university of plymouth · c18. meet the requirements for an nmc recordable qualification as a...

University of Plymouth

Faculty of Health and Human Sciences

School of Nursing and Midwifery

Programme Specification

MSc/Pg Dip/Pg Cert

Contemporary Healthcare

(Education)

Updated following Minor Change for implementation 2018-19

Date of approval: 03 July 2015 Proposed date of implementation: September 2016 Year of first award: 2016

2 MSc Contemporary Healthcare (Education) – Programme Specification


1. Programme Title: Pg Cert / Pg Dip / MSc Contemporary Healthcare

(Education)

Final award titles: MSc Contemporary Healthcare (Education)

Level 7 Intermediate award title(s):

Postgraduate Certificate in Contemporary Healthcare (Education)

Postgraduate Diploma in Contemporary Healthcare (Education)

UCAS code: N/A

JACS code: B790

2. Awarding Institution: University of Plymouth

Teaching institution(s): University of Plymouth

3. Accrediting body: NMC (for Pg Cert Contemporary Healthcare

(Education) only)

Date of re-accreditation – due July 2021

4. Distinctive Features of the Programme and the Student Experience

The programme enables the development of ‘lifelong learning’ skills, the ability to

function autonomously and flexibly and continue to develop as an effective

practitioner and member of the inter-professional team, in the ever changing

health and social care environment.

Through the contemporary focus of the programme, the intention is that students

advance their knowledge and skills with the consequence that they will be well

positioned to develop and improve practice in terms of efficiency, effectiveness

and quality. This should lead to improved ways of learning and teaching in

practice as well as ways of working with a resultant impact on patient care

ensuring a culture that fosters knowledge, understanding and research-informed

excellence and sustainability developing competencies in the use of information

technology, social media and decision making.

The programme builds on previous and existing good practice and has been

adapted to reflect service, political and professional changes whilst maintaining a

clear focus on the University strategy and ensuring a quality student experience.


Research-informed teaching will support the programme, with an emphasis on

ensuring an evidence-based programme is delivered utilising the range of skills

and experience available within the programme team.

Development of the new programme has been achieved through close

collaboration between key stakeholders including students, clinical representatives

and academics. The programme development team has been conscious of the

need to enhance the student experience, confirm the students as partners in their

education, and advocate academic excellence whilst ensuring that the programme

meets contemporary service.

The distinctive features of the programme are:

Students studying the MSc Contemporary Healthcare (Education) are

part of an academic community empowered to work with others

professionals, carers and users. The PGCAP strengthens this as they

study alongside all new academics from across the disciplines and

forge relationships in the academic arena

A student-centred approach to the programme structure providing

flexibility in the choice of modules for the programme award.

A seamless journey from practitioner to educator, taking into account

pedagogy, research, educational practice, diversity

A programme that is creative, innovative using the latest technological

developments to gain, impart and apply current knowledge using a

blended learning approach. The PGCAP uses a range of teaching and

learning approaches to stimulate thinking and dialogue about

pedagogies

The programme enables local provision of education at an advanced

level

The programme meets the local needs of professionals within the

region as well as national students

Students choose a route within the programme to meet their personal

and professional development need.

Flexible delivery to accommodate student choice

The programme includes compulsory core modules, as well as optional

modules. Optional modules may be chosen from those specified in the

award specific modules. These will enable students to enhance their

knowledge and skills in a specific area of their choice

A contemporary and dynamic programme responsive to the changing

health and social care environment; including tele-health and

sustainability

The programme utilises blended learning to include various learning

and teaching strategies such as e-learning and problem based learning


Opportunities to study collaboratively in an inter-professional setting

with inter-professional core and optional modules

Professorial level input into curriculum design and delivery of modules;

Research informed teaching embedded throughout curriculum

The programme is delivered by a team with extensive experience in the

delivery of Masters level modules and a diverse range of health and

social care education experience

The programme has been developed by the academic team in

collaboration with students and service providers

Close partnership working with students and educators contributing to

the teaching and assessment strategy

The programme meets the requirements of professional bodies such as

the NMC as well as the Higher Education Academy

o Completion of recordable teaching qualification

o Associate Fellowship or Fellowship of the HEA

o Further CPD opportunities to gain a Senior Fellowship or Principal

Fellowship are available in their ongoing academic career.

The maximum time allowed for completion of an MSc is normally 6

years

To encourage flexible delivery a number of modules will be delivered

via e-learning

Subject to approval, further modules may be added to the suite of

optional modules in line with developments in teaching and learning in

Higher Education

There are themes within the programme that integrate the theory and practice of

education within the modules, where appropriate. These include:

Policies and frameworks

Educational climate

Fundamental pedagogic and professional underpinnings that are

essential to teaching and learning

Evidence- based educational practice

Facilitating learning

Teaching skills

Evaluation, assessment and feedback

Management and leadership

Interpersonal skills and communication

Ethical issues

Legal issues

Applied research

Equality and diversity


5. HEA Accreditation

The completion of the 20 credit module PGCAP711 enables participants to meet the

necessary requirements for an Associate Fellowship of the Higher Education

Academy (HEA) (i.e.PGCAP711). Fellowship of the HEA requires PGCAP711 plus

PGCAP714 to be completed. (See PGCAP documentation).

The University of Plymouth Teaching Development Framework

(https://www.plymouth.ac.uk/your-university/teaching-and-learning/qualifications-

and-accreditation/tdf) is available to colleagues with more than three years FTE in

HE.

6. NMC Recordable Qualification as ‘Teacher’ (See Annexure I )

Successful completion of the Faculty of Health and Human Sciences, School of

Nursing and Midwifery programme, enables Nurses, Midwives and SCPHN and

Midwives to attain a Postgraduate Certificate Contemporary Healthcare (Education),

as well as a ‘recordable teaching qualification’ with the NMC provided they meet the

specific learning outcomes, have undertaken 360 hours of assessed teaching

activity and have achieved the competency standards as demonstrated within the

professional portfolio.

7. Relevant QAA Subject Benchmark Group(s)

The Programme is informed by the Quality Assurance Agency (QAA) Framework

for Higher Education Qualifications (FHEQ) in England, Wales and Northern

Ireland for level 7 study (QAA 2014).

https://www.plymouth.ac.uk/your-university/teaching-and-learning/qualifications-and-accreditation/tdf

https://www.plymouth.ac.uk/your-university/teaching-and-learning/qualifications-and-accreditation/tdf


8. Programme Structure

Figure 1: Programme Structure: Strategic overview


The MSc Contemporary Healthcare (Education) programme is based in the School

of Nursing and Midwifery.

The programme offers exit awards of Postgraduate Certificate/Diploma or Masters

in Contemporary Healthcare (Education).

The postgraduate certificate will comprise 60 credits, postgraduate diploma 120

credits and the MSc 180 Credits.


Figure 2 Illustration of Programme Structure

* PGCAP 711 must be completed before a student can commence MCH513.

Core

Introduction to teaching and

learning PGCAP711* 20 Credits

Core

Teaching for Practice MCH513

40 Credits

Core

Dissertation MCH504

60 Credits

Core

APP745

Research Methodology and

Application

20 credits

Core

ADV715

Project Design for Research

20 credits

Post Graduate

Certificate

60 Credits

Post Graduate

Diploma

120 Credits

Optional modules

Developing professional

practice PGCAP712 20 credits

OR

Negotiated Study

Module PGCAP714 20 credits

Masters

180 Credits


Programme Specific Modules:

PgCert

Introduction to learning and teaching

Teaching for practice

Programme Optional Modules

Negotiated study module (20)

Developing professional practice (20)

9. Aims

9.1 Programme Aims

The overall aim of the programme is to equip health professionals to advance and

apply educational knowledge and skills by:

Developing a contemporary approach to health and social care education

through advancing and utilising knowledge and skills in professional

practice;

Ensuring professional practice is underpinned by a focus on excellence

and sustainability by developing a critical, analytical and creative

approach;

Equipping individuals for lead roles in management, clinical practice

and/or education;

Designing and undertaking research that will enhance and develop

patient care and/or service provision.

The programme will enable a competent advanced healthcare practitioner with

applied knowledge and skills, critical and reflective thinking to practice at an

advanced level within ethical and legal boundaries, thereby fostering personal and

professional development, contribution to professional knowledge as well as

lifelong learning.

This inter-professional programme enables those working in health and social care

to develop their educational expertise, take a lead and become innovative

facilitators and gain a recognised teaching qualification. This inter-professional

programme enables students to meet their learning and continuous professional

development needs.

Achieve NMC recordable teaching qualification.

Achieve Associate Fellowshipship of the HEA.


10. Overall programme outcomes

On completion, graduates should be able to:

To achieve a Postgraduate Certificate, students will demonstrate their ability

to:

C1. Exhibit awareness of current issues influencing the organisation and

delivery of health and social care education.

C2. Apply ethical principles as well as advanced critical and analytical

skills to developments in current health and social care educational

practice.

C3. Develop the advanced skills to deal with interprofessional complex

educational issues, including assessment, systematically and

creatively, required by senior health and social care professionals.

C4. Appraise change in health and social care educational practice.

C5. Establish expert knowledge and practice in health and/or social care

education, including interprofessional teaching and learning.

C6 Facilitate the development of work-based learning, clinical reasoning,

clinical decision making as well as educational leadership to improve

service user experience in all contexts.

C7 Present cogently reasoned arguments, based on critical analysis and

synthesis of evidence from policy, theory and research-based

evidence.

C8 Communicate and work with others from the same and different

professional backgrounds, and service users, to investigate, evaluate

and improve educational provision.

C9 Engage in educational assessment.

C10. Share good practice.

C11. Apply an appropriate values-based body of knowledge and skills

which enhance expert practitioners and leaders in the provision and

development of services.

C12. Critically analyse the legal boundaries and implications for the

delivery of safe and effective health or social care practice within a


wide variety of inter-professional and inter-agency contexts and

settings.

C13. Review current educational practice and the underpinning evidence

base.

C14. Prepare reflective practitioners able to take responsibility for their

own continuing professional development.

C15. Integrate information technology within education practice

C16. Apply educational entrepreneurship and principles of sustainability to

educational practice.

C17. Empower students as partners in education

C18. Meet the requirements for an NMC recordable qualification as a

‘teacher’.

C19. Demonstrate the appropriate knowledge, learning and teaching

activities, and professional values to meet requirements of Higher

Education Academy accreditation.

To achieve a Postgraduate Diploma, students will also demonstrate their

ability to:

D1. Apply advanced critical and analytical skills in order to evaluate

research and implement recent developments in educational

practice.

D2. Explore specialist understanding of research applicable to an area of

educational practice.

D3. Investigate practice and educational provision using appropriate

research.

D4. Advocate the improvement of educational practice.


To achieve an MSc, students will also demonstrate their ability to:

M1. Design, conduct, analyse, interpret and write up a piece of research

that may demonstrate a contribution to improvement in educational

practice.

These will be achieved through teaching and learning strategies that include:

A wide range of student centred learning approaches, blended learning, directed

student and student led study with analysis and application to the practice setting

throughout modules.

11. Intended Programme Learning Outcomes

11.1 Knowledge and understanding

On successful completion, graduates should have developed:

1) A systematic understanding of knowledge, and a critical awareness

of current problems and/or new insights, much of which is at, or

informed by, the forefront of their academic discipline, field of study,

or area of professional practice.

2) Present cogently reasoned arguments, based on critical analysis and

synthesis of evidence from policy, theory and research-based

evidence, to inform and implement work plans.

3) Engage in and reflect on continuing personal development to

improve personal/ professional knowledge and demonstrate

advanced practice.

4) A comprehensive understanding of techniques applicable to their

own research or advanced scholarship.

5) Originality in the application of knowledge, together with a practical

understanding of how established techniques of research and

enquiry are used to create and interpret knowledge in the discipline.


Lectures, seminars, workshops, self-directed study, and use of communication

and information technologies e.g. webinars

Assessment methods include:

Oral presentation, summative observation in practice, preparation of learning

package, portfolio and teaching log, essay, critical literature review, research

protocol, dissertation.


11.2. Cognitive and intellectual skills

On successful completion, graduates should have developed the ability to:

1) Critically analyse educational policy, research and theoretical

literature.

2) Synthesise arguments and results from varying sources including

research, policy and theoretical literature.

3) Critically reflect on professional practice and incorporate knowledge to

enhance practice.

4) Develop critical arguments around education research, policy and

theory.

5) Apply knowledge gained from advanced study to professional practice.

6) Demonstrate their ability to teach a variety of students in various

settings using the latest technologies.

7) Manage their educational development.


Group discussion, seminars, group and individual tutorials, on-line study tasks, e-

technologies including webinars, narrated PowerPoint presentations, podcasts and

interactive materials plus synchronous and asynchronous discussion fora.


Essay, critical literature review, oral presentation, case study, critical reflections on

practice and development of learning package.

11.3. Key and transferable skills

On successful completion, graduates should have developed the ability to:

1) Deal with complex issues both systematically and creatively, make

sound judgements in the absence of complete data, and

communicate their conclusions clearly to specialist and non-specialist

audiences.

2) Demonstrate self-direction and originality in tackling and solving

problems, and act autonomously in planning and implementing tasks

at a professional or equivalent level; non-specialist audiences.


Small group presentations, active participation in group discussions, problem

based case studies, e-technologies including use of a managed learning

environment to host a variety of study materials and synchronous and

asynchronous discussions.


Essays, reports, oral presentations.


11.4. Employment related skills

On successful completion, graduates should have developed:

1) The exercise of initiative and personal responsibility.

2) Decision-making in diverse, complex and unpredictable contexts.

3) The independent learning ability required for continuing professional

development.

4) Meet expectations for knowledge, skills and aptitude to enable the

student to teach health professionals and students in a wide range of

settings.


A wide range of student centred learning approaches, directed student and

student led study with analysis and application to the service setting throughout

modules.


A variety that are used throughout the programme incorporating assessment of

transferable skills. These may include: examinations, tests undertaken in team-

based learning, essays including case studies and reflection, portfolios, Objective

Structured Clinical Examination (OSCE), presentations and project outputs.

11.5. Practical skills

On successful completion graduates should have developed:

1) Responsibility for their own educational practice applying ethical, legal

and professional principles.

2) Provision of an environment of care in which the uniqueness of each

individual is valued and is a commitment to fair and anti-discriminatory

practice.

3) Ability to proactively adopt appropriate strategies to enhance learning for

patients and colleagues.

4) Communicate and work with others from the same and different

professional backgrounds to investigate, evaluate and improve service

provision.

5) Apply ethical principles to inform practice at all times.

6) Collaborate to share good practice.



A variety that are used throughout the programme incorporating assessment of

transferable and practical skills. These may include: web based learning activities,

e-portfolio, seminars, presentations, learning packages and teaching logs.

12. Admissions Criteria, including APCL, APEL and DBS arrangements

In order to commence this programme, the student must meet the University’s

entry requirements for study at postgraduate level. Applicants will normally have a

first degree, BSc (Hons) at 2.1 or above; or European first cycle equivalent plus for

UK based students a professional qualification in health or social care. Those

individuals without a degree but with appropriate practice-related experience

relevant to the programme may be eligible to apply.

The Education programme requires students to have access to learners as

follows:

The PGCAP 711 requires 15 hours of teaching and learning activity in relation to

HE students.

The PGCAP 712 requires 50 hours of teaching and learning activity in relation to

HE students.

No student is to go into practice before all DBS checks have been completed,

returned and checked by the University admissions team prior to confirmation of

admission to the programme. This overrides any local policies and procedures by

any placement provider in respect to DBS requirements and adheres to NMC

requirements in respect of protection of the public. The DBS process will be

funded by the Trust or the student and must be completed prior to commencing

the programme.

Applicants where English is not the first language must also provide evidence of

competence in written and spoken English in accordance with the University’s

Admissions Code of Practice i.e. IELTS minimum of 7 in each part.

Each potential student will be assessed for their ability to study at Master’s level

and therefore an interview may be necessary. Candidates without a first degree at

2.1 or above (or European first cycle equivalent) will normally be required to

submit a short piece of writing as part of the admissions process.


AP(E)L:

Claims for credit for prior learning, whether certificated or experiential are

accepted and will be assessed following University regulations and Faculty

procedures.

European Credit Transfer and Accumulation System (ECTS)

This programme is equivalent to 90 ECTS credits (second cycle) with 30 ECTS

credits at post graduate certificate, 60 credits at postgraduate diploma and 90

credits at Masters Degree. Each 20 credit module has the equivalent of 10 ECTS

credits and assumes a notional student effort of between 200 hours.

12.1 Specific entry requirements for PG Cert Contemporary Healthcare

In order to enter a programme leading to a recordable teaching qualification on the

NMC register nurses and midwives who make judgements regarding student

proficiency, safe and effective practice must:

Be registered in the same part or sub-part of the register as the

students they support.

Apply due regard to learning and assessment in practice.

Have completed three years post-registration experience.

Have extended their professional knowledge, skills and competency to

at least first degree level.

Have the abilities to lead programme development and co-ordinate the

work of others with regard to student education.

Support interprofessional learning and working, select learning

opportunities and support practice development.

Must have access to HG1 pre- registration and postgraduate learning

opportunities.

Generate and use cross professional assessment criteria, supervise

mentors, practice teachers and teachers from other professions.

Ability to teach and assess in both practice and academic settings

contributing to decisions about fitness for practice.

Able to provide leadership in education in practice and academic

settings.

A programme of study to meet the NMC requirements must be:

At a minimum level of postgraduate study.

At least one academic year in duration.

Include a minimum of 12 weeks (360 hours) teaching practice with

students studying on an approved NMC programme.

Demonstrate achievement of all outcomes of Stage 4.


Take into account HEA National Professional Standards Framework for

Teaching and Supporting Learning in Higher Education (HEA, 2014).

Allow credit for appropriate prior and prior experiential learning.

13. Titles and criteria for Final and Intermediate Awards

The programme will offer exit awards of:

Pg Cert/Pg Dip/MSc Contemporary Healthcare (Education).

14. Exceptions to Regulations

Normal University of Plymouth Regulations will apply to this programme and

awards.

15. Transitional Arrangements

The Pg Cert/Pg Dip/MSc Contemporary Healthcare programme was re-validated

in September 2015, therefore no current students are likely to be affected by the

addition of this new programme. However, there may be students who have

undertaken ‘stand-alone’ modules or parts of another programme that are included

in the new programme who may wish to enrol on or transfer to the Education

programme. Requests for enrolment or transfer onto this programme will be

considered on an individual basis.

All students on the current programme of study will be contacted in order to inform

them of the changes to the postgraduate provision in the School, and any possible

effect it may have on them. It is planned that current students will be able to

complete the course of study in which they are enrolled. Any current student and

students who have interrupted or have single modules can be advised on an

individual level by the Programme Lead.


16. Mapping

15.1 Programme aims

The aim of the programme is to equip health professionals to advance and apply

educational knowledge and skills by:

1. Developing a contemporary approach to health and social care

education through advancing and utilising knowledge and skills in

professional practice;

2. Ensuring professional practice is underpinned by a focus on excellence

and sustainability by developing a critical, analytical and creative

approach;

3. Equipping individuals for lead roles in management, clinical practice

and/or education;

4. Designing and undertaking research that will enhance and develop

patient care and/or service provision.

5. Achieve NMC recordable teaching qualification.

6. Achieve Associate Fellowship of HEA.

15.2 Mapping of Aims and Intended Learning Outcomes

a. Mapping of overall intended programme learning outcomes against

modules

b. Mapping of overall intended programme learning outcomes against

modules

c. Mapping of overall intended programme learning outcomes against core

modules

d. Mapping of overall intended programme learning outcomes against

programme modules

e. Mapping of SEEC level descriptors to intended programme outcomes

f. Mapping postgraduate attributes and skills within core modules

g. Mapping postgraduate attributes and skills within optional modules

h. Mapping module assessment in the Contemporary Healthcare Programme

Note:

There is no specific mapping for the Knowedge and Skills Framework (2004).

The core and specific dimensions of the framework have been considered

and reflected in the above mapping exercises


Programme specific core modules:

1. Introduction to learning and teaching

2. Teaching for practice

Core modules:

3. Research Methodology and Application APP745

4. Research and project design ADV715

5. Dissertation

Note:

The above numbers are used to represent modules in the Table below.


a. Mapping of overall intended programme learning outcomes against modules

Intended Programme Learning Outcomes Masters (M) Level Related (Core)

Modules

Knowledge/Understanding

1) A systematic understanding of knowledge, and a critical awareness of current problems

and/or new insights, much of which is at, or informed by, the forefront of their academic

discipline, field of study, or area of professional practice.

2) Present cogently reasoned arguments, based on critical analysis and synthesis of evidence

from policy, theory and research-based evidence, to inform and implement work plans

3) Engage in and reflect on continuing personal development to improve personal/

professional knowledge and demonstrate advanced practice

4) A comprehensive understanding of techniques applicable to their own research or

advanced scholarship.

5) Originality in the application of knowledge, together with a practical understanding of how

established techniques of research and enquiry are used to create and interpret knowledge

in the discipline.

2,3,4,5

Cognitive/Intellectual Skills

1) Critically analyse educational policy, research and theoretical literature

2) Synthesise arguments and results from varying sources including research, policy and

theoretical literature

3) Critically reflect on professional practice and incorporate knowledge to enhance practice

4) Develop critical arguments around education research, policy and theory

2, 3,4,5



Modules

5) Apply knowledge gained from advanced study to professional practice

6) Demonstrate their ability to teach a variety of students in various settings using the latest

technologies

7) Manage their educational development.

Key/Transferable Skills (generic)

1) Deal with complex issues both systematically and creatively, make sound judgements in the

absence of complete data, and communicate their conclusions clearly to specialist and non-

specialist audiences.

2) Demonstrate self-direction and originality in tacking and solving problems, and act

autonomously in planning and implementing tasks at a professional or equivalent level; non-

specialist audiences.

2,3,4

Employment-related Skills

1) The exercise of initiative and personal responsibility;

2) Decision-making in diverse, complex and unpredictable contexts; and

3) The independent learning ability required for continuing professional development.

4) Meet expectations for knowledge skills and aptitude to enable the student to teach service

users, health professionals and students in a wide range of settings.

2,3,4



Modules

Practical Skills (subject specific)

1) Responsibility for their own educational practice applying ethical, legal and professional

principles.

2) Provision of an environment of care in which the uniqueness of each individual is valued

and is a commitment to fair and anti-discriminatory practice.

3) Ability to proactively adopt appropriate strategies to enhance learning for colleagues.

4) Communicate and work with others from the same and different professional backgrounds,

to investigate, evaluate and improve service provision.

5) Apply ethical principles to inform practice at all times.

6) Collaborate to share good practice.

2,3,4,5


b. Mapping of overall intended programme learning outcomes against modules

Masters (M) Level*

Core Programme Intended Learning Outcomes

Related (Core) Modules

Exhibit awareness of current issues influencing the organisation and delivery of health and social care education.

2

Apply ethical principles as well as advanced critical and analytical skills to developments in current health and social care educational practice.

2

Develop the advanced skills to deal with interprofessional complex educational issues, including assessment, systematically and creatively, required by senior health and social care professionals.

2

Appraise change in health and social care educational practice. 2

Establish expert knowledge and practice in health and/or social care education, including interprofessional teaching and learning.

2

Facilitate the development of work-based learning, clinical reasoning, clinical decision making as well as educational leadership to improve service user experience in all contexts.

2

Present cogently reasoned arguments, based on critical analysis and synthesis of evidence from policy, theory and research-based evidence.

2


Communicate and work with others from the same and different professional backgrounds, and service users, to investigate, evaluate and improve educational provision.

2

Engage in educational assessment. 2

Share good practice. 2

Apply an appropriate values-based body of knowledge and skills which enhance expert practitioners and leaders in the provision and development of services.

2

Critically analyse the legal boundaries and implications for the delivery of safe and effective health or social care practice within a wide variety of inter-professional and inter-agency contexts and settings.

2

Review current educational practice and the underpinning evidence base. 2,3,4,5

Prepare reflective practitioners able to take responsibility for their own continuing professional development.

2

Integrate information technology within education practice 2

Apply educational entrepreneurship and principles of sustainability to educational practice.

2

Empower students as partners in education 2,3,4,5

Meet the requirements for an NMC recordable qualification as a ‘teacher’. 2

Demonstrate the appropriate knowledge, learning and teaching activities, and professional values to meet requirements of Higher Education Academy accreditation.

2


* Module PGCAP711 and PGCAP714 are not included in this table please see PGCAP specific programme specification.

Apply advanced critical and analytical skills in order to evaluate research and implement recent developments in educational practice.

2,3,4,5

Explore specialist understanding of research applicable to an area of educational practice.

2,3,4,5

Investigate practice and educational provision using appropriate research. 2,3,4,5

Advocate the improvement of educational practice. 2,5

Design, conduct, analyse, interpret and write up a piece of research that may demonstrate a contribution to improvement in educational practice.

5


c. Mapping of overall intended programme learning outcomes against core modules

Descriptor

PGCAP 711

MCH513 APP745 ADV715 MCH50

4

YEAR OF STUDY

1 1 2 2 3




Appraise change in health and social care educational practice.


Facilitate the development of work-based learning, clinical reasoning, clinical decision making as well as educational leadership to improve service user experience in all


contexts.



Engage in educational assessment.

Share good practice.



Review current educational practice and the underpinning evidence base.



Integrate information technology within education practice.

Apply educational entrepreneurship and principles of sustainability to educational practice.

Empower students as partners in education.

Meet the requirements for an NMC recordable qualification as a ‘teacher’.




Investigate practice and educational provision using appropriate research.

Advocate the improvement of educational practice.

Design, conduct, analyse, interpret and write up a piece of research that may demonstrate a contribution to improvement in educational practice.


d. Mapping of intended programme learning outcomes against optional modules

Descriptor

PG CAP 712

PG CAP 714

YEAR OF STUDY 2 2




Appraise change in health and social care educational practice.


Facilitate the development of work-based learning, clinical reasoning, clinical decision making as well as educational leadership to improve service user experience in all contexts.



Descriptor

PG CAP 712

PG CAP 714


Engage in educational assessment.

Share good practice.



Review current educational practice and the underpinning evidence base.


Integrate information technology within education practice.

Apply educational entrepreneurship and principles of sustainability to educational


Descriptor

PG CAP 712

PG CAP 714

practice.

Empower students as partners in education

Meet the requirements for an NMC recordable qualification as a ‘teacher’.




Investigate practice and educational provision using appropriate research.

Advocate the improvement of educational practice.


e. Mapping of SEEC level descriptors to educational programme learning outcomes

The programme objectives, learning outcomes (), indicative content () and portfolio of evidence ()have been mapped against

SEEC criteria. The competencies have been mapped against core modules only. Students may choose from a range of optional modules that will add to the competencies achieved in the core modules. The outcomes for a teacher to meet the competencies are as follows:

Outcome Criterion Descriptor Programme

outcomes MCH513

Practice portfolio

Setting

Operational context Operates in complex and unpredictable and/or specialist contexts, requiring selection and application from a wide range of advanced techniques and information sources

C1; C2; C3;C4

Autonomy and responsibility for actions

Acts with initiative in decision making and accessing support, within profession or given guidelines, accepting full responsibility for outcomes

C5; C6; C10;

C12; C13; C18; C19

Knowledge and understanding

Knowledge and understanding Has a deep and systematic understanding within a specialised field of study and its interrelationship with other relevant disciplines. Demonstrate an understanding of current theoretical and methodological approaches and how these affect the way the knowledge base is interpreted.

C7; C11; C13; C16; C18; C19

Cognitive skills



outcomes MCH513

Practice portfolio

Conceptualisation and critical thinking

Uses ideas at high level of abstraction Develops critical response to existing theoretical discourses, methodologies or practice and suggests new concepts or approaches.

C1; C7; C9;

C13; C15; C16

Problem solving, research and enquiry

Designs and undertakes substantial investigations to address significant areas of theory and/or practice. Selects appropriate advanced methodological approaches and critically evaluates their effectiveness.

C3; C9; C13;

D1-4; M1

Synthesis and creativity Flexibility and creativity applies knowledge in unfamiliar contexts, synthesises ideas of information in innovative ways, and generates transformative solutions.

C4; C5; C6; C9; C12; C13; C16;

C18; C19

Analysis and evaluation Undertakes analysis of complex, incomplete or contradictory evidence/data and judges the appropriateness of the enquiry methodologies used. Recognises and argues for alternative approaches.

C7; C9; C11;

C12; C16; C17

Performance and practice

Adaptation to context Autonomously adapts performance to multiple contexts

C6; C7; C8; C9; C10; C12; C13

Performance Autonomously implements and evaluates improvements to performance drawing on innovative or sectoral best practice.

C6; C8; C9;

C10



outcomes MCH513

Practice portfolio

Team and organisational work Works effectively with multiple teams as leader or member. Clarifies tasks and make appropriate use of the capacities of team members resolving likely conflict situations before they arise.

C8; C9; C10; C13

Ethical awareness and application Incorporates a critical ethical dimension to their practice, managing the implications of ethical dilemmas and works proactively with others to formulate solutions.

C2; C12;

Personal and enabling skills

Personal evaluation and development

Uses personal reflection to analyse self and own actions. Makes connections between known and unknown areas, to allow for adaptation and change.

C2; C10; C12;

C13; C14

Interpersonal and communication skills

Identifies, evaluates and maintains capabilities and qualities to support effective communication in a range of complex and specialised contexts.

C8; C17; C18;

C19

(SEEC 2011)


f. Mapping postgraduate attributes and skills within core modules

All of the Graduate Attributes and Skills identified in the SEEC (2011) descriptors at Masters level and the QAA Framework for Higher Education (2014) are achieved during this programme as detailed below. Most of these will be addressed within the core modules and reinforced during the optional modules, the research modules and the dissertation.

Descriptor

Certificate Diploma MSc

QAA PGCAP 711

MCH513

ADV 745

ADV 715

MCH 504

Year of study 1 1 2 2 3

A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice.

A comprehensive understanding of techniques applicable to their own research or advanced scholarship.

Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

Conceptual understanding that enables the student: - to evaluate critically current research and

advanced scholarship in the discipline; and - to evaluate methodologies and develop critiques of

them and, where appropriate, to propose new hypotheses.

Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data and communicate their conclusions clearly to specialist and non-specialist audiences.


Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

Continue to advance their knowledge and understanding, and to develop new skills to a high level.

The qualities and transferable skills necessary for employment requiring: - the exercise of initiative and personal

responsibility; - decision-making in complex and unpredictable

situations; and - the independent learning ability required for

continuing professional development.


g. Mapping postgraduate attributes and skills within optional modules

NOTE: Although these are listed as optional modules they may be core modules within other programmes.

Descriptor PG CAP 712

PG CAP 714 QAA

Year of study 2 2 A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice.

A comprehensive understanding of techniques applicable to their own research or advanced scholarship.

Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

Conceptual understanding that enables the student: - to evaluate critically current research and advanced

scholarship in the discipline; and - to evaluate methodologies and develop critiques of

them and, where appropriate, to propose new hypotheses.

Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data and communicate their conclusions clearly to specialist and non-specialist audiences.

Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

Continue to advance their knowledge and understanding, and to develop new skills to a high level.

The qualities and transferable skills necessary for employment requiring: - the exercise of initiative and personal responsibility; - decision-making in complex and unpredictable

situations; and - the independent learning ability required for

continuing professional development.


h. Mapping module assessment in the Contemporary Healthcare (Education) programme

Module Credit Formative Assessment Summative

CORE MODULES

Introduction to learning and teaching 20 Micro-teach; peer review of critically reflective account & UKPSF application; Feedback dialogue on Reviews of Educational Practice

Coursework including:

C1 UKPSF Application

Critically Reflective Account

Reviews of Educational Practice

Teaching for practice 20 Seminar presentation Tutor/Peer feedback on draft of presentation and essay

Review of Teaching Practice Learning package Portfolio of evidence Teaching log

Research

APP745 Research Methodology and Application

20 Feedback from presentation of work in progress to academics and peers

Critical Review of the Literature

ADV715 Research and project design

20 Feedback from presentation of work in progress to academics and peers

Summative component 1 A literature review of methods (2000 words) Summative component 2 The proposal (2000 words)

Dissertation 60 Feedback from presentation of work in progress to academics and peers

Dissertation report (15,000-17,000 words)

OPTIONAL MODULES

Developing professional practice 20 Peer review of detailed study & UKPSF; Feedback dialogue on Reviews of Educational Practice

Coursework including:

UKPSF application

Detailed Study


Module Credit Formative Assessment Summative

Reviews of Educational Practice

Negotiated study module 20 Peer review of Negotiated Summative Assignment

Coursework: Negotiated Summative Assignment


References Great Britain. Department of Health. (2004). Knowledge and Skills Framework. Department of Health.

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