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PROGRAMME SPECIFICATION

Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award MSc Advanced Clinical Practice

Intermediate award Postgraduate Diploma in Advanced Clinical Practice / PGCert Health

Course status Proposed

Awarding body University of Brighton

School School of Health Sciences

Location of study/ campus Falmer

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

3.

Admissions

Admissions agency Direct to School

Entry requirements Include any progression opportunities into the course.

Applications are welcome from a range of health disciplines for this multiprofessional Advanced Clinical Practice (ACP) course.

Applicants should be registered with an appropriate professional body in the UK (e.g. HCPC, NMC) and should normally have a minimum of three years post registration experience.

Applicants should be working for a minimum of 15 hours a week, in a trainee ACP role or developing into an ACP role, with the backing of their employer or manager.

Applicants would normally be expected to hold a first degree. Non-graduates who have 60 or more level 6 credits or hold a non-honours degree (60 level 6 credits) meet the requirements if all 60 credits have been awarded in the last 5 years, otherwise they would normally be expected to demonstrate an ability to study at level 7 by completing a level 7 module prior to enrolment. The level 7 module will be agreed with the course leader and should be relevant to the course.

Postgraduate students require the support of a workplace supervisor who is educated or working towards Masters level and normally be working at an advanced level of practice, preferably as an ACP. The Supervisor does not need to be the same profession as the postgraduate student. The workplace supervisor is agreed by the course leader.

Applicants who meet the admission criteria will also normally be required to attend an interview and provide one employer reference

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as to their suitability for the course.

Recognition of Prior Learning/Recognition of Prior Experiential Learning (RPL/RPEL) is available to all students enrolled on educational programmes within the School of Health Sciences.

Start date (mmm-yy) Normally September

September 2019

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time Select Select

Part-time 3 years 6 years

Sandwich Select Select

Distance Select Select

Course codes/categories

UCAS code

Contacts

Course Leader (or Course Development Leader)

Daren Briscoe

Admissions Tutor Daren Briscoe

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Elaine Bevan-Smith University of Gloucester

31st August 2023

Examination Board(s) (AEB/CEB)

SHS Postgraduate AEB/CEB.

Approval and review

Approval date Review date

Validation 27th March 20191 2023-20242

Programme Specification May 20193 June 20204

Professional, Statutory and Regulatory Body 1 (if applicable):

N/A 5

Professional, Statutory and Regulatory Body 2 (if applicable):

Professional, Statutory and Regulatory Body 3 (if applicable):

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body.

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PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

1. The development of advanced generalist / advanced specialist skills, knowledge and behaviours within a specialist clinical role across the four domains of advanced clinical practice (clinical, leadership, research and education).

2. To facilitate the expansion of capabilities and scope of practice to an advanced level of practice within the role of advanced clinical practitioner, encompassing a philosophy of multi-professional teaching and learning.

3. To develop a critical awareness and understanding of the advanced clinical practitioner role as a multi-professional role within the four pillars of advanced practice (clinical, leadership, research and education).

4. To ensure that the advanced clinical practitioner has critical analysis, synthesis and evaluative skills when managing complex and unpredictable clinical presentations and can autonomously make complex clinical decisions using evidence-based practice / research.

5. To ensure that the advanced clinical practitioner has the skills, knowledge and behaviours to lead a multi-professional team, evaluate services / practice and be able to argue alternative methodologies / improvements.

6. To support students to become resilient and creative leaders of change and expert clinicians in a range of clinical settings.

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate6.

Knowledge and theory 1. Critically analyze the autonomous nature of ACP practice, synthesizing key issues and reflecting on areas of practice that demonstrate autonomy.

2. Demonstrate an ability to critically reflect upon and challenge own clinical decision-making to respond systematically and creatively to complex situations where there may be incomplete or contradictory data or varying outcomes from therapeutic interventions.

3. Demonstrate an ability to synthesize new information while utilizing

knowledge from the forefront of professional practice, research, leadership, education and academic scholarship in order to challenge practice, develop innovative thinking and justify professional judgement.

4. Demonstrate self-directed and independent learning in order to

advance professional theory, research, learning concepts and practice, becoming co-producers of knowledge in active learning communities including students, service users, colleagues and members of the public.

5. Critically evaluate current policy and evidence in the four domains of advanced practice: leadership, research, clinical practice and education.

6. Critically evaluate their own and their team’s contribution to policy outcomes for service users and to the management of change and service development including multi-professional / multi-agency

6 Please refer to Course Development and Review Handbook or QAA website for details.

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team working.

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

7. Develop and critically apply advanced technical proficiency and knowledge in order to provide advanced specialist care and treatment through advancing competency for service users presenting with undifferentiated needs in highly complex and unpredictable environments.

8. Proactively utilise systematic knowledge to critically evaluate and challenge professional, ethical and legal requirements inherent in advanced clinical practice, with particular emphasis on risk management, clinical governance and transparency/candor within their field of practice and at an organisational level.

9. Lead and communicate ideas confidently and autonomously to professional and academic colleagues, peers and service users.

10. Demonstrate critical synthesis as a strategic leader / team member supporting continuous learning communities and developing others, including service users, through positively influencing and evaluating workforce resilience, teaching, coaching and mentorship.

11. Proactively evaluate and develop methodologies to constantly monitor service user experience and improve the effectiveness of their own and others’ practice.

QAA subject benchmark statement (where applicable)7

The aims, learning outcomes and content of this programme have been informed and guided by the Masters Degree Specification (QAA 2010) Appendix 1, Description of the characteristics of Masters degrees.

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

NA7210 Independent prescribing for nurses, midwives and allied health professionals (Level 7) NMC and HCPC requirements.

HE714 Health Professional as an educator (AdvanceHE (HEA) D1 qualification).

LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

Teaching and Learning Strategy

The teaching and learning methods are informed by the QAA UK Quality Code for Higher Education (2018) on teaching and learning http://www.qaa.ac.uk/quality-code# and the five principles of the University’s Curriculum Design Framework (CDF) https://staff.brighton.ac.uk/cdw/Lists/Design_framework_elements/AllItems.aspx

Students moving to level 7 study

Applicants will be invited to interview after their application has been received through the University application process. At interview individual learner needs can be discussed and if necessary support put in place ready for the start of the course. Students will be made aware of the support from Student

7 Please refer to the QAA website for details.

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Services in regard to individual learning needs and arrangements for disabilities. The course team ensures that students will receive study skills teaching and resources where necessary to smooth the transition to level 7 learning. A study skills session on level 7 studying, writing at level 7 and resources is given at the beginning of the course, usually within the induction day of the Managing complexity in advanced clinical practice module. There is also a workshop on how to get started on the e Portfolio platform and digital resources made available (media lecture) to complement the ePortfolio workshop. A reference list of books and a digital workbook is sent to students prior to their first clinical module (NAM29). This workbook encourages the learner to prepare for their first teaching day on the module and as it will be in digital format can be used as a working document for text and image resources, encouraging the learner to build up their own resources to complement and add to student central resources and learning materials.

The course philosophy (see below) is based on multi-professional teaching and learning within a spirit of enquiry and the active co-production of knowledge amongst staff and postgraduate students, in learning, teaching and research (CDF: Enquiry and research-led learning). This is facilitated by the Critical Reasoning Multi-professional Learning Sets within the Managing complexity in advanced clinical practice [e portfolio] module and within both work-based learning modules, and Leading a Service Improvement project module where staff and postgraduate students are seen as partners in the learning sets (CDF: Staff and students working in partnership).

As reflected in this statement, Masters level students are seen as partners in the learning process with lecturers facilitating an interactive learning community. This course aims to balance the use of information technologies and blended learning wherever possible. From the start of the course postgraduate students will be introduced to the e Portfolio and different types of media formats they can use within the portfolio and in the other modules e.g. video in the Advancing competency in specialism module assessment. Postgraduate students have a blended approach to teaching on the core modules: critical reasoning multi-professional learning sets; skill lab and simulation; practical exercises; e learning resources and student central resources; flipped learning; https://www.heacademy.ac.uk/knowledge-hub/flipped-learning-0; classroom discussion and debate; group learning, problem-based learning; practice and work-based learning. (CDF: A curriculum structured for learning).

A blended approach to teaching and learning can be found in many of the modules. The ‘Managing complexity in Advanced Clinical Practice’ module will provide an ‘anchor’ for the development and emphasis on inter-professional teaching and learning which embraces the inter-professional nature of the ACP role (CDF: inclusivity) and the co-production of knowledge with staff and postgraduate students working together creatively to design learning activities (CDF: staff and students working in partnership). The ACP role is undertaken by different professions and therefore this module provides a unique and exciting opportunity for postgraduate students to develop strategies to co-produce improvements in services while understanding perspectives of their peers’ role that they may not be familiar with in the context of advanced practice and expertise through discovery of diversity in clinical practice, therefore not only being inclusive but promoting inclusivity (CDF: inclusivity). This module will facilitate inter-professional learning through ‘Critical Reasoning Multi-Professional Learning Sets’ (CRMPLS) putting a spotlight on the understanding of professional roles in the context of advanced practice, responsibilities and shifting boundaries, thus encouraging student peer support and a harmonious inter-professional relationship in practice. Similarly, these skills and experiences are further developed within the work-based learning modules through the action learning sets and Leading a Service Improvement project module through multi-professional learning groups exploring emergent challenges and successes in service improvement design. The application of theoretical knowledge/skills and behaviours, resilience, leadership, research, managing complexity and clinical competence are strong themes across the curriculum and will be evidenced in this module (CDF: Practical Wisdom).

The course team will provide personal tutors to each postgraduate student enhancing postgraduate student experience and ensure the support is in practice through workplace supervisors. The ‘Advanced Therapeutic Interventions through WBL’ module requires the student to engage in clinical supervision which also forms part of the assessment strategy. Personal tutors provide additional support and help to those with learning differences, including signposting to student services and are aware of diversity when designing learning resources (CDF: inclusivity). Classroom activity requires an interactive approach, with postgraduate students enabled to critically reflect, analyse and synthesis real life practice experience using ‘Critical Reasoning Multi-Professional Learning Sets’ (CRMPLS) to provide an active, dynamic and inter-professional approach to real life problems and issues that ACPs face in everyday work (CDF: inclusivity). This approach aims to facilitate ‘cross profession’ creativity in clinical problem solving and a clinical leadership philosophy that puts patients at the foremost of the care experience (Francis 2013). Classroom learning incorporates digital media and postgraduate students will be encouraged to use

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smart phones and tablets in taught sessions. Postgraduate students are encouraged to publish their work, particularly joint publication/dissemination of dissertation findings with course members (CDF: enquiry – and research led learning; practical wisdom).

Blended Learning

A blended learning approach will be facilitated through student central (the University’s Blackboard platform) through which modules are facilitated and complies with the Universities policy on blended learning http://www.brighton.ac.uk/clt/resources/blended-learning/blended-learning-policies/ including module handbook, reading lists, lecture notes and assignment information. Student central enables the provision of distance learning resources specific to individual modules, the ‘Ask study skills’ resource provides access to the online library. The ‘Advanced physical assessment, pathophysiology and clinical decision making’ module has e-learning resources in the form of lectures on student central, work books, work spaces, systems review areas, pathophysiology folders, video media clips to review, links to external video resources and websites and quizzes to engage with prior to classroom taught sessions (flipped learning). All assignments in this module are submitted via student central either as a Turnitin Assessment or an electronic assessment. Work based assessments are also downloaded, completed in the work place and re-scanned and uploaded to the student central assessments area, where they are included in the grade centre for marking and monitoring.

The development of the electronic portfolio (ePortfolio) on the Mahara platform over approximately two years of the student course journey, provides postgraduate students the space and place to explore their ACP role and helps the student to keep ‘on track’ with meeting the Health Education England Multi-professional capabilities. This format encourages the student to be creative with thinking through case study development and evidence from practice in order to meet the capabilities in full. Short clinical case studies are used to develop and explore the postgraduate student’s clinical expertise and advanced level nature to their role and to integrate the four pillars of advanced practice in a coherent and scholarly format. The ePortfolio (or equivalent format) enables group discussions through ‘Critical Reasoning Multi-professional Learning Sets’ (CRMPLS) and e forums to facilitate student discussion and innovation in role. Postgraduate students receive clear structured formative feedback on their ePortfolio development prior to the examination board, where progress (formative feedback) or completion (summative feedback) is recorded. Postgraduate students are required to attend a review meeting following the formative assessment to discuss progression in the ePortfolio and negotiate their study plan and final ePortfolio submission date (CDF: blended learning).

Philosophy of the course

The philosophy of the course is to provide high quality education (advanced skills, knowledge and behaviours) in order to meet the educational needs of an advanced clinical practitioner. The course is designed to develop critical analysis and synthesis in the four domains of advanced practice (clinical practice, leadership, research and education) teaching and learning on advanced practice including managing complexity of clinical presentations and clinical decision making, leadership of teams and project work, research and education across the course curriculum. The course is delivered throughout utilising educational principles as this reflects inter-professional relational team working and engages postgraduate students with critical case discourses, managing complexity within diverse settings and critical decision making, reflective of the ACP multi-professional working dynamic. At a ‘macro level’ postgraduate students are encouraged to develop their scope of practice through the integration of the four pillars of advanced practice and at a ‘micro level’ clinical expertise is facilitated through the expansion of these capabilities by scaffolding their learning within the Clinical Reasoning Multi-professional Learning Sets, Action Learning Sets, Student Learning Groups and Work Based Learning.

The intention is to transform healthcare services to local populations by ensuring access to healthcare through stable workforce planning, enhancing patient, carer and family experiences as an ACP could foster a stable and sustainable patient/client relationship and to improve clinical/population outcomes by ensuring best care in the best place. Teaching and learning methods – allocation of study hours (total =1800) (Information from module templates) Scheduled hours – 14% - 18% (246 – 330 hours)

Classroom activities – (196 – 280 hours)

(includes dissertation workshops; facilitated group work: action learning sets and Critical Reasoning Multi-professional Learning Sets)

Library/Information technology/ ePortfolio digital workshops (3 hours)

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Skills labs, skills practice, simulation, workshops (50 hours)

Guided study – 75% - 60% (1347 – 1086 hours)

Practice skills assessments (150 - 237 hours)

E learning and blogs (12 hours)

E Portfolio development (164 hours)

Assignments (reading, research and revision) (1021 - 673 hours)

Placements – 11.5% - 22% (210 - 400 hours)

Workplace assessments (165 - 237 hours)

Work-based learning / projects (160)

Work-based / work place Supervisor meetings (12 hours)

Clinical supervision (6 hours)

*% /(hours): route 1 and route 2.

Detailed breakdown of hours and teaching methods

Route 1 – ACP ‘research advancement’

Code Module Scheduled Hours

Guided Study

Place-ment

Total Hours

NA7241 NAM29 NA7130 HE707 NAM13 NAM112 HS790

Managing Complexity in Advanced Clinical Practice Classroom, library/information technology, ePortfolio development and CRMPLS Advanced physical assessment, pathophysiology and clinical decision making (Adult)

OR Child Advanced physical assessment, pathophysiology and clinical decision making Skill labs, workshops, classroom and work-based learning and assessment A research module: - Research theory and application for health professionals or Qualitative research or Mixed Methods Research or Quantitative Research Methods or equivalent Classroom

36 50 35

164 150 165

NA7210 NA7221 HE714

Independent Prescribing Classroom, Portfolio development, work-based learning and assessment

OR Advanced Therapeutic Interventions through WBL Classroom, work-based learning AND Health Professional as an educator Classroom, practice-based learning

60 15 35

250 35 165

90 150

NA7139 Leading Advanced Practice Classroom

50 75 75

HS796 Dissertation – empirical research Supervision

25 575

Total hours (with Independent Prescribing) 256 1,379 165 1,800

Total hours (with WBL & HE714 modules) 246 1,329 225 1,800

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Route 2 – ACP ‘service improvement’

Code Module Scheduled Hours

Guided Study

Place-ment

Total Hours

NA7241 NAM29 NA7130 HE707 NAM13 NAM112 HS790

Managing Complexity in Advanced Clinical Practice Classroom, library/information technology, ePortfolio development and CRMPLS Advanced physical assessment, pathophysiology and clinical decision making (Adult)

OR Child Advanced physical assessment, pathophysiology and clinical decision making Skill labs, workshops, classroom and work-based learning and assessment A research module: - Research theory and application for health professionals or Qualitative research or Mixed Methods Research or Quantitative Research Methods or equivalent Classroom

36 50 35

164 150 165

NA7210 NA7221 HE714

Independent Prescribing Classroom, Portfolio development, work-based learning and assessment

OR Advanced Therapeutic Interventions through WBL** Classroom, work-based learning AND Health Professional as an educator Classroom, practice-based learning

60 15 35

250 35 165

90 150

HE714 NA7221

Taken Prescribing WBL and Education taken 18 35 15

35 165 35

147 150

Advancing competency in specialism through WBL*

OR Health Professional as an educator

OR Advanced Therapeutic Interventions through WBL**

Advancing competency in specialism through WBL*

Advanced practice optional module (example) Classroom, e learning, case scenarios, practice based

50 142 8

NA7223 Leading a Service Improvement Project Classroom, work-based project

80 160 160

Total hours (with Independent Prescribing + WBL*) 329 1,066 405 1,800

Total hours (with Independent Prescribing + WBL**) 326 1,066 408 1,800

Total hours (with Independent Prescribing + HE714 Health Professional as an educator module )

346 1,196 258 1,800

Total hours (without Independent Prescribing but 319 1,016 465 1,800

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therefore with WBL*, HE714 Health Professional as an educator module + WBL**)

Workplace Supervisors Workplace supervisors are responsible for guiding the student in the achievement of the advanced practice competencies within the Managing Complexity in Advanced Clinical Practice module. Supervisors must be educated to Masters Level or be studying towards this level and normally be working in an advanced practice role. Workplace supervisors should normally meet with the student at least once per semester to set objectives, review progress and document an action plan. Workplace supervisors are invited to the University to participate in course boards and advanced practice meetings. Additionally they are offered an ACP Supervisor handbook and workshop to: -

develop clarity on the role and responsibilities of the ACP Supervisor

understand the course curriculum

understand the postgraduate students work based learning requirements

understand their assessment role in relation to the clinical capabilities

understand their verification/sign off responsibilities in relation to the 38 HEE MPF capabilities

The supervisor for the work-based learning modules may be different to the workplace supervisor (for the course). Postgraduate students will consult with their workplace supervisor and their personal tutor regarding choice of work based assessments and appropriate work based supervisor to scaffold and assess their learning. A mental health postgraduate student may request a psychologist to supervise their advanced therapeutic interventions through work based learning module. This means that both workplace supervisors and work-based supervisors do not need to be the same profession as the postgraduate student. The workplace supervisor is agreed by the course leader and the work-based supervisor is agreed by the work based module lead, workplace supervisor and student together.

Further information about the university-wide student services, including opening times and common queries, can be found in the Student Life section of studentcentral here

Sustainability The University Strategy 2016-21 (Practical Wisdom) includes sustainability as a core value, which has informed this version of the programme. The ASK graduate tool kit and the emphasis in this version of the course on digital literacy contributes to education for sustainability (EfS) with the intention of enhancing employability and social and economic benefit. The course team and student representatives are supported to explore concepts of sustainable development within course board meetings, module team meetings and independent scholarly activity. Social engagement through collaboration with service users is a key feature of this programme which is embedded in the course and module outcomes. Advanced Clinical Practitioners are at the forefront of developments in their field and as such, they are positioned well to leverage breaking down barriers and power structures to promote sustainable workforce development. Module assignments also facilitate postgraduate students to explore and engage with the principles of quality improvement in relation to improving environmental, financial and social sustainability within their local areas of practice. Furthermore, postgraduate students are encouraged to consider concepts of organisational and personal resilience along with a holistic view of health and wellbeing of patients, families and themselves as sustainable healthcare providers. In terms of sustainable campuses, the course team offer electronic and telephone support plus tutorials on local campuses where possible, to minimise travel carbon emissions and provide flexible support to these busy part-time postgraduate students. The University c-change campaign and the School of Health Sciences Sustainability Special Interest Group are promoted to engage postgraduate students with sustainability initiatives within the University and School.

ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

The University of Brighton level 7 marking criteria will be used for all modules.

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Module assessments

The ‘Managing Complexity in Advanced Clinical Practice’ (ACP) core module provides an e-Portfolio framework for the mapping of the Health Education England (HEE) Multi-professional Framework (MPF) for Advanced Clinical Practice (ACP) capabilities over approximately a 2-year period or until the student has completed 120 credits (route 1) or 180 credits (route 2) - depending on the route they take. The difference is because of where the leadership taught element is positioned. The course assessments have clinical and non-clinical generalist and specialist module assessments as in the table below.

Learning Outcome Assessment method Module Number of credits

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 E Portfolio NA7241 20

2, 3, 7 2,500 words case study, OSCE and practice skills

NAM29 20

2, 3, 7 2,500 words essay, OSCE and practice skills

NA7130 20

3, 4, 5 MCQ, 1,500 words essay HE707 20

1, 2, 5, 7, 8, 9, 11 2 hour written exam, Portfolio NA7210 40

1, 3, 4, 9, 10 3,000 word written assignment, mapping exercise for D1, reference on teaching

HE714 20

1, 3, 5, 6, 8, 9, 11 3,000 words essay NA7139 20

1, 3, 5, 6, 8, 9, 10, 11 10,500 words - a combined Practice Business Proposal and Implementation Plan

NA7223 40

2, 5, 6, 8, 11 3,000 words written assignment NA7221 20

2, 4, 5, 7, 8, 10, 11 25 minutes oral assessment and presentation

NA7222 20

3, 4, 5 3,000 words essay NAM13 20

3, 4, 5 3,000 words essay NAM112 20

3, 4, 5 3,000 words essay HS790 20

1, 2, 3, 4, 5, 6, 8, 9, 10, 11 Empirical study, literature review, work based project, research by design project.

HS796 60

Varies Varies Advanced Practice optional modules

20

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University induction week

Student Contract (Handbook): the University and you

Course Handbook

Extensive library facilities

Computer pool rooms

E-mail address

Welfare service

Personal tutor for advice and guidance

Workplace Supervisor

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

Please refer to information held in studentcentral.

Supervisors in practice

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

This course will allow postgraduate students to focus on their own professional specialism and scope of practice to enhance their level of practice and become an advanced clinical practitioner. The core module is the “over-arching” e portfolio module: ‘Managing complexity in Advanced Clinical Practice’. This module provides a benchmark of evidence towards the capabilities within Health Education England’s (HEE) Multi-professional framework (MPF) for advanced clinical practice (ACP) and fully complies with the spirit, understanding and recent/ongoing developments from HEE. The course structure allows for a choice of either a research project (ROUTE 1, called ACP research advancement) where the postgraduate student will normally complete an empirical study, or a work based project (ROUTE 2, called ACP service improvement). Postgraduate students may wish to bring in established advanced specialist clinical practice competencies through a work based learning (WBL) module, for example, one way would be by utilising one or more of the Royal College of Emergency Medicine (RCEM) credentialing portfolio competencies within the WBL – Advancing competency in specialism module through work based learning for those postgraduate students working in the Emergency Department. The course can also provide the modules and structure required for bespoke roles that meet the NHS high impact areas through optional module choices and WBL modules, for example, practitioners working with the elderly frail population in the community, cancer care, substance misuse, complex cases in the community to prevent hospital admissions, general practice roles and specialist advanced clinical practice roles in A&E and critical care. The ‘Advanced Therapeutic Interventions through work based learning’ module supports ACPs who are not independent prescribers but who select and evaluate the efficacy of appropriate therapies. Education leadership is embedded into the course curriculum at several key stages: through an education module, learning outcomes throughout the core modules and in the final year within the Leading a Service Improvement Project. Theoretical foundations for adult transformative learning to enhance patient-centred care are therefore developed over time and ‘fine-tuned’ to establish a resilient practitioner (Lévesque 2013; Maben et al. 2012).

1. COURSE STRUCTURE Year 1 – ALL postgraduate students take three core 20 credit modules from these options

Code Module Module credits

Total Credits

Yr 1 HE707, NAM113/112 and HS790 optional for Route 1 HE707 mandatory for Route 2

NA7241 NAM29 NA7130 HE707 NAM13 NAM112 HS790

Advanced Clinical Practice module Managing Complexity in Advanced Clinical Practice THEN Advanced physical assessment, pathophysiology and clinical decision making (Adult) or equivalent OR Child Advanced physical assessment, pathophysiology and clinical decision making or equivalent THEN

A research module Research theory and application for health professionals OR Qualitative research OR Mixed Methods Research OR Quantitative Research Methods or equivalent

20 20 20 20

60

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At this point ACP postgraduate students have a choice of routes: - • Route 1 – ACP ‘research advancement’ • Route 2 – ACP ‘service improvement’ The choice of routes would be guided by the course leader and possibly the workplace supervisor. The postgraduate student may require a gap analysis of skills to be developed to guide this decision. However, the decision rests with the student. ROUTE 1 – ACP ‘research advancement’ Year 2/3

ROUTE 2 – ACP ‘service improvement’ Year 2/3

Code Module Module credits

Total Credits

Yr 2 NA7210 NA7221 HE714 NA7139

Advanced Clinical Practice module Independent Prescribing OR Advanced Therapeutic Interventions through work based learning AND

An education module Health Professional as educator OR a Brighton and Sussex Medical School (BSMS) education modules or equivalent THEN

Leadership module Leading Advanced Practice or equivalent

40 20 20 20

120

Yr 3 HS796 Dissertation module

60 180

Code Module

Module credits

Total Credits

Yr 2 sem1

NA7210 NA7221 HE714

Advanced Clinical Practice module Independent Prescribing OR Advanced Therapeutic Interventions through work based learning AND

An education module Health Professional as educator or a Brighton and Sussex Medical School (BSMS) education modules.

40 20 20

100

Yr 2 sem2

NA7222 HE714

Taken Prescribing Not taken Prescribing

20

120

Advancing competency in specialism through work based learning OR Health Professional as educator or equivalent OR

Advanced Therapeutic Interventions through work based learning

Advancing competency in specialism through work based learning

Yr 3 NA7223

Advanced optional modules (from list*) Leading a Service Improvement Project

20 40

140 180

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2. THE MODULES

Advanced Generalist Practice Modules that deliver the advanced generalist component are: Managing complexity in advanced clinical practice (20 credits) which is an e portfolio that evidences and maps against the 38 capabilities and four advanced practice pillars within the HEE multi-professional framework. In order to integrate all four pillars and to ensure clinical competence to a proficient or expert level, the course team decided that the MPF should be embedded in a single credited module and have adapted and developed the existing Professional Competency module and e Portfolio, currently called NA7141 Professional Competency. It is proposed to change the title to match expectations on content. This 20 credit module will enable the postgraduate student to map evidence to the 38 MPF core capabilities in the form of ‘integrated clinical case studies’ using clinical assessment and direct observation, across the four domains in an e portfolio format. These clinical case studies will develop over time using the critical reasoning multi-professional learning sets to ‘scaffold’ advanced knowledge, skills and behaviours. This module normally takes two years to complete and normally will be submitted when the postgraduate student has achieved either 120 (route 1) or 140 (route 2) credits, depending on which route the postgraduate student takes (credits vary depending on the positioning in the course route of the module addressing the leadership pillar). Although advanced competencies in specialism can be mapped to the clinical capabilities, this module remains generalist because the postgraduate student is demonstrating generalist advanced level transferrable skills e.g. managing complexity in unpredictable environments, advanced clinical decision making, autonomy, leadership, multi-professional team working and strategic or critical evaluation of communities or organisation. The evidence is collected as work based learning and is observed/assessed and ratified by a formally designated work place supervisor. This ensures the quality and validity of evidence being provided but also crucially is a clear mechanism to address patient safety issues in the workplace in the absence of regulation of advanced clinical practitioners or weak governance within organisations. Education and resilience are embedded within this module delivery and learning outcome, as education of and resilience within individuals, teams and communities help to provide a sustainable level of support to the postgraduate student, enhancing their performance at the highest level of advanced clinical practice (HEE 2018; RCP 2018). The module facilitates the revisiting of learning from modules taken throughout the course and scaffolds advanced skills, knowledge and behaviours. Advanced physical assessment, pathophysiology and clinical decision making (Adult) or Child advanced physical assessment, pathophysiology and clinical decision making (20 credits). These are generalist physical assessment modules that equip the postgraduate student to clinically assess, diagnose and make complex clinical decisions to patients across a range of anatomical systems holistically. The aim being that the postgraduate student from any profession will be able to assess, diagnose and manage acute and chronic conditions across a range of general systems to any population, have a critical understanding of clinical decision making in complex clinical scenarios. The postgraduate student can use their generalist and specialist knowledge at advanced level to maximise the care and treatment given to the patient. A research module (20 credits). A research methodology module will provide all postgraduate students with critical analysis and appraisal skills to be able to appraise and evaluate the validity and reliability of evidence based treatment and care at an early stage in the course. These skills will be useful to postgraduate students who go on and take the work based project as the major piece of work in the course or those engaging with an empirical study. An understanding of appraising the literature or ethics is essential for either route. A research module is taken early on in the course to give the student critical research skills to enable the evaluation of evidence-based practice, particularly for case based clinical analysis of treatment and that could be developed through other modules. One research module from this list: -

HE707 Research theory and application for health professionals – route 1 and 2

NAM13 Qualitative research – route 1 only

NAM112 Mixed Methods Research – route 1 only

HS790 Quantitative Research Methods – route 1 only

or equivalent Independent Prescribing (40 credits) The aim of the module is to prepare nurses, midwives and allied health care professionals to prescribe safely, appropriately and cost effectively as an independent prescriber within their own scope of practice, utilising a patient centred approach. On successful completion of the module practitioners will be able to prescribe as an independent prescriber from the

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full British National Formulary, within their scope of prescribing practice. They will not legally be able to prescribe until the qualification has been successfully annotated with the appropriate Professional, statutory and regulatory Body (PSRB). This is very much a practice based learning experience, where students will be transferring theoretical knowledge to their area of prescribing practice, they will also have the support of a designated medical practitioner as a prescribing practice supervisor. They have identified a DMP prior to coming on the module, as part of the application process. Learners will need to undertake 90 hours supervised prescribing practice as well as the taught content of the module. An education module (20 credits): -

HE714 Health Professional as educator or equivalent or Brighton and Sussex Medical School (BSMS) education modules or equivalent.

An education module can be taken in two scenarios: In route 1. If the postgraduate student does not take Independent Prescribing. In route 2 there are options to take an education module. Some postgraduate students will not take an education module due to the choices of their route (and further educational advancement beyond that of a mentorship equivalent module may not be required for their role) to ensure that the capabilities within the education pillar are met educational pedagogy will be addressed throughout the curriculum to ensure that ‘educators are educated’ to educate (Bench 2018).

Postgraduate students who take the Independent Prescribing module will not have credits available for an education module and therefore to avoid ending up with more than 180 credits, the course curriculum has education learning outcomes weaved within several modules e.g. Managing Complexity in Advanced Clinical Practice, Leading Advanced Practice/Leading a Service Improvement Project, Independent Prescribing and is embedded within the curriculum in addition to the evidence mapped against the education pillar capabilities within the e portfolio.

Table 1: Table mapping education learning outcomes of modules to the HEE MPF

Module Education LO HEE MPF Edu CAP

NA7210

LO3: Demonstrate the ability to consult with patients, families and

carers, undertaking a detailed patient assessment, including a

medical and social history, medication history and physical

examination on which to formulate working diagnoses and

advanced clinical decision making to inform critically reflective

prescribing practice that is safe, patient centred, appropriate and

effective, with evidence of shared decision making and patient

focused professionalism.

3.3, 3.8

NA7139 LO2: Critically reflect and evaluate their leadership role in contribution to service provision and policy outcomes for service users and communities and developing educational strategies to support these developments.

NA7241 LO6. Critically evaluate relevant models of support and resilience

strategies that build their own and workforce capability and

capacity.

NA7241 LO1. Demonstrate accountability for their continuing personal and professional development, through the development and critical evaluation of an ePortfolio, containing a professional development plan and initiation of the access and use of supervision.

LO4. Critically evaluate the integration and interrelationship of all four pillars of advanced clinical practice within their own professional role, articulating how their advanced practice impacts upon their practice setting and how the scope of their practice has evolved.

LO5.Demonstrate use of self-directed and negotiated learning as

3.1, 3.2

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well as reflective and reflexive practices to critically evaluate their own and others’ advanced level of practice and engage proactively with colleagues within the multidisciplinary team to formulate solutions to advanced practice issues.

NA7139 LO2: Critically reflect and evaluate their leadership role in contribution to service provision and policy outcomes for service users and communities and developing educational strategies to support these developments.

LO6. Critically evaluate relevant models of support and resilience strategies that build their own and workforce capability and capacity.

NA7210 LO7: Demonstrate the ability to practice at a higher level of complexity, autonomously and ethically as an independent prescriber, with a critical awareness of the relationship between independent and supplementary prescribing and an in-depth knowledge of the legal frameworks and the use of clinical management plans in practice.

NA7139 LO2: Critically reflect and evaluate their leadership role in contribution to service provision and policy outcomes for service users and communities and developing educational strategies to support these developments.

LO6: Critically evaluate and develop the workforce resilience in a fluid and dynamic healthcare environment.

3.5, 3.6

NA7241 LO6. Critically evaluate relevant models of support and resilience strategies that build their own and workforce capability and capacity.

NA7223 LO6: Critically evaluate and develop the workforce resilience in a fluid and dynamic healthcare environment.

NA7139 LO2: Critically reflect and evaluate their leadership role in contribution to service provision and policy outcomes for service users and communities and developing educational strategies to support these developments.

3.4, 3.7

HE707 LO6: Critically evaluate and develop the workforce resilience in a fluid and dynamic healthcare environment.

LO2: Developed the ability to critically evaluate research, demonstrating a clear understanding of theoretical issues relating to research and the potential limitations of a variety of research methods.

NA7223 LO2: Critically reflect and evaluate their leadership role in contribution to service provision and policy outcomes for service users and communities and developing educational strategies to support these developments.

NA7139 Leading Advanced Practice (20 credits) This module underpins the fundamentals of leadership for advanced clinical practice. It provides an introduction to the principles and theories of leadership and management in the context of advanced practice and wider organisational factors facilitating enhanced critical analysis, evaluation and synthesis of the role of the leader and the identification of a potential innovation in the workplace. Creative and strategic thinking will aim to enhance service user experience and organisational development. Knowledge and skills development will be underpinned with the leadership of education within teams and organisations.

Leading a Service Improvement Project, LSIP (40 credits) – This module will enable learners to critically examine an aspect of their practice and role by developing a project that will explore these issues in depth and be able to critically demonstrate and reflect on the challenges. Postgraduate Students will develop and, be critical of, skills and expertise in managing self by promoting resilience, individuals and teams to promote effective and efficient quality care and initiatives for service delivery through the application of change and leadership theories. Creative and strategic thinking will aim to enhance the service users experience and organisational development. Advanced knowledge and

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skills development will be underpinned with the leadership of education within teams and organisations. Development of research knowledge will build on pre-existing abilities and skills to meet the standards for advanced practice. This is a new module that integrates leadership theory and practice with a work-based project. It is designed to test master’s level study with a project that is implemented in practice and as such is a major piece of work. The final assessment is a 10,500-word service improvement project into a change initiative within the student’s sphere of working. The use of a 40 credit module enables the postgraduate student to select an additional 20 credit module in advanced practice to explore another aspect of advanced clinical practice.

HS796 dissertation module (60 credits) - completes the Masters programme for Route 1. The dissertation is seen as a major test of Master’s level study and as such involves the integration of the research knowledge and philosophies underpinning the Master’s course. The student is required to demonstrate a high level of understanding of the philosophy and principles of research and show competence in the design, execution and reporting of a research project. In this way the student’s ability is developed to subsequently carry out research independently and to commission, manage and evaluate the research of others. The dissertation topic may be identified at the beginning of the course or may emerge later in the programme through the insights and understanding gained from the core modules. Postgraduate students will be encouraged to choose a dissertation topic, which is relevant to their professional interests, accurately reflects the title of the award and is capable of practical application and benefit in their work setting.

The research product may be: -

A qualitative or quantitative study which includes empirical data collection.

A literature review underpinned by recognised research methodology e.g. systematic, policy, comprehensive or concept analysis.

A work-based project underpinned by recognised research methodology e.g. a service review using audit data.

A research by design study.

Submitted as either:

A written dissertation of approximately 16000 words (excludes appendices).

A research paper for publication of approximately 5000 words (using guidelines from an appropriate journal), an extended literature review (5000 words) and a critical review/ reflection of the research process (5000 words).

A project outline proposal approval, ethics approval and record of supervision documents must be included in the submission.

Advanced Specialist Practice

There is some ambiguity in the wording of section 5 in the Council of Deans of Health (Nielsen 2018) report which can understandably lead to a misunderstanding with regard to the positioning of clinical specialist competencies. The Council of Deans of Health (Nielsen 2018) report introduced the need for the ACP course design to reflect specialist competency required for the role alongside advanced generalist modules in health needs assessment, managing complexity and complex clinical decision making. The keynote at ‘Shaping the futures’ conference by professor John Clark Regional Chief Nurse and Head of Allied Health HEE Midlands and the East made the position on clinical specialism clear that when referring to the advancement of clinical competencies in role, setting and scope of practice these are to be at the level of ACP, that advanced practice is a level of practice not a specialist skill (Nielson 2018: section 5 p8-9). Advanced competency development in advanced practice are to be role and context determined and are drawn currently from the RCEM (Royal College of emergency medicine) as discussed by Crouch (2018), FICM (faculty of intensive care medicine), Royal College of ophthalmologists and RCN (Royal College of Nursing) credentialing competencies. There is now an evident drive for more advanced competencies relating to primary care, mental health, paediatrics, frailty, learning disabilities, radiography and musculoskeletal (MSK). Prof John Clark acknowledged that HEI’s would find it hard to respond to the need for advanced competency development in specialism and suggested this should be achieved through WBL. The ACP team alongside employer engagement will continue to respond to the emergence of these advanced competencies in the design of advanced competency development in specialism through WBL modules co-produced with the employer and ACP student as recommended by HEE (Shaping the Futures Conference - Prof John Clark). See Fig 2 Nielsen (2018:5.3.5) states that HEE recognises that ambiguity remains around the relationship between specialist practice and advanced clinical practice. – they suggest a working group including the Council of deans to produce a clarifying statement.

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Advanced Specialist Practice Modules that deliver the advanced specialist component are: Advanced Therapeutic Interventions through work based learning (20 credits) This module is taken instead of Independent Prescribing and may be profession or speciality specific advanced therapeutic interventions in clinical practice. This module enables the student to select therapeutic interventions at an advanced level of practice, autonomously and critically demonstrating advanced clinical decision making skills. Action learning sets will enable the student to judge the outcome of choices made through a multi-professional learning lens. This multi-professional aspect complements the work based learning completed in the postgraduate student’s own specialism. It will enable the student to critically demonstrate how effective use of clinical supervision supports and informs advanced clinical practice in relation to complex and unpredictable situations. The student will articulate through a case based discussion, informed by supervision and evidence based discourse, their clinical reasoning and the outcome of selecting therapeutic interventions. Clinical supervision is taught and identified/engaged in practice by the postgraduate student, as a supportive mechanism that sets in motion a culture of supervisory layers, enhancing the governance of the ACP role from an early stage (Wallbank 2016). This module allows the specialist practitioner to manage their own work-based learning. They will advance their practice in relation to therapeutic interventions in complex and unpredictable and/or specialised contexts and critical evaluate the outcomes of the choice of interventions through a supervisory process. The specialist practitioner will construct their learning experiences and provide evidence of the learning achieved. The work based learning approach will encourage advancement of their current evidenced based practice by working effectively with other multi-professional healthcare staff, acting with initiative in decision-making, critical reflection and self-evaluation.

Advancing competency in specialism through work based learning (20 credits) This module provides the framework and learning outcomes for the postgraduate student to develop their advanced competencies in clinical practice. The work-based learning approach will encourage multi-professional working, negotiation skills, acting with initiative in decision-making and problem solving, critical reflection and self-evaluation. This module allows the learner to manage their own work-based learning, enabling critical evaluation of competencies such as the Royal College of Emergency Medicine (RCEM) or the Faculty of Intensive Care Medicine (FICM) or actively shape their learning experiences within the workplace. The learner will critically evaluate and synthesise literature and theories to illuminate the analysis of their advanced competency experiences. This module will appeal to Advanced Critical Care Practitioners (ACCPs) who will be accredited by the Faculty of Intensive Care Medicine (FICM) and are one of the Medical Associate Professions (MAPs). Similarly, the Royal College of Emergency Medicine (RCEM) credential Advanced Clinical Practitioners working in Accident and Emergency (A&E) departments (Crouch 2018), although not currently a member of the MAPs. Postgraduate students working in these settings complete clinical competencies and may use aspects of their credentialing portfolio as evidence towards the MPF capabilities within the new “Managing complexity in Advanced Clinical Practice [e portfolio] module”. Clinical competencies ‘signed off’ through the credentialing process can be used towards the learning outcomes and assessment in this module making this work based learning module appeal to postgraduate students in high priority areas.

Advanced specialist practice (optional) modules

A selection of advanced practice (optional) modules can be taken from the postgraduate education programme within the School of Health Sciences (SHS) or the Brighton and Sussex Medical School (BSMS). Recognition of prior learning (RPL) can be used to bring in modules from the postgraduate programme or advanced modules taken at a different Higher Education Institution (when module equivalence is not offered at the SHS or BSMS). The choice of optional modules is between the student, their employer and the course leader.

Table 4: Advanced practice modules that can be taken as an optional module

Only 1 of these advanced practice modules can be taken in ROUTE 2.

• HS705 End of life: principles of care (advanced practice) • HS706 End of life care for people with long term conditions (advanced practice) • NAM110 Advanced Management of Heart Failure • NAM109 Advanced physical assessment of cardiac and respiratory systems • NAM55 Advanced respiratory care • NA7182 Complex care management for long term conditions and frailty

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• NAM44 Health law and ethics for informed practice • Or any developed in the future or shared CPE module within the 5 HEIs group (University of

Portsmouth, Canterbury and Christchurch, Surrey and Greenwich).

The optional modules in this framework are open to all students to take and previous experience has shown that many students enjoy taking modules from other professions which can offer differing perspectives and expand their knowledge and understanding of their professional colleagues. The mandatory and mandatory optional modules are all well established and popular modules from our existing programmes. The Research theory and application for health professional’s module (HE707) currently runs three times per year and attracts 100 students per year from many different health professions. This module provides a general introduction to the research process with a strong emphasis on critical evaluation. The education module (HE714) has been running for many years and addresses education theory and the role of education in clinical practice both with students / junior staff and with patients. This module leads to associate fellow of the AdvanceHE (previously HEA) and a D1 qualification. The leadership module (NA7139 – Leading Advanced Practice) has been developed over many years as a strategic resource management and leadership module for advanced practitioners. An introduction to the theory and principles underpinning leadership and advanced level practice. Critical reflection and group discussion will be facilitated in order to enhance analysis of role as leader and identification of potential innovation in the workplace. Creative and strategic level thinking with the aim of enhancing service user experience are developed. Exit awards

• Postgraduate Diploma in Advanced Clinical Practice can only be awarded on meeting the four pillars of advanced practice:

o ROUTE 1: complete year 1 and year 2 to exit with a PGDip Advanced Clinical Practice. o ROUTE 2: no PG Dip ACP exit award unless swap to ROUTE 1 and complete NA7139

Leading Advanced Practice (to gain leadership pillar module and also must complete Managing Complexity in Advanced Clinical Practice (submitted completed e Portfolio).

• MSc Advanced Clinical Practice where completion of route 1 or 2 (180 credits). References

Bench, S. et al. 2018. The education and training needs of advanced clinical practitioners: An exploratory, qualitative study. Journal of Nursing Education and Practice. Original Research. Vol. 8, No. 8. 66 – 74. http://jnep.sciedupress.com. https://doi.org/10.5430/jnep.v8n8p66 BBC Report into the CQC “Care injustices”. Available at: https://www.bbc.co.uk/news/health-45810864 Chartered Society of Physiotherapy (CSoP) 2016. Advanced Practice in Physiotherapy. Understanding the contribution of advanced practice in physiotherapy to transforming lives, maximising independence and empowering populations. Available at: https://www.csp.org.uk/publications/advanced-practice-physiotherapy College of Paramedics. 2017. Paramedic Post-Graduate Curriculum Guidance 2017. Available at: https://www.collegeofparamedics.co.uk/publications/post-graduate-curriculum-guidance Council of Deans of Health. 2018. Advanced clinical practice education in England. Event report from the 2018 Council of Deans of Health/Health Education England advanced clinical practice education conference. November 2018. Crouch R. 2018. Advanced clinical practitioners in emergency care: past, present and future. Symposium on Emergency Medicine. British Journal of Hospital Medicine. Vol. 79, No. 9. 511 – 515. Downloaded from magonlinelibrary.com by 086.133.179.205 on October 27, 2018. Department of Health and Social Care. European Working Time Directive. 2004. https://tinyurl.com/yan6tyd5 Department of Health (2010) Advanced Level Nursing: A Position Statement. http://www.gov.uk/government/uploads/system/uploads/attachment_data/file/215935/dh_121738.pdf

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Francis R. 2013. Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry. London: The Stationery Office. Health Education England. 2018. Maximising Leadership Learning in the Pre-Registration Healthcare Curricular. Model and Guidelines for Healthcare Education Providers: 2018. Developing people for health and healthcare. Health Education England. Developing people for health and healthcare. 2015. https://tinyurl.com/ydgfeh75 Lévesque, M. C., Hovey, R. B. and C. Bedos. 2013. Advancing patient-centred care through transformative educational leadership: a critical review of health care professional preparation for patient-centred care. Review. Journal of Healthcare Leadership 2013:5 35–46. Maben, J., Peccei, R., Adams, M., Robert, G., Richardson, A., Murrells, T. and E. Morrows. 2012. Patients’ experiences of care and the influence of staff motivation, affect and wellbeing. Final report. NIHR Service Delivery and Organisation programme; 2012. NHS Careers. 2014. Careers in the Allied Health Professions. Available at: https://www.healthcareers.nhs.uk/sites/default/files/documents/Careers%20in%20the%20allied%20health%20professions%20-%20final.pdf NHS Career framework. Health Education England. https://www.healthcareers.nhs.uk/career-planning/resources/nhs-career-framework NHS England. Next steps on the NHS Five Year Forward View. 2017. https://tinyurl.com/m35m4tq NHS England. NHS Five Year Forward View. 2014. https://tinyurl.com/nyfwceu NHS 2017. Next Steps on the NHS Five Year Forward View. NHS. March 2017. https://www.england.nhs.uk/publication/next-steps-on-the-nhs-five-year-forward-view/ NHS 2017. Multi-professional framework for advanced clinical practice in England. Health Education England. Available at: https://www.hee.nhs.uk/our-work/advanced-clinical-practice/multi-professional-framework Nursing and Midwifery Council. Definition of advanced practice. 2006. www.nmc-uk.org Nuffield Trust. 2018. Vaughan, L and N Edwards. Rethinking acute medical care in smaller hospitals. Research report October 2018. Nuffield Trust. [Available online] https://www.nuffieldtrust.org.uk/research Nursing Times. 2018. Exclusive: Further details revealed about ACP 'academy' plans. Institute for Apprenticeships and technical Education. Advanced Clinical Practitioner (Degree). Managing defined episodes of clinical care independently, from beginning to end, providing care and treatment. [Available online]

https://www.instituteforapprenticeships.org/apprenticeship-standards/advanced-clinical-practitioner-degree/ accessed February 2019

Ramage C. 2005 “It’s hard work” an analysis of the concept of ‘hard work’ as an experience of engaging in work based learning. In K.Rounce and B. Workman (eds) Work based learning in health care: applications and innovations. Chichester: Kingsham Press.

Ramage C 2006 The role of the teacher in supporting work based learning. L.Thomas, and P. Hixenbaugh (eds) Personal tutoring in higher education. Trentham Books: Stoke on Trent UK

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Ramage, C. 2014 Learning to learn through university accredited work-based learning: A threshold conception. Journal of Workplace Learning. 26(8): 488-510

Royal College of Nursing. Advanced nurse practitioners: an RCN guide. 2012. https://tinyurl.com/z2okxsp Royal College of Emergency Medicine. ACP Clinical Competencies in Practice. 2015. http://www.rcem.ac.uk/ Royal College of General Practitioners. General practice advanced practitioner competencies. 2015. https://tinyurl.com/ybns98sc Royal College of Physicians. Basheer, H et al. 2018. Never too busy to learn. How the modern team learn together in the busy workplace. Royal College of Physicians and Health Education England. Royal College of Physicians. London: RCP, 2018. Society of Radiographers. Advanced practitioner accreditation. Available at: https://www.sor.org/career-progression/advanced-practitioners/advanced-practitioner-accreditation 2014 South East Coast Clinical Senate Co-dependencies of Acute Hospital Services Summit informing The Clinical Co-Dependencies of Acute Hospital Services: A Clinical Senate Review. December 2014. Summit Member: D.Briscoe. http://www.secsenate.nhs.uk/news/clinical-co-dependencies-acute-hospital-services-clinical-senate-review/ Wallbank, S. 2016 The restorative resilience model of supervision: a reader exploring resilience to work-place stress in health and social care professionals. Hove: Pavilion Publishing and Media Ltd.

Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

* Optional modules listed are indicative only and may be subject to change, depending on timetabling and staff availability

Level8

Module code

Status Module title Credit

7 NA7241 M Managing Complexity in Advanced Clinical Practice 20

7 NAM29 M/O Advanced physical assessment, pathophysiology and clinical decision making (Adult)

20

7 NA7130 M/O Child Advanced physical assessment, pathophysiology and clinical decision making

20

7 HE707 M/O Research theory and application for health professionals 20

7 NAM13 M/O Qualitative research 20

7 NAM112 M/O Mixed Methods Research 20

7 HS790 M/O Quantitative Research Methods 20

7 NA7210 M/O Independent Prescribing 40

7 HE714 M/O Health Professional as educator 20

7 NA7139 M/O Leading Advanced Practice 20

8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

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7 NA7221 M/O Advanced Therapeutic Interventions through WBL 20

7 NA7222 M/O Advancing competency in specialism through WBL 20

7 HS796 M/O Dissertation module 60

7 NA7223 M/O Leading a Service Improvement Project 40

7 HS705 O End of life: principles of care (advanced practice) 20

7 HS706 O End of life care for people with long term conditions (advanced practice)

20

7 NAM110 O Advanced Management of Heart Failure 20

7 NAM109 O Advanced physical assessment of cardiac and respiratory systems

20

7 NAM55 O Advanced respiratory care 20

7 NA7182 O Complex care management for long term conditions and frailty

20

7 NAM44 O Health law and ethics for informed practice 20

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits9 Minimum credits10 Ratio of marks11: Class of award

Intermediate PGDip Advanced Clinical Practice 7 Total credit 120 Minimum credit at level of award 120

Level 7 marks Postgraduate degree

Final MSc Advanced Clinical Practice 7 Total credit 180 Minimum credit at level of award Other: 180

Level 7 marks Postgraduate (taught) degree

Intermediate PGCert Health 7 Total credit 60 Minimum credit at level of award 60

Level 7 marks Postgraduate (taught) degree

Select Select Total credit Select Minimum credit at level of award Select

Select Select

Select Select Total credit Select Minimum credit at level of award Select

Select Select

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate12 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, Masters.

Document template revised August 2017

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

The course regulations are in accordance with the University's General Examination and Assessment Regulations.

Exit awards

• Postgraduate Diploma in Advanced Clinical Practice can only be

awarded on meeting the four pillars of advanced practice: o ROUTE 1: complete year 1 and year 2 to exit with a PGDip

Advanced Clinical Practice. o ROUTE 2: no PG Dip ACP exit award unless swap to ROUTE 1

and complete NA7139 Leading Advanced Practice (to gain leadership pillar module and also must complete (NA7241) Managing Complexity in Advanced Clinical Practice (submitted completed e Portfolio).

• MSc Advanced Clinical Practice where completion of route 1 or 2 (180

credits).

Exceptions required by PSRB These require the approval of the Chair of the Academic Board