Masters, Postgraduate Diploma and Postgraduate Certificate
A joint award of the University of East Anglia and the University of Essex
The information contained within this programme specification is correct as at March 2012.
UCS Course Code:
For guidance please contact Admissions on 01473 338348 or e-mail admissionsucs.ac.uk|
Level of Award
Framework for Higher Education Qualifications (FHEQ) Level 7
Course Summary
The PGC/PGDip/MA in Education for Health and Social Care Professionals has been developed in response to a growing need for practitioners to align with emerging policy agenda (Department of Health 2006) and develop knowledge and understanding of learning and teaching within a health and social care setting. It provides a platform from which you can develop a comprehensive range of skills, to direct your own learning and development and that of others.
The programmes appeals to a range of professionals who have an interest in education from a health and social care background, from those who are institutionally based to those in the wider community, for example, school nurses, district nurses, a range of Allied Health Professionals and health and social care professionals in the private sector. The programmes are designed to address the development needs of those new to education and training and those with experience.
These programmes has been developed to:
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Provide a coherent framework in which to meet the standards of various regulatory and professional bodies, thus widening participation
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Continue to meet the UK Professional Standards Framework for teaching and supporting learning in higher education (UK PSF).
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Offer option modules to provide an element of choice (PGD onwards only).
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Appeal to a range of practising health and social care professionals.
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Further develop the teaching practice element of the programme for all students.
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Award academic credit for the Nursing and Midwifery Council teaching portfolio.
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To provide flexibility of provision, for example, some modules will be offered as a series of workshops with use of the VLE to support learning and the learners.
In line with the government’s drive for inter-agency and interprofessional working (Department of Health 2003), the programme seeks to widen participation. This is achieved in a number of ways. Those practitioners who teach in the practice setting can gain accreditation for their role as practice educators, should they then wish to gain the further qualifications they can move onto the PGC/PGD/MA elements of the programme.
The programme adopts and supports interprofessional learning, and as such accommodates professional standards from a number of professional bodies:
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Profession
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Standard
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Body
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Academic Staff
Health and Social Care Professional – all professions
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Accreditation as Fellow
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Higher Education Academy
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Occupational Therapy
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Accreditation of Practice Placement Educators (APPLE)
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College of Occupational Therapists
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Physiotherapy
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Accreditation of Clinical Educators (ACE)
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Chartered Society of Physiotherapy
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Nursing and Midwifery
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Standards to support learning and assessment in practice: NMC standards for mentors, practice teachers (stage 3) and teachers (stage 4)
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Nursing and Midwifery Council (NMC 2008)
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Radiography
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Practice Educator Accreditation Scheme (PEAS)
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College of Radiographers
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Entry Requirements
All prospective students, who wish to register and enrol for the Post Graduate Certificate, Post Graduate Diploma or MA in Education for Health and Social Care Professionals 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 level 7
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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
Course Aims
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To advance students’ personal and professional development by offering the opportunity to gain experience of curriculum, learning, teaching, assessing and mentorship in the higher education, clinical or practice environments.
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To promote a high level of autonomy and self-direction within a multidisciplinary learning and teaching environment and the changing environment in which they operate.
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To enhance the student’s ability to contribute to the educational experience of the learners that they will interact with, by exploring and analysing a range of theoretical perspectives related to health and social care education and to applying them to practice.
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To facilitate the student to demonstrate initiative and originality in problem solving and decision making within an education context by critically reflecting on their own learning and teaching skills.
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To provide opportunities for participants to explore relevant research in education with an emphasis on their practice/professional context.
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To develop a range of intellectual skills reflecting the rigour required at ‘M’ level which will enable the student to continue their personal and professional development beyond the framework of the course.
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To facilitate students to meet standards where these have been set by their professional or regulatory body in relation to their professional teaching role.
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To facilitate students to meet the HEA standards on completion of the PGC element of the programme.
Learning Outcomes
On completion of the Post Graduate Certificate programme all students will be able to:
Knowledge, Understanding, and Cognitive Skills
Subject Specific Skills
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Implement a range of learning and teaching strategies, which are effective across a range of educational and practice settings.
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Utilise strategies, which will assist with the integration of learning from practice and educational settings.
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Apply concepts of assessment and mentorship to their professional context.
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Appreciate the role of curriculum in education.
In addition:
Key / Common Skills
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Provide support and maximise individual potential by acting as an advisor on educational activities in their practice area.
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Be familiar with interprofessional working within education
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Demonstrate self-reflectivity and an awareness of the need for continuing professional development.
On completion of the Post Graduate Diploma programme all students will be able to:
Knowledge, Understanding and Cognitive Skills
Subject Specific Skills
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Implement a range of learning and teaching strategies, which are effective across a range of educational and practice settings.
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Utilise strategies, which will assist with the integration of learning from practice and educational settings.
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Apply concepts of assessment and mentorship to their professional context.
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Appreciate the role of curriculum in education.
In addition
Key / Common Skills
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Provide support and maximise individual potential by acting as an advisor on educational activities in their practice area.
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Be familiar with interprofessional working within education.
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Demonstrate self-reflectivity and an awareness of the need for continuing professional development.
In addition, on completion of the Post Graduate Diploma programme the student will be able to:
Knowledge, Understanding and Cognitive Skills
Subject Specific Skills
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Critically appraise ways in which health and social care educational policies impact upon change in multi-professional practice and interprofessional education.
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Appreciate the importance of quality in education in its diverse manifestations.
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Appreciate a wide range of methodological approaches to research and meet the challenge of undertaking research at M level.
Key / Common Skills
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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Plan, execute and manage an educationally based research project.
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Demonstrate an understanding of the significance of the research findings to their profession and the wider educational sphere in health and social care.
Key / Common Skills
Module Framework
NMC Stage 3 Practice Teacher only
Supporting Practice Learning (Mentorship) - 20 credits
Professional Role Development - 20 credits
Allied Health Professionals Practice/Clinical Educator Accreditation Schemes (ACE, PEAS, APPLE) only
Supporting Practice Learning (Mentorship) - 20 credits
Post-graduate Certificate in Education for Health and Social Care Professionals (including NMC Stage 3 Practice Teacher or Stage 4 Teacher or Allied Health Professional Educator accreditation (ACE, PEAS, APPLE))
Learning and Teaching in Context - 20 credits
Assessment in Context - 20 credits
Professional Role Development - 20 credits
Post-graduate Diploma in Education for Health and Social Care Professionals
Research methods - 20 credits
Optional Module - 20 credits
Contemporary Perspective in Health and Social Care Education - 20 credits
Master of Arts in Education for Health and Social Care Professionals
Dissertation - 60 credits
Optional Modules
Work Place Coaching - 20 credits
Organisational Psychology - 20 credits
Principles and Application of Educational Technology - 20 credits
Teaching, Learning and Assessment
Core Values
The learning strategy for the programme is centred around the student learning experience, and aims to engender high quality teaching, learning and assessment.
The core value is learning through active engagement, so students are not seen as an audience, but rather as engaged, active learners. This will be achieved through a broad curriculum based on a blend of established and innovative learning methods.
The team aim to model best practice in learning, teaching and assessment throughout the programme, and is committed to promoting excellence and opportunities for flexible learning unhindered by time and place.
The strategy promotes the concept of learners constructing their own knowledge and responding to the groups learning experience around them. Through engagement with the programme, the team aim to foster the development of a thriving interprofessional community of medical and healthcare educators who can work effectively across professional, organisational and service boundaries.The team acknowledge that there is a diversity of professional backgrounds, prior knowledge and experience of students, and recognise this via an adaptable and scalable delivery method.
Benchmarks / Professional Standards / Competency Frameworks
United Kingdom Standards Framework for learning and teaching in Higher Education
1. Areas of Activity
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Design and planning of learning activities and/or programmes of study
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Teaching and Supporting student learning
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Assessment and giving feedback to learners
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Developing effective environments and student support and guidance
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Integration of scholarship, research and professional activities with teaching and supporting learning
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Evaluation of practice and continuing professional development
2. Core Knowledge (knowledge and understanding of:)
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The subject material
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Appropriate methods for teaching and learning in the subject area and at the level of the academic programme
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How students learn, both generally and in the subject
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The use of appropriate learning technologies
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Methods for evaluating the effectiveness of teaching
3. Professional Values
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Respect for individual learners
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Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice
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Commitment to development of learning communities
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Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity
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Commitment to continuing professional development and evaluation of practice
Professional Standards for Allied Health Professions
This section outlines the standards established by Allied Health Professions for those who teach in the practice setting.
Physiotherapy – Accreditation of Practice Placement Educator
Radiography - Practice Educator Accreditation Scheme
Occupational Therapy - Accreditation of Clinical Educator
The clinical educator/practice educator/practice placement educator should provide evidence that s/he is able to:
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Describe the role and identify the attributes of the effective clinical educator.
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Apply learning theories that are appropriate for adult and professional learners.
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Plan, implement and facilitate learning in the clinical setting.
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Apply sound principles and judgement in the assessment of performance in the clinical setting.
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Evaluate the learning experience.
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Reflect on experience and formulate action plans to improve future practice.
For nurses and midwives following the recordable teaching qualification the outcomes are listed below.
Nursing and Midwifery Council Standards for the Preparation of Teachers (2008)
Stage 3 Practice Teacher: identifies the standard for a practice teacher for nursing or specialist community public health nursing, registrants can become a practice teacher when they have successfully achieved of all of the outcomes of this stage. This qualification is recorded on the local register held by placement providers.
Stage 4 Teacher: identifies the standard for a teacher of nurses, midwives or specialist community public health nurses. Registrants can become a teacher when they have successfully achieved all of the outcomes of this stage. This qualification may be recorded on the register on application to the NMC and payment of the relevant fee.
NMC practice teacher standard – stage 3
An NMC practice teacher is a registrant who normally will have previously fulfilled the NMC requirements to become a mentor, and who has received further preparation to achieve the knowledge, skills and competence required to meet the NMC defined outcomes for a practice teacher.
The NMC requires all students undertaking a programme leading to registration as a specialist community public health nurse to have a named practice teacher. Practice teachers must have met NMC requirements defined in this standard, or be supervised by a practice teacher who has met them. Once practice teachers have been entered on the local register (which will be held by placement providers) they are subject to triennial review.
The NMC have agreed that the practice teacher standard will become mandatory for specialist practice qualifications (SPQ) and advanced nursing practice (ANP)
students from September 2008. However, prior to that date the NMC will be reviewing the community and general SPQs, and the implementation of the ANP
standard. Requirements for this standard will be updated as a result of those reviews.
NMC practice teachers are responsible and accountable for:
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Organising and co-ordinating learning activities, primarily in practice learning environments for pre-registration students, those studying for a recordable specialist practice qualification (SPQ), those intending to register as a specialist community public health nurse (SCPHN) or an advanced nurse practitioner (ANP).
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Supervising students and providing them with constructive feedback on their achievements.
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Setting and monitoring achievement of realistic learning objectives in practice.
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Assessing total performance- including skills, attitudes and behaviours.
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Providing evidence as required by programme providers of the student’s achievement or lack of achievement.
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Liaising with others (e.g. mentors, sign-off mentors, supervisors, personal tutors, the programme leader, other professionals) to provide feedback and identify any concerns about the student’s performance and agree action as appropriate.
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Signing off achievement of proficiency at the end of the final period of practice learning or a period of supervised practice.
The practice teaching role will be supported by appropriate professional and academic qualifications, and practice development activity, to provide an evidence base for teaching. Practice teachers will have met the additional criteria for a sign-off mentor as part of their preparation. The practice teacher role may vary according to the nature of the student they are supporting.
Specific additional criteria, where appropriate, are identified in the relevant Standards of proficiency for nurses, midwives and specialist community public health nurses.
Criteria for supporting learning and assessing in practice, Practice Teacher – stage 3
Registrants who intend to take on the role of practice teacher, and who will be assessing the student’s fitness for practice, must fulfil the following criteria:
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Be registered in the same part or sub-part of the register as the students they are assessing, i.e. SCPHN part of the register to assess SCPHN students, ANP sub-part of the nurses’ register to assess ANP students.
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Have developed their own knowledge, skills and competence beyond registration and, where appropriate, have gained specialist practice qualifications relevant to their field of practice, i.e. registered and worked for at least two years, and gained additional qualifications that will support students in specialist practice.
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Have successfully completed an NMC approved practice teacher preparation programme or a comparable programme that has been accredited by an AEI as meeting the NMC practice teacher requirements. And, normally, having previously met the outcomes for acting as a mentor and gained experience in this role.
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Have the abilities to design, deliver and assess programmes of learning in practice settings - supporting a range of students in their area of practice, i.e. pre-registration, specialist practice, SCPHN or ANP registration, COD of peers, other professionals.
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Be able to support learning in an interprofessional environment - selecting and supporting a range of learning opportunities for students from all professions - relevant to their level of practice and specialist expertise.
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Be able to use agreed criteria for cross-professional assessment and supervise NMC mentors and other professionals using such criteria.
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Be able to make judgements about the competence/proficiency of NMC students, for registration on the same part or sub-part of the register and be accountable to the NMC for such decisions.
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Be able to provide leadership to all those involved in supporting learning and assessing in practice for NMC students - enabling effective learning environments to be developed.
Competence and outcomes for a practice teacher – stage 3
The competencies of a practice teacher are achieved by successful completion of an NMC approved practice teacher preparation programme achieving all of the outcomes of stage 3.
Establishing Effective Working Relationships
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Have effective professional and interprofessional working relationships to support learning for entry to the register, and education at a level beyond initial registration.
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Be able to support students moving into specific areas of practice - or a level of practice beyond initial registration, identifying their individual needs in moving to a different level of practice.
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Support mentors and other professionals in their roles to support learning across practice and academic learning environments.
Facilitation of Learning
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Enable students to relate theory to practice whilst developing critically reflective skills.
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Use effective communication and facilitation skills to foster professional growth and personal development.
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Facilitate and develop the ethos of interprofessional learning and working.
Assessment and Accountability
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Set effective professional boundaries whilst creating a dynamic and constructive teacher-student relationship.
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In partnership with other members of the teaching team, use knowledge and experience to design and implement assessment frameworks.
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Be able to assess practice for registration, and also at a level beyond that of initial registration.
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Provide constructive feedback to students and help them identify future learning needs and actions. Manage failing students so that they may either enhance their performance and capabilities for safe and effective practice, or be able to understand their failure and the implications of this for their future.
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Be accountable for confirming that students have met, or not met, the NMCstandards of proficiency in practice for registration - and at a level beyond initial registration - and are capable of safe and effective practice.
Evaluation of Learning
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Design evaluation strategies to determine the effectiveness of practice and academic experience, accessed by students, at both registration level and those in education at a level beyond initial registration.
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Collaborate with other members of the teaching team to judge and develop learning, assessment and to support appropriate practice and levels of education.
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Collect evidence on the quality of education in practice, and determine how well NMC requirements for standards of proficiency are being achieved.
Creating an Environment for Learning
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Enable students to access opportunities to learn and work within interprofessional teams.
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Initiate the creation of optimum learning environments for students at registration level and for those in education at a level beyond initial registration.
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Work closely with others involved in education - in practice and academic settings - to adapt to change and inform curriculum development.
Context of Practice
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Recognise the unique needs of practice and contribute to development of an environment that supports achievement of NMC standards of proficiency.
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Set and maintain professional boundaries, whilst at the same time recognising the contribution of the wider interprofessional team and the context of care delivery.
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Support students in exploring new ways of working, and the impact this may have on established professional roles.
Evidence Based Practice
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Identify areas for research and practice development based on interpretation of existing evidence.
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Use local and national health frameworks to review and identify developmental needs.
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Advance their own knowledge and practice in order to develop new practitioners, at both registration level and at a level beyond initial registration, to be able to meet changes in practice roles and care delivery.
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Disseminate findings from research and practice development to enhance practice and the quality of learning experiences.
Leadership
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Provide practice leadership and expertise in the application of knowledge and skills based on evidence.
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Demonstrate the ability to lead education in practice, working across practice and academic settings.
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Manage competing demands of practice and education related to supporting different practice levels of students.
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Lead and contribute to evaluation of the effectiveness of learning and assessment in practice.
NMC teacher – stage 4
Those students who are nurses and midwives who wish to record their teaching qualification with the NMC as teachers will be required to meet the following Council standards:
Establishing Effective Working Relationships
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Demonstrate effective relationships with other members of the teaching teams – in practice and academic settings – based on mutual trust and respect.
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Maintain appropriate supportive relationships with a range of students, mentors, practice teachers and other professionals.
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Foster peer support and learning in practice and academic settings for all students.
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Support students to integrate into new environments and working teams to enhance assess to learning.
Facilitation of Learning
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Promote development of enquiring, reflective, critical and innovative approach to learning.
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Implement a range of teaching and learning strategies across a range of settings.
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Provide support and advice, with ongoing and constructive feedback to students, to maximise individual potential.
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Co-ordinate learning in an interprofessional learning and working environment.
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Facilitate integration of learning from practice and academic settings.
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Act as a practice expert to support development of knowledge and skills for practice.
Assessment and Accountability
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Set and maintain professional boundaries that are sufficiently flexible for interprofessional learning.
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Develop, with others, effective assessment strategies to ensure that standards of proficiency for registration, or recordable qualifications at a level beyond initial registration, are met.
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Support others involved in the assessment process – students, mentors and peers.
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Provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so that they may either enhance their performance and capabilities for safe and effective practice, or be able to understand their failure and the implications for their future.
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Be accountable for their decisions in relation to fitness for practice for registration or recordable qualifications – underpinning such decisions with an evidence-base derived from appropriate and effective monitoring of performance.
Evaluation of Learning
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Determine and use criteria for evaluating the effectiveness of learning environments – acting on findings, with others, to enhance quality.
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Foster and participate in self and peer evaluation to enable students to manage their own learning in practice and academic settings and to enhance personal professional development.
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Evaluate the effectiveness of assessment strategies in providing evidence to make judgements on fitness for practice.
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Report on the quality of practice and academic learning environments to demonstrate that NMC requirements have been met, particularly in relation to support of students and achievement of standards of proficiency.
Creating an Environment for Learning
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Develop, in partnership with others, opportunities for students to identify and assess learning experiences that meet their individual needs.
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Ensure such opportunities maintain the integrity of the student’s professional role whilst responding to the interprofessional context of practice.
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Determine, with others, audit criteria against which learning environments may be judged for their effectiveness in meeting NMC requirements.
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Support and develop others involved to ensure that learning needs are effectively met in a safe environment.
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Explore and implements strategies for continuous quality improvement of the learning environment.
Context of Practice
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Support students in identifying ways in which policies impact on practice.
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Contributes effectively to the processes of change and innovation – implementing new ways of working that maintain the integrity of professional roles.
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Negotiate ways of providing support to students so that they can achieve their learning needs within the context of professional and interprofessional practice.
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Act as a role model to enable students to learning professional responsibilities and how to be accountable for their own practice.
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Adapt to change, demonstrating to students how flexibility may be incorporated whilst maintaining safe and effective practice.
Evidence Based Practice
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Advance their own knowledge and practice abilities through access to, and involvement in – where appropriate - research and practice development.
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Consider how evidence-based practice, involving patients, clients, carers and other members of the health and social care team, enhances care delivery and learning opportunities.
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Empower individuals, groups and organisations to develop the evidence-base for practice.
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Disseminate finding from research and practice development to enhance the quality of learning, care delivery and academic environments.
Leadership
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Demonstrates effective communication skills to facilitate delivery of educational programmes that lead to registration or a recordable qualification.
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Initiate and lead programme development and review processes to enhance quality and effectiveness.
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Develop effective relationships with practice and academic staff, who are involved in programme delivery, the ensure clarity of contribution and strategies that respond to evaluation of learning experiences.
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Demonstrate strategic vision for practice and academic development relevant to meeting NMC requirements.
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Manage competing demands to ensure effectiveness of learning experiences for students.
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Lead, contribute to, analyse and act on findings of evaluation of learning and assessment to develop programmes.
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Provide feedback about the effectiveness of learning and assessment in practice.
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 course is designed to be flexible and provide students with an opportunity to engage in university based and work-based learning. The delivery methods are varied and include lectures, seminars, virtual learning environment and work based activities.
Placements / Work Based Learning / Work Experience
Students will be expected to be able to engage in learning, teaching and assessment activities within their practice/clinical role.
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.Murray ucs.ac.uk| or 01473 338459