Senior Lecturer - Advanced Clinical Practice

Emergency Care - UH-000857

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: <a href="http://www.hud.ac.uk/registry/regulationsandpolicies/awards/">http://www.hud.ac.uk/registry/regulationsandpolicies/awards/</a>. Further information related to the School APL process can be found on the School Virtual Learning environment . <a href="http://www.hud.ac.uk/hhs/apl/">http://www.hud.ac.uk/hhs/apl/</a>
The University’s general minimum entry requirements are specified in the ‘Regulations for Awards’ which can be found on the Registry website as follows:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/awards/">http://www.hud.ac.uk/registry/regulationsandpolicies/awards/</a>
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: <a href="mailto:disability@hud.ac.uk">disability@hud.ac.uk</a>
Further information is available at their website at:
<a href="http://www.hud.ac.uk/disability-services/">http://www.hud.ac.uk/disability-services/</a>
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:
<ul>
<li>The student is responsible for identifying a suitable person as part of the admissions process.</li>
<li>The module leader is responsible for identifying and recording that the person is appropriately qualified and has agreed to support the student.</li>
<li>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.</li>
<li>In other circumstances the practice educator/mentor will submit a CV to the course leader that will be approved at SAVP.</li>
</ul>
Postgraduate Certificate in Emergency Care
Registered health care practitioners working in an Emergency Care setting and normally a good honours degree (or equivalent study at FHEQ level 6) are eligible to apply for this course. To undertake this course, students must identify, negotiate and access relevant opportunities and experiences to demonstrate their skills and competencies in Emergency Care under the supervision of an appropriately experienced/qualified mentor.

UH-000857 - Emergency Care

Masters Core

Masters Optional

Masters Compulsory

Masters Level

Structure

Appraise the complex pathophysiological and the psychosocial changes in an emergency situation.

Develop a multidisciplinary plan of care to meet the needs of a person with an acute illness/injury in emergency care

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.

Synthesise findings of inquiry for advancement of practice.

Utilise critical thought and advanced problem-solving skills in resolving issues arising in practice.

Demonstrate competence in problem-solving and clinical decision-making skills

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

Critically evaluate approaches for the management of clinical problems for the person with acute illness / injury in emergency care and develop interventions for the clinical management of that person.

Demonstrate the ability to utilise evidence-based rationales in practice.

Critically evaluate the complexity of care requirements of the person in emergency care.

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

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

Develop and evaluate plans of care in collaboration in emergency care using a person-centred model of consultation.

Critically analyse and appraise person-focused approaches to emergency care of  people with acute illness/injury.

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

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

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

Critically analyse a range of clinical interventions for the emergency care of acute illness/injury management and judge which are appropriate for improving outcomes for the person.

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

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

Critically assess the holistic needs of a person and their family/carers within emergency care.

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:
<a href="http://www.hud.ac.uk/registry/regulationsandpolicies/qa">http://www.hud.ac.uk/registry/regulationsandpolicies/qa</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="http://www.huddersfield.su/course-reps">http://www.huddersfield.su/course-reps</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-000857

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:
<a href="http://www.qaa.ac.uk/InstitutionReports/Reports/Pages/inst-audit-Huddersfield-10.aspx">http://www.qaa.ac.uk/InstitutionReports/Reports/Pages/inst-audit-Huddersfield-10.aspx</a>
 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.

Emergency Care

Term 1

Term 2

Year 1

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Year 2

Copied from 2024.01 - Copied from 2023.03 - Copied from 2023.02 - Copied from 2023.01 - PG Cert. Emergency Care PT Jan start

Copied from 2024.01 - Copied from 2023.03 - Copied from 2023.02 - Copied from 2023.01 - PG Cert. Emergency Care PT May start

The School of Human &amp; Health Sciences has the Student Hub, based in HWG/24, where students can come in and talk to a member of staff. Colleagues in the Student Hub can deal with the following queries:
<ul>
<li>Course-related concerns (particularly if they have complex needs and may need referral to other services as well)</li>
<li>Quick queries about the extension and extenuating circumstances processes (including problems with submitting requests)</li>
<li>Regulatory queries</li>
<li>Appointment booking</li>
<li>Welfare support</li>
<li>Signposting</li>
</ul>
Staff and students can email the Student Hub at <a href="mailto:hhsstudentsupport@hud.ac.uk">hhsstudentsupport@hud.ac.uk</a> and call on 01484 473092.
We also have a Guidance and Support Team, based in HWG/18, just behind the Student Hub. Students can book face-to-face, Teams or phone appointments to speak to one of the Guidance and Support Officers.
The Guidance and Support Team can be contacted at <a href="mailto:HHS-Guidance@hud.ac.uk">HHS-Guidance@hud.ac.uk</a> .
The team can support students with these queries:
<ul>
<li>Pregnancy support and risk assessment</li>
<li>One-to-one support appointments (these need to be booked in advance and are available face-to-face, via Teams and by phone)</li>
<li>In-depth regulatory advice</li>
<li>Support for suspended students</li>
<li>Advising students about appeal outcomes</li>
<li>Informal and formal attendance meetings</li>
<li>Safeguarding</li>
</ul>