student: (i) to evaluate critically current research and advanced scholarship in the discipline (ii) to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses;
This will be developed in all modules of the programme.
(f) 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 audience;
This will developed in all modules.
g) demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
Students will engage in this in all modules.
The programme is delivered by a mix of: academics from the University of Chester, specialist practioners in Diabetes; healthcare professionals from a range of disciplines; and other visiting lecturers with appropriate specialist knowledge and skills.
The programme is comprised of series of taught modules each delivered by a four-day, 28 hour short course followed by a period of directed learning and the submission of coursework set out in each module.
A diverse range of teaching and learning modes are utilised for this programme (lectures, seminars, group activities, case studies, student presentations, laboratory classes and practical activities). Independent learning following an intensive "taught" element is a key feature of the programme.
Throughout the programme students are encouraged to interact with the teaching teams through individual tutorials which may be face-to-face, by telephone or email. There is opportunity for formative comment on assignment drafts.
The formal modular programme is supported by a range of extra-modular workshops covering (for instance): e-learning and use of on-line resources (delivered by Learning Resources); high level information presentation skills; IT and specialist professional development activities.
Where appropriate, students are encouraged totake up placement opportunities / work experience with collaborating health-care units.
The above approach offers higher learning in a client-focused manner which suits the requirements of busy practitioners who wish to update their knowledge
Assessment within this programme conforms to the University's level 7 assessment criteria for written assignments, dissertations and practical presentations. In line with the University of Chester Modular Framework for taught postgraduate programmes, all assessments are linked to modular learning outcomes and are of a length commensurate with current University modular guidelines, that is, between 4,000 - 5,500 words, or their equivalent. In line with the overall rationale of the Programme, a variety of approaches to assessment are used which reflect the demands of the modules. There are opportunities for students to contextualise their assignments in terms of their professional settings. The assessment of modules is both formative and summative. Summative assessment includes the submission of essay-type assignments, analysis of case studies and oral presentations. Formative assessment includes self, peer and tutor assessment of seminar/workshop presentations and tasks. The standard percentage marking scale for postgraduate programmes is used:
70% - 100% Distinction;
40% - 69% Pass;
0% - 39% Fail.
For modules where there is more than one component to the assessment, failure in one or more components can be compensated for by the results in one or more other components within that module, provided that the overall pass mark for the module of 40% is attained and a minimum of 20% is attained for each assessment component within the module.
Each module is assessed and must be passed at Level 7 and carries 20 credits.
The dissertation module carries 60 credits.
Assessments are based around consideration of authentic problems and circumstances. Assessment tasks vary from module to module but include, for instance, preparation of reports, research posters, presentations, analysis of datasets.
Demonstration of critical thinking is essential to achieve the Masters' level requirements.
A minimum of 25% of assessed work is second marked in accordance with University policy. All dissertations are independently double marked.
Where a student fails to achieve the required standard the assignment must be revised and resubmitted in accordance with the recommendations made by the examiners
Graduates from this programme will have both generic and subject specific skills enabling them to be well qualified to meet the growing demand for appropriately qualified diabetes management professionals within the United Kingdom and elsewhere. Graduates from the MSc Diabetes Management programme will be sought after in numerous diverse areas including specialist clinical management areas, continued study to PhD level, research, lecturing and teaching in further and higher education.
The programmes of study in the Dept of Clinical Sciences & Nutrition fully embrace the University’s commitment to the active promotion of equality of opportunity. The University seeks to ensure that no student is disadvantaged or discriminated against on the grounds of: gender; age; sexual orientation; racial group (race, colour, nationality, ethnicity or national origins); creed (religious, political or personal beliefs or principles); membership or non-membership of a trade union; and socio-economic background. It also aims to ensure that disabled people and those with special needs do not suffer unfair discrimination, and that they are enabled to achieve their full potential as students. The ultimate objective of the programmes delivered are to ensure all aspects of delivery are open to all sections of society and in whose activities all students can participate to the best of their ability. This programme is designed to ensure inclusivity and to ensure that the diverse needs of our students are provided for. At a departmental level all programmes are developed and delivered with the following aspects in mind:·
Admission requirements are clearly set out in promotional materials and due consideration is given to a policy of widening access, participation, diversity and equality.
Each module and programme is developed in line with University policy to both promote equality and diversity and encourage all students in the development of their learning.
There is flexibility in materials and delivery of teaching to support students with disability or from culturally diverse backgrounds and the Department works closely with Learning Support in delivering this support through Learning Support Plans.
The induction activities are designed to integrate all students both academically and socially and to make academic staff aware of any issues. Students are made aware of avenues of support if they a have any issues regarding diversity and equality. ·
Supportive formative exercises are presented in modules in the first year to give all students an equal chance of succeeding.
Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. The introduction of anonymous marking and the blue sticker scheme also enhance equal opportunity to all students. ·
In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and removed or reasonable adjustments will be made based on requirements.
All learning materials and teaching and learning sessions are designed to be free from racist, sexist and other discriminatory assumptions and practices.
All lecturers are aware of diversity issues and discharge their PAT roles with knowledge and sympathy and all students are made aware of the Department structures to discuss issues should a concern arise.
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