Programme Title

PgDip Specialist Practice - Tissue Viability Nursing

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

Postgraduate Diploma

Programme Code

SPR-PD-TV

UCAS Code

HECoS Code

100747

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

Awarding Institution/Body

Queen's University Belfast

Teaching Institution

Queen's University Belfast

School/Department

Nursing & Midwifery

Framework for Higher Education Qualification Level 
www.qaa.ac.uk

Level 7

QAA Benchmark Group
www.qaa.ac.uk/quality-code/subject-benchmark-statements

Nursing (2009)

Accreditations (PSRB)

Nursing and Midwifery Council

Date of most recent Accreditation Visit 08-05-14

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

N/A

Programme Specific Regulations

Programme Specific Regulations
Examinations
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 will be referred to the Course Director.

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.
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. Students must have 75 days (563 hours) contact time with the “Sign Off” mentor in the two year programme (NMC, 2001) 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.

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 programme is subject to the University Calendar Regulations. In addition the following programme specific regulations apply:

The PG Diploma is a 2 year part time programme 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 programme. A student is permitted a maximum of two temporary withdrawals during the duration of the programme 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

Programme Specific Regulations
Examinations
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 will be referred to the Course Director.

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.
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. Students must have 75 days (563 hours) contact time with the “Sign Off” mentor in the two year programme (NMC, 2001) 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.

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 programme is subject to the University Calendar Regulations. In addition the following programme specific regulations apply:

The PG Diploma is a 2 year part time programme 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 programme. A student is permitted a maximum of two temporary withdrawals during the duration of the programme 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.

Are students subject to Fitness to Practise Regulations

(Please see General Regulations)

Yes
Yes

Learning Outcomes: Cognitive Skills

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

Identify, critically assess, manage clinical events and episodes reducing risks, 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 and clinical placements.

Methods of Assessment

Cognitive/ intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which include 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, 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 current DHSSPSSNI and government reports, 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:

Initiate, contribute to, promote, evaluate innovation and practice developments in Tissue Viability which contribute to 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.

Learning Outcomes: Transferable Skills

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

Exhibit initiative, personal responsibility and leadership in clinical practice

Teaching/Learning Methods and Strategies

Online resources, integrative simulations, lectures, tutorials, seminars and work based learning.

Methods of Assessment

OSCE’s, lectures, tutorials, seminars and work based learning.
Clinical Competency profile portfolio

Progress monitoring over 2 years

Learning Outcomes: Cognitive Skills

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

Provide a range of psychosocial and emotional interventions (including counselling, motivational interviewing and supportive conversations) 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 and clinical placements.

Methods of Assessment

Cognitive/ intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which include detailed questioning).

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 and clinical placements.

Methods of Assessment

Cognitive/ intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which include detailed questioning).

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 and clinical placements.

Methods of Assessment

Cognitive/ intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which include detailed questioning).

Critically advise on educational opportunities, other initiatives that underpin the development, 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 and clinical placements.

Methods of Assessment

Cognitive/ intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which include detailed questioning).

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 and clinical placements.

Methods of Assessment

Cognitive/ intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which include detailed questioning).

Critically discern, apply and disseminate research findings in Tissue Viability 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 and clinical placements.

Methods of Assessment

Cognitive/ intellectual skills are assessed throughout the programme, including simulation, OSCE’s, examinations, written course work and assessed seminars (which include detailed questioning).

Learning Outcomes: Knowledge & Understanding

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

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

Teaching/Learning Methods and Strategies

Approaches such as online modules, blended learning sessions, lectures, tutorials, seminars, self-directed learning, reading from current DHSSPSSNI and government reports, 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 multi-disciplinary teaching, assessment initiatives in Tissue Viability Care.

Teaching/Learning Methods and Strategies

Approaches such as online modules, blended learning sessions, lectures, tutorials, seminars, self-directed learning, reading from current DHSSPSSNI and government reports, 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 current DHSSPSSNI and government reports, 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 current DHSSPSSNI and government reports, 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, critically review, implement and evaluate standards of Tissue Viability 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.

Learning Outcomes: Knowledge & Understanding

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

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

Teaching/Learning Methods and Strategies

Approaches such as online modules, blended learning sessions, lectures, tutorials, seminars, self-directed learning, reading from current DHSSPSSNI and government reports, 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:

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

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.

Learning Outcomes: Transferable Skills

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

Demonstrate the use of advanced communication in clinical practice

Teaching/Learning Methods and Strategies

Online resources, integrative simulations, lectures, tutorials, seminars and work based learning.

Methods of Assessment

OSCE’s, lectures, tutorials, seminars and work based learning.
Clinical Competency profile portfolio

Progress monitoring over 2 years

Exercise decision making skills

Teaching/Learning Methods and Strategies

Online resources, integrative simulations, lectures, tutorials, seminars and work based learning.

Methods of Assessment

OSCE’s, lectures, tutorials, seminars and work based learning.
Clinical Competency profile portfolio

Progress monitoring over 2 years

Competently implement risk management strategies

Teaching/Learning Methods and Strategies

Online resources, integrative simulations, lectures, tutorials, seminars and work based learning.

Methods of Assessment

OSCE’s, lectures, tutorials, seminars and work based learning.
Clinical Competency profile portfolio

Effectively manage time and efficient use of physical and technological resources

Teaching/Learning Methods and Strategies

Online resources, integrative simulations, lectures, tutorials, seminars and work based learning.

Methods of Assessment

OSCE’s, lectures, tutorials, seminars and work based learning.
Clinical Competency profile portfolio

Develop personal learning and performance

Teaching/Learning Methods and Strategies

Online resources, integrative simulations, lectures, tutorials, seminars and work based learning.

Methods of Assessment

OSCE’s, lectures, tutorials, seminars and work based learning.
Clinical Competency profile portfolio

Problem solve in complex situations

Teaching/Learning Methods and Strategies

Online resources, integrative simulations, lectures, tutorials, seminars and work based learning.

Methods of Assessment

OSCE’s, lectures, tutorials, seminars and work based learning.
Clinical Competency profile portfolio

Work collaboratively with all disciplines, and agencies.

Teaching/Learning Methods and Strategies

Online resources, integrative simulations, lectures, tutorials, seminars and work based learning.

Methods of Assessment

OSCE’s, lectures, tutorials, seminars and work based learning.
Clinical Competency profile portfolio.