detail

Dip (PD) Specialist Practice - Palliative & End of Life Care

Academic Year 2016/17

A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.

Programme Title

Dip (PD) Specialist Practice - Palliative & End of Life Care

Final Award
(exit route if applicable for Postgraduate Taught Programmes)

Postgraduate Diploma

Programme Code

SPR-PD-SC

UCAS Code

JACS Code

B701 (DESCR) 100

Criteria for Admissions

For current general University entry requirements for this pathway go to http://www.qub.ac.uk/ado

At the commencement of the course, candidates should:

1. Have current first level registration on the appropriate part of the Nursing and Midwifery Council Professional Register.
2. Have one year's (full time equivalent) post-registration experience specific to the chosen area of Specialist Practice.
3. Applicants shall normally hold a relevant primary Degree at 2:2 classification or above in Nursing or a health related subject..
4. All those seeking a DHSS&PSNI commissioned place must have the support of their employer;
5. Be available to undertake the course on the date of commencement.
6. Provide evidence that they meet the NMC health and character requirements.

Additional Relevant Information

The programme is specifically designed to prepare registered specialist practitioners for the role of Specialist Practitioner as defined by the NMC "Specialist Education and Practice (UKCC 2001)". On completion students will be eligible for an academic award from the University and their Professional Award recorded on the NMC Register.

ATAS Clearance Required

No

Health Check Required

No

Portfolio Required

Interview Required

Mode of Study

Part Time

Type of Programme

Postgraduate

Length of Programme

2 Academic Year(s)

Total Credits for Programme

120

Exit Awards available

INSTITUTE INFORMATION

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

Nursing & Midwifery

Framework for Higher Education Qualification Level 
http://www.qaa.ac.uk/publications/information-and-guidance

Level 7

QAA Benchmark Group
http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements

Nursing (2009)

Accreditations (PSRB)

Date of most recent Accreditation Visit

External Examiner Name:

External Examiner Institution/Organisation

Ms Gillian Walton

Northumbria University

Professor Michael Clark

Birmingham City University

REGULATION INFORMATION

Does the Programme have any approved exemptions from the University General Regulations
(Please see General Regulations)

No

Programme Specific Regulations

Professional Competence & Ensuring Balance between Theory & Practice

NMC Standards (2001) 50 % Theory and 50% Practice

This jointly approved programme has both academic and clinical components. The academic award is conferred by the University adhering to university rules and regulations for successful completion of modules and accumulation of academic credit.

The clinical component adheres to the NMC (2001) outcomes for specialist practice with the academic and clinical routes intertwined and mutually dependent and no precedence is given to either.

To allow students to build upon theoretical concepts around management, leadership and clinical knowledge and skills protected time is embedded in the clinical component and is facilitated by collaboration between the Manager, Practice Education Facilitator (PEF), Course Director, Pathway Leader and Sign Off Mentor for each specialist pathway.

Sign off Mentors are notified of this through the ‘Update for Sign off Mentor’ days. Adherence to protected time (75 days over 2 years) is monitored on an ongoing basis by the PEF, Sign Off Mentor and student.

Any issues arising are rectified at clinical level if this is not possible then the Pathway Leader is brought into the negotiations. All absences must be made up prior to completion of programme. When making up absence, a student is not permitted to exceed the EU requirement of a 45-hour working week.

The academic modules (50% theory) are immersed in practice and in this sense the central part of practice is acknowledged.

The ethos of the Clinical Competency Profile (50% practice) is a continuous developmental model where students identify through self assessment (Using Benner’s Taxonomy) their individual learning needs based on NMC guidance.

Written guidelines are provided at the beginning of year one by the Pathway Leader, these are discussed and negotiated with the student in the presence of the Sign Off Mentor at the initial meeting.

A tripartite collaboration between the student, Pathway Leader and Sign off Mentor facilitates student self-assessment at this juncture using the NMC competencies as guidance.

Any specific student-centred learning needs different from those discussed are explored and included in the learning contract (see appendix 1 Learning contract).

The student will be required to provide evidence of the integration of theoretical knowledge as applied to their specific specialty in the Clinical Competency Profile (Appendix 1).

Weekly direct and/or indirect contact between student and Sign Off Mentor ensures ongoing reflection, problem-solving and development of leadership and specialist skills are fostered.

Also regular and informed tripartite meetings take place throughout the two year programme to track the student’s progress and discuss any issues of concern highlighted by the Sign Off Mentor or Pathway Leader and an action plan put in place to resolve challenges to progress

Progress

The Postgraduate Diploma in Specialist Practice (hereafter PG Diploma) is a postgraduate course of the School of Nursing and Midwifery within the Faculty of Medicine, Health and Life Sciences. The PG Diploma shall be conferred upon registered students of the University who have undertaken the approved course of study and successfully completed all prescribed assessments, examinations and clinical practice. The course is subject to the General Regulations and Higher Degree Regulations of the University: Calendar Book 1. In addition the following course specific regulations apply

The PG Diploma is a 2 year part time course of preparation leading to the award of a Postgraduate Diploma and to a recordable qualification on the appropriate part of the NMC Professional Register.

Once registered with the University, each student will be assigned a Personal Tutor.

Credit for a module is obtained by satisfying all module requirements and successful completion of the assessment schedule.

Students whose progress appears to be unsatisfactory at any stage of their studies, who are absent from a University examination for a reason not approved by the School, or who record two absent medicals for an assessable component of the course will be referred to the Board of Examiners.

Students whose absence gives cause for concern will be discussed at the Board of Examiners.

Students with extenuating circumstances may be granted a temporary withdrawal from the course. A student is permitted a maximum of two temporary withdrawals during the duration of the course up to a maximum of two academic years in total. Information regarding progress may be shared with the applicant’s seconding authority.

A student on temporary withdrawal may return to the programme at the point where they were last deemed competent. The pass mark for all modules is 50% unless otherwise stated in the module proforma.

Re-sits will be facilitated at the next available opportunity. Where a student has achieved the overall pass mark for a module but has not achieved satisfactory performance in the specified compulsory elements the result may, at the discretion of the Board of Examiners, be recorded as incomplete.

Students with protected characteristics

This programme includes practical and clinical elements where patient safety must be the primary consideration.

Applications will be considered on an individual basis and in conjunction with professional guidelines, Occupational Health and Disability Services.

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

No
NMC

EDUCATIONAL AIMS OF PROGRAMME

To enable students to develop the specialist knowledge, skills and attributes necessary to meet the NMC (UKCC 2001) Standards for Specialist Education and Practice.

LEARNING OUTCOMES

Learning Outcomes: Cognitive Skills

On the completion of this course successful students will be able to:

Identify and critically assess and manage critical clinical events and episodes ensuring safe and effective care.

Teaching/Learning Methods and Strategies

Online learning, lectures, independent study, directed reading and seminar presentations.
Skills using higher levels of judgment and synthesis demonstrated by online forums, learning, group learning activities, problem-based exercises, tutorials

Methods of Assessment

Cognitive / intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which includes detailed questioning).
In accordance with University guidelines for Level 7 assessment.

Provide a range of psychosical and emotional intentions (including counselling, motivational interviewing and supportive conversations) for psychosocial and emotional support for individuals and their carers.

Teaching/Learning Methods and Strategies

Online learning, lectures, independent study, directed reading and seminar presentations.
Skills using higher levels of judgment and synthesis demonstrated by online forums, learning, group learning activities, problem-based exercises, tutorials

Methods of Assessment

Cognitive / intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which includes detailed questioning).
In accordance with University guidelines for Level 7 assessment.

Promote and improve health and prevent disease in individuals and groups

Teaching/Learning Methods and Strategies

Online learning, lectures, independent study, directed reading and seminar presentations.
Skills using higher levels of judgment and synthesis demonstrated by online forums, learning, group learning activities, problem-based exercises, tutorials

Methods of Assessment

Cognitive / intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which includes detailed questioning).
In accordance with University guidelines for Level 7 assessment.

Identify and critically articulate those ethical and legal issues which have implications for nursing practice

Teaching/Learning Methods and Strategies

Online learning, lectures, independent study, directed reading and seminar presentations.
Skills using higher levels of judgment and synthesis demonstrated by online forums, learning, group learning activities, problem-based exercises, tutorials

Methods of Assessment

Cognitive / intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which includes detailed questioning).
In accordance with University guidelines for Level 7 assessment.

Critically advise on educational opportunities and other initiatives that underpin the development and support of specialist knowledge and skills in others.

Teaching/Learning Methods and Strategies

Online learning, lectures, independent study, directed reading and seminar presentations.
Skills using higher levels of judgment and synthesis demonstrated by online forums, learning, group learning activities, problem-based exercises, tutorials

Methods of Assessment

Cognitive / intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which includes detailed questioning).
In accordance with University guidelines for Level 7 assessment.

Contribute to and shape an environment in which clinical practice development is fostered, evaluated and disseminated.

Teaching/Learning Methods and Strategies

Online learning, lectures, independent study, directed reading and seminar presentations.
Skills using higher levels of judgment and synthesis demonstrated by online forums, learning, group learning activities, problem-based exercises, tutorials

Methods of Assessment

Cognitive / intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which includes detailed questioning).
In accordance with University guidelines for Level 7 assessment.

Critically discern, apply and disseminate research findings in nursing practice.

Teaching/Learning Methods and Strategies

Online learning, lectures, independent study, directed reading and seminar presentations.
Skills using higher levels of judgment and synthesis demonstrated by online forums, learning, group learning activities, problem-based exercises, tutorials

Methods of Assessment

Cognitive / intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which includes detailed questioning).
In accordance with University guidelines for Level 7 assessment.

Learning Outcomes: Transferable Skills

On the completion of this course successful students will be able to:

Demonstrate initiative, personal responsibility and leadership in clinical practice

Teaching/Learning Methods and Strategies

Online resources and submissions, simulations, OSCE’s lectures, tutorials, seminars and work based learning.

Methods of Assessment

Simulation, examinations, written course work and assessed seminars (which includes detailed questioning).

Demonstrate the use of advanced communication in clinical practice

Teaching/Learning Methods and Strategies

Online resources and submissions, simulations, OSCE’s lectures, tutorials, seminars and work based learning.

Methods of Assessment

Simulation, examinations, written course work and assessed seminars (which includes detailed questioning).

Exercise decision making skills

Teaching/Learning Methods and Strategies

Online resources and submissions, simulations, OSCE’s lectures, tutorials, seminars and work based learning.

Methods of Assessment

Simulation, examinations, written course work and assessed seminars (which includes detailed questioning).

Competently demonstrate risk management

Teaching/Learning Methods and Strategies

Online resources and submissions, simulations, OSCE’s lectures, tutorials, seminars and work based learning.

Methods of Assessment

Simulation, examinations, written course work and assessed seminars (which includes detailed questioning).

Effectively manage time and efficient use of physical and technological resources

Teaching/Learning Methods and Strategies

Online resources and submissions, simulations, OSCE’s lectures, tutorials, seminars and work based learning.

Methods of Assessment

Simulation, examinations, written course work and assessed seminars (which includes detailed questioning).

Develop personal learning and performance

Teaching/Learning Methods and Strategies

Online resources and submissions, simulations, OSCE’s lectures, tutorials, seminars and work based learning.

Methods of Assessment

Simulation, examinations, written course work and assessed seminars (which includes detailed questioning).

Problem solve in complex situations

Teaching/Learning Methods and Strategies

Online resources and submissions, simulations, OSCE’s lectures, tutorials, seminars and work based learning.

Methods of Assessment

Simulation, examinations, written course work and assessed seminars (which includes detailed questioning).

Work collaboratively with all disciplines, and agencies.

Teaching/Learning Methods and Strategies

Online resources and submissions, simulations, OSCE’s lectures, tutorials, seminars and work based learning.

Methods of Assessment

Simulation, examinations, written course work and assessed seminars (which includes detailed questioning).

Learning Outcomes: Knowledge & Understanding

On the completion of this course successful students will be able to:

Autonomously assess the holistic needs of patients and their families/carers and integrate this into a programme of appropriate treatment and care that is acceptable to the patient.

Teaching/Learning Methods and Strategies

Approaches such as online modules, blended learning sessions, lectures, tutorials, seminars, self-directed learning, reading from peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through written examinations, simulation, OSCE’s, assignments and seminar presentations

Work autonomously within a multi-disciplinary/ multi-agency, interprofessional and transdisciplinary context.

Teaching/Learning Methods and Strategies

Approaches such as online modules, blended learning sessions, lectures, tutorials, seminars, self-directed learning, reading from peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through written examinations, simulation, OSCE’s, assignments and seminar presentations

Offer clinical leadership and contribute to the design, implementation and monitoring of quality standards of care

Teaching/Learning Methods and Strategies

Approaches such as online modules, blended learning sessions, lectures, tutorials, seminars, self-directed learning, reading from peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through written examinations, simulation, OSCE’s, assignments and seminar presentations

Contribute to the design and delivery of mult-disciplinary teaching and assessment initiatives and processes

Teaching/Learning Methods and Strategies

Approaches such as online modules, blended learning sessions, lectures, tutorials, seminars, self-directed learning, reading from peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through written examinations, simulation, OSCE’s, assignments and seminar presentations

Contribute to the design, delivery and evaluation of quality improvement initiatives and audit.

Teaching/Learning Methods and Strategies

Approaches such as online modules, blended learning sessions, lectures, tutorials, seminars, self-directed learning, reading from peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through written examinations, simulation, OSCE’s, assignments and seminar presentations

Highlight, disseminate and integrate recommendations from published reports into practice.

Teaching/Learning Methods and Strategies

Approaches such as online modules, blended learning sessions, lectures, tutorials, seminars, self-directed learning, reading from peer reviewed journals and texts.

Methods of Assessment

Knowledge and understanding is predominantly assessed through written examinations, simulation, OSCE’s, assignments and seminar presentations

Learning Outcomes: Subject Specific

On the completion of this course successful students will be able to:

Contribute to the design of, and critically review, implement and evaluate standards of nursing care.

Teaching/Learning Methods and Strategies

Outcomes are achieved through clinical placement and supported practice alongside online learning, lectures, discussions and simulation, discussion groups and critical reading.

Methods of Assessment

These skills are assessed through examinations, simulations, OSCE’s, seminar, clinically focused assignments and the completion of a clinical practice portfolio.

Plan, provide and evaluate specialist clinical nursing care across a continuum of care provision in order to meet the health needs of individuals, carers and the wider community.

Teaching/Learning Methods and Strategies

Outcomes are achieved through clinical placement and supported practice alongside online learning, lectures, discussions and simulation, discussion groups and critical reading.

Methods of Assessment

These skills are assessed through examinations, simulations, OSCE’s, seminar, clinically focused assignments and the completion of a clinical practice portfolio.

Support and empower patients and clients, their families and other carers to influence and participate in decisions concerning their care.

Teaching/Learning Methods and Strategies

Outcomes are achieved through clinical placement and supported practice alongside online learning, lectures, discussions and simulation, discussion groups and critical reading.

Methods of Assessment

These skills are assessed through examinations, simulations, OSCE’s, seminar, clinically focused assignments and the completion of a clinical practice portfolio.

Assess and meet the health needs of patients, clients and carers, critically evaluating the process and delivery of outcomes.

Teaching/Learning Methods and Strategies

Outcomes are achieved through clinical placement and supported practice alongside online learning, lectures, discussions and simulation, discussion groups and critical reading.

Methods of Assessment

These skills are assessed through examinations, simulations, OSCE’s, seminar, clinically focused assignments and the completion of a clinical practice portfolio.

Contribute to the identification and negotiation of learning outcomes for students and help meet these through preceptorship, mentorship, counselling, clinical supervision and creation of an environment conducive to learning

Teaching/Learning Methods and Strategies

Outcomes are achieved through clinical placement and supported practice alongside online learning, lectures, discussions and simulation, discussion groups and critical reading.

Methods of Assessment

These skills are assessed through examinations, simulations, OSCE’s, seminar, clinically focused assignments and the completion of a clinical practice portfolio.

Initiate, contribute to, promote and evaluate innovation and practice developments which contribute to the quality improvement.

Teaching/Learning Methods and Strategies

Outcomes are achieved through clinical placement and supported practice alongside online learning, lectures, discussions and simulation, discussion groups and critical reading.

Methods of Assessment

These skills are assessed through examinations, simulations, OSCE’s, seminar, clinically focused assignments and the completion of a clinical practice portfolio.

MODULE INFORMATION

Programme Requirements

Module Title

Module Code

Level/ stage

Credits

Availability

Duration

Pre-requisite

 

Assessment

 

 

 

 

S1

S2

 

 

Core

Option

Coursework %

Practical %

Examination %

Applied Research Methods and Statistics in Healthcare

NUR7002

7

20

YES

12 weeks

N

YES

70%

0%

30%

Leading and Facilitating

SPR7041

7

20

YES

12 weeks

N

YES

100%

0%

0%

Biomedical Aspects of Cancer Nursing

SPR7042

7

20

YES

12 weeks

N

YES

100%

0%

0%

Practice Competency Profile

SPR3000

7

0

24 weeks

N

YES

100%

0%

0%

Assessment and Advanced Communication

SPR7067

7

20

YES

12 weeks

N

YES

100%

0%

0%

Notes

The Specialist Practice programme has a modular design. It follows a two semester academic year and is offered as part-time study over two years. The programme must be completed within 5 years. Fifty per cent of the programme will be theoretical; students must undertake all required core and field modules worth 120 CATS over a two year period and modules will be published on a yearly basis depending on the requirements of students registered. And fifty per cent of the programme will be practice based . This will normally be undertaken within the student's place of work. Additional practice placements may be necessary.