External Examiner

Senior Lecturer (Advanced Clinical Practice)

Advanced Clinical Practice - UH-000602

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.
 
The University provides opportunities for the accreditation of prior learning (APL) as stated at the following link: <a href="https://www.hud.ac.uk/policies/registry/awards-taught/section-c/">https://www.hud.ac.uk/policies/registry/awards-taught/section-c/</a>
 
The University’s general minimum entry requirements are specified in Section D of the Regulations for Awards which can be found on the University website as follows:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/awards/">http://www.hud.ac.uk/registry/regulationsandpolicies/awards/</a>
 
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://students.hud.ac.uk/wellbeing-disability-services/disabilityservices">http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices</a>
 
Further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting our website at
 
<a href="http://www.hud.ac.uk/courses/">http://www.hud.ac.uk/courses/</a>
 
and by contacting the admissions tutor
 
Entry requirements include:
<ol>
<li>Current registration on Part 1 of the Nursing and Midwifery Council Register, Health and Care Professions Council or the General Pharmaceutical Council.</li>
<li>A period of 3 years post-registration experience.</li>
<li>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</li>
</ol>
 
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
 
<ul>
<li>The student is responsible for identifying a suitable person as part of the admissions process.</li>
<li>The course/route leader is responsible for identifying and recording that the person is appropriately qualified, occupationally competent and has agreed to support the student.</li>
<li>The employer must confirm that they are able to release the student for ‘off the job training (minimum 20%)</li>
</ul>

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:
<a href="https://www.nmc.org.uk/standards/standards-for-post-registration/standards-for-prescribers/standards-for-prescribing-programmes/">https://www.nmc.org.uk/standards/standards-for-post-registration/standards-for-prescribers/standards-for-prescribing-programmes/</a>
<a href="https://www.hcpc-uk.org/resources/standards/standards-for-prescribing/">https://www.hcpc-uk.org/resources/standards/standards-for-prescribing/</a>  
 
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
Learner assessment covers all the pillars of ACP level practice and all the capabilities throughout the duration of the programme.
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)
<ul>
<li>If all university-based M level assessments/module components passed then confirm pass theory</li>
<li>If any theoretical assignments/module components are failed/deferred, the student will have a referral/deferral attempt before the Resit/Placement CAB</li>
</ul>
 
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
<ul>
<li>If all year/stage credits passed then May Progress</li>
<li>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</li>
<li>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</li>
</ul>
Practice-based Assessment
<ul>
<li>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</li>
</ul>
 
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)

UH-000602 - Advanced Clinical Practice

Masters Compulsory

Masters Core

Masters Optional

Masters Level

Structure

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

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

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. 

Lead and liaise with other healthcare professionals, and 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

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 

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

Demonstrate critical analysis of the 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. 

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.

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

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

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

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

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

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. 

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:
            <a href="https://www.hud.ac.uk/policies/registry/qa-procedures/">https://www.hud.ac.uk/policies/registry/qa-procedures/</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="https://www.huddersfield.su/">https://www.huddersfield.su//</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-000602

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 outcome of the most recent institutional audit can be found at:
<a href="https://www.hud.ac.uk/registry/qualityassurance/audits/">https://www.hud.ac.uk/registry/qualityassurance/audits/</a>

<ul>
<li>Personal Academic Tutor (PAT)</li>
</ul>
The University has implemented a personal academic tutor (PAT) system for full time undergraduate 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>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.
 
<ul>
<li>Module Leader</li>
</ul>
The module leader is responsible for teaching, learning and assessment of the modules within this course.
 
<ul>
<li>Course Leader/Route Leader</li>
</ul>
The course leader is responsible for the entire quality assurance arrangements for the course/route.
 
Clinical Supervisor(s) and Assessor
As identified in 14.5, students will be learning in their own practice areas under the supervision of occupationally competent Clinical Educators. Alongside the Clinical Educator, students may also be supervised by other practitioners to develop aspects of their practice and achieve relevant competence. Supervision and assessment are centred on students achieving the capabilities outlined in the HEE Multiprofessional Framework for Advanced Clinical Practice 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 student, 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).