Masters, Postgraduate Diploma and Postgraduate Certificate
A joint award of the University of East Anglia and University of Essex.
The information contained within this programme specification is correct as at February 2011
UCAS Course Code / UCS Course Code:
For guidance see the UCAS web site at www.ucas.com or contact Admissions on 01473 338833 or
e-mail admissionsucs.ac.uk|
Level of Award
Framework for Higher Education Qualifications (FHEQ) Level 7
Course Summary
The MA/PGD/PGC in Clinical Effectiveness is modular in nature. The Master of Arts route should be completed within 5 years, the Post-graduate Diploma within 3 years and the Post-graduate Certificate within 2 years.
For each award there is a mixture of mandatory modules and an optional module that can be studied. The incorporation of work-based learning modules is a crucial component of the course to facilitate reflexivity on practice and role development. Work based learning will enable students to build their own unique learning experience to realise ambition, progress career and employment prospects and exit the course with a real sense of mastery in their area of professional practice.
The overall aim of the course is to provide the opportunity for individual health care practitioners from a range of professional backgrounds who may be working in emerging or specialist roles, individually or in a team, an opportunity to augment their professional practice and self development. Knowledge and skills will be enhanced and developed with practitioners gaining the confidence and competence to evaluate the evidence base for their own practice and delivery care within current NHS and health and social care agendas.
Current policy drivers within healthcare indicate challenging times that require practice to continue to provide high quality, cost effective and evidenced based care but with limited resources. Productivity will be key with the ability to doing things right and doing the right thing (Appleby et al, 2010). Six key domains of quality - effectiveness, access and timeliness, capacity, safety, patient centred-ness and equity will be evaluated as tenets on which to develop, enhance and ensure effective practice (Sutherland & Coyle, 2009). A focus for this care will be to provide preventative, people centred and productive care (DH, 2009a, DH, 2010a, DH, 2010b). All of these factors will necessitate professionals to work and deliver care in new, collaborative and different ways in an increasing variety and diversity of settings. Practitioners will be required to innovate and participate in change, necessitating at times alteration in the range of roles and responsibilities undertaken (DH 2009b). This key driver of clinical effectiveness requires that health and social care professionals develop their practice to a level of mastery through appraisal, development, implementation and evaluation of existing knowledge, evidence for practice and policies. Developing such mastery will demonstrate integrated governance and take account of the user experience as a recipient of heath and social care. A requirement of all services is the need to be safe, effective, productive, individually tailored with local providers (DH, 2009c) and offer high quality to all (Darzi, 2008).
Put simply this course aims to enable the student to know what to do, how to do it, how find out what to do to, implement and make change and be prepared to make decisions and take others forward with them on a journey to be more effective in improving practice. This programme provides the opportunity for individual health and social care practitioners from a range of professional backgrounds who are working in emerging or specialist roles, individually or in a team, an opportunity to augment their professional practice and self-development. Work based learning will be a central tenet of the course to enable students apply and link theoretical constructs explored to their own area of professional practice. Knowledge and skills will be enhanced and developed with practitioners gaining confidence and competence to evaluate the evidence base for their own practice and delivery of care within current NHS and health and social care agendas. Students will be required to undertake a work-based learning module at both post-graduate certificate and diploma level but with a different focus. The dissertation module further allows the principle of work-based learning to be utilised to enhance effectiveness, quality and performance in practice environments.
This programme will provide accessibility to study by adopting a blended approach to learning through the use of educational technology, so giving wider national and international appeal. Allied health and social care professionals should be attracted to this programme through the development of a structure that enables use of APEL procedures.
Entry Requirements
All prospective students, who wish to register and enrol for the Post Graduate Certificate, Post Graduate Diploma or MA in Clinical Effectiveness, must meet the following specific entry requirements:
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An honours degree normally at 2:2 or above
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A professional qualification in health care
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Currently working in the field of health and social care
or
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A professional qualification in health care
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Evidence of the student’s ability to work at master’s level
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Currently working in the field of health and social care
Overseas equivalents to the above (with reference to NARIC)
Potentially suitable students may be interviewed in person or by phone so that their interest, motivation and desire to be more effective in practice can be determined
Accredited Prior Learning (APL)
We recognise that students seeking to begin study on this Masters Programme come from a wide variety of backgrounds, with a rich selection of experiences and abilities. Students can use an Accredited Prior Learning (APL) process to demonstrate that they have already achieved equivalent learning outcomes associated with elements of this course. This is a means of enabling students to shorten their study period towards the award through the recognition of what they have already learned.
For more information about APL, please contact the Course Leader.
Course Aims
The course aims to enable students to develop
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Desire to enhance and develop practice to provide high quality, effective client centred care.
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Motivation to develop skills in creative thinking, advance own knowledge and skills to facilitate reappraisal of opinions and values related to their area of professional practice.
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Utilisation of an extensive range of evidence to inform practice and dissemination of ‘best practice’ in professional roles to ensure clinical effectiveness and support innovation in practice.
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Acquisition of advanced problem solving skills through critical evaluation of concepts and arguments, including personal and professional reflexivity.
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Research knowledge and skills to critically appraise health and social care research and conduct small-scale investigation relevant to their own professional practice.
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Confidence to make decisions in challenging, complex and unpredictable situations
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Critical understanding of political, philosophical and socio-economic issues in the UK and internationally that impact on practice
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Appreciation of the complexity of issues influencing practice and ability to manage new situations in a systematic and creative way.
Learning Outcomes
These course aims are broken down into sets of related skills, which are known as learning outcomes.
On completion of the Postgraduate Certificate programme the student will be able to:
Knowledge, Understanding and Cognitive Skills
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Systematic understanding of knowledge and a critical awareness of current problems within their field of practice
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Retrieve and synthesise knowledge from a wide variety of sources to encourage innovative and creative and effective practice.
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Engage with colleagues to discuss and critically debate practice from a variety of perspectives to encourage the provision of high quality productive care.
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Critically evaluate the impact of health and social care policy on clients / users / relevant others and health care practitioners.
Subject Specific Skills
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Reflect upon, and critically evaluate own professional practice and performance
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Integrate new knowledge and evidence into the practice environment
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Demonstrate a commitment to advance knowledge and understanding and to develop new skills to a high level
Key / Common Skills
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Take responsibility for personal and professional development
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Work collaboratively with others within health care and the wider environment to enhance the understanding of their professional practice
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Utilise a creative approach to problem solving in both theoretical and practical settings
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Making decisions in challenging situations
In addition, on completion of the Postgraduate Diploma programme the student will be able to:
Knowledge, Understanding and Cognitive Skills
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Discern between different research methods and their suitability for undertaking research in specific areas of care.
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Independently propose and evaluate alternative approaches to practice
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Critically appraise conceptual models, theories and vocabulary in the subject covered within the programme
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Deal with complexity and contradiction in knowledge proffered for practice
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Make sound judgments in the absence of complete data
Subject Specific Skills
Key / Common Skills
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Critically analyse and appraise existing sources of information to constructively examine practice
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Demonstrate the ability to present complex arguments to a group in a competent manner
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Demonstrate reflectivity and the independent learning ability required for continuing professional development
In further addition, on completion of the Masters programme the student will be able to:
Knowledge, Understanding and Cognitive Skills
Subject Specific Skills
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Independently design, plan and manage and evaluate a research project pertinent to their field of professional practice
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Demonstrate an understanding of the significance of the research findings to their profession
Key / Common Skills
Module Framework
Postgraduate Certificate in Clinical Practice
Effective Practitioner| 40 credits
Work-based Learning| (1) (Open) 20 credits
Postgraduate Diploma in Clinical Practice
Research methods 20 credits
Optional Module 20 credits
Work-based Learning| (2) (Open) 20 credits
Master of Arts
Dissertation| 60 credits
Optional Modules
Work Place Coaching| 20 credits
Supporting Practice Learning (Mentorship)| 20 credits
Practical Ethics and Law| 20 credits
Teaching, Learning and Assessment
Teaching and Learning Strategies
The teaching and learning strategy for this programme is centred on the student learning experience, and aims to engender high quality teaching, learning and assessment. It is a fully embedded strategy based upon the themes of collaborative learning, social learning and active learning, with technology enhanced learning threaded through all three themes.
The core value is learning through active engagement, so students are not seen as a passive audience of the teacher, but rather as engaged, active participants in learning. This will be achieved through a curriculum and teaching and learning strategy, based on a blend of established and innovative educational delivery methods.
The Assessment
The focus of the assessment will be on the utilisation of theory to enhance practice and, demonstrate growth and development in relation to a wide range of abilities, including analysis, problem solving, critical and creative thinking, synthesis and evaluation.
Formative assessment will help maximise learning, identify strengths and weaknesses, encourage self-assessment and help identify a student’s individual need.
Summative assessment indicates the level of achievement towards the successful completion of module outcomes, and may demonstrate changes in practice where appropriate conceptual development has taken place.
Benchmarks / Professional Standards / Competency Frameworks
The Framework for Higher Education Qualifications (masters level), The Department of Health (2004) Knowledge and Skills Framework, NHS East of England (2009) Towards the Best Together and Dept of Health (2010) National Quality, Innovation Productivity & Prevention work streams have been utilised to map the course and module outcomes.
Timetable
See course delivery below.
Timetables for individual modules will be available for each module via Blackboard.
Students will be expected to attend all taught components of a module, though components of each module will by undertaken using the virtual learning environment (Wolsey). Students will need to spend 8-12 hours of independent study per week for each module.
Students will be invited to an Induction day at the start of their programme of study.
Course Delivery
The academic year is divided into 2 semesters of 15 weeks. In the first year of the programme the student will undertake concurrently 2 long mandatory modules running across both semesters. In the second year the second work based learning module runs across both semesters. Year 2 provides opportunity for study of the research methods module (face to face teaching or on line) and the choice of an optional module.
Each module has lecturer contact hours, but the pattern of attendance will be different according to module, including
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3-4 workshops with tutorials
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2 days at the beginning and end of the module with the remaining days interspersed through the duration of the module
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2-3 days attendance only for the work based learning modules
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6 single day attendances
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4 days attendance and 2 days e-learning
Tutorial and Study Support
Students are allocated a personal tutor for their academic needs. They can also utilise the module leader for subject specific needs. The Course Leader and deputy course leader is also available to guide and counsel students. Referral to specific UCS departments for students’ problems (personal and academic) is also available. The development of a community of practice will be a vital component of peer support.
Opportunities on Completion of the Course
On completion of this degree programme, students may seek advancement or new job opportunities, for example practice development posts or nurse consultant, within their existing professional area or in other areas. They may continue their studies at Doctorate level elsewhere in the UK.
Alternative format
Should you require this programme specification in an alternative format, please contact us on 01473 338000.
UCS reserves the right to amend the information in this programme specification as and when required.
Further Information
Please contact the Course Administrator, Anne Murray for further information:
Anne.Murrayucs.ac.uk| or 01473 338459