Senior Lecturer (Advanced Clinical Practice)

Advanced Practice (Emergency Care) (Apprenticeship) - UH-001040

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 applications from local and national learners who meet the admission criteria.
The University provides opportunities for the accreditation of prior learning (APL) as stated at the following link:
As an apprenticeship course, an Initial Needs Assessment (INA) will be undertaken to check prior learning as part of the admissions process prior to enrolment. This will be documented in the learner’s Training Plan. As funding is not available for skills already attained, learners will be asked to provide evidence of prior learning relevant to achievement of the apprenticeship and, where appropriate, the university will support the learner to complete the University’s APL process.
Further information related to the School APL process can be found on the School web pages <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 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:
<ul>
<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>
</ul>
In addition, as Apprenticeship courses, applicants must:
<ul>
<li>Be chosen by the host organisation where they currently work. The MSc ACP course team will contribute to the process of recruitment and selection to Apprentice ACP posts through confirming with employers about the course entry requirements, jointly reviewing apprentice ACP job applications and/or participating in a joint interview process with employers</li>
<li>Complete a Rehabilitation of Offenders form and provide evidence of an Enhanced Disclosure and Barring (DBS) check by their employer</li>
<li>As part of an Initial Needs Assessment (INA) at recruitment and prior to enrolment, provide evidence of any prior learning relevant to the entry requirements and also achievement of the apprenticeship. An INA and assessment of prior learning will be documented in the learner’s Training Plan</li>
</ul>
There is no compulsory requirement for apprentices aged 19+ to provide evidence of GSCE English language and maths at grade 4 or above, or grade C or above if awarded under the previous GCSE grading scheme or equivalent. It is the employer’s decision whether their apprentice requires evidence of English and maths as an occupational requirement for their job.  In such circumstances, the employer can opt for their apprentice to complete the required English and/or maths functional skills learning and assessments alongside their apprenticeship.
Before the apprenticeship starts and before the apprenticeship agreement is signed, the Course Leader (or Deputy) will check that the apprentice and their employer have signed a copy of the Training Plan. This will set out how all three parties (apprentice, employer, and the university) will support the achievement of the apprenticeship.
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 employer and learner are responsible for identifying a suitable person as part of the admissions process and confirming their agreement to support the learner.</li>
<li>The course leader is responsible for confirming and recording that the person is appropriately qualified, occupationally competent and has agreed to support the learner</li>
<li>The employer must confirm that they are able to release the learner for off-the-job training (minimum 6 hours per week)</li>
</ul>
Prior to commencing the assessment tasks of the End Point Assessment (EPA) module, learners are required to meet all Gateway Criteria for the Integrated Degree Apprenticeship. The Course Leader and Employer will seek confirmation from the learner and employer that the learner/apprentice:
<ul>
<li>Is registered with a statutory health and/or social care regulator with proof of current registration.</li>
<li>Has achieved English and mathematics qualification at a minimum of level 2 as per general apprenticeship requirements.</li>
<li>Has 160 credits accumulated from all compulsory modules of this course prior to the EPA module</li>
<li>Has confirmation from their employer that the requirements of the apprentice agreement and knowledge, skills and behaviours from the standard has been met within the apprentice’s workplace</li>
<li>Has confirmation from the employer of the apprentice’s readiness to progress to the EPA.</li>
</ul>
(Institute for Apprenticeships, 2018, p.6)

University awards are regulated by the Regulations for Awards on the University website as follows:
<a href="https://www.hud.ac.uk/policies/registry/awards-taught/">https://www.hud.ac.uk/policies/registry/awards-taught/</a>
and the Regulations for Taught Students, procedures and forms can be accessed on the University website as follows:
<a href="https://www.hud.ac.uk/registry/current-students/taughtstudents/">https://www.hud.ac.uk/registry/current-students/taughtstudents/</a>

UH-001040 - Advanced Practice (Emergency Care) (Apprenticeship)

End-Point Assessment Compulsory

End-Point Assessment

Master's Optional

Master's Compulsory

Masters Level

Structure

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
6.1        Learner assessment covers all the pillars of ACP level practice and all the capabilities throughout the duration of the programme.
6.2        Requires learners to pass all programme components, with no compensation for any component or referrals.
Year 1 and 2:
Course Assessment Meeting (CAM) 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 CAM</li>
</ul>
CAM 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:
CAM 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)

Postgraduate Diploma

Postgraduate Certificate

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

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

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.

Demonstrate critical analysis of 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 evidence to monitor the effectiveness of current provision and utilisation of resources to optimise opportunities for improvements in health and wellbeing.

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.

Develop and demonstrate the values and knowledge related to core and speciality advanced level practice in own setting/role, and demonstrate clinical skills, competence and confidence in leading and caring for patients within a multi-professional team as identified in local and/or nationally recognised advanced practice frameworks to enable the highest standards of practice and provide a structure for career and role development.

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 AP in the facilitation of learning.

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

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

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.

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

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

Demonstrate the values and behaviours expected of an Advanced Practitioner as defined by the Institute for Apprenticeships.

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.
Learner and employers involved in apprenticeships are also able to provide feedback through participation in the respective Apprenticeship Surveys.
Ofsted and inspections
Ofsted inspects the quality of apprenticeships at all levels, which makes it the single body responsible for their quality assurance.
This means that Ofsted carries out inspections of apprenticeship training at universities and colleges registered with the Office for Students (OfS). It then reports its judgements to OfS and the Education and Skills Funding Agency (ESFA).

UH-001040

This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical learner 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 Ofsted and/or the Education and Skills Funding Agency (EFSA) (https://www.gov.uk/topic/further-education-skills/apprenticeships)
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>
Public funds are used to fund apprenticeships and as such this course will be regulated by the Education and Skills Funding Agency to ensure appropriate management of funds and standards of education:
<a href="https://www.gov.uk/government/organisations/education-and-skills-funding-agency/about">https://www.gov.uk/government/organisations/education-and-skills-funding-agency/about</a>

Personal Academic Tutor (PAT)
The University has implemented a personal tutor (PAT) system. The system aims to both improve the learner experience of learning and teaching, and increase learner retention and achievement rates. Specifically, PATs:
<ul>
<li>Provide a personal contact for the learner within the University and the School</li>
<li>Act as a liaison between the learner and course leaders to seek any improvements required</li>
<li>Offer guidance, assistance and support in managing the learner's academic experience</li>
<li>Recognise when the problems presented are beyond the PAT's competence and seek guidance and support for the learner through the University and/or School referral processes</li>
<li>Work with learners 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>
All learners should be offered a minimum five meetings a year with their PAT. Some of those meetings might be in small group tutorials, but it is expected that at least three of these meetings will be on a one-to-one basis to discuss the individual’s progress. Further information about the PAT role, frequency and recording of PAT sessions is available at: <a href="https://www.hud.ac.uk/media/policydocuments/Personal-Academic-Tutoring-Policy.pdf">https://www.hud.ac.uk/media/policydocuments/Personal-Academic-Tutoring-Policy.pdf</a>
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.
Clinical supervisor(s) and Assessor
As identified above, learners will be learning in their own practice areas under the supervision of occupationally competent Clinical Educators. Alongside the Clinical Educator, learners may also be supervised by other practitioners to develop aspects of their practice and achieve relevant competence. Supervision and assessment are centred on learners achieving the standard of competency outlined in the Institute for Apprenticeships Advanced Clinical Practitioner standard so that they are fit to practise 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 learner/apprentice, 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).
Centre for Apprenticeships The Centre for Apprenticeships team offers advice and guidance to apprentices, employers, staff and other stakeholders to assist them through the apprenticeship process. This includes: quality assurance, compliance, and data-collection requirements necessary to meet ESFA, Ofsted and University regulatory requirements for apprenticeship courses. The team also supports the administrative processes linked to recruitment to the courses, ensuring apprenticeship funding rules and University regulations are followed and evidence packs are completed. The team monitors off-the-job hours, attendance of learners, reviews progress made, supplies data to practice partners as requested, plans and administers End-Point Assessment Gateway and End-Point Assessments with external EPA Organisations (where applicable).