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Undergraduate Programme Specification

Graduate Diploma - Anaesthetic Nursing

Academic Year 2021/22

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 processes. All degrees are awarded by Queen's University Belfast.

Programme Title Graduate Diploma - Anaesthetic Nursing Final Award
(exit route if applicable for Postgraduate Taught Programmes)
Graduate Diploma in Specialist Practice in Nursing
Programme Code SPQ-GR-AC UCAS Code HECoS Code 100747 - Medical nursing - 100
ATAS Clearance Required No
Mode of Study Part Time
Type of Programme Undergraduate Diplom Length of Programme 2 Calendar Year(s) Total Credits for Programme 120
Exit Awards available

Institute Information

Teaching Institution

Queen's University Belfast

School/Department

Nursing & Midwifery

Quality Code
https://www.qaa.ac.uk/quality-code

Higher Education Credit Framework for England
https://www.qaa.ac.uk/quality-code/higher-education-credit-framework-for-england

Level 6

Subject Benchmark Statements
https://www.qaa.ac.uk/quality-code/subject-benchmark-statements

The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies
https://www.qaa.ac.uk/docs/qaa/quality-code/qualifications-frameworks.pdf

Nursing (2009)

Accreditations (PSRB)

Nursing and Midwifery Council

Date of most recent Accreditation Visit 27-11-20

Regulation Information

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

No

Programme Specific Regulations

Entry Requirements
1. Hold a first level Registered Nurse qualification 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 area of Specialist Practice being undertaken.
3. Hold a primary degree.
4. Those seeking a DHSSPSNI commissioned place must have the permission and support of the relevant 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.

Recognition of Prior Learning
Applicants who have studied a core module as a stand-alone module at QUB before accessing the programme will be identified by the School at application shortlisting. You may exempt from a module if you have not used the credits towards an academic award. The University RPL process will be followed for students requesting exemptions from other institutions.

The University does not permit double counting of modules. For example, applicants with a BSc taken from the School will be exempt from relevant modules on this Level 6 programme and will be granted the NMC recordable qualification only.

Examination
The programme is governed by the University General Regulations.

Attendance
A minimum of 75% class attendance is required. Students who fail to satisfy the attendance requirements may be permanently withdrawn from the programme.

Professional Competence & Ensuring Balance between Theory and 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 and the NMC (2018) Standards for Supervision and Assessment 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 Health Care Trust, Manager, Practice Education Facilitator (PEF), Programme Co-ordinator, Pathway Leader and Practice Supervisor/ Practice Assessor for each specialist pathway. Practice Supervisors/ Practice Assessors are notified of this through the 'Update for Practice Supervisors/Practice Assessor” days.

The NMC
Adherence to protected time (75 days over 2 years) is monitored on an ongoing basis by the PEF, Practice Supervisor/Practice Assessor 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 UK Working Time Directives/ Regulations 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 NIPAD SPQ (50% practice) is a continuous developmental model where students identify through self-assessment 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 Practice Supervisor/Practice Assessor at the initial meeting.
A tripartite collaboration between the student, Practice Assessor and Academic Assessor 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.

The student will be required to provide evidence of the integration of theoretical knowledge as applied to their specific specialty in the NIPAD SPQ. Weekly direct and/or indirect contact between student and Practice Supervisor/Practice Assessor ensures ongoing reflection, problem-solving and development of leadership and specialist skills are fostered.
Also, regular and informed tripartite meetings take place throughout the 2-year programme to track the student's progress and discuss any issues of concern highlighted by the Practice Supervisor/Practice Assessor or Pathway Leader and an action plan put in place to resolve challenges to progress.

Progress
The Graduate Diploma in Specialist Practice (hereafter referred to as the Programme) is an undergraduate course of the School of Nursing and Midwifery within the Faculty of Medicine, Health and Life Sciences. The award 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 of the University. In addition, the following course specific regulations apply.

The programme is a 2-year part time course of preparation leading to the award of a Graduate Diploma and a recordable qualification on the appropriate part of the Professional Register maintained by the NMC.
On registration 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 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. Students must complete all modules and achieve satisfactory performance in all compulsory elements. The pass mark for all modules is 40% 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
Fitness to Practise programmes are those which permit students to enter a profession which is itself subject to Fitness to Practise rules.

Educational Aims Of Programme

To enable students to develop professional knowledge, skills and behaviours necessary to meet the NMC (2001) standards for specialist education and the NMC (2018) Standards for Supervision and Assessment.

Learning Outcomes

Learning Outcomes: Cognitive Skills

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

Critically assess and manage critical clinical events ensuring safe and effective care.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

Provide counselling, psychosocial and emotional support for individuals and their carers.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

Promote and improve health and prevent disease in individuals and groups.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

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

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

Critically advise on educational opportunities that underpin the development and support of specialist knowledge and skills

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

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

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

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

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

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

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

Display the use of advanced communication in clinical practice

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

Exercise decision making skills

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

Competently demonstrate risk management

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

Effectively manage time and efficient use of physical and technological resources

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

Develop personal learning and performance

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

Problem solve in complex situations

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

Work collaboratively with all disciplines, and agencies.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews
Structured reports

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

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

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

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

Provide clinical leadership and ensure the implementation and monitoring of quality service delivery.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

Contribute to teaching and assessment of others in a multidisciplinary context

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

Contribute to quality assurance initiatives and audit.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

Contribute to quality assurance initiatives and audit.
Integrate recommendations from published reports into practice.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

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

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self-directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Knowledge and understanding is predominantly assessed through:
Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

Learning Outcomes: Subject Specific

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

Set, implement and evaluate standards of nursing intervention by actioning specialist clinical nursing care across a range of patient services.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self- directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

Support and empower patients and clients, their families and other carers to influence and participate in decisions concerning their care by providing information on a range of specialist nursing care and services.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self- directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

Lead and facilitate learning in relation to identified health need for patients, clients and carers.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self- directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

Empower patients/clients and their carers to access available services, equipment, and information and, if possible, help them to participate in decisions concerning their care.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self- directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

Ensure effective learning experiences and opportunities to achieve learning outcomes through preceptorship, mentorship, counselling, simulation, clinical supervision, action learning and provision of an educational environment.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self- directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

Initiate and lead practice developments to enhance service delivery.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self- directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

Have political awareness of a dynamic health care environment.

Teaching/Learning Methods and Strategies

Clinical placement and clinical supervision
Clinical competencies
Online learning/ Blended learning
Lectures
Tutorials
Simulation Discussion groups Critical reading.
Self- directed learning
Clinical placements
Anatomy classes
Action learning sets
Reflection
Required reading from peer reviewed journals and texts.
Case studies
Structured reports

Methods of Assessment

Examinations
Seminar/ Presentations
Clinically focused assignments
OSCEs/ OSCLER’s
Project management and Business plans
SPQ NIPAD
Conference abstracts
Literature reviews

Module Information

Stages and Modules

Module Title Module Code Level/ stage Credits

Availability

Duration Pre-requisite

Assessment

S1 S2 Core Option Coursework % Practical % Examination %
Research and Development in Clinical Practice SPR3101 1 20 YES 12 weeks N YES 0% 0% 100%
Practice Skills in Anaesthetic Nursing SPR3080 2 20 YES 12 weeks N YES 0% 100% 0%
Anaesthetic Nursing - Physiology and Psychology SPR3079 1 20 YES 12 weeks N YES 0% 0% 100%
Anaesthetic Management: Specialist Nurses SPR3081 2 20 YES 12 weeks N YES 100% 0% 0%
Leading in Health and Social Care SPR3078 2 20 YES 12 weeks N YES 100% 0% 0%
Enhanced Person-centred Practice SPR3077 1 20 YES 12 weeks N YES 100% 0% 0%
Practice Competency Profile SPR3100 2 0 YES YES 52 weeks N YES 100% 0% 0%
Practice Competency Profile SPR3100 1 0 YES YES 52 weeks N YES 100% 0% 0%

Notes

Programme Requirements 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 five years. Fifty per cent of the programme will be theoretical; students must undertake all required core and specialist specific 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. Fifty per cent of the programme will be practice-based. This will normally be undertaken within the student's place of work. Some practice placements are necessary. Please note: SPR3100 SPQ NIPAD Practice Competency Profile continues throughout the two year of the programme.