Critical Care GradCert
2016 - 2017
University of Chester
University of Chester
Riverside and/or University of Chester sites determined by the Faculty of Health and Social Care. Provision can be made for International delivery.
Continuing Professional Development
Classroom / Laboratory,
Annual - September
Health and Social Care
Health and Social Care
QAA Level Descriptors and the National Standards for Critical Care Nurse Education (2012)
Post-registration Module Assessment Board
Thursday 1st May 2014
The principal aim of the programme is to produce professionals with advanced knowledge and skills who can provide safe, high quality services for the public, and support improvements in the Critical Care environment. To deliver this the programme is designed to achieve the following educational aims:
To facilitate learners to achieve the key service requirements underpinning NHS strategic goals, and national standards for critical care nurse education.
To promote a culture that embraces quality and progressive innovation ensuring that practitioners constantly critically seek to improve critical care service provision.
To promote the critical application of current research, scholarship and reflective practice through support and access to clinically and academically credible professionals.
To support and encourage student potential by providing a learning experience that enhances both theoretical knowledge and clinical skills utilising a blended learning approach.
Successful students will be able to;
Discuss the key concepts principles, theories and policies in students’ area of practice related to developing critical care skills, in order to deliver, and promote evidence-based practice that addresses the physiological, psychological, sociological and cultural needs of critically ill patients within the context of multi-disciplinary care teams (NM6230, NM6231, NM6232).
Evidence awareness of the uniqueness of students’ own professional practice knowledge and understanding of the role of the practitioner within the context of the wider health agenda (NM6230, NM6231, NM6232).
Demonstrate evidence-based approaches to the ongoing development of the students’ specialist practice and professional role, and the dissemination of information (NM6230, NM6231, NM6232).
Evidence competence in the research process and its relevance to the students’ own scholarship (NM6230, NM6231, NM6232).
Successful students will be able to;
Evidence a critical understanding of complex issues and problems of anatomy, physiology and pathology to the techniques and treatment modalities employed when caring for patients with critical care needs (NM6230, NM6231, NM6232).
Demonstrate the ability to think logically and critically in the interpretation of physiological and clinical data to determine a suitable management plan (NM6230, NM6231, NM6232).
Using problem-solving skills; critically analyse and evaluate the effectiveness of quality assurance and risk management strategies to create and maintain a safe environment (NM6230, NM6231).
Evidence a broad and comparative knowledge of the general scope of critical care nursing (NM6230, NM6231, NM6232).
Formulate arguments to assist in the development of policies and protocols in light of new research and/or/evidence (NM6230).
Successful students will be able to;
Evidence a critical understanding of autonomy and initiative at a professional level; identifying strategies to ensure safe and effective person centered care (NM6230, NM6231, NM6232).
Ethically and effectively, practice in ways that show awareness of own and others' roles and responsibilities including the application of legal responsibilities and ethical principles in the holistic care of critically ill patients (NM6230, NM6231, NM6232).
Evidence familiarity with the need for effective multidisciplinary/multi agency team working within the critical care environment (NM6230, NM6231, NM6232).
Act as an advocate by utilizing innovation and compassion to focus on putting the patients central to their own health care choices (NM6230, NM6231, NM6232).
Critically evaluate strategies of leadership, management and communication, and the influence of personal and professional values, which optimise clinical decision-making within the critical care team (NM6230).
Successful students will be able to;
Use effective communication skills to communicate a range of audiences with different levels of knowledge and expertise using appropriate methods (NM6230, NM6231, NM6232).
Critically evaluate a range of data to improve health (NM6230, NM6231, NM6232).
Critically evaluate strategies of leadership and communication, and the influence of personal and professional values in leading and taking a substantial role in the local, national and global community (NM6230, NM6231, NM6232).
Demonstrate the ability to use a range of ICT applications required for practice (NM6230, NM6231, NM6232).
Demonstrate competent literacy and numeracy skills (NM6230, NM6231, NM6232).
Undertake critical reflection and development of personal and professional practice (NM6230, NM6231, NM6232).
The Graduate Certificate in Critical Care is designed to provide a contemporary learning experience for critical care nurses incorporating the National Standards for Critical Care Nurse Education published in 2012 (CC3N 2012). The standards' philosophy outlines that critically ill patients have a right to receive safe high quality care from skilled competent practitioners. The document highlights three specific steps, step 1 being completed in practice prior to entering the proposed programme, whilst steps 2 and 3 will be achieved during the programme and are an integral part of learning in theory and practice.
The programme will equip the practitioner with the necessary skills and in-depth knowledge of critical care, and provide them with the ability to apply that knowledge to clinical practice. This will be achieved by delivery of a variety of teaching and learning methods, and the assessment of both theoretical knowledge and practical skills. Module content will holistically address the needs of clients in critical care, and will include a range of specialist subject matter as outlined in the National Standards for Critical Care Nurse Education and the National Competency Framework for Adult Critical Care Nursing (CC3N 2012).
The programme will build on the graduates' previous experience and current professional practice. The curriculum ensures that by the end of the programme the students will have gained an holistic understanding of critical care nursing. The programme content will address key elements within Critical Care patient care, and include the following principal themes:
Professionalism and defensible documentation
Leadership, communication and teamwork
End of life care
Inter- and intra-hospital transfers (admission and discharge)
Innovations in critical care
Infection prevention and control
Ethics and Law
The pathway aims to deliver the modules in sequential order, allowing for the following pathway: NM6230, NM6231, followed by NM6232. The modules have been designed to enable progression of the student through the systems-based A&P, and the specialist knowledge and skills required to effectively assess, plan, deliver and evaluate care to this complex group of patients. The programme consists of three modules each designed to reflect the essential components of the step 2 and 3 competencies, and aligned with the key service requirements which underpin the NHS strategic goals and the National Standards for Critical Care Nurse Education.
Successful completion of NM6230 Principles of Critical Care Nursing, NM6231 Advancing Knowledge and Practice in Critical Care Nursing and NM6232 Caring for Complex Clients in Critical Care, in sequential order to accredita total of 60 level 6 credits, will lead to an exit award of a Graduate Certificate in Critical Care.
Each module consists of a number of assessments, each assessment must be passed in order to pass the module.
For our Graduate Certificate programme we will normally require that the applicants:
Must be a registered nurse or practitioner.
Must have completed twelve months' post-registration experience.
Normally have completed Step 1 of the National Competency Framework for Adult Critical Care Nurses.
Must have a letter from the student's manager indicating agreement to support the learner in practice including the allocation of a suitable mentor.
It is expected that the student will be working within a critical care environment during the programme - this will extend to a minimum of 18 hours per week with access to level 3 patients.
Evidence of personal and professional development.
Be qualified at IELTS level 7 or equivalent (if English is not their first language).
Advice and guidance on APL/AP(E)L will be provided on application if required.
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).
In considering the characteristics associated with graduate (level 6) programmes of study the learning outcomes of the modules are designed to reflect the benchmark statements. Within NM6230 Principles of Critical Care Nursing the students demonstrate a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at, or informed by, the forefront of defined aspects of the Critical Care discipline, and an appreciation of the uncertainty, ambiguity and limits of knowledge. By including the opportunity for the development of understanding research within this module the student will develop the ability to manage their own learning, and to make use of scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline.
In undertaking NM6231 Advancing Knowledge and Practice in Critical Care Nursing the student will develop an ability to deploy accurately established techniques of analysis and enquiry within a critical care environment throughout the pathway for the certificate. Development of existing knowledge and skills and also the acquisition of new knowledge and skills and critical reflection on theory and practice is built upon in NM6231 Advancing Knowledge and Skills in Critical Care Nursing. The student will develop decision-making in complex and unpredictable contexts and critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem, and by way of the assessments be able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.
In NM6232 Caring for Complex clients in Critical Care the student is working towards the exercise of initiative and personal responsibility. They will be able to apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects and by undertaking the variety of assessments this enables the student: to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and to describe and comment upon particular aspects of current research, or equivalent advanced scholarship, in critical care. This ultimately enables the student the learning ability needed to undertake appropriate further training of a professional or equivalent nature.
In addition, the modules are designed to incorporate and fulfil the National Standards of Critical Care Nurse Education (2012) which state that:
Educational programmes should:
Be accessible to post-registration professionals (nurses) working in a critical care environment.
Be responsive to the needs of the service through a modular and flexible approach (NM6230, NM6231 and NM6232).
Include all stakeholders in development and delivery strategies.
Ensure continuity, consistency and sustainability.
In accordance with the Framework for Higher Education Qualification (FHEQ) provide a graduate certificate at academic Level 6 with a minimum of 60 credits, to be recognised as a nationally transferrable ‘award’ or equivalent title, in critical care nursing. For bachelor's degree with honours, at level 6, the qualification should also meet the expectation of the degree with honours qualification benchmark.
Work towards delivery of postgraduate certificates at academic level 7 post 2012 in accordance with national recommendations.
Allow delivery by a variety of methods (NM6230, NM6231 and NM6232).
Allow opportunities for recognition of previous education, knowledge or skills through Accreditation of Prior and Experiential Learning (AP(E)L) processes.
Take into account any nationally recognised competency frameworks. Prepare students to meet nationally recognised occupational standards for critical care.And that the curriculum should:
Consist of a standard core content of learning, designed to achieve set learning outcomes.
Assess both theoretical knowledge and practical skills (NM6230, NM6231 and NM6232).
Generate transferable evidence.
Have holistic content which is speciality specific (NM6230, NM6231 and NM6232).
Have the ability to be mapped against the Knowledge & Skills Framework (KSF).
Typically enable attainment of ‘qualification’ within 12 months/academic year, up to a maximum of two years under extenuating circumstances. (This may be agreed between healthcare and academic providers to meet local regulations.)
Be matched locally against QAA descriptors.
Be supported by Critical Care Networks, where they exist.
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.
The learning and teaching methods selected for the programme are reflective of the guidance outlined in the QAA (2010) document Degree Characteristics the HEA UK Professional Standards Framework. A range of approaches to teaching and learning using both didactic and interactive methods will be used; these are designed to facilitate the achievement of all module learning outcomes. A student-centred approach focusing on student needs, professional standing and ability will form the philosophy and approach adopted by the module leaders, facilitating a positive learning experience. The acquisition of core knowledge, skills and attitudes will be through a combination of:
Lectures, which are interactive and encourage discussion and debate.
Seminars and workshops.
Practice learning and assessment.
Role play and simulation, including debriefing.
Audio-visual resources, such as podcasts, videos and interactive case studies.
Tutorials including interactive tutorials.
Self-directed learning/tutor-directed learning.
Presentations and seminars by visiting lecturers.
The programme team are committed to fostering the personal and professional development of the student. The critical and analytical development of knowledge, synthesis and understanding will be promoted by the students' involvement in debates, practice learning discussions, case study examination, tutorials, role play and critical reflection, and via the support of their personal academic tutor.
Inter-professional learning is addressed within the programme by the nature of practice learning (a minimum of 18 hours per week).
Students who experience difficulty in meeting the requirements of degree level study will be able and encouraged to access the Student Support and Guidance department. The programme will provide an induction where details of support mechanisms, library services and University regulations will be provided. This knowledge will then be reinforced in the student handbook.
The programme will utilise a range of academic module assessments that reflect the nature of the Critical Care student.
Students will be required to demonstrate a range of skills in meeting the academic requirements of the programme including:
Write essays that will involve critically analysing and evaluating critical care case studies.
Critically reflect on role play activities.
Undertake assessed practice simulation in the clinical environment.
Achieve a set of practice competencies.
Undertake assessed presentations.
Undertake an examination.
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 will be continually learnt through the modules, a process which will be enhanced in option modules and culminate in the dissertation module which will 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.
The programme conforms to the University's Diversity and Equality Policy and the appropriate codes of practice. The Faculty of Health and Social Care is fully committed to the support of all their students whatever their circumstances. Over the years the Faculty of Health and Social Care has both sought advice and received training in the support of students with a wide variety of disabilities or specific needs. All students undertaking the programme will receive support and guidance through a number of service and support mechanisms within both the Faculty and the wider University:
Academic support and assessment guidance from the module leader.
Support throughout from the programme leader.
The Student Support and Guidance department, available to all University of Chester students.
The programme handbook, available on the University intranet.
Module handbooks that give more specific details of each module than contained in the module descriptor, e.g. specific breakdown of content including timetabled sessions, and an updated illustrative reading list to ensure that recommended reading remains relevant and current.
Module descriptors, timetables and associated learning materials, e.g. learning packs, accessible via the intranet.
Guidance on APL/AP(E)L, available through the AP(E)L team.
The maximum length of study for the programme will normally be 1 year however their is allowances for 2 years in exceptional circumstances.
It is envisaged that by adhering to the recommendations of the National Standards of Critical Care Education, the programme will be benchmarked by CC3N. Derogation will be sought with respect to the assessment components for each module. Two of the components of modules are weighted and will be set up with 40% qualifying pass mark to make up the overall module mark. The practice documents (Critical Care National Competencies) which will be undertaken whilst in practice will be marked on a Pass/Fail basis. Students must therefore pass ALL components in order to pass the module. This will bring this programme in line with the majority of the Faculty’s postgraduate nursing and midwifery provision (non-NMC approved).