Senior Lecturer in Adult Nursing

Critical Care - UH-000617

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: http://www.hud.ac.uk/registry/regulationsandpolicies/awards/. Further information related to the School APL process can be found on the School Virtual Learning environment . http://www.hud.ac.uk/hhs/apl/
The University’s general minimum entry requirements are specified in the ‘Regulations for Awards’ which can be found on the Registry website as follows: http://www.hud.ac.uk/registry/regulationsandpolicies/awards/  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: disability@hud.ac.uk
Further information is available at their website at: http://www.hud.ac.uk/disability-services/
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:
• The student is responsible for identifying a suitable person as part of the admissions process. • The module leader is responsible for identifying and recording that the person is appropriately qualified and has agreed to support the student. • 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. • In other circumstances the practice educator/mentor will submit a CV to the course leader that will be approved at SAVP.
Postgraduate Certificate in Critical Care 
Must be an NMC registrant with 12 months experience &amp; currently working in a critical care setting. Must have already completed step 1 CC3N competencies prior to commencing the course. Must hold an honours degree (or equivalent study at FHEQ level 6). To undertake this course, students must identify, negotiate and access relevant opportunities and experiences to demonstrate their skills and competencies in Critical Care under the supervision of an appropriately experienced/qualified mentor.

UH-000617 - Critical Care

Masters Optional

Masters Compulsory

Masters Core

Masters Level

Structure

evaluate and rationalise the use of specific care management plans of the critically ill adult,  with due and critical comparison with the evidence base.

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

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

critically reflect on knowledge application in critical care practice through the achievement of the National Competency Framework Step 2 & 3 Competencies for Critical Care.

communicate effectively and work as a member of a team to enhance healthcare delivery.

demonstrate advanced clinical skills within their own area of critical care.

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.

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

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

critically understand the systematic assessment, holistic care and management of an adult with complex critical care needs.

demonstrate CC3N competencies and practice development within their healthcare arena.

demonstrate the ability to utilise evidence based rationales in practice;

critically debate the contribution of research and contemporary evidence base influencing the assessment, care and management of an individual presenting with a critical condition.

practise as an agent of change utilising critical reflection in their field of 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.

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

critically understand disordered physiology in relation to an individual’s critical illness, defend the advanced assessment, holistic care and management of an individual;.

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: 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/course-reps 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-000617

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: http://www.qaa.ac.uk/InstitutionReports/Reports/Pages/inst-audit-Huddersfield-10.aspx
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.

Course Level At course level support is provided by:
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:
• 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 • Support the PDP process • 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 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.