Advanced Clinical Practice (Apprenticeship)

Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

MSc Master of Science

Teaching Institution

University of Huddersfield

School

School of Human and Health Sciences

Date of Programme Specification Approval

2023-09-15

Version Number

2022.01

Educational Aims of the Course

The MSc Advanced Clinical Practice (Apprenticeship) and associated specialist/area-specific routes, is a course which has been designed to enable learners from multi-professional backgrounds to study as ‘Trainee Advanced Clinical Practitioners’ as well as to develop and extend their clinical practice in order to provide a level of performance which reflects their advanced skill base within a framework of academic rigour. The MSc Advanced Clinical Practice (Apprenticeship) specialist/area-specific routes have been added in 2020 as additional routes for Trainee Advanced Practitioners recognising the specialist ACP requirements for working within cancer, critical care, emergency care, mental health care and primary care services. This course and specialist/area-specific routes mirror the MSc ACP course both in content and qualification on completion. The main difference is that employers will use their apprenticeship levy to fund learners on this course and an end-point assessment will be undertaken by these learners as mandated in the Institute for Apprenticeships Advanced Clinical Practitioner standard. The course, and associated specialist/area-specific routes are designed to challenge the depth and breadth of learner knowledge and support them to demonstrate a high level of practice so they can function at the leading edge of advanced practice. Advanced practice in all areas requires expert clinical, leadership and education skills underpinned by high quality research and evidence base to support practice developments. On successful completion of the MSc Advanced Clinical Practice (Apprenticeship) or one of the specialist/area-specific routes, the learner will meet the requirements for role of the Advanced Clinical Practitioner (ACP). ACP’s are a relatively recent career route which was introduced following the success of the Advanced Nurse Practitioner role in heath provision. Trainee ACPs can be from a variety of multi-professional backgrounds bringing with them a wealth of clinical experience. ACPs are part of Government plans to modernise and transform the health service and will help to meet ongoing changes and challenges of the NHS, including increasing service provision to meet the needs of patients in a variety of clinical settings. With changes in medical provision, increased patient demand, ageing populations, patients with multiple co-morbidities, complexity and poly-pharmacy ACPs will provide holistic clinical care to enhance the patient experience and improve health and social care outcomes.

Health Education England (2017) provide a working definition of advanced clinical practice for national use stating “Advanced clinical practice is delivered by experienced, registered health and care practitioners. It is a level of practice characterised by a high degree of autonomy and complex decision making. This is underpinned by a master’s level award or equivalent that encompasses the four pillars of clinical practice, leadership and management, education and research, with demonstration of core capabilities and area specific clinical competence. Advanced clinical practice embodies the ability to manage clinical care in partnership with individuals, families and carers. It includes the analysis and synthesis of complex problems across a range of settings, enabling innovative solutions to enhance people’s experience and improve outcomes.” This definition underpins the course aims.

In recognition of lifelong learning and continuing professional development, the MSc ACP (Apprenticeship) course and specialist/area-specific routes are designed to provide an innovative, flexible and learner-centred mode of delivery in theory and clinical practice, creating opportunities for personal growth. Teaching and learning promotes both individual and local workforce development within a national and international health and social care context.

The Health Education England (HEE) Shape of Caring Review (HEE, 2015) highlighted the need for a more flexible workforce that responds to the challenges for the changing patterns of healthcare services. The harnessing of these innovations relies on the continued development of healthcare staff. This course and specialist/area-specific routes will provide knowledge and core skills to enable autonomous care for people of all ages presenting with undifferentiated and undiagnosed conditions and/or long term, acute or critical illness or injury within primary or secondary care.

This section is continued in the attachment.

Course Offering(s)

Part Time

Part Time - September

Learning Outcomes

On successful completion you will be able to:

Critically analyse and selectively apply the clinical knowledge and skills required to undertake holistic assessment of service users, taking account of relevant contexts to reach a justifiable diagnosis and management of risk

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

Appraise the effectiveness of differing forms of consultation, communication and management strategies that can be utilised to initiate and manage change, inspire and motivate others, promote co-operation and lead practice

Critically analyse the determinants and boundaries of legally and ethically acceptable practice, particularly in relation to implementing change through new ways of working and the management of risk

Demonstrate critical analysis of evidence necessary to initiate and manage change and innovation at the leading edge of current practice to optimise health improvement opportunities for individuals and for the wider practice population

Critically evaluate the role of the ACP in the facilitation of learning

Utilise and apply evidence-based practice in the process of clinical assessment (history taking and examination), diagnosis, referral, implementation of therapeutic regimes and follow up of the service user presenting for consultation

Critically evaluate evidence to monitor the effectiveness of current provision and utilisation of resources to optimise opportunities for improvements in health and well-being

Utilise critical thought and advanced problem-solving skills in resolving issues and act as an agent of change using critical reflection in their field of practice to maximise the quality of the service user experience

10.

Lead and liaise with other healthcare professionals, engage with service users and demonstrate a professional approach to sharing knowledge through teaching, mentorship and/or coaching, acting as a role model for others

11.

Communicate information effectively and arguments clearly and effectively, working as a key member of a team to lead healthcare delivery

12.

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

13.

Identify appropriate sources and critically review, synthesise and apply evidence-based information to develop new knowledge in their field of practice

14.

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

15.

Manage complex issues systematically and creatively, and show originality in tackling and solving problems

16.

Demonstrate the values and behaviours expected of an Advanced Clinical Practitioner as defined by the Institute for Apprenticeships

17.

Develop and demonstrate the values and knowledge related to core and speciality advanced level practice in own setting/role, and demonstrate clinical skills, competence and confidence in leading and caring for patients within a multi-professional team as identified in local and/or nationally recognised advanced practice frameworks to enable the highest standards of practice and provide a structure for career and role development

Course Structure

Masters Level

Masters Core

Masters Compulsory

Masters Optional

End Point Assessment

Teaching, Learning and Assessment

Teaching, learning and assessment strategies are designed to offer learners a variety of teaching, learning and assessment opportunities that align with their module learning outcomes, and offer realistic and effective preparation to enhance their knowledge, skills and progress as Apprentice Advanced Clinical Practitioners. They aim to be inclusive of diversity,… For more content click the Read More button below.

Teaching, learning and assessment strategies are designed to offer learners a variety of teaching, learning and assessment opportunities that align with their module learning outcomes, and offer realistic and effective preparation to enhance their knowledge, skills and progress as Apprentice Advanced Clinical Practitioners. They aim to be inclusive of diversity, to allow learners to actively engage in learning and be successfully assessed in a variety of ways. The modules offer a wide range of health professionals’ opportunities for multidisciplinary learning.

Learning and teaching is delivered through lectures, seminars, group work, practical experience, clinical workstations, staff or learner-led tutorials, simulation, lab work, scenario- based exercises and also via distance learning fora. Learner-centred learning is used throughout the course and modules are designed to embed transferable skills and to enable learners to progressively increase their knowledge and confidence. Thus the acquisition of skills and the confidence to perform academically and professionally is advanced. At the higher levels, a degree of learner choice in learning delivery and assessment encourages learners to have greater engagement with, and control over, their learning. Modules are designed to include the use of the University’s virtual learning environment (VLE) to support learner learning, allow greater flexibility within the modules and provide direction and academic support to learners during their studies when learners are not attending the University. Electronic approaches will also be used as an adjunct to learning and teaching to both enhance and enrich the learners learning experience. Both the course leader and individual module leaders will strive to develop e-learning tools to provide learners with a comprehensive learning experience. Whilst learners are not in attendance at the University, group discussion will be actively encouraged through the use of discussion fora on the University’s (VLE).

All modules are supported by digital resources in the University virtual learning environment.

Assessment aims to support learning and measure achievement. Assessment methods are described in each module specification and module assessment guide. All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome. The level of assessment will be at FHEQ Level 7 and a variety of approaches to assessment will support learner’s particular working practices. Assessment is a combination of coursework; practice/competency-based learning, presentations and examinations. The nature of the assessment varies from module to module, and mirrors the modes of communication expected of graduates in this field to include report writing, critique and case presentation.

End Point Assessment (EPA) is a specific module for the MSc Advanced Clinical Practice (Apprenticeship) course and specialist/area-specific routes. This is mandated by the Integrated Degree Apprenticeship for the Advanced Clinical Practitioner at Level 7 (Institute for Apprenticeships, 2018). Learners will work with Clinical Educators in practice throughout their course in order to meet the learning outcomes for modules and the EPA. The University will provide support throughout the EPA module to ensure learners are able to meet the module learning outcomes and assessment requirements as defined by the Institute for Apprenticeships Standard.

The MSc ACP (Apprenticeship) course and specialist/area-specific routes require practice experience and verification of clinical competencies. Both learning and assessment aims to develop the skills, knowledge and confidence to achieve progressively greater learner autonomy. This learning will take place within laboratory sessions, classroom-based learning and the use of simulated patients. Supervision by a more senior or experienced member of staff is used to impart new learning to the apprentice directly linked to the achievement of the apprenticeship. Learners will learn in their own practice areas under the supervision of occupationally competent clinical educators. Assessment is centred on learners achieving the standard of competency outlined in the Institute for Apprenticeships Advanced Clinical Practitioner standard, so that they are fit to practice at the end of their course. Assessment includes OSCE examinations, the verification of practice competency by an occupationally competent assessor, and integration with written modular assessments. Learners will need to identify suitably qualified /Clinical Educator to supervise, assess and verify competence in practice. The details and requirements are specified in the module specification document.

Personal Development Planning (PDP) is defined as ‘a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, education and career development’ (QAA 2001). From September 2005 it has been a QAA requirement that all learners have access to PDP. PDP enables the learner to develop and awareness of their strengths and weaknesses construct a record of achievement documenting the acquisition of knowledge, skills and competencies and reflect and act upon their personal, professional, academic and long-term career goals. PDP is introduced to learners at the commencement of the course and is normally supported through the personal tutor system. PDP also provides a medium for creating an effective CV. It aims to encourage learners to critically examine their progress whilst on the course through reflection of their academic, personal and professional development. It helps them to critically identify achievable aims and expectations throughout the course. The PDP also provides a medium for recording their progress and creating an effective personal profile, demonstrating continuous professional development and lifelong learning to maintain professional registration.

The School of Human and Health Sciences uses Turnitin® via the virtual learning environment (VLE) to help both learners and staff to ensure and protect the originality of work submitted for assessment.

Study Plans

Support for Students and their Learning

Personal Academic Tutor (PAT)

The University has implemented a personal tutor system. All undergraduate and postgraduate students on taught courses (PGT) at the University will have a named PAT. The system aims to both improve the learner experience of learning and teaching, and increase learner retention and achievement rates. Specifically, Personal Academic Tutors:

Provide a personal contact for the learner within the University and the School.
Act as a liaison between the learner and course leaders to seek any improvements required
Offer guidance, assistance and support in managing the learners’ academic experience
Recognise when the problems presented are beyond the personal tutors’ competence and seek guidance and support for the learner through the University and/or School referral processes.
Work with learners to review and reflect upon their own progress and if necessary on ways to improve it.
Take part in supportive training events.

All learners should be offered a minimum five meetings a year with their PAT. Some of those meetings might be in small group tutorials, but it is expected that at least three of these meetings will be on a one-to-one basis to discuss the individual’s progress. Further information about the PAT role, frequency and recording of PAT sessions is available at:

https://www.hud.ac.uk/media/policydocuments/Personal-Academic-Tutoring-Policy.pdf

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.

Clinical supervisor(s) and Assessor

As identified in 14.6, learners will be learning in their own practice areas under the supervision of occupationally competent Clinical Educators. Alongside the Clinical Educator, learners may also be supervised by other practitioners to develop aspects of their practice and achieve relevant competence. Supervision and assessment are centred on learners achieving the standard of competency outlined in the Institute for Apprenticeships Advanced Clinical Practitioner standard so that they are fit to practice at the end of their course. The verification of competency in practice will be undertaken by an occupationally competent assessor. Tripartite meetings will be undertaken with the learner/apprentice, the Clinical Educator and a member of the course team to review progress. These meetings will be held at a maximum of 12 weekly intervals (or earlier if required).

Criteria for Admission

Entry requirements include:

Current registration on Part 1 of the Nursing and Midwifery Council Register, Health and Care Professions Council or the General Pharmaceutical Council.
A period of 3 years post-registration experience.
A first degree in nursing, their specialism or another relevant health related subject from a recognised university or comparable institution, or evidence of their ability to study at postgraduate level

In addition, as Apprenticeship courses, applicants must:

Be chosen by the host organisation where they currently work. The MSc ACP course team will contribute to the process of recruitment and selection to Apprentice ACP posts through confirming with employers about the course entry requirements, jointly reviewing apprentice ACP job applications and/or participating in a joint interview process with employers
Have GCSE English Language or English Literature and mathematics at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme, or Level 2 Functional Skills in mathematics and English
Complete a Rehabilitation of Offenders form and provide evidence of an Enhanced Disclosure and Barring (DBS) check by their employer
As part of an Initial Needs Assessment (INA) at recruitment and prior to enrolment, provide evidence of any prior learning relevant to the entry requirements and also achievement of the apprenticeship. An INA and assessment of prior learning will be documented in the student’s Commitment Statement (Individual Learning Plan)

Before the apprenticeship starts and before the apprenticeship agreement is signed, the Course Lead (or Deputy) will check that the apprentice and their employer have signed a copy of the commitment statement (the individual learning plan). This will set out how all three parties (apprentice, employer, and the university) will support the achievement of the apprenticeship.

In routes/modules where support in practice and/or summative assessment requires an occupationally competent supervisor and assessor in order to meet the intended learning outcomes

The employer and learner are responsible for identifying a suitable person as part of the admissions process and confirming their agreement to support the learner.
The course leader is responsible for confirming and recording that the person is appropriately qualified, occupationally competent and has agreed to support the learner
The employer must confirm that they are able to release the learner for ‘off the job training (minimum 20%)

Prior to commencing the assessment tasks of the End Point Assessment (EPA) module, learners are required to meet all Gateway Criteria for the Integrated Degree Apprenticeship. The Course Lead and Employer will seek confirmation from the learner and employer that the learner/apprentice:

Is registered with a statutory health and/or social care regulator with proof of current registration.
Has achieved English and mathematics qualification at a minimum of level 2 as per general apprenticeship requirements.
Has 160 credits accumulated from all compulsory modules of this course prior to the EPA module
Has confirmation from their employer that the requirements of the apprentice agreement and knowledge, skills and behaviours from the standard has been met within the apprentice’s workplace
Has confirmation from the employer of the apprentice’s readiness to progress to the EPA.

(Institute for Apprenticeships, 2018, p.6)

Methods for evaluating and improving the quality and standards of teaching and learning

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 and Research Awards which can be found on the Registry website as follows:

https://www.hud.ac.uk/policies/registry/qa-procedures/

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:

https://www.huddersfield.su//

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.

Learner and employers involved in apprenticeships are also able to provide feedback through participation in the respective Apprenticeship Surveys

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Regulation of Assessment

Programme requirements in relation to progression are:

HMH2022 Independent and Supplementary Prescribing module is approved by the NMC and HCPC as meeting the standards set out at:

https://www.nmc.org.uk/standards/standards-for-post-registration/standards-for-prescribers/standards-for-prescribing-programmes/

https://www.hcpc-uk.org/resources/standards/standards-for-prescribing/

Progression rules are based on:

Health Education England Centre for Advancing Practice

Standards of Education and Training (SETs) for Advanced Clinical Practice (ACP) and Consultant Programmes leading to recognition with the Centre Version 13 – 19/02/20

Domain 6: Learner assessment

6.1 Learner assessment covers all the pillars of ACP level practice and all the capabilities throughout the duration of the programme.

6.2 Requires learners to pass all programme components, with no compensation for any component or referrals.

Year 1 and 2:

CAB I University-based assessments* (UBA) only (*Includes, for example, theoretical assignments/essays/OSCE’s/exams)

If all university-based M level assessments/module components passed then confirm pass theory
If any theoretical assignments/module components are failed/deferred, the student will have a referral/deferral attempt before the Resit/Placement CAB

CAB II Resit University-based assessments/First-attempt Practice-based assessments* (*PBA) (*Includes, for example, practice portfolio competencies, assessments identified as part of practice portfolio/learning)

Resit University-based Assessments

If all year/stage credits passed then May Progress
If all credits have been passed except for one 30-credit university-based assignment/module component which is in the referral band (35-49%) then the student May Progress with Trail as long as no other modules are left outstanding
In any other circumstances, the student May Not Progress into year 2/3 and will need to resolve any outstanding credits in the next academic session

Practice-based Assessment

In the event of a student referring elements of practice-based elements at initial assessment, one further attempt in the same year will be given to redeem the clinical practice. To progress, all practice-based assessments within the level of study must be passed.

Year 3:

CAB III University-based Assessments and Practice-based Assessments

Modules on this course do not follow the normal credit value or multiplier for postgraduate courses and have been exceptionally approved by the Pro Vice Chancellor (Teaching and Learning)

Indicators of Quality and Standards

This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical learner 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, and Education and Skills Funding Agency (EFSA) (https://www.gov.uk/topic/further-education-skills/apprenticeships)

The outcome of the most recent institutional audit can be found at:

https://www.hud.ac.uk/registry/qualityassurance/audits/

Course and Module Catalogue