Advanced Clinical Practice (Emergency Care)

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

Department

Department of Nursing & Midwifery

Subject Benchmark Statement

NQF - Level 7, Characteristic Statement - Master's Degree

Date of Programme Specification Approval

2024-07-03

Version Number

2023.03

Educational Aims of the Course

The MSc Advanced Clinical Practice (ACP) and associated specialist/area-specific routes, has been designed to enable students from multi-professional backgrounds to study as ‘Trainee Advanced 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 … For more content click the Read More button below. Health Education England provide a working definition of advanced clinical practice for national use: “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 course and specialist/area-specific routes are designed to provide increasingly innovative, flexible and student-centred modes of delivery in theory and clinical practice, therefore 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. The MSc ACP and specialist/area-specific routes are 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. Educational Aims of the MSc Advanced Clinical Practice and specialist/area-specific routes are To provide a comprehensive postgraduate learning environment that utilises clinical thinking, problem solving skills and a critical awareness of the research and evidence base to develop interventions to improve service user outcomes and promote high quality practice To support students to continue to develop their personal expertise whilst acquiring the transferable skills. These skills include advanced assessment, diagnostic reasoning and managing complete episodes of care including referral, transfer and discharge planning as appropriate; all skills to manage complete episodes of care in professional practice. To facilitate the reflexive acquisition of advanced knowledge in relation to contemporary issues within the student’s area of expertise and the creation of new insights into professional practice through mastery of research, audit and service evaluation. To continue to develop a theoretical knowledge base, comprehensive skills and the professional attitude to share knowledge through teaching, mentorship and/or coaching, and acting as a role model for others. To work in collaboration with other practitioners and clients in order to provide the optimal level of care through autonomous practice, whilst assessing and manage risk and a high level of accountability within healthcare arenas. To facilitate the development of a comprehensive understanding of the techniques applicable to advance healthcare research demonstrating the ability to lead innovation and manage service development.

Health Education England provide a working definition of advanced clinical practice for national use: “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 course and specialist/area-specific routes are designed to provide increasingly innovative, flexible and student-centred modes of delivery in theory and clinical practice, therefore 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. The MSc ACP and specialist/area-specific routes are 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.

Educational Aims of the MSc Advanced Clinical Practice and specialist/area-specific routes are

To provide a comprehensive postgraduate learning environment that utilises clinical thinking, problem solving skills and a critical awareness of the research and evidence base to develop interventions to improve service user outcomes and promote high quality practice

To support students to continue to develop their personal expertise whilst acquiring the transferable skills. These skills include advanced assessment, diagnostic reasoning and managing complete episodes of care including referral, transfer and discharge planning as appropriate; all skills to manage complete episodes of care in professional practice.

To facilitate the reflexive acquisition of advanced knowledge in relation to contemporary issues within the student’s area of expertise and the creation of new insights into professional practice through mastery of research, audit and service evaluation.

To continue to develop a theoretical knowledge base, comprehensive skills and the professional attitude to share knowledge through teaching, mentorship and/or coaching, and acting as a role model for others.

To work in collaboration with other practitioners and clients in order to provide the optimal level of care through autonomous practice, whilst assessing and manage risk and a high level of accountability within healthcare arenas.

To facilitate the development of a comprehensive understanding of the techniques applicable to advance healthcare research demonstrating the ability to lead innovation and manage service development.

Course Offering(s)

Part Time

Part Time - September

Part Time - January

Part Time - April

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 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.

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, 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

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

Course Structure

Masters Level

Masters Core

Masters Compulsory

Masters Optional

Interim Award

Postgraduate Certificate

Postgraduate Diploma

Teaching, Learning and Assessment

Teaching, learning and assessment strategies are designed to offer students 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 and skills within healthcare practice. They aim to be inclusive of diversity, to allow students … For more content click the Read More button below. Learning and teaching is delivered through lectures, seminars, group work, practical experience, clinical workstations, staff or student led tutorials, simulation, lab work, scenario- based exercises and also via distance learning forums. Student-centred learning is used throughout the course and modules are designed to embed transferable skills and enable students 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 student choice in teaching delivery and assessment encourages students 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 student learning, allow greater flexibility within the modules and provide direction and academic support to students during their studies when students are not attending the University. Electronic approaches will also be used as an adjunct to learning and teaching to both enhance and enrich the students learning experience. Both the course leader and individual module leaders will strive to continue to develop e-learning tools to provide students with a comprehensive learning experience. Whilst students are not in attendance at the University group discussion will be actively encouraged through the use of discussion forums on the University’s virtual learning environment (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 student’s particular working practices. Assessment is a combination of coursework; practice/competency-based learning 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. The MSc ACP 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 student 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 student directly linked to the achievement of the HEE abilities and specialist competencies. Students will learn in their own practice areas under the supervision of occupationally competent clinical educators. Assessment is centred on students achieving the standard of capabilities outlined in the HEE Multi-professional Framework for Advanced Clinical Practice and, where applicable, competencies aligned to local/national area-specific competency frameworks 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. Students 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 students have access to PDP. PDP enables the student 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 students at the commencement of the course and is normally supported through the personal academic tutor (PAT) system. PDP also provides a medium for creating an effective CV. It aims to encourage students 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. It 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 students and staff to ensure and protect the originality of work submitted for assessment.

Learning and teaching is delivered through lectures, seminars, group work, practical experience, clinical workstations, staff or student led tutorials, simulation, lab work, scenario- based exercises and also via distance learning forums. Student-centred learning is used throughout the course and modules are designed to embed transferable skills and enable students 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 student choice in teaching delivery and assessment encourages students 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 student learning, allow greater flexibility within the modules and provide direction and academic support to students during their studies when students are not attending the University. Electronic approaches will also be used as an adjunct to learning and teaching to both enhance and enrich the students learning experience. Both the course leader and individual module leaders will strive to continue to develop e-learning tools to provide students with a comprehensive learning experience. Whilst students are not in attendance at the University group discussion will be actively encouraged through the use of discussion forums on the University’s virtual learning environment (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 student’s particular working practices. Assessment is a combination of coursework; practice/competency-based learning 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.

The MSc ACP 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 student 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 student directly linked to the achievement of the HEE abilities and specialist competencies. Students will learn in their own practice areas under the supervision of occupationally competent clinical educators. Assessment is centred on students achieving the standard of capabilities outlined in the HEE Multi-professional Framework for Advanced Clinical Practice and, where applicable, competencies aligned to local/national area-specific competency frameworks 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. Students 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 students have access to PDP. PDP enables the student 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 students at the commencement of the course and is normally supported through the personal academic tutor (PAT) system. PDP also provides a medium for creating an effective CV. It aims to encourage students 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. It 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 students and staff to ensure and protect the originality of work submitted for assessment.

Support for Students and their Learning

Personal Academic Tutor (PAT)

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:

Provide a personal contact for the student within the University and the School.
Act as a liaison between the student and course leaders to seek any improvements required
Offer guidance, assistance and support in managing the students’ academic experience
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.
Work with students to review and reflect upon their own progress and if necessary on ways to improve it.
Take part in supportive training events.

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/Route Leader

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).

Criteria for Admission

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: https://www.hud.ac.uk/policies/registry/awards-taught/section-c/

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:

http://www.hud.ac.uk/registry/regulationsandpolicies/awards/

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: disability@hud.ac.uk

Further information is available at their website at:

http://students.hud.ac.uk/wellbeing-disability-services/disabilityservices

Further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting our website at

http://www.hud.ac.uk/courses/

and by contacting the admissions tutor

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 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 student is responsible for identifying a suitable person as part of the admissions process.
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.
The employer must confirm that they are able to release the student for ‘off the job training (minimum 20%)

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.

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.

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 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:

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

Course and Module Catalogue