Long Term Conditions - UH-000625

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities (Equality Act 2010). We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University. We encourage local, national and international applications who meet entry criteria and visa requirements. International applicants can receive additional assistance from the International Office Entry Requirements. Students whose first language is not English and who are applying for this course will normally be required to demonstrate an IELTs score of 6.5, with no less than a score of 6.0 in any one element.
 
The University provides opportunities for the accreditation of prior learning (APL) as stated at the following link: <a href="http://www.hud.ac.uk/registry/regulationsandpolicies/awards/">http://www.hud.ac.uk/registry/regulationsandpolicies/awards/</a>. Further information related to the School APL process can be found on the School Virtual Learning environment . <a href="http://www.hud.ac.uk/hhs/apl/">http://www.hud.ac.uk/hhs/apl/</a>
 
The University’s general minimum entry requirements are specified in the ‘Regulations for Awards’ which can be found on the Registry website as follows:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/awards/">http://www.hud.ac.uk/registry/regulationsandpolicies/awards/</a>
 
In line with the Equality Act (2010) every person who applies for this course and meets the minimum entry requirement-regardless of any disability will be given the same opportunity in the selection process. General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:
 
Telephone: 01484 472675
Email: <a href="mailto:disability@hud.ac.uk">disability@hud.ac.uk</a>
 
Further information is available at their website at:
<a href="http://www.hud.ac.uk/disability-services/">http://www.hud.ac.uk/disability-services/</a>
 
The specific entry requirements and admission criteria for this course are detailed below.
The admission requirements for taught postgraduate courses shall normally be a good honours degree (or equivalent study at FHEQ level 6) of a recognised university or comparable institution
 
In courses/modules where support in practice and/or summative assessment requires a clinical educator/mentor in order to meet the intended learning outcomes:
 
<ul>
<li>The student is responsible for identifying a suitable person as part of the admissions process.</li>
<li>The module leader is responsible for identifying and recording that the person is appropriately qualified and has agreed to support the student.</li>
<li>Where this person is required to be a professionally recognised mentor/’sign off’ mentor and they are already listed on the local mentor register, this will be sufficient evidence for acceptance.</li>
<li>In other circumstances the practice educator/mentor will submit a CV to the course leader that will be approved at SAVP.</li>
</ul>

UH-000625 - Long Term Conditions

Masters Core

Masters Optional

Masters Compulsory

Masters Level

Structure

Accept accountability for their own practice and new responsibilities.

Synthesise collective evidence to make coherent proposals for change and lead innovations in practice. 

Critically analyse current information from a variety of sources that can be utilised to provide a strong evidence base for practice and the methodologies available to explore practice rationales and critique their implementation;

Utilise enhanced communication skills for dissemination of information to diverse groups and addressing complex care needs.

Communicate effectively and work as a member of a team to enhance healthcare delivery;

Promote inter-dependent working as a means of safe-guarding practice and improving patient outcomes

Practise in liaison with other healthcare professionals and engage with service users in order to maximise the quality of the client experience. 

Selectively use appropriate models for critical reflection as an effective learning strategy and to  identify skills and knowledge deficits     

Critically evaluate the theoretical underpinnings and evidence base for therapeutic regimes and other specific interventions;

Utilise critical thought and advanced problem-solving skills in resolving issues arising in practice;

Demonstrate critical analysis of the evidence necessary to initiate change and innovation at the leading edge of current practice.

Critically analyse the literature and other sources for establishing the evidence base for practice and the methodologies and methods utilised for investigating and exploring current practice. 

Critically apply professional principles, legal and ethical theories within clinical practice.

Be resourceful in empowering people with long term conditions and their carers to fully participate in decisions about their care by providing meaningful information, appropriate counselling and psychological support.

Demonstrate the ability to utilise evidence based rationales in practice;

Adopt a critical awareness of the importance of continuing professional development and demonstrate a commitment to the lifelong learning process;

Practise as an agent of change utilising critical reflection in their field of practice;

Critically analyse ways in which health and social care needs of people with long term conditions can be assessed, debating the appropriateness of frameworks, methodologies and processes used for data collection and interpretation.

Assess, plan, implement and evaluate therapeutic interventions deemed appropriate for support of individual people with long term conditions and for their carers.

Demonstrate an in-depth critical awareness and knowledge of theoretical concepts underpinning the delivery of quality care;

Critically examine and justify the use of a range of frameworks for analysis of published research findings, guidelines and other appropriate sources of information, utilised to establish the evidence base for clinical practice and long term care management.

The methods for the validation and annual evaluation of courses, including those validated by external bodies, and for the review of teaching and research and of academic support services are specified in the University Quality Assurance Procedures for Taught Courses which can be found on the Registry website as follows:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/qa">http://www.hud.ac.uk/registry/regulationsandpolicies/qa</a>
 
The School is committed to comprehensive student engagement and works actively with the University of Huddersfield Student Union to support this through the student representative system. See further information at:
            <a href="http://www.huddersfield.su/course-reps">http://www.huddersfield.su/course-reps</a>
 
Within the School students are represented at committee level through Student Panels to the School Board. The School also has a Student Council. Individual feedback on the quality and standards of teaching and learning is received through module and course evaluations.
 
An effective external examination system is managed by Registry and all reports are viewed at University, School and course levels. External examiner and student feedback, as well as statistical data about the course is reported through the course committee structure and scrutinised through the University wide annual evaluation process.

UH-000625

This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.  More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook.  The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.
 
The independent review of quality of health provision in the School jointly undertaken by QAA and the Department of Health in December 2005 concluded that there was confidence in all disciplines, with commendations for learning and teaching, and for student progression. In particular the reviewers were very impressed with the relationship between the University and the NHS.
 
The outcome of the most recent institutional audit can be found at:
<a href="http://www.qaa.ac.uk/InstitutionReports/Reports/Pages/inst-audit-Huddersfield-10.aspx">http://www.qaa.ac.uk/InstitutionReports/Reports/Pages/inst-audit-Huddersfield-10.aspx</a>
 
The Postgraduate Certificate courses were reviewed as part of the Undergraduate / Postgraduate Specialist Skills and Post Registration Development (SSPRD) Subject Review, conducted in accordance with the University Quality Assurance processes in April 2019 and successfully revalidated for 5 years.

Personal Academic Tutor (PAT)
 
The University has implemented a personal academic tutor system for students.  This system aims to both improve the student experience of learning and teaching, and increase student retention and achievement rates.  Specifically personal academic tutors:
 
<ul>
<li>Provide a personal contact for the student within the University and the School.</li>
<li>Act as a liaison between the student and course leaders to seek any improvements required</li>
<li>Support the PDP process</li>
<li>Offer guidance, assistance and support in managing the students’ academic experience</li>
<li>Recognise when the problems presented are beyond the personal academic tutors’ competence and seek guidance and support for the student through the University and/or School referral processes.</li>
<li>Work with students to review and reflect upon their own progress and if necessary on ways to improve it.</li>
<li>Take part in supportive training events.</li>
</ul>
 
Where personal academic tutor arrangements do not apply, the first point of contact for students is the Student Hub.
 
Module Leader
The module leader is responsible for teaching, learning and assessment of the modules within this course.
 
Course Leader
The course leader is responsible for the entire quality assurance arrangements for the course.
 
Mentor / Clinical Educator
For modules where there is a practice requirement, students will be supported by a practitioner in practice, who has expertise in the specific subject/practice area.
 
All students undertaking the Tissue Viability &amp; Management of Leg Ulceration PG Cert will be supported via group on line webinars, group tutorials and one to one on line tutorials offered between 8am and 7 pm daily in agreement with the module leaders. Each student is supported by the module team who are contactable via e mail