Anaesthetic Practice

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

CertPS Certificate in Professional Studies

Teaching Institution

Leeds Teaching Hospital

School

School of Human and Health Sciences

Department

Department of Allied Health Professions Sport & Exercise

Subject Benchmark Statement

NQF - Level 6, UG Health Studies (2019)

Date of Programme Specification Approval

2024-08-14

Version Number

2024.01

Educational Aims of the Course

The educational aims are to enable students to develop their knowledge and skills within their existing professional role, widen their scope of practice to incorporate anaesthetic care thus developing new areas of practice and competence. There are two main professional non-medical groups who work in theatre, Operating Department Practitioners (ODPs) … For more content click the Read More button below.

There are two main professional non-medical groups who work in theatre, Operating Department Practitioners (ODPs) and Nurses. ODPs at the point of registration are qualified to work as multi-skilled practitioners with the necessary competence to practice in the areas of anaesthetics, surgery and post-operative care units. Nurses are not assured of the specific perioperative competences at the point of registration. This is an issue specifically in the anaesthetic role as both the Royal College of Anaesthetists (RCoA) and Association of Anaesthetists of Great Britain and Ireland (AAGBI) require anaesthetic practitioners to have specific training and education complaint with National Standards (AAGBI, 2010, RCoA, 2011). This certificate provides nurses with the opportunity to develop both theoretical understanding and clinical competences to perform the role of anaesthetic practitioner and meets the requirements of both AAGBI and RCoA in parity with their ODP colleagues. In order to meet these requirements; the outline curriculum is based on the Anaesthetic Care elements of BSc (Hons) ODP currently delivered at the University which meets the Standards of Proficiency set by the Health and Care Professions Council (2023) and the Operating Department Practitioner curriculum set by the College of Operating Department Practice (2018). These two bodies provide the curriculum and standards for practice for ODPs and as such nurses who also meet these will be deemed as competent in the Anaesthetic Care role. These standards provide the framework the competence document which is underpinned by NHS for Scotland Core Competencies for Anaesthetic Assistants (2013) and Anaesthetic Non-Technical Skills for Anaesthetic Practitioners (University of Aberdeen, 2012).

Course Offering(s)

Part Time

Part Time - September

Part Time - January

Learning Outcomes

On successful completion you will be able to:

Analyse the role of the anaesthetic practitioner in managing the risks associated with anaesthesia.

Analyse the physiological principles applied in anaesthetic practice.

Demonstrate analysis of own anaesthetic practice addressing areas of development immediately following completion of study.

Demonstrate self-awareness in the application of a reflective approach to the evaluation of anaesthetic practice, identifying areas of good practice and where quality improvements may be made.

Construct a personal development plan to improve patient anaesthetic care.

Demonstrate leadership and team-working within the anaesthetic environment.

Demonstrate a professional approach to competent anaesthetic care.

Evaluate the performance of self and others, taking into account patients’ needs and service requirements.

Communicate clear, accurate and reliable information in a timely manner.

10.

Participate in and initiate effective team and collaborative working.

Course Structure

Honours Level

Teaching, Learning and Assessment

Teaching, learning and assessment are designed to offer students a variety of learning and assessment opportunities that align with their module learning outcomes and offer realistic and effective preparation for progression in Nursing. They aim to be inclusive of diversity, to allow students to actively engage in learning and be … For more content click the Read More button below. Learning and teaching is delivered through lectures, directed study via the University's Virtual Learning Environment (VLE), simulation and skills demonstration, and demonstration and seminar/workshops. This will take place at the partner site via study days timetabled across the duration of the course. Student-centred learning is used where appropriate and its role generally increases throughout the course. Modules are designed to embed transferable skills and to allow students to progressively increase their knowledge and confidence. Thus, in lower levels the acquisition of basic skills and the confidence to perform academically and professionally is developed. At the higher levels, a degree of student choice in learning delivery and assessment encourages students to have greater engagement with and control over their learning. All modules are supported by digital resources in the VLE. Assessment aims to support learning and to measure achievement. Assessment methods are described in each module specification and module guide. All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome. Assessment is a combination of portfolio submission, coursework and assessment of practice documentation. The nature of the assessment varies from module to module and mirrors the modes of communication expected of graduates in this field. 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). 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 tutor system. PDP also provides a medium for creating an effective CV. Learning opportunities are identified throughout the course and sign-posted within their Personal Development Portfolio. Students keep a record of their progress via this Personal Development Portfolio. Dedicated support is given at School level by the Careers Service to aid students in preparing for work. This portfolio of materials is then used in preparing for job applications and/or supporting continuous professional development. The School of Human and Health Sciences uses Turnitin® via the VLE to help both students and staff ensures and protects the originality of work submitted for assessment.

Learning and teaching is delivered through lectures, directed study via the University's Virtual Learning Environment (VLE), simulation and skills demonstration, and demonstration and seminar/workshops. This will take place at the partner site via study days timetabled across the duration of the course. Student-centred learning is used where appropriate and its role generally increases throughout the course. Modules are designed to embed transferable skills and to allow students to progressively increase their knowledge and confidence. Thus, in lower levels the acquisition of basic skills and the confidence to perform academically and professionally is developed. At the higher levels, a degree of student choice in learning delivery and assessment encourages students to have greater engagement with and control over their learning.

All modules are supported by digital resources in the VLE.

Assessment aims to support learning and to measure achievement. Assessment methods are described in each module specification and module guide. All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome. Assessment is a combination of portfolio submission, coursework and assessment of practice documentation. The nature of the assessment varies from module to module and mirrors the modes of communication expected of graduates in this field.

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). 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 tutor system. PDP also provides a medium for creating an effective CV. Learning opportunities are identified throughout the course and sign-posted within their Personal Development Portfolio. Students keep a record of their progress via this Personal Development Portfolio. Dedicated support is given at School level by the Careers Service to aid students in preparing for work. This portfolio of materials is then used in preparing for job applications and/or supporting continuous professional development.

The School of Human and Health Sciences uses Turnitin® via the VLE to help both students and staff ensures and protects the originality of work submitted for assessment.

Study Plans

Support for Students and their Learning

Personal Tutor

This system aims to both improve the student experience of learning and teaching, and increase student retention and achievement rates. Specifically personal 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 student's academic experience
Recognise when the problems presented are beyond the personal tutor's 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 tutor arrangements do not apply, the first point of contact for students is the Student Hub.

Module Leader

The module leader is responsible for assessment and for oversight of teaching and learning for the modules within this course.

Course Leader

The course leader is responsible for the entire quality assurance arrangements for the course.

Partner Site Level

Practice Education Facilitator (PEF) Team

The students will have access to the PEF team at all times.

Practice Education Facilitator (PEF)

These staff are employed by the organisations in which the students will be working and undertake the clinical element of the course. These staff support and co-ordinate the placements for ODP students and will undertake the same role for students on the certificate in Anaesthetic Practice. There will be a named PEF who will coordinate the partner provision supporting teaching, learning and assessment. The named PEF is responsible for teaching and learning for the modules within this course. The named PEF will ensure that students are allocated to practice areas in a supernumerary capacity and aligned to the student’s stage of development. This PEF will ensure that the student is supervised by a Registered Nurse (NMC) or Registered ODP (HCPC) who is experienced in anaesthetic practice at all times. The PEF will also ensure that a mentor is assigned to each student for the duration of the course. The mentor is responsible for ongoing practice assessment and recording the outcomes of this assessment in the student’s Personal Development Portfolio..

Mentor

The mentor is a Registered Nurse (NMC) or Registered ODP (HCPC) who holds a Recognised Mentorship (or Supporting Learning in Practice) qualification and is experienced in Anaesthetic Care. The mentor will be responsible for supporting the student while undertaking the clinical elements of the certificate in anaesthetic practice and making decisions on their competence. These competences required to be achieved are listed within the Personal Development Portfolio.

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. 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.

Further information for International Students can be found on:

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

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://www.hud.ac.uk/disability-services/

However, the specific entry requirements and admission criteria for this course are detailed below.

Applicants are expected to be registered as a nurse with NMC and working within the perioperative environment. This will be confirmed during the application process.
Where practice learning is undertaken in module HHO3005 applicants should have supernumerary status.
Disclosure and Barring Service checks are not required for this course.

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’s Quality Assurance Procedures for Taught Courses which can be found on the Registry website as follows:

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

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: .

http://www.huddersfield.su/courserepwebsite

Within the School students are represented at committee level from 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. A West Yorkshire, web based evaluation tool is used to gain statistical evaluation of placement experience.

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 all 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.

Course and Module Catalogue