DEGREE APPRENTICESHIP HANDBOOK FOR ADVANCED CLINICAL PRACTITIONER STANDARD

Which includes the academic award of MSc. Advanced Clinical Practitioner

March 2019Lynne Harrison

School of Health Sciences

Please read this Handbook in conjunction with the University’s Student Handbook.

All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.

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Contents

[1] Welcome to the youryour Degree Apprenticeship in (insert name of apprenticeship standard) (Advanced Clinical Practitioner)

1[2] Degree Apprenticeships2[3] Structure of the academic aspect of your apprenticeship3[4] Approaches to teaching and learning4[5] Student Support5[6] Assessment of academic award6[7] Classification of academic award7[8] End Point Assessment 8[9] Student Feedback9[10] Appendices

9.1[10.1] Apprenticeship Standard (including mapping to course modules)9.2[10.2] End Point Assessment Plan 9.3[10.3] Programme Specification(s)9.4[10.4] Apprenticeship Template Commitment Statement

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1. Welcome to the Advanced Clinical Practitioner ApprenticeshipWelcome to your degree apprenticeship at the University of Central Lancashire and in the School of Health Sciences.

Degree apprenticeships are a partnership between industry and higher education institutions, designed to ensure we meet the needs of employers. The University of Central Lancashire has extensive links with employers and we have developed our apprenticeships with our industry partners and to meet local and national skills strategies and where relevant to contribute to skills shortages. Degree apprenticeships provide you with a challenging mix of off and on the job training, which equips you to progress and develop relevant skills and behaviors to meet your required industry standards and to succeed in your chosen profession.

We understand the challenges of balancing work with study. Your apprenticeship will be supported throughout by regular meetings, on an agreed basis, between you, the University and your employer to ensure you receive continual review and feedback on your progress and performance. You will also benefit from all of the University support mechanisms and facilities as well as an academic advisor to support you during your apprenticeship programme.

The University of Central Lancashire pays close attention to the quality of teaching and learning through ongoing review and monitoring and feedback from staff, apprentices and employers to find further ways to improve and enhance your degree apprenticeship. This Handbook has been created to provide you with important information and guidance on a broad range of subjects, ranging from teaching and work-based learning practices, to the academic regulations of the University. We hope that this will help you settle quickly into life as a University of Central Lancashire degree apprentice and answer some of your initial questions.

Please note: in this handbook the terms apprentice and student/learner are used to mean you, the apprentice.

2. Degree ApprenticeshipsDegree apprenticeships achieve a relevant higher-level qualification as a core component of the apprenticeship. You study while working with an employer and an apprenticeship programme is paid for by your employer and the Government. The academic course and the apprenticeship are designed to a national standard for a job role and often comes with professional qualifications and accreditation. This apprenticeship includes the academic award of MSc. Advanced Clinical Practitioner (ACP). The academic course has been developed to provide you with the knowledge and skills required to be an Advanced Clinical Practitioner. Further details of this apprenticeship standard and the end point assessment plan are included later in this handbook. These are really important documents that you should make yourself familiar with as everything you will do during your period as an apprentice should link to the requirements within these documents.

2.1 Apprenticeship Agreement and Commitment Statement Degree apprentices will normally be employed for a minimum of 30 hours a week. Academic learning fits around your work commitments through an agreed ‘off-the-job’ course of study. You will split your time between academic and work-based learning, and will be employed throughout, gaining a higher level qualification from the University while earning a wage, and getting real on-the-job experience in your chosen profession. You will spend 80% of your time learning skills on-the-job and for the remaining 20% you will be undertaking off the job training with UCLan. The 20% off- the-job element is measured over the whole period of

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your apprenticeship and academic course as opposed to a traditional term-time/academic year. You should therefore expect to be undertaking off-the-job activities throughout the whole year i.e. 45 weeks (52 weeks minus holidays). even when The degree apprenticeship is a tripartite relationship that builds upon:

commitment from your employer, with the intention and capability of employing you to completion of your training and EPA and securing your longer term future

commitment from you as an apprentice, to be motivated to learn and work diligently to complete your apprenticeship

high quality off-the-job training and support, advice and guidance for work-based learning delivered by the University

an initial assessment of any recognised prior learning and the job role, mapped against the standard

the apprentice agreement and commitment statement which has been signed between your employer, you the apprentice and the University, which sets out details of the training provided and each of our roles and responsibilities

Apprentice agreement and Commitment Statement We will have already confirmed your eligibility and agreed any relevant prior learning before signing the apprentice agreement and commitment statement.

The purpose of the apprentice agreement is to: identify the skills, trade or occupation for which you are being trained, and confirm the qualifying apprenticeship standard that you are following.

The commitment statement sets out the following aspects of the apprenticeship to clarify how the apprenticeship will work. The commitment statement will be signed by the University, your employer and you, the apprentice, and will contain the following:

the planned content, learning outcomes, assessment plan and schedule for your apprenticeship training and EPA

roles and responsibilities of the University, your employer and you as an apprentice, and arrangements for how the three parties will work together

the process for you and your employer to resolve any queries or complaints regarding the apprenticeship, including quality.

A template commitment statement is shown at the back of this handbook.

During your time as an apprentice you will receive feedback on your progress from your employer mentor and there will also be tripartite reviews between yourself, your employer and UCLan staff. These meetings will help you manage your progress through your apprenticeship and ensure you are challenged and receive feedback on your progress. It will also be an opportunity to discuss your Individual Learning Plan (ILP).

The Individual Learning Plan will demonstrate how the apprentice is progressing towards the four core standards within the Advanced Clinical Practitioner Degree Apprenticeship Standard (see appendix 10.3). This will record meetings between the apprentice, employer and University. These meeting will be held on a 4-6 weekly schedule and may take place at the University or in the apprentice’s area of employment. Recording of the Individual Learning Pans will be supported by appropriate software.

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33. Your Course

3.13.1 Rationale, aims and learning outcomes of the course The dynamic, complex and challenging nature of contemporary

healthcare provision supports the evolution or transformation of the workforce to provide practitioners who are adaptable, flexible and able to respond to unpredictable situations. With the aim of developing a service that are responsive to patient need and enhance outcomes for

patients/clients and service users.

The publication of the Multiprofessional Framework for Advanced Clinical Practice (HEE 2017) and the Advanced Clinical Practitioner Apprenticeship standards (Institute for Apprenticeship 2018) provide direction and guidance to inform role development and educational programme to prepare people for this role.

HEE (2017) describes an Advanced Clinical Practitioner is describes as:

“Advanced clinical practice is delivered by experienced, registered health and care practitioners. It is a level of practice characterised by a high degree of autonomy and complex decision making. This is underpinned by a master’s level award or equivalent that encompasses the four pillars of clinical practice, leadership and management, education and research, with demonstration of core capabilities and area specific clinical competence.

Advanced clinical practice embodies the ability to manage clinical care in partnership with individuals, families and carers. It includes the analysis and synthesis of complex problems across a range of settings, enabling innovative solutions to enhance people’s experience and improve outcomes.”

The Institute for Apprenticeship (2018) offer the following occupational profile description:

“Advanced Clinical Practitioners are experienced clinicians who demonstrate expertise in their scope of practice. Advanced Clinical Practitioners manage defined episodes of clinical care independently, from beginning to end, providing care and treatment from the time an individual first presents through to the end of the episode, which may include admission, referral or discharge or care at home. They carry out their full range of duties in relation to individuals’ physical and mental healthcare and in acute, primary, urgent and emergency settings (including hospitals, general practice, individuals’ homes, schools and prisons, and in the public, independent, private and charity sectors). They combine expert clinical skills with research, education and clinical leadership within their scope of practice. Advanced Clinical Practitioners work innovatively on a one to one basis with individuals as well as part of a wider team. They work as part of the wider health and social care team and across traditional professional boundaries in health and social care.”

This programme of study aimed to provide you with the academic award of MSc. Advanced Clinical Practitioner.

The four pillars of Advanced Clinical Practice, Leadership, Clinical Practice, Education and Research (HEE 2017) and the four core standards of Advanced Clinical Practice, Clinical

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Leadership, Research and Education are embedded throughout the course. The portfolio of core and optional modules enables students and employers to design learning opportunities that support role development.

The aims of the MSc Advanced Clinical Practice and MSc Advanced Clinical Practitioner programme is to prepare and develop health care practitioners, who can lead and develop practice working innovatively with a high level of autonomy combining the four pillars of Advanced Clinical Practice. The programmes are designed to enable students to:

Practice autonomously and be accountable for judgements and decisions in line with professional codes of practice

Apply critical thinking and analytical frameworks to develop effective solutions to complex clinical and organisational challenges

Utilise clinical decision making to manage and co-ordinate differentiated/undifferentiated episodes of care to improve patient outcome/experience

Promote a culture of values-based care Lead and foster interdisciplinary approaches to innovation, quality improvement and

service re-design

In year one students will be presented with opportunities to develop advanced consultation, examination, and clinical decision-making skills. Evidence-based practice and quality improvement will be a thread. Students will develop a proposal or plan for a quality improvement in their own area of practice and develop the skills required to conduct a systematic search for and appraise the evidence base that underpins interventions. In addition, students will have the opportunity to select an option collection of module, up to 20 credit modules, from the Faculty of Health and Wellbeing portfolio are relevant to their own role development needs.

During year two students will gain leadership experience as they work towards the implementation their quality improvement project. They will also be involved in teaching, mentorship and / or coaching as they empower others to make the change in practice. Year two offers an opportunity for further options, up to 40 credits to be taken from the Faculty portfolio. At the end of the 2nd year you will complete the module titled Transition to Advanced Clinical Practice, this is the End Point Assessment of the apprenticeship award.

Examples of optional modules that may be available include: Non-Medical Prescribing, Advancing Musculoskeletal Practice, Managing End of Life Care, Management of Same Day Consultation, Managing Complex Health and Care needs of Frail Older People, Management of Asthma and COPD Management of Long Term Conditions, Injection Therapy, Partnership in Advanced Clinical Practice. NB: Please note not all modules are offered each year and some modules may not be offered due to insufficient numbers of students.

31.2 Course TeamThe course leader provides academic leadership and is responsible for the effective operation of the course. Your course leader will be able to help if you have any concerns, worries, or need to make changes to your programme of study. Your Course Leader is Lynne Harrison.The course content is ‘packaged’ into modules and each module has a named person who is responsible for the delivery and management of the module. Each module has a designated module leader. The module leader provides module leadership and is responsible for the effective operation of the module. Your module leader will advise you of the module calendar, such as timetable and assessment submission dates and is your first port of call if you need to discuss any matters in specifically related to the module.

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Name and Contact Details

Name Contact Details Role

Jacqueline Lowe-Berry Email: JLowe-Berry@uclan.ac.ukDirect dial: 01772 895100Office location: BB350

Curriculum LeadCourse Management Committee Member

Lynne Harrison Email: LHarrison2@uclan.ac.ukDirect dial: 01772 893617Office location: GR219

Course LeaderModule Leader

Course Management Committee Member

Alison Eddleston Email: Aeddleston1@uclan.ac.ukDirect dial: 01772 893615Office location: GR219

Module Leader

Course Management Committee Member

Allan Gardner Email: AGardner@uclan.ac.ukDirect dial: 01772 895193Office location: BB318

Module Leader

Course Management Committee Member

Jacqui Harte Email: JHarte@uclan.ac.ukDirect dial: 01772 895191Office location: BB351

Module Leader

Course Management Committee Member

Ralph Leavey Email: RLEavey@uclan.ac.ukDirect dial: 01772 895526Office location: BB427

Module Leader

Course Management Committee Member

Gillian Rawlinson Email: GRawlinson@uclan.ac.ukDirect dial: 01772 894579Office location: BB126

Module Leader

Course Management Committee Member

31.3 Expertise of staffThe course team have a wide portfolio of academic, clinical, managerial and strategic organisational expertise relevant to each module of study along with an involvement in research and scholarly activities which will positively enhance the learning environment and course materials.

31.4 Academic Advisor, Manager and Practice-Based Mentor

Academic AdvisorYou will be assigned an Academic Advisor who will provide additional academic support during the year. They will be the first point of call for many of the questions that you might have during the year. Your Academic Advisor will be able to help you with personal development, including developing skills in self-awareness, reflection and action planning.

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Your Academic Advisor will also be the supervisor of your Quality Improvement Project.

ManagerYour manager provides the key to the educational culture and environment of the employing organisation. Assisting the student to negotiate a clinical learning partnership in practice and enabling practice and education to interact in a facilitative and supportive manner. Your line manager can help engineer learning opportunities, provide on-going support and assist in assessment.

Practice-Based MentorA Practice-Based Mentor is a registered clinician with the necessary skills and qualifications, who will work with the student in an environment to expose them to a caseload that will allow development of the advanced clinical skills. If you choose/are assigned a medical mentor, you are encouraged to have an additional practice-based supporter to encourage a hybrid approach to learning. Essential criteria for Practice-Based Mentors include the commitment to the maximisation of the students learning, recent and appropriate professional development.

31.5 Administration detailsCampus Admin Services provides academic administration support for students and staff and are in the following hubs which open from 8.45am until 5.15pm

Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals.

Brook BuildingHealth Sciencestelephone: 01772 891992/891993email: BrookHub@uclan.ac.uk

31.6 Communication

The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. Please note that academic staff may not respond immediately to your email, especially when out of the hours of 9-5pm. Please note that allowing for other commitments such as annual leave, staff aim to reply to your email within 3 working days

of its receipt. Academic staff are involved in a range of activities, for example they teach across several different courses; make placement visits across the Northwest; attend several meetings in and outside the University; carry out their own research; and as a result, you should not expect an instant response. Academic staff may communicate with you by several methods including telephone (mobile and land line), email, Microsoft Teams and Blackboard. All academic staff maintain an Outlook calendar. If you are having difficulty contacting your course leader or one of the lecturers, Campus Admin Services via the Hub will take a message.

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31.7 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other Higher education institutions in the UK. If you wish to contact your External Examiner, you should do this through your Course Leader and not directly. External Examiner reports are available via the Blackboard Student Portal.

External Examiner:Sharon Bishop Senior Lecturer/Programme Director, MSc Advanced Clinical PracticeBirmingham City University

3.82. Structure of the course2.1 Overall structure

The course is composed of 9 modules (or equivalent), all of which are at academic level 7 (master’s Level). There are six core modules (120 credits) and 3 (60 credits) optional modules. A core module is a module that is a

prescribed module on the course i.e. students must study and pass core modules. Optional modules offer students the opportunity to build a course to meet their individual learning needs and that fits with the demands of service, their role and employing organisation. The most popular optional module choice is Non-Medical Prescribing as this is usually a core competency for an Advanced Clinical Practitioner post, this module is a double module and equates to 40-credits. If you already possess this qualification you will be able to submit an Accreditation of Prior Learning (APL) claim or select other optional module choices. Optional modules allow students to choose modules from the broad range of level 7 modules offer by the Faculty of Health and Wellbeing. Students will be supported to select modules that will offer them the opportunity to create a bespoke package of learning that will enhance their Advanced Clinical practitioner role. The key principles that will guide and inform choices are listed below.

Designing your courseAn Individual Learning Plan will be offer a structure r framework for your course. It will ensure that choices made during the course will be related to the development of your knowledge and skills enabling you to focus on improving services to patients consider the development of care and clinical pathways within your field access organisational and management support build on your core skills, competencies and areas of expertise complement the work of clinical teams adopt evidence-based approaches to care and service delivery reflect the needs and wishes of patients and service users fulfil the requirements of the Apprentice Standards develop a range of knowledge, skills and competencies that are commensurate with an

Advanced Clinical Practitioner role.

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Course at a Glance – Example of Full Time Route

Year 1

Semester 1 Semester 2 Semester 3

Advanced Consultation, Examination, and Clinical Decision Making (40 credits)

Evidence for Practice (20 credits) Designing Quality Improvement (20 credits) Option (20 credits)

Individual Learning Plan and Portfolio Development

Year 2

Semester 1 Semester 2 Semester 3

Leading Quality Improvement (20 credits) Transition to Advanced Clinical Practice (20 credits)

Option (20 credits) Option (20 credits)

Or

Option (40 credits)

Individual Learning Plan and Portfolio Development

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2.2 Modules available Each module is a self-contained block of learning with defined aims, learning outcomes and assessment. A standard module is worth 20 credits. It equates to the learning activity expected from one sixth of a full-time undergraduate year. Modules may be developed as half or double modules with credit allocated up to a maximum of 120 credits per module.

Core ModulesHI4503 Advanced Consultation, Examination, and Clinical Decision MakingThe aim of the module is to enable the practitioner to develop advanced clinical skills pertaining to patient consultation and clinical decision-making.

NU4073 Evidence for PracticeThis module aims to underpin the delivery of evidence-based health care, by helping students acquire the knowledge and skills to find, appraise and evaluate the best evidence from research to answer a specific clinical question.

HI4504 Designing Quality ImprovementThe module aims to contribute to the development of an Advanced Clinical Practitioner who can analyse the need for change, generate evidence-based innovations and develop a proposal for action.

HI4505 Leading Quality ImprovementThe module aims to contribute to the development of an Advanced Clinical Practitioner as a leader to inspire, influence and energise individuals and groups to deliver improvement across diverse professional and organisational boundaries.

HI4506 Transition to Advanced Clinical PracticeThis module aims to form a synoptic link between the course modules, allowing the student to demonstrate summation of their academic and work-based learning. It will create a platform for the Advanced Clinical Practice student to illustrate and exemplify their development in the 4 pillars of Advanced Clinical Practice within their defined area of clinical practice.

In addition to the above core modules students can select optional modules to account for 60 credits. The selection is made from the modules available at level 7 from the Faculty portfolio. Please note not all modules are offered each year and some modules may not be offered due to insufficient numbers of students.

Module Code and Title Assessment Strategy Assessment Date(specific dates will be provided

by the module leader at the star of each module)

Year 1HI4503Advanced Consultation, Examination, and Clinical Decision Making

Consultation AssessmentCase PresentationClinical Assessment Document

MarchJulyJuly

NU4073Evidence for Practice Search Strategy

Critical AppraisalNovemberJanuary

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HI4504 Designing Quality Improvement

VivaProject Plan

FebruaryApril

Year 2HI4505Leading Quality Improvement

PosterProject Learning Diary/Log

DecJan

HI4506Transition to Advanced Clinical Practice

Open Book ExamChange Report and Oral Presentation

TBCTBC

2.3 Course requirements

Students must have gained 160 credits and agreement reached between the students employer and the university in order to be eligible to undertake the End Point Assessment. To gain the award of MSc Advanced Clinical Practitioner students must have 180 credits at level 7, which must include the six core modules.

Two exit awards have been built into the course, these awards offer opportunities for students to gain a recognised academic qualification if circumstances mean they cannot continue and complete the full master’s degree. To be offered these awards the module listed much have been successfully completed.

PG Cert Advanced Clinical Practice Requires 60 credits at Level 7 and must include HI4503 plus another 20-credit module.

PG Dip Advanced Clinical Practice Requires 120 credits at Level 7 and must include must include HI4503, NU4073, HI4504 plus another 40 credits)

2.4 Module Registration OptionsDiscussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules / combinations available and you will both agree on the most appropriate (and legal) course of study for you.

Your employer will be involved in these discussions a key focus will be the identification of the appropriate diet of option modules which will relate to an assessment of your own learning needs and role requirements. The Individual Learning Plan will capture this agreement and plan

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2.5 Study Time2.5.1 Weekly timetable

Rooms for taught sessions are available for view on the online timetable;

https://intranet.uclan.ac.uk/ou/lis/Pages/DailyWeekly-Timetables.aspxRoom allocations are subject to change and timetables are updated overnight. You will be notified by email if there is a change to the room allocation for any of your sessions if the change occurs within 24 hours of the planned session.

2.5.2 Expected hours of study The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in work-based learning activity and personal private study. For example, a single 20 credit module encompass approximately 200 hours of learning this includes university attendance, work-based learning activities and private, personal study. An Apprentice is expected to spend 20% of their time (equivalent of 1-day per week) in ‘off the job’ training, this usually means attending a study day at UClan, engaging in learning activities via the virtual learning platform or in guides/directed study to develop your portfolio. The remainder of their time is spent engaging in work-based learning as agreed in the Individual Learning Plan.

The emphasis within the programme will be upon the creation of an adult learning environment with a student-centred approach, which will be essential to your development as an independent learner. You have, as mature practicing professionals, much to contribute to the learning processes. It is believed that an interactive, collegial and creative learning experience, will enable you to develop independent perspectives and embed conceptual understanding of theory and practice constructs. During the course you will have opportunities for reflection, deconstruction of experiences to support the analysis of the synergy between theory and practice.

For greater detail to this expected learning activities, please refer to the module descriptor which can be found in each of the module information packs.

Take time during the first few weeks of the programme to consider the demands which will be placed upon you and how you are going to be in a prime position to meet them. Take time to talk to your family or other important people in your life. Also, liaise early with your Manager to plan your time in clinical practice so your full potential can be realised.

2.5.3 Attendance RequirementsYou are required to attend all timetabled learning activities for each module. Your attendance and engagement with the course is monitored each taught session. This provides staff with the opportunity to identify apprentices who are not engaging with their studies and to work with them to address any issues that may be impacting on their ability to study. As part of the tripartite meetings between you, your employer and UCLan staff attendance will be discussed. This will give you the

opportunity to raise any concerns with regards to your attendance on the programme. You can check your attendance record through myUCLan.

Notification of illness or exceptional requests for leave of absence must be made to:

1. Your employer via the reporting mechanism as directed by your Employer

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2. The Course Leader via email3. The Module Leader for any sessions that you are not able to attend.

In the event of prolonged absence due to illness, you must follow your employer’s policy in relation to reporting this. Any student who has submitted a medical certificate shall refrain from attendance at the University and/or placement if that is recommended by the medical certificate.

Messages of your sickness via other students will not be recognised and you will be marked as absent on the register. Students are recommended to identify a 'buddy' who will collect information / handouts from sessions you may miss. A Module Leader may require you to complete defined learning activities prior to the submission of assignments. Prolonged period of absence may extend the duration of your course.

At the start of each lesson you will be required to scan your corporate card against the ‘proximity reader’ to record your attendance (SAM). Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations.

43. Approaches to teaching and learning43.1 Learning and teaching methodsThe University has an established learning and teaching strategy that influences and shapes the delivery of this course. ‘Learning’ comes first in the title of this strategy to show its importance in the daily activity of the University. Lecturing and clinical staff will help you to learn. Entering into a new area of knowledge requires you to learn. Looking this up in a thesaurus ‘learn’ can be replaced with: ‘Study’ – ‘be taught’, ‘be trained’, ’become skilled at’, ‘gain knowledge of’. Equally the word ‘find-out’ instead of ‘learn’ reflects a more personal approach – ‘discover’, ‘realise’, ‘gather’, ‘understand’. You will learn through interacting with lecturers, peers and clinical staff, attending lectures and training sessions, but also through personal development – you will ‘find out’. Bringing learning to the forefront of what we the lecturers and clinical staff and you the students do facilitates a mutually supportive learning relationship.

You should not only learn, you should discover how you learn best. The emphasis within the programme will be upon the creation of an adult learning environment with a student-centred approach as the team feels this is essential to facilitate your development as an independent learner. The curriculum has been designed to offer you exposure to a range of learning strageies and experiences These experiences are foucssed on enabling you to apply your leanrign in practice. Leanrign and teaching approcahes that are employed include: lectures, seminars, workshops, practical exercises in simulated settings, role play, experiential or work-based learning case studies, group activities, video analysis, and web-based learning.

As experienced professional practitioners it is anticipated that learning will building upon your existing knowledge and skill set to enable you to demonstrate the requirement of Advanced Clinical Practice. The philosophy of the course includes the belief that the student, brings with them knowledge, practice skills and expertise that can be further developed to facilitate their own professional development and expertise, with the aim of improving the quality of care provided to service users.

Students will be expected to arrive to lectures having read around the subject area thereby facilitating purposeful discussion and critique.

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You have, as mature practicing professionals, much to contribute to the learning process. It is believed that an interactive and creative experience, facilitated through team teaching will enable you to mobilise your own strategies to identify independent perspectives and develop conceptual understanding of practice with a critical perspective. You will be given time within the course to reflect and informally discuss your expectations, views and experiences.

43.2 Study skillsStudents will start the course with a range of experiences in skills for study, based on these experiences you may have ideas about how you learn best or your preferred style of learning. During the course, we will assist you in developing your skills further, through tutorials, assignment preparation sessions, verbal feedback in class as you test out ideas and, feedback on your submitted assignment work. There is a range of timetabled sessions provided by LIS to aid with assignment preparation. You can book to attend these sessions as you wish. For help in relation to study there are a variety of services to support students and these include:

WISER http://www.uclan.ac.uk/students/study/wiser/index.php

They have a series of workshops that will inform the development of your study skills.

Your apprenticeship will also develop your functional/Key Skills, including continued development of Maths and English and in some standards ICT.

43.3 Learning resources3.3.1 Learning Information Services (LIS)Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.

The Learning and information services (LIS) offer many services to students. There are books, journals, study areas and access to PC workstations. The Online University Network provides you with onsite and remote (offsite) accesss to the internet, word-processing and other software applications, e-journals, e-books, e-databases, email, webmail, and Blackboard etc. Detailed information about the full range of services and their opening times can be found on their web pages http://www.uclan.ac.uk/students/it_library.php

Full access to the Library is available to all Students of UCLan with a valid Corporate Card. You will need a Corporate Card to enter and borrow books from the library and to log on to the Network.

3.3.2 Electronic ResourcesLIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts. Module Leaders will also upload relevant links / policy documents on the module Blackboard site. Blackboard is the brand name for the on-line Virtual Learning Environment (VLE) that UCLan has implemented to support and enhance teaching and learning. You can access Blackboard via the university homepage by clicking on the student tab. All University students have been allocated an area known as their Blackboard module space. Once logged into your Blackboard area you can access all of the modules listed under your name.

43.4 Personal development planningPDP provides an opportunity for you to develop your capacity for learning by encouraging an on-going cycle of:

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self-reflection on why and how you are learning identification of your ‘next steps’ through target setting and action planning monitoring and recording of your academic learning, personal development, your

skills development and career management.

The Individual Learning Plan (ILP) will be form the basis of your PDP planning. You will undertake an assessment of your own knowledge and skills and develop an action plan to addresses any gaps or areas for development. The ILP will relate to the learning outcomes for individual modules and the apprenticeship standards. The course portfolio will provide a record of learning and a repository for evidence to demonstrate personal. Professional development and achievements.

The main benefits you will achieve by participating in the PDP process are that you will become more:

self-aware, self-confident, reflective and self-directed in your learning able to plan and take responsibility for your own learning able to articulate personal goals and evaluate progress and achievement able to link your current learning to a wider context and to your future development.

Therefore, by actively participating in PDP you will take control of your own learning and personal development and you will find that you become increasingly able to work autonomously through the development of critical self-awareness.

4.5Preparing for your careerThis course is designed to enable practitioners to acquire the necessary knowledge and skills required to function as an Advanced Clinical Practitioner. The University cannot confirm a role title on an individual your contract of employment will identified the scope of your role.

54. Student SupportIf you have not studied recently, remember to consider the fact that almost every part of your life may undergo change, and this may lead to problems. If this happens to you, don’t imagine that you are on your own. If problems do arise (no matter how minor they may appear to you) try to discuss them with your academic advisor as soon as possible, as delays can make them harder to resolve. Remember, if you have a problem that you don’t feel you can discuss with the teaching staff, professional counsellors are available. We can help arrange appointments or you can consult your copy of the University’s Guide to Student Services. For further information about student services and wellbeing please access the web page at:https://www.uclan.ac.uk/study_here/support/index.php

54.1 Academic AdvisorsEach award has a designated course leader who is responsible for monitoring your overall progress through your award, the achievement of satisfactory assessment results, allowable progression and requests for intercalation or deferment.

Each module has a module leader (who may also be the course leader). This person is responsible for your academic progress within that module and ensures that you are aware of the practical arrangements for the module. The module leader will be the expert who has developed the module and may provide most of the teaching input. In some instances, you

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may also be allocated a module supervisor who will provide additional academic advice and support as needed, particularly in relation to the module assessment(s).

Each student will be allocated an academic advisor who will usually be a member of staff associated with your course. Your academic advisor is responsible for supporting you throughout the whole of your programme of study, facilitating personal and academic growth. Meetings with your Academic advisor will take place each semester or as and when you require.

54.2 Students with disabilitiesIf you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.

Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information disability@uclan.ac.uk

54.3 Students’ Union The Students’ Union offers thousands of volunteering opportunities ranging from representative to other leadership roles. We also advertise paid work and employ student staff on a variety of roles. You can find out more information on our website: http://www.uclansu.co.uk/

The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities.

Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched.

Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. Not sure where to go pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction.

We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with your health, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice.

More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/.

17

65. Assessment65.1 Assessment StrategyAssessments are important; they help to evaluate your learning. We believe in assessment for learning.

At the start of each module you will receive assessment information that will provide details of the assessments. If you have more than one assignment for a module, you will find that the submission dates for

assessments will be staggered. You should take careful note of when you are expected to submit work. Assessments must be submitted no later than the date on your assignment briefs. If you anticipate that you will have difficulty in meeting assessment deadlines you must report this to your module leader at the earliest possible opportunity.

Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment.

You are responsible for your work. No one else can plan this for you although we will give you a structured approach to achieving set goals throughout the year.

Course assessmentSeveral modules are assessed in both theory and practice. Theory assessment is by written assignments, presentations, oral viva and examinations. Clinical practice where applicable, will be assessed through a variety of methods (e.g. Objective Structured Clinical Examination (OSCE) and/or the production of a supporting portfolio of evidence/practice assessment document).

You will note in each module descriptor (see module information packs) the pass requirements for each module. For theoretical assignments the pass grade is 50%, all theoretical assessments are marked and moderated in accordance with the School of Health Sciences theoretical marking criteria. Practice assessments receive a PASS or REFER statement dependent upon achievement of the assessment criteria. It is very important that you review the guidelines for assessment and understand your responsibilities in the assessment process.

Formative and summative assessmentFormative assessment allows you to review, reflect upon and discuss your progress. The formative session may turn into a tutorial, a learning opportunity, an in class or on-line activity and it may result in an action plan.

Summative assessment is a judgment of your achievement of the learning outcomes. Each module has a summative assessment strategy and you will be given detailed information at the start of each module. Summative assessment allows all students on the module to be assessed as fairly and equitably as possible. A date is set for achievement of summative assessment. It contributes to an overall achievement for an award.

End Point Assessment (see Appendix at end of handbook for End Point Assessment Plan)

The EPA checks that you have met the Apprenticeship Standard and are ready to join the profession with full occupational competence. In accordance with the final assessment plan for the Apprenticeship Standard, the final assessments for the University award incorporate the requirements of the integrated EPA.

18

Integrated degree apprenticeship: the EPA for the apprenticeship coincides with the completion of your degree programme. The degree apprenticeship standard specifies that the approved assessment plan is integral to your degree outcome. This means that the outcome of the EPA will determine your Degree Award and Apprenticeship Certificate.

.

65.2 Notification of assignments and examination arrangements Module leaders will inform you of the requirements for individual assessments. All pieces of assessed work on submission should: Be submitted by the published date and tile unless an extension or extenuating

circumstances have been agreed. Any assignment received up to 5 days late without prior arrangement will receive 50%

maximum for that assignment, after 5 days 0%. Please refer to the School of Health Sciences Handbook section on ‘Submission of Assignments’.

The School is committed to fairness and equality and this is reflected within the marking process for assignment and examinations, therefore, the school has adopted an anonymous approach to marking to further enhance and ensure fairness to the marking process. Please note for certain assessment anonymised marking is not possible i.e. projects, presentations etc.

A percentage of work is internally moderated and also, externally moderated by the named External Examiner for the module.

65.3 ReferencingFor the duration of the course, we will use the American Psychological Association 6th Edition (APA) referencing style. Please refer to the Faculty of Health and Wellbeing Referencing Handbook regarding referencing techniques and guidelines.

65.4 Confidential materialWhen you are engaged in courses that involve doing practice placements, documenting research and producing written work, you may be using very sensitive information. As a result, you are required to always respect confidentiality, and to maintain the anonymity of individuals and organisations. There are both ethical and legal reasons for maintaining anonymity and confidentiality. Where your course leads to a professional award it is more important to pay attention to this issue. In professional courses you will be developing your

19

professional role and responsibilities, which you will require in practice settings in relation to anonymity and confidentiality of the patient/client group

The policy of maintaining anonymity and confidentiality applies to you whether you are an undergraduate or post graduate student. Remember anonymity and confidentiality are not the same thing! The British Medical Association (BMA) define the two as:

“Confidentiality: The principle of keeping secure and secret from others, information given by or about an individual in the course of a professional relationship.”“Anonymised information: Information which does not, directly or indirectly identify the person to whom it relates.”

65.5 Cheating, plagiarism, collusion or re-presentationIf you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook.Please refer to the information included in section 6.6 of the University Student Handbook for full definitions. The University uses an online Assessment Tool called Turnitin. A pseudo-Turnitin assignment will be set up using the School space on Blackboard to allow students to check as many drafts as the system allows before their final submission to the ‘official’ Turnitin assignment. Students are required to self-submit their own assignment on Turnitin and will be given access to the Originality Reports arising from each submission. In operating Turnitin, Schools must take steps to ensure that the University’s requirement for all summative assessment to be marked anonymously is not undermined and therefore Turnitin reports should either be anonymised or considered separately from marking. Turnitin may also be used to assist with plagiarism detection and collusion, where there is suspicion about individual piece(s) of work.

76. Classification of AwardsThe University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.

8.0 End Point Assessment (see Appendix at end of handbook for End Point Assessment Plan)

The EPA checks that you have met the Apprenticeship Standard and are ready to join the profession with full occupational competence. In accordance with the final assessment plan for the Apprenticeship Standard, the final assessments for the University award incorporate the requirements of the integrated EPA.

Integrated degree apprenticeship: the EPA for the apprenticeship coincides with the completion of your degree programme. The degree apprenticeship standard specifies that the approved assessment plan is integral to your degree outcome. This means that the outcome of the EPA will determine your Degree Award and Apprenticeship Certificate.

20

.

97. Student FeedbackYou can play an important part in the process of improving the quality of this apprenticeship through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you

know of our plans for improvement.

Feedback opportunities:Module level – module leaders will offer you the opportunity to feedback on the modules at 2 key points. A mid-point evaluation will usually take the format of a general discussion with students looking at ‘things’ that have worked well and’ things’ that could be enhanced. At the end of the module students will be provided with a Module Evaluation Questionnaire to complete, the information is collated and changes/development will be reported in the Module Information pack.Course level – The Course Leader will arrange to meet with each cohort twice during the academic year to gather any general feedback related to the course. Students will be provided with a Course Evaluation Form at the end of their programme of study. Information will be used to enhance the course delivery and inform future course developments

97.1 Student Staff Liaison Committee meetings (SSLCs)Details of the Protocol for the operation of SSLCs is included in section 8.2 of the University Student Handbook.

108. Appendices

108.1 Apprenticeship Standard (including mapping to course modules)108.2 End Point Assessment Plan 108.3 Programme Specification(s)108.4 Sample Commitment Statement

21

APPENDIX 6A CDG

ST0564/01 Appendix 108.1

DEGREE APPRENTICESHIP STANDARD ADVANCED CLINICAL PRACTITIONER – LEVEL 7 Occupational profile: Advanced Clinical Practitioners are experienced clinicians who demonstrate expertise in their scope of practice. Advanced Clinical Practitioners manage defined episodes of clinical care independently, from beginning to end, providing care and treatmentfrom the time an individual first presents through to the end of the episode, which may include admission, referral or discharge or care at home. They carry out their full range of duties in relation to individuals’ physical and mental healthcare and in acute, primary, urgent and emergency settings (including hospitals, general practice, individuals’ homes, schools and prisons, and in the public, independent, private and charity sectors). They combine expert clinical skills with research, education and clinical leadership within their scope of practice. Advanced Clinical Practitioners work innovatively on a one to one basis with individuals as well as part of a wider team. They work as part of the wider health and social care team and across traditional professional boundaries in health and social care.

Responsibilities and duties: As an Advanced Clinical Practitioner, you will: • Have a high level of autonomy and freedom to make decisions about how people should be cared for a treated and act in complex and unpredictable situations • Use person-centred approaches to taking an individual’s detailed history and examine body systems to help you make a diagnosis • Select, undertake or request a range of appropriate clinical tests and assessments to help you make a diagnosis• Initiate and evaluate a range of interventions, which may include for example prescribing of medicines, therapies and care • Apply a skillset that may have traditionally been the remit of other disciplines so that you can enhance the care and experience of individuals • Analyse, interpret and act on the results of clinical tests and assessments and formulate a plan of care, which may include admission to a care setting such as a hospital, referral to settings for another opinion or discharge from services • Drive service improvements, educate others and provide consultancy services within your scope of practice • Undertake research activities to develop new knowledge and undertake audit to evaluate and further develop your area of expertise to improve care and services for the people you are treating

22

APPENDIX 6A CDG

Qualification requirements: Apprentices must complete a Master’s degree in Advanced Clinical Practice. Apprentices without level 2 English and maths will need to achieve this level prior to taking the end-point assessment. Entry Requirements: You will hold current registration with one of the statutory regulators of health and care professions. Level: 7 Duration: Typically 36

months Review Date: After 3 years

Values You will be caring, compassionate, honest, conscientious and committed

Behaviours You will treat people with dignity, respecting people’s diversity, beliefs, culture, needs, values, privacy and preferences, show respect and empathy for those you work with, have the courage to challenge areas of concern and work to best practice, be adaptable, reliable and consistent, show discretion, resilience and self-awareness.

23

APPENDIX 6A CDG

ST0564/01 DEGREE APPRENTICESHIP STANDARD ADVANCED CLINICAL PRACTITIONER – LEVEL 7 Occupational profile: Advanced Clinical Practitioners are experienced clinicians who demonstrate expertise in their scope of practice. Advanced

Clinical Practitioners manage defined episodes of clinical care independently, from beginning to end, providing care and treatment from the time an individual1 first presents through to the end of the episode, which may include admission, referral or discharge or care at home. They carry out their full range of duties in relation to individuals’ physical and mental healthcare and in acute, primary, urgent and emergency settings (including hospitals, general practice, individuals’ homes, schools and prisons, and in the public, independent, private and charity sectors). They combine expert clinical skills with research, education and clinical leadership within their scope of practice. Advanced Clinical Practitioners work innovatively on a one to one basis with individuals as well as part of a wider team. They work as part of the wider health and social care team and across traditional professional boundaries in health and social care. Responsibilities and duties: As an Advanced Clinical Practitioner, you will: • Have a high level of autonomy2 and freedom to make decisions about how people should be cared for a treated and act in

complex and unpredictable situations • Use person-centred approaches to taking an individual’s detailed history and examine body systems to help you make a

diagnosis • Select, undertake or request a range of appropriate clinical tests and assessments to help you make a diagnosis • Initiate and evaluate a range of interventions, which may include for example prescribing of medicines, therapies and care • Apply a skillset that may have traditionally been the remit of other disciplines so that you can enhance the care and

1 Individuals includes patients, service users, clients and customers

2 Refers to Advanced Clinical Practitioners working to the full scope of their practice

Crown copyright 2017 You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open - government - licence

24

APPENDIX 6A CDG

experience of individuals • Analyse, interpret and act on the results of clinical tests and assessments and formulate a plan of care, which may include

admission to a care setting such as a hospital, referral to settings for another opinion or discharge from services • Drive service improvements, educate others and provide consultancy services within your scope of practice • Undertake research activities to develop new knowledge and undertake audit to evaluate and further develop your area of

expertise to improve care and services for the people you are treating

Qualification requirements: Apprentices must complete a Master’s degree in Advanced Clinical Practice. Apprentices without level 2 English and maths will need to achieve this level prior to taking the end-point assessment. Entry Requirements: You will hold current registration with one of the statutory regulators of health and care professions. Level: 7 Duration: Typically 36

months Review Date: After 3 years

Values You will be caring, compassionate, honest, conscientious and committed

Behaviours You will treat people with dignity, respecting people’s diversity, beliefs, culture, needs, values, privacy and preferences, show respect and empathy for those you work with, have the courage to challenge areas of concern and work to best practice, be adaptable, reliable and consistent, show discretion, resilience and self-awareness.

25

APPENDIX 6A CDG

You will be able to: You will know and understand:

Advanced clinical practice

1.1 Practise with a high level of autonomy and be accountable for your decisions and omissions; work in line with your code of professional conduct, professional standards and scope of practice 1.2 Assess individuals and families using person-centred approaches and a range of assessment methods, for example including history taking, holistic examination, requesting and interpreting diagnostic tests or conducting health and care needs assessments 1.3 Use multi-agency and inter-professional resources, critical thinking, independent decision-making skills, problem solving skills and professional judgement to formulate and act on potential diagnoses 1.4 Assess individuals for risk factors and their impact on health and wellbeing; facilitate and encourage individuals to manage their own health and make informed choices; support individuals with an ongoing plan for preventative and rehabilitative measures 1.5 Use expertise in clinical reasoning to plan and manage day to day, complex and unpredictable episodes of care; evaluate events to improve future care and service delivery; discharge or refer appropriately to other services 1.6 Initiate and evaluate a range of interventions which may include prescribing of medicines,

1.1 Local, national policies and procedures within your scope of practice, the professional and regulatory codes of conduct relevant to your advanced clinical practice; the importance of working within boundaries of practice; the range of physical, psychological, pharmacological, diagnostic and therapeutic interventions within your scope of practice 1.2 The range of physical, psychological and population based assessment methods used within your area of practice and the application of pathophysiology to underpin assessment and diagnosis 1.3 The causes, signs, symptoms and impact of physical and mental health conditions within your scope of practice; how to draw on a diverse range of knowledge and critical thinking in your decision-making to determine evidence- based therapeutic interventions 1.4 How to assess risk in relation to health and wellbeing; the principles of health promotion and prevention; strategies to engage and influence people; the range of health promotion tools available including the importance of therapeutic communication and behavioural change 1.5 How to plan and manage a defined episode of care within your area of clinical practice, which may include admission, referral or discharge, to other services; methods and techniques to evaluate interventions and how to use the outcomes to instigate service development 1.6 Local and national policies, regulatory frameworks and guidelines for prescribing where appropriate;

26

APPENDIX 6A CDG

therapies and care 1.7 Ensure safety of individuals and families through the appropriate management of risk

1.8 Seek out and apply contemporary, high-quality evidence-based resources and existing and emerging technology as appropriate.

knowledge of pharmacotherapeutics relative to your scope of practice 1.7 Strategies to mitigate risk

1.8 The importance of evidence-based practice and technology, such as genomics, to underpin and inform decisions made about care and treatment.

Education 2.1 Recognise and respond to individuals’ motivation, development stage and capacity; work in partnership to empower individuals to participate in decisions about care designed to maximise their health and wellbeing 2.2 Assess own learning needs and engage in self-directed learning to maximise potential to lead and transform care and services 2.3 Work collaboratively to identify and meet the learning and development needs of health or care professionals; support practice education; act as a role model and mentor

2.4 Advocate and contribute to the development of an organisational culture that supports life-long learning and development, evidence-based practice and succession planning.

2.1 Motivational theory and how to apply it to participation in health and social care; the value of empowerment and co-design 2.2 Your role, responsibility and motivation to manage your own learning; the range of tools and techniques that can be used to direct own learning, set goals and evaluate learning 2.3 The application of teaching and learning theories and models in health and care; how to identify learning needs; organisational and professional roles and responsibilities in relation to life-long learning

2.4 The importance and impact of organisational culture in learning and development; techniques to influence organisational culture.

ST0564/01 DEGREE APPRENTICESHIP STANDARD ADVANCED CLINICAL PRACTITIONER – LEVEL 7 Crown copyright 2017 You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open - government - licence

ST0564/01

27

APPENDIX 6A CDG

DEGREE APPRENTICESHIP STANDARD ADVANCED CLINICAL PRACTITIONER – LEVEL 7

You will be able to: You will know and understand: Clinical

Leadership 3.1 Demonstrate the impact of advanced clinical practice within your scope of practice and the wider community 3.2 Use your advanced clinical expertise to provide consultancy across professional and service boundaries; drive service development and influence clinical practices to enhance quality productivity and value 3.3 Provide professional leadership and supervision in situations that are complex and unpredictable; instill confidence and clinical credibility in others; work across boundaries to promote person-centred care 3.4 Actively seek and participate in peer review of your own and others’ practice across traditional health and social care boundaries 3.5 Identify the need for change; generate practice innovations; act as a role model; lead new practice and service redesign solutions in response to individuals’ feedback and service need 3.6 Establish and exercise your individual scope of practice within legal, ethical, professional and organisational policies, procedures and codes of conduct to manage risk and enhance the care experience 3.7 Identify and manage risk in own and others’ clinical practice; be receptive to challenge and

3.1 Methods and systems to measure impact of advanced clinical practice 3.2 The implications and applications of epidemiological, demographic, social, political and professional trends and developments appropriate to your clinical practice 3.3 Theories, techniques and models of leadership and teamwork and how these can be applied across professional boundaries in health and social care 3.4 The importance and impact of peer review and evaluation in advanced clinical practice 3.5 Theories, models and techniques which can be deployed across health and social care systems to affect change at individual, team and organisational level 3.6 The range of legal, ethical, professional and organisational policies, procedures and codes of conduct that apply to your practice 3.7 The range of evidence-based strategies to manage risk in clinical practice.

28

APPENDIX 6A CDG

demonstrate the ability to challenge others. Research 4.1 Engage in research activity; develop and apply

evidence-based strategies that are evaluated to enhance the quality, safety, productivity and value for money of health and care 4.2 Evaluate and audit your own and others’ clinical practice and act on the findings 4.3 Alert individuals and organisations to gaps in evidence; initiate and/or lead evidence-based activity that aims to enhance clinical practice and contribute to the evidence base; support others to develop their research capability 4.4 Critically appraise and synthesise the outcomes of research, evaluation and audit; apply this within your own and others’ practice; act as a bridge between clinical and research practice; promote the use of evidence-based standards, policies and clinical guidelines 4.5 Develop and implement robust governance systems and systematic documentation processes 4.6 Disseminate your work through appropriate media to further advance clinical practices.

4.1 National and international quality standards; the effect of policy on health and social care 4.2 The range of valid and reliable evaluation and audit methods used in clinical practice 4.3 The range of quantitative and qualitative research methodologies relevant for use in health and social care; the roles and responsibilities of those involved in research; the range of legal, ethical, professional, financial and organisational policies and procedures that will apply to your research activities; the importance and impact of research on advancing clinical practices 4.4 Critical appraisal techniques and how to apply new knowledge effectively to own and others’ clinical practice; the importance of integrating research into clinical practice; the range of evidence-based standards, policies and clinical guidelines which apply to own and others’ practice 4.5 The importance of effective governance systems and methods that can be used to ensure systematic documentation is in place 4.6 The value of disseminating research to advance clinical practice, enhancing the quality, safety, productivity and value for money of health and care; how to select and use media appropriately to optimise research impact.

Crown copyright 2017 You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open - government - licence Mapping to Institute for Apprenticeship Advanced Clinical Practice Standards

DQIHI4504

EFPNU4073

LQIHi4505

ACCDMHI4503

TACPHI4506

29

APPENDIX 6A CDG

Advanced Clinical PracticeYour will be able to:1.1 Practise with a high level of autonomy and be accountable for your decisions and omissions;

work in line with your code of professional conduct, professional standards and scope of practice

X X

1.2 Assess individuals and families using person-centred approaches and a range of assessment methods, for example including history taking, holistic examination, requesting and interpreting diagnostic tests or conducting health and care needs assessments

X X

1.3 Use multi-agency and inter-professional resources, critical thinking, independent decision-making skills, problem solving skills and professional judgement to formulate and act on potential diagnoses

X

1.4 Assess individuals for risk factors and their impact on health and wellbeing; facilitate and encourage individuals to manage their own health and make informed choices; support individuals with an ongoing plan for preventative and rehabilitative measures

X

1.5 Use expertise in clinical reasoning to plan and manage day to day, complex and unpredictable episodes of care; evaluate events to improve future care and service delivery; discharge or refer appropriately to other services

X

1.6 Initiate and evaluate a range of interventions which may include prescribing of medicines, therapies and care

X

1.7 Ensure safety of individuals and families through the appropriate management of risk X1.8 Seek out and apply contemporary, high-quality evidence-based resources and existing and

emerging technology as appropriate.X X X

Advanced Clinical PracticeYou will know and understand1.1 Local, national policies and procedures within your scope of practice, the professional and

regulatory codes of conduct relevant to your advanced clinical practice; the importance of working within boundaries of practice; the range of physical, psychological, pharmacological, diagnostic and therapeutic interventions within your scope of practice

X X

1.2 The range of physical, psychological and population based assessment methods used within your area of practice and the application of pathophysiology to underpin assessment and diagnosis

X X

30

APPENDIX 6A CDG

1.3 The causes, signs, symptoms and impact of physical and mental health conditions within your scope of practice; how to draw on a diverse range of knowledge and critical thinking in your decision-making to determine evidence- based therapeutic interventions

X X

1.4 How to assess risk in relation to health and wellbeing; the principles of health promotion and prevention; strategies to engage and influence people; the range of health promotion tools available including the importance of therapeutic communication and behavioural change

X X

1.5 How to plan and manage a defined episode of care within your area of clinical practice, which may include admission, referral or discharge, to other services; methods and techniques to evaluate interventions and how to use the outcomes to instigate service development

X X

1.6 Local and national policies, regulatory frameworks and guidelines for prescribing where appropriate; knowledge of pharmacotherapeutics relative to your scope of practice

X X

1.7 Strategies to mitigate risk X X X X1.8 The importance of evidence-based practice and technology, such as genomics, to underpin

and inform decisions made about care and treatment.X X X

EducationYour will be able to:2.1 Recognise and respond to individuals’ motivation, development stage and capacity; work in

partnership to empower individuals to participate in decisions about care designed to maximise their health and wellbeing

X

2.2 Assess own learning needs and engage in self-directed learning to maximise potential to lead and transform care and services

X X X

2.3 Work collaboratively to identify and meet the learning and development needs of health or care professionals; support practice education; act as a role model and mentor

X X

2.4 Advocate and contribute to the development of an organisational culture that supports life-long learning and development, evidence-based practice and succession planning.

X X X X

EducationYou will know and understand2.1 Motivational theory and how to apply it to participation in health and social care; the value of

empowerment and co-designX X

2.2 Your role, responsibility and motivation to manage your own learning; the range of tools and techniques that can be used to direct own learning, set goals and evaluate learning

X X X X

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APPENDIX 6A CDG

2.3 The application of teaching and learning theories and models in health and care; how to identify learning needs; organisational and professional roles and responsibilities in relation to life-long learning

X X

2.4 The importance and impact of organisational culture in learning and development; techniques to influence organisational culture.

X X

Clinical LeadershipYour will be able to:3.1 Demonstrate the impact of advanced clinical practice within your scope of practice and the

wider communityX X X X

3.2 Use your advanced clinical expertise to provide consultancy across professional and service boundaries; drive service development and influence clinical practices to enhance quality productivity and value

X X

3.3 Provide professional leadership and supervision in situations that are complex and unpredictable; instill confidence and clinical credibility in others; work across boundaries to promote person-centred care

X X X X

3.4 Actively seek and participate in peer review of your own and others’ practice across traditional health and social care boundaries

X X X

3.5 Identify the need for change; generate practice innovations; act as a role model; lead new practice and service redesign solutions in response to individuals’ feedback and service need

X X X X

3.6 Establish and exercise your individual scope of practice within legal, ethical, professional and organisational policies, procedures and codes of conduct to manage risk and enhance the care experience

X X X

3.7 Identify and manage risk in own and others’ clinical practice; be receptive to challenge and demonstrate the ability to challenge others.

X X X X

Clincail LeadershipYou will know and understand3.1 Methods and systems to measure impact of advanced clinical practice X X X X3.2 The implications and applications of epidemiological, demographic, social, political and

professional trends and developments appropriate to your clinical practiceX X X X

3.3 Theories, techniques and models of leadership and teamwork and how these can be applied across professional boundaries in health and social care

X X

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APPENDIX 6A CDG

3.4 The importance and impact of peer review and evaluation in advanced clinical practice X X X3.5 Theories, models and techniques which can be deployed across health and social care

systems to affect change at individual, team and organisational levelX X X

3.6 The range of legal, ethical, professional and organisational policies, procedures and codes of conduct that apply to your practice

X X X X

3.7 The range of evidence-based strategies to manage risk in clinical practice. X X X X

ResearchYour will be able to:4.1 Engage in research activity; develop and apply evidence-based strategies that are evaluated

to enhance the quality, safety, productivity and value for money of health and careX X X X

4.2 Evaluate and audit your own and others’ clinical practice and act on the findings X X X X4.3 Alert individuals and organisations to gaps in evidence; initiate and/or lead evidence-based

activity that aims to enhance clinical practice and contribute to the evidence base; support others to develop their research capability

X X X X

4.4 Critically appraise and synthesise the outcomes of research, evaluation and audit; apply this within your own and others’ practice; act as a bridge between clinical and research practice; promote the use of evidence-based standards, policies and clinical guidelines

X X X X

4.5 Develop and implement robust governance systems and systematic documentation processes X X4.6 Disseminate your work through appropriate media to further advance clinical practices. X X

Research You will know and understand:4.1 National and international quality standards; the effect of policy on health and social care X X X X

4.2 The range of valid and reliable evaluation and audit methods used in clinical practice X X X X4.3 The range of quantitative and qualitative research methodologies relevant for use in health

and social care; the roles and responsibilities of those involved in research; the range of legal, ethical, professional, financial and organisational policies and procedures that will apply to your research activities; the importance and impact of research on advancing clinical practices

X X X

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APPENDIX 6A CDG

4.4 Critical appraisal techniques and how to apply new knowledge effectively to own and others’ clinical practice; the importance of integrating research into clinical practice; the range of evidence-based standards, policies and clinical guidelines which apply to own and others’ practice

X X X

4.5 The importance of effective governance systems and methods that can be used to ensure systematic documentation is in place

X X

4.6 The value of disseminating research to advance clinical practice, enhancing the quality, safety, productivity and value for money of health and care; how to select and use media appropriately to optimise research impact. 

X X

34

35 ST0564/AP1

Appendix 108.2

End Point Assessment Plan

Integrated Degree Apprenticeship for Advanced Clinical Practitioner at Level 7

March 2018

Crown copyright 2018 You may re-use this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. Visit www.nationalarchives.gov.uk/doc/open-government-licence

36 ST0564/AP1

Contents

Overview...........................................................................................................................................373

Apprenticeship structure...................................................................................................................384

Gateway to End Point Assessment....................................................................................................395

Criteria for progression to EPA....................................................................................................406

End Point Assessment.......................................................................................................................406

End-point Assessment Organisation: Roles and Responsibilities.................................................417

Table 3: Roles and responsibilities in EPA...................................................................................428

End Point Assessment Methods....................................................................................................449

Open Book Examination...............................................................................................................449

Presentation of practice...............................................................................................................4510

Re-sits/re-takes............................................................................................................................4611

Grading.......................................................................................................................................4712

Degree classification...................................................................................................................4712

Table 6: Grading Criteria............................................................................................................4813

End Point Assessment Organisation – Internal Quality Assurance.................................................4914

External Quality Assurance............................................................................................................5215

Regulation.......................................................................................................................................5215

Implementation...............................................................................................................................5215

Affordability...............................................................................................................................5215

Volumes......................................................................................................................................5315

Annexe A: Knowledge, skills and behaviours attributed to End Point Assessment for the Advanced

Clinical Practitioner........................................................................................................................5416

1. Open Book Examination.........................................................................................................5416

2. Presentation of Practice...........................................................................................................5518

Annexe B: Example Open Book Examination Question Paper......................................................6525

Annexe C: Open Book Examination Case Study template ........................................... 265

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Overview

This end point assessment (EPA) plan is designed to accompany the Integrated Degree Apprenticeship for Advanced Clinical Practitioner at Level 7. Advanced Clinical Practitioners are experienced clinicians who demonstrate expertise within a scope of practice, combining expert clinical skills with research, education and clinical leadership. Advanced Clinical Practitioners work innovatively as part of a wider health and social care team and across traditional professional boundaries in health and social care.

On successful completion of their apprenticeship, an Advanced Clinical Practitioner will be able to manage defined episodes of clinical care independently, from beginning to

end, providing care and treatment from the time an individual1 first presents through to the end of the episode, which may include admission, referral or discharge or care at home. They will carry out their full range of duties in relation to individuals’ physical and mental healthcare and in acute, primary, urgent and emergency settings (including hospitals, general practice, individuals’ homes, schools and prisons, and in the public, independent, private and charity sectors). The knowledge, skills and behavior required by this role are encompassed by the Advanced Clinical Practitioner apprenticeship standard. The qualification requirement for the

Advanced Clinical Practitioner apprenticeship is a Master’s degree in Advanced Clinical Practice. Apprentices without level 2 English and maths will also need to achieve this level prior to taking the end-point assessment.

This EPA plan forms the final part of an Integrated Degree Apprenticeship for Advanced Clinical Practitioner at level 7. The apprenticeship will be delivered by University degree apprenticeship providers listed on the Register of Apprentice Training Providers (RoATP) and the Register of End Point Assessment Organisations (RoEPAO). The degree will combine onprogramme academic and work based learning and assessment together with an EPA that provides synoptic assessment of the achievement of knowledge, skills and behaviours outlined in the standard. This plan details on-programme and EPA requirements of the apprenticeship and will be of interest to apprentices, employers, Universities on RoATP and RoEPAO and health and social care service users.

1 Individuals includes patients, service users, clients and customers

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Apprenticeship structure

The integrated degree apprenticeship will comprise 180 credits*, a minimum of 140 must be completed at level 7. 160 credits will be derived from on-programme learning and assessment. Completion of the EPA will contribute the final 20 level 7 credits to the Master’s degree. The apprentice will typically complete learning and assessment to the value of 60 credits in a 12 month period with the overall degree apprenticeship taking 36 months to complete (Table 1 provides an example structure). The minimum apprenticeship completion period is 12 months.

Universities will design on-programme learning and assessment that facilitates and measures the apprentice’s achievement of the knowledge, skills and behaviours as outlined in the Degree Apprenticeship standard for Advanced Clinical Practitioner. The programme will be developed in close partnership between health and social care employers and Universities and informed by relevant medical and health care practitioners, service users and policy standards. As part of this partnership, it is recommended that the employer and University formally agree the requirements of the learning environment and infrastructure, and identify the named supervisor(s) and assessor(s) who will support the apprentice in applying, reinforcing and demonstrating the required knowledge, skills and behaviours within the workplace. On-programme and supervised work place learning should normally be structured to enable increasing independence and autonomy as an Advanced Clinical Practitioner as the apprenticeship progresses. It is highly recommended that the apprentice’s progress, both academic and in the workplace is monitored at regular intervals prior to gateway progression.

*Academic credit in Higher Education in England (Quality Assurance Agency 2009)

Table 1: An example of an Integrated Degree Apprenticeship for Advanced Clinical Practitioner

Apprenticeship at Level 7 programme

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Study

Year

(months)

Autumn

(Sept- Dec)

Spring

(Jan – May )

Summer

(June -August)

1 (1-12) Semester 1

University and

work based

learning

Semester 2

University and

work based

learning

Semester 3

University and/or work

based learning

Progress review

60 cr*.

2 (13-24) Semester 4

University and

work based

learning

Semester 5

University and

work based

learning

Progress review

120 Cr. *

Semester 6 University and work based learning

3 (25-36) Semester 7 and 8

University and work based learning.

Progress review 160cr*

Semester 9

End Point Assessment

(20 credits)

180 cr*.

*Cr = Academic credit in Higher Education in England (Quality Assurance Agency 2009)

Gateway to End Point Assessment The apprentice’s employer, in conjunction with the University will confirm that the apprentice is eligible to progress to the EPA. Eligibility is confirmed once the apprentice has met the criteria for progression to EPA.

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GATEWAY

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Criteria for progression to EPA Table 2: Gateway Criteria for the Integrated Degree Apprenticeship for

Advanced Clinical Practitioner at Level 7

• Registered with a statutory health and/or social care regulator with proof of

current registration.

• Achievement of English and mathematics qualification at a minimum of level 2

as per general apprenticeship requirements

• 160 credits of an integrated Master’s degree in Advanced Clinical Practice

from the on-programme apprenticeship formally confirmed prior to the gateway

progression.

• Confirmation from the employer that the requirements of the apprentice

agreement and knowledge, skills and behaviours from the standard has been

met within the apprentice’s workplace

• Confirmation by the employer of the apprentice’s readiness to progress to the EPA.

In order to progress to end point assessment, an apprentice must meet the gateway criteria in Table 2. The employer with the support of the University will decide whether the apprentice is ready to progress only when they have completed these and are considered ready to undertake EPA. A system of remedial support will need to be agreed between the employer and University when apprentices are unable to meet the gateway criteria. In the circumstance that apprentices do not meet the academic requirements of the apprenticeship programme it is recommended that apprentices may gain agreed exit awards at either Postgraduate Certificate or Postgraduate Diploma.

End Point Assessment

The EPA will provide independent synoptic assessment of the knowledge, skills and behaviours of the apprenticeship standard. The assessment will deliver a valid, reliable and independent judgement that the apprentice has achieved the standard required in order to be awarded the Integrated Degree Apprenticeship for Advanced Clinical Practitioner at Level 7. The University must uphold all requirements for independent assessment in the EPA as identified in this plan.

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The EPA will be completed in a maximum three month period. The three month period includes the time needed for the apprentice to prepare for and undertake the EPA but does not include the period required to conclude subsequent academic confirmation of results and degree award processes.

End-point Assessment Organisation: Roles and Responsibilities As this is an integrated degree apprenticeship, the EPA is delivered by the University which awards the Master’s degree in Advanced Clinical Practice. They will be on the RoEPAO, will deliver the EPA for this standard as defined in this plan and are termed the end point assessment organisation (EPAO).

The EPAO will demonstrate an independent assessment process. An independent assessor who has had no involvement with on-programme learning and assessment must be appointed to conduct the EPA. Table 3 outlines the roles and responsibilities of individuals and organisations involved in preparing for and conducting the independent end point assessment for the Advanced Clinical Practitioner standard.

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Table 3: Roles and responsibilities in EPA

Role Responsibilities

Apprentice • Participates fully in their education, training and development • Takes responsibility for learning independently and preparing for the EPA • Contributes to the decision on the timing of their end-point assessment

Employer • Supports the apprentice to complete the requirements of the EPA. • Determines when the apprentice is competent and ready to attempt the end-point assessment Ensures

apprentice is able to apply their learning in the workplace • Ensures the apprentice has a supervisor

University • Delivers the knowledge based learning for the apprentice • Provides on going assessment through the on programme learning • Advises the employer when the apprentice has achieved the on programme requirements and is ready to

undertake the end-point assessment. • Is Registered in the Education and Skills Register of Apprentice Training Providers and Register of End Point

Assessment Organisations

End Point Assessment Organisation

• Recruits and trains independent assessor(s) to conduct the EPA • Develops the end point assessment materials and administers the end-point assessment • Ensures that independent assessor(s) is occupationally competent and able to assess the performance of the

apprentice using the end-point assessment method • Undertakes bi annual standardisation and moderation activities • Actively participates in the quality assurance procedures described in this assessment plan Sets the open book

examination paper • Identifies independent internal academic member for the presentation of practice panel Appoints an external

examiner for the EPA.

Independent Assessor

• Invigilates, assesses and grades the completed examination paper • Chairs the presentation panel • Determines the presentation grade • Determines the final apprenticeship grade

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End Point Assessment Methods

The EPAO must use the assessment methods detailed below. The assessments can be taken in any order.

Table 4: Overview of end point assessment methods Method Area Assessed Contribution

to final grade Duration/length

Assessed by Grading

Open Book Examination

Advanced Clinical Practice

50% 2 hours End-point Assessment Organisation independent assessor

Pass Merit Distinction Fail

Presentation of practice

• Advanced Clinical Practice

• Education • Clinical

Leadership

• Research

50% 1,500 word (+/10%) clinical practice change

report 35 minutes presentation (+/- 10%)

Independent assessment panel comprising

• independent assessor

• independent university representative

Pass Merit Distinction Fail

Open Book Examination Apprentices will sit an unseen open book examination of 2 hours duration under invigilated examination conditions. The examination will assess the knowledge, skills and behaviours for Advanced Clinical Practice identified for assessment in the examination in Annexe A, Table 1 (1- 1.8).

The ‘open book’ examination is defined as an examination in which the apprentice brings resources into the examination room in order to support their completion of examination answers. The resources allowed for the open book examination are three referenced written case studies built from the Advanced Clinical Practitioner apprentice’s own practice. No other resources are permissible. Case studies will be a maximum of 1500 words (+/- 10%) each excluding references and will be presented in the template in Annex C. The cases can be drawn from any point during the apprenticeship but must not have previously been used or assessed during on-programme accredited learning. Case studies must respect confidentiality, should be clearly labelled and submitted with the examination paper at the end of the examination. No marks are awarded directly to the case studies.

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The open book examination paper will comprise eight examination questions selected by the EPAO from the EPAO’s bank of questions. The question bank will be developed by the EPAO in consultation with a representative employer organisation and an independent external examiner. The question bank will comprise a minimum of twenty four questions which must be reviewed annually to assure ongoing validity for EPA. Where valid, questions may be selected from the bank for up to three years but should then be discarded. Questions will assess the knowledge, skills and behaviours for Advanced Clinical Practice as described in Annexe A, Examination: table 1. The EPAO will ensure that the examination paper is set in line with the regulations of the organisation assuring that the paper is valid and reliable. A sample question paper is provided as an exemplar in Annexe B. The EPAO is responsible for setting and marking the examination paper and construction of the answer marking guide. The examination paper will be marked using the answer marking guide and the criteria for the examination in Table 7. On-programme marking criteria must not be used. Prior to administering the examination, the examination paper and answer guide must be reviewed by an external examiner appointed to the EPAO in order to assure external benchmarking and consistency. The examination will be marked by the independent assessor who will provide the initial grade. Examination papers will be moderated by an internal moderator of the University who has not been involved in the on-programme Advanced Clinical Practitioner apprenticeship. The external examiner will review a sample of examination papers as part of quality assurance.

Presentation of practice This is a synoptic assessment with two elements that demonstrates the apprentice’s integration of the knowledge, skills and behaviours across the Advanced Clinical Practitioner standard. The presentation of practice asessment is focused on a 1500 word (+/- 10%) clinical practice change report (Element 1). Using the template provided in Annexe A the apprentice will write a clinical practice change report during the EPA period. This written report will outline an evidence based background and proposed clinical practice change related to the apprentices area of clinical practice. In developing their clinical practice change report, the apprentice should refer to the knowledge, skills and behaviours indicated for assessment in Annexe A, Table 2.

Element 2 will comprise a 25 minute (+/- 10%) presentation and 10 minutes (+/- 10%) for the panel to gain clarification on any aspect of the presentation or the clinical practice change report. The purpose of the presentation is to draw upon the clinical practice change report report and to discuss the implementation of the development in practice. In preparing their presentation, the apprentice should refer to the knowledge, skills and behaviours indicated for assessment in Annexe A, Table 3.

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The clinical practice change report and presentation are assessed using the grading criteria in table 6.

The clinical practice change report and presentation must be submitted to the EPAO independent assessor in electronic format 5 working days prior to the date of the presentation in order to enable the panel to familiarise themselves with the material.

The panel will comprise the independent assessor appointed by the EPAO and an internal moderator from the university who has not been involved in the on-programme Advanced Clinical Practitioner apprenticeship. The independent assessor should hold the occupational competence to make a reliable and valid assessment judgement of the Advanced Clinical Practitioner. Both panel members will be independent of the apprentice’s on-programme learning and assessment. Video conferencing facilities can be used where necessary to enable attendance of the assessment panel members. In the case where all assessment panel members are remote, the EPAO will be responsible for authentication of the apprentice’s identity prior to commencement of the presentation.

The independent assessor appointed by the end point assessment organisation to conduct the EPA has responsibility for determining the grade awarded to the presentation of practice. A sample of presentations of practice will be reviewed by an external examiner as part of quality assurance. Apprentices must be informed if the external examiner will be present or if the presentation is to be recorded as part of the external quality assurance process.

Re-sits/re- takes One further opportunity for retaking one or both of the end point assessment components is allowed. Re-sit opportunities should be offered following formal confirmation of the failed assessment component(s) by the EPAO. The employer must also confirm to the EPAO that they support the apprentice in retaking the EPA. Any EPA component must be taken within three months of formal confirmation of the failed EPA. A re-sit of either component will limit the overall EPA grade to pass except where an application for extenuating circumstances has been upheld by the EPAO. Apprentices are only required to re-sit the failed component of the EPA. A further attempt at EPA cannot be used to improve a pass/merit result.

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Grading

Degree classification The Integrated Master’s degree* will be classified in line with the University degree regulations. The EPA will represent 20 credits towards the final degree classification. When an apprentice fails the EPA, they will not be awarded the integrated Master’s Degree in Advanced Clinical Practice.

Apprenticeship grade

The independent assessor will make the judgement and overall grade for the end-point assessment. The aggregated mark of the EPA will provide the apprenticeship grade. Each assessment will be graded as Pass, Merit, Distinction or Fail. Grading is awarded based on the the achievement of the knowledge,skills and behaviours of the Integrated Degree Apprenticeship for Advanced Clinical Practitioner as identified in Table 6 and Annexe A.

Both assessment components must achieve a pass in order to pass the

apprenticeship. The open book examination and presentation of practice carry an

equal weighting in contributing to the overall apprenticeship grade. Both assessments

must be achieved in the same grade for the higher grade to be awarded. Please see

examples in Table 5. An external examiner appointed by the EPAO will contribute to

the validity, reliability and internal quality assurance of EPA grading.

Table 5: Examples of overall apprenticeship grading Open book examination Presentation of practice Apprenticeship grade

Distinction Distinction Distinction

Distinction Merit Merit

Merit Distinction Merit

Merit Merit Merit

Merit Pass Pass

Pass Merit Pass

Pass Pass Pass

Fail Pass Fail

Pass Fail Fail

Fail Fail Fail * The 20 Level 7 credits awarded to the End Point Assessment must be integrated into the Masters in Advanced Clinical Practice qualification.

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Table 6: Grading Criteria

OPEN BOOK EXAMINATION Distinction Criteria Merit Criteria Pass Criteria Fail criteria Using Annexe A, Table 1 the apprentice demonstrates the knowledge, skills and behaviours in bold, plus a minimum of 4 further outcomes not in bold

Using Annexe A, Table 1 the apprentice demonstrates the knowledge, skills and behaviours in bold, plus a minimum of 2 further outcomes not in bold

Using Annexe A, Table 1 the apprentice demonstrates the knowledge, skills and behaviours in bold

Using Annexe A, Table 1 the apprentice fails to provide sufficient systematic evidence of the knowledge, skills and behaviours in bold Unsafe practice will result in an automatic FAIL

PRESENTATION OF PRACTICE Distinction Criteria Merit Criteria Pass Criteria Fail criteria Using Annexe A , Tables 2 and 3 the apprentice demonstrates the knowledge, skills and behaviours in bold, plus a minimum of 4 other outcomes not in bold

Using Annexe A , Tables 2 and 3 the apprentice demonstrates the knowledge, skills and behaviours in bold, plus a minimum of 2 other outcomes not in bold

Using Annexe A , Tables 2 and 3 the apprentice demonstrates the knowledge, skills and behaviours in bold

Using Annexe A, Tables 2 and 3 the apprentice fails to provide sufficient systematic evidence of the knowledge, skills and behaviours in bold Unsafe practice will result in an automatic FAIL

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End Point Assessment Organisation – Internal Quality Assurance

End point assessment organisations must ensure robust internal quality assurance processes in line with the requirements of this assessment plan.

Internal Assurance: Roles and Responsibilities of the EPAO

The EPAO must: • accredit the EPA to the value of 20 level 7 academic credits. • publish EPA guidance to apprentices, employers and training providers in

relation to the requirements of the open book examination and presentation of practice as set out in this plan

• ensure that there is consistency and comparability in terms of the breadth and depth of each assessment, to ensure assessments are reliable, robust and valid

• develop a bank of examination questions in consultation with representative employers to reviewed annually and to be refreshed every three years

• publish assessment criteria for the open book examination and the presentation of practice using annexe A and Table 7.

• ensure that EPA dates and schedules are clearly published to apprentices and their employers

• appoint and approve independent assessors to conduct marking and initial grading of the EPA. Appointment of independent assessors will be based on a check of occupational knowledge including current professional registration and participation in ongoing continuing professional development for Advanced Clinical Practitioner. Minimum occupational knowledge will include a i) a Masters degree, ii) current professional healthcare registration iii) a minimum of three years experience working in the field of Advanced Clinical Practice in a clinical and/or educational setting iv) a minimum of three years experience in making assessment judgements at Masters level.

• provide training for independent assessors in the requirements for the operation, marking and initial grading of the examination and presentation

• provide training for independent assessors to enable them to undertake fair and impartial assessment, making judgements about the application of knowledge, skills and behaviours to the workplace setting.

• ensure internal moderators and external examiners are trained in EPA assessment and assurance processes and undertake regular continuing professional development.

• develop compensatory assessment for learners with special requirements to allow reasonable adjustments to be made to assess the knowledge, skills and behaviours of the apprentice through alternative assessment techniques. They must be designed to ensure judgements are not compromised

• provide guidance in relation to the EPA i.e. making reasonable adjustment, eligibility to enter EPA and conflict of interest.

• consider evidence in relation to reasons for failing an EPA and confirm whether a grade higher than pass will be allowed for a re-take/re-sit, where

the learner may have failed and there areextenuating circumstances • develop and manage a complaints and appeals procedure • hold bi annual standardisation meetings for independent assessors to ensure

consistent application of the guidance. • prepare an annual evaluation report for the University and employers, acting

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collaborate with at least one other EPAO delivering Advanced Clinical Practitioner EPA to ensure consistency across assessors and assessments.

participate with an EPAO network to share and discuss areas of improvement and to report on best practice

External Quality Assurance

External Quality Assurance is currently to be provided by the Institute for

Apprenticeships.

Regulation

The Advanced Clinical Practitioner apprenticeship standard requires that apprentices have current registration with their statutory health and social care regulator.

Implementation

Affordability

Indications show the likely costs to deliver the end-point assessment will not exceed

20% of the overall on-programme costs. To ensure affordability, the assessment will

take place on university premises. The approach presented offers an affordable

solution to assessment for this apprenticeship. The approach is robust and will ensure

the end point assessment will meet the needs of all employers including those from

public and private sectors.

It is believed that the approach is manageable and feasible as the necessary expertise already exists within the sector. Utilising existing expertise will ensure a sufficiency of qualified assessors with a good geographical spread. Under these conditions the anticipated uptake of the apprenticeship in the first year within England is approximately 200 starts.

This approach to independent assessment is evidenced based and sector specific and

has been tested with employers who have confirmed that it is the preferred approach.

Cost analysis verified that this approach was the most cost-effective method of all.

Volumes

Once the apprenticeship reaches steady state it is anticipated that there will be in the region of 1000 new starts a year.

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Annexe A: Knowledge, skills and behaviours attributed to End Point Assessment for the Advanced Clinical Practitioner.

Open Book Examination The EPAO will select eight examination questions from its question bank that enable the apprentice to demonstrate their knowledge, skills and behaviours from the Advanced Clinical Practice domain of the standard. Apprentices will draw on three previously prepared case studies as resources to support their examination answers. In constructing their case studies apprentices should therefore be guided by the knowledge, skills and behaviours in Table 1. Please also see the grading criteria.

Table 1: Advanced Clinical Practice Behaviours As illustrated in Annexe B, examination answers will demonstrate the following behaviours: You will treat people with dignity, respecting people’s diversity, beliefs, culture, needs, values, privacy and preferences, show respect and empathy for those you work with, have the courage to challenge areas of concern and work to best practice, be adaptable, reliable and consistent, show discretion, resilience and self-awareness What you will be able to do What you will know and understand 1.1 Practise with a high level of autonomy and be accountable for your decisions and omissions; work in line with your code of professional conduct, professional standards and scope of practice

1.1 Local, national policies and procedures within your scope of practice, the professional and regulatory codes of conduct relevant to your advanced clinical practice; the importance of working within boundaries of practice; the range of physical, psychological, pharmacological, diagnostic and therapeutic interventions within your scope of practice

1.2 Assess individuals and families using person-centred approaches and a range of assessment methods, for example including history taking, holistic examination, requesting and interpreting diagnostic tests or conducting health and care needs assessments

1.2 The range of physical, psychological and population based assessment methods used within your area of practice and the application of pathophysiology to underpin assessment and diagnosis

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1.3 Use multi-agency and inter-professional resources, critical thinking, independent decision-making skills, problem solving skills and professional judgement to formulate and act on potential diagnoses

1.3 The causes, signs, symptoms and impact of physical and mental health conditions within your scope of practice; how to draw on a diverse range of knowledge and critical thinking in your decision-making to determine evidence- based therapeutic interventions

1.4 Assess individuals for risk factors and their impact on health and wellbeing; facilitate and encourage individuals to manage their own health and make informed choices; support individuals with an ongoing plan for preventative and rehabilitative measures

1.4 How to assess risk in relation to health and wellbeing; the principles of health promotion and prevention; strategies to engage and influence people; the range of health promotion tools available including the importance of therapeutic communication and behavioural change

1.5 Use expertise in clinical reasoning to plan and manage day to day, complex and unpredictable episodes of care; evaluate events to improve future care and service delivery; discharge or refer appropriately to other services

1.5 How to plan and manage a defined episode of care within your area of clinical practice, which may include admission, referral or discharge, to other services; methods and techniques to evaluate interventions and how to use the outcomes to instigate service development

1.6 Initiate and evaluate a range of interventions which may include prescribing of medicines, therapies and care

1.6 Local and national policies, regulatory frameworks and guidelines for prescribing where appropriate; knowledge of pharmaco-therapeutics relative to your scope of practice

1.7 Ensure safety of individuals and families through the appropriate management of risk

1.7 Strategies to mitigate risk

1.8 Seek out and apply contemporary, high-quality evidence-based resources and existing and emerging technology as appropriate

1.8 The importance of evidence-based practice and technology, such as genomics, to underpin and inform decisions made about care and treatment

2. Presentation of Practice The presentation of practice is synoptic and will encompass knowledge, skills and behaviours across the Advanced Clinical Practice, Research, Clinical Leadership and Education domains of the standard. The presentation comprises two elements; the knowledge, skills and behaviours from the the Advanced Clinical Practice, Research, Clinical Leadership and Education domains of the standard to be assessed by each element are shown in columns 2 and 3. Both elements contribute to overall achievement and one grade is awarded.

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Element one: The production of a 1500 word (+/- 10%) clinical practice change report using the template guide provided in Table 2. In preparing this apprentices should take particular note of the knowledge, skills and behaviours that are assessed in each element. Please also see grading criteria.

Table 2 : Clinical Practice Change Report (1500 words+/- 10%). ( This will be written in report format. Tables and references are not included in the word count)

ASSESSMENT GUIDELINES. The clinical practice change report will have three components:

What you will be able to do What you will know and understand

1. Background and Context for Practice Development in Advanced Clinical Practice (guide 500- 600 words)

In this part of the proposal you will:

1.1 Introduce the panel to the potential area for practice development related to your scope of Advanced Clinical Practice. (B: Work to best practice, challenge areas of concern, be adaptable)

1.2 Provide a background to your proposed clinical

practice change drawing upon relevant policy (KU: ACP 1.1),applying appropriate trends (KU: CL3.2) and any previous audit data, policy, legal, professional or clinical guidelines,(KU:CL 3.1,KU:CL3.2, KU: CL 3.6, KU:R4.1,KUR4.2) to provide an initial rationale (A:ACP1.5,

ACP 1.5 Use expertise in clinical reasoning to plan and manage day to day, complex and unpredictable episodes of care; Evaluate events to improve future care and service

delivery; discharge or refer appropriately to other services R4.2 Evaluate and audit your own and others’ clinical practice and act on the findings R4.3 Alert individuals and organisations to gaps in evidence; initiate and/or lead evidence-based activity that aims to enhance clinical practice and contribute to the evidence base;

ACP 1.1 Local, national policies and procedures within your scope of practice, the professional and regulatory codes of conduct relevant to your advanced clinical practice; the importance of working within boundaries of practice; the range of physical, psychological, pharmacological, diagnostic and therapeutic interventions within your scope of practice

CL 3.1 Methods and systems to measure impact of advanced clinical practice CL 3.2 The implications and applications of epidemiological, demographic, social, political and professional trends and developments appropriate to your clinical practice

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A:R4.2,A:R4.4 ), alerting the panel to evidence of gaps and/or practice development needs (A:R4.3 B: Work to best practice, challenge areas of concern)

support others to develop their research capability R4.4 Critically appraise and synthesise the outcomes of research, evaluation and audit; apply this within your own and others’ practice; act as a bridge between clinical and research practice; promote the use of evidence-based standards, policies and clinical guidelines

CL 3.6 The range of legal, ethical, professional and organisational policies, procedures and codes of conduct that apply to your practice R4.1 National and international quality standards; the effect of policy on health and social care R4.2 The range of valid and reliable evaluation and audit methods used in clinical practice

2. Review of Research Literature (guide 400-500 words) In this section you will critically evaluate evidence from the research literature to provide the panel with: 1.1 A brief synopsis of available research literature related to your proposed clinical practice change with justification of search strategy and limitations (A: R4.1, B: Work to best practice) 1.2 A critical appraisal of the research as part of the evidence base for the proposed clinical practice change (KU ACP 1.8, A: R4.1, A:R4.4, KU:R4.3, KU:R4.4, B: Work to best practice) 1.3 Any implications or recommendations that have arisen from the research literature that need to be considered as part of the proposed clinical

ACP 1.8 Seek out and apply contemporary, high-quality evidence-based resources and existing and emerging technology as appropriate R 4.1 Engage in research activity; develop and apply evidence-based strategies that are evaluated to enhance the quality, safety, productivity and value for money of health and care R4.3 Alert individuals and organisations to gaps in evidence; initiate and/or lead evidence-based activity that aims to enhance clinical

ACP 1.8 The importance of evidencebased practice and technology, such as genomics, to underpin and inform decisions made about care and treatment R4.3 The range of quantitative and qualitative research methodologies relevant for use in health and social care; the roles and responsibilities of those involved in research; the range of legal, ethical, professional, financial and organisational policies and procedures that will apply to your research activities; the importance and impact of research on advancing clinical practices R4.4 Critical appraisal techniques and how to apply new knowledge

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practice change (A:R4.3, KU: ACP 1.8, KU R4.4,

B: Work to best practice, challenge areas of concern)

practice and contribute to the evidence base; support others to develop their research capability R4.4 Critically appraise and synthesise the outcomes of research, evaluation and audit; apply this within your own and other’s practice; act as a bridge between clinical and research practice;promote the use of evidence-based standards, policies and clinical guidelines

effectively to own and others’ clinical practice; the importance of integrating research into clinical practice; the range of evidencebased standards, policies and clinical guidelines which apply to own and others’ practice

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3. Clinical Practice Change Outline (guide 500 words)

In this section you will:

3.1 synthesise the evidence from research, policy and practice to justify the need for a people centred change in clinical practice(A: ACP 1.3, A: CL 3.5, KU: ACP1.3, B: Recognise need to treat people with dignity, respecting diversity, beliefts, culture, needs, values, privacy, preferences, Work to best practice, challenge areas of concern)

3.2 Detail the overall aims and intended outcomes (A CL 3.5,B: Work to best practice)

3.3 Recognise your individual scope of practice and where you will need to involve others (A: ACP 1.3, KU: ACP 1.7, A: CL3.6, B: Self-

ACP 1.3 Use multi-agency and inter-professional resources, critical thinking, independent decision-making skills, problem solving skills and professional judgement to formulate and act on potential diagnoses

CL 3.5 Identify the need for change; generate practice innovations; act as a role model; lead new practice and service redesign solutions in response to individuals’ feedback and service need CL3.6 Establish and exercise your individual scope of practice within legal, ethical, professional and organisational policies, procedures and codes

ACP 1.3 The causes, signs, symptoms and impact of physical and mental health conditions within your scope of practice; How to draw on a diverse range of knowledge and critical thinking in your decision-making to determine evidence- based therapeutic interventions

ACP 1.7 Strategies to mitigate risk R 4.2 The range of valid and reliable evaluation and audit methods used in clinical practice

awareness, Show respect for people work with, be adaptable, show discretion)

3.4 Outline the resources required, including multiagency and inter-professional resources as needed (A: ACP 1.3, B: Show respect for people work with, Work to best practice)

3.5 Identify how intended outcomes will be

measured (A: R 4.2, KU: R4.2, B: Selfawareness, Work to best practice, reliable and consistent)

of conduct to manage risk and enhance the care experience R 4.2 Evaluate and audit your own and others’ clinical practice and act on the findings

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Element 2: PRESENTATION

Element 2 is a 25 minute presentation (+/-10%) with ten minutes questions from the panel (+/-10%) which is focused on leading the implementation of the clinical practice change outlined in element 1 (clinical practice change report). In preparing the presentation, apprentices should pay particular attention to the knowledge, skills and behaviours outlined in table 3 and to the grading criteria. Table 3: Presentation

Assessment Guide: Your presentation to the panel which will discuss your plans for the implementation and evaluation phase of your clinical practice change (element 1). Your presentation is particularly focused on your leadership and your role in enabling the education and development of others.

In your presentation you will

1) Drawing on section 3 of your report (element 1) you will provide the panel with a succinct summary of the proposed change and indicate

selected key challenges for implementation (guide 5 mins) (A: ACP 1.5, A: R 4.6, KU:ACP1.8, KU: R 4.6, B: Work to best practice) 2) Considering one of the challenges you have raised, provide the panel with a justification of your proposed approach to leadership,

articulating any models or theories that would systematically address the challenge and support change and innovation (guide 7-8 mins) (A: CL 3.1, A: CL 3.2, A: CL 3.3, A:CL 3.5, A CL 3.7, KU CL 3.3, KU: CL 3.5, KU:CL, 3.7, B: Respecting peoples diversity, beliefs,

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culture, needs, values and preferences, Show respect and empathy for those you work with, Work to best practice, be reliable and consistent, show discretion, resilience)

3) Considering one of the challenges you have raised (element 1) present the panel with your evidence based strategy for educating and developing others to address the challenge and enhance the implementation (7-8 mins). (A: R4.3, A: R4.5, A: R4.6, KU: R4.5, KU: R4.6, A: CL 3.2, A:CL 3.4, A: E 2.1, A:E2.3, A: E 2.4, KU: CL3.4, KU:E2.1, KU: E2.3, KU: E2.4, B: Respecting people’s diversity, beliefs, culture, needs, values, preferences, Show respect and empathy for those you work with, Work to best practice, show discretion)

4) Present the panel with your critique of the strengths and limitations of your overall presentation of practice ( elements 1 and 2), evaluating personal development achieved through undertaking this process (5 minutes) (KU: E2.2, A: E2.2, B: Self-awareness, be adaptable, have the courage to challenge areas of concern, resilience)

5) Respond to any questions or defend any challenges posed by the panel (10minutes) ( A: ACP 1.1, A:CL: 3.4, B: Self-awareness, be adaptable, resilience)

BEHAVIOURS: Throughout your presentation and during your interaction with the panel you will demonstrate the behaviours of an Advanced Clinical Practitioner: You will treat people with dignity, respecting people’s diversity, beliefs, culture, needs, values, privacy and preferences, show respect and empathy for those you work with, have the courage to challenge areas of concern and work to best practice, be adaptable, reliable and consistent, show discretion, resilience and self-awareness. ADVANCED CLINICAL PRACTICE (ACP) What you will be able to do: What you will know and understand: 1.1 Practise with a high level of autonomy and be accountable for your decisions and omissions; work in line with your code of professional conduct, professional standards and scope of practice 1.5 Use expertise in clinical reasoning to plan and manage day to day, complex and unpredictable episodes of care; evaluate events to improve future care and service delivery; discharge or refer appropriately to other services

1.8 The importance of evidence-based practice and technology, such as genomics, to underpin and inform decisions made about care and treatment

RESEARCH(R) What you will be able to do: What you will know and understand: 4.3 Alert individuals and organisations to gaps in evidence; initiate and/or lead evidence-based activity that aims to enhance clinical practice and contribute to the evidence

4.5 The importance of effective governance systems and methods that can be used to ensure systematic documentation is in place

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base; Support others to develop their research capability 4.6 The value of disseminating research to advance clinical practice, enhancing the quality, safety, productivity and value

4.5 Develop and implement robust governance systems and systematic documentation processes 4.6 Disseminate your work through appropriate media to further advance clinical practices

for money of health and care; how to select and use media appropriately to optimise research impact

CLINICAL LEADERSHIP (CL) What you will be able to do: What you will know and understand: 3.1 Demonstrate the impact of advanced clinical practice within your scope of practice and the wider community 3.2 Use your advanced clinical expertise to provide consultancy across professional and service boundaries;drive service development and influence clinical practices to enhance quality productivity and value 3.3 Provide professional leadership and supervision in situations that are complex and unpredictable; instill confidence and clinical credibility in others; work across boundaries to promote person-centred care 3.4 Actively seek and participate in peer review of your own and others’ practice across traditional health and social care boundaries 3.5 Identify the need for change; generate practice innovations; act as a role model; lead new practice and service redesign solutions in response to individuals’ feedback and service need 3.7 Identify and manage risk in own and others’ clinical practice; be receptive to challenge and demonstrate the ability to challenge others

3.3 Theories, techniques and models of leadership and teamwork and how these can be applied across professional boundaries in health and social care 3.4 The importance and impact of peer review and evaluation in advanced clinical practice

3.5 Theories, models and techniques which can be deployed across health and social care systems to affect change at individual, team and organisational level 3.7 The range of evidence-based strategies to manage risk in clinical practice

EDUCATION (E)

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2.1 Recognise and respond to individuals’ motivation, development stage and capacity; work in partnership to empower individuals to participate in decisions about care designed to maximise their health and wellbeing 2.2 Assess own learning needs and engage in self-directed learning to maximise potential to lead and transform care and services

2.1 Motivational theory and how to apply it to participation in health and social care; the value of empowerment and codesign 2.2 Your role, responsibility and motivation to manage your own learning; the range of tools and techniques that can be used to direct own learning, set goals and evaluate learning

2.3 Work collaboratively to identify and meet the learning and development needs of health or care professionals; support practice education; act as a role model and mentor 2.4 Advocate and contribute to the development of an organisational culture that supports life-long learning and development, evidence-based practice and succession planning

2.3 The application of teaching and learning theories and models in health and care; how to identify learning needs; organisational and professional roles and responsibilities in relation to life-long learning 2.4 The importance and impact of organisational culture in learning and development; techniques to influence organisational culture

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Annexe B: Example open book examination question paper

Integrated degree apprenticeship for Advanced Clinical Practitioner at Level 7.

OPEN BOOK EXAMINATION Use examples from your three 1500 word written case studies to support your answers. All case studies and their references must be submitted with your completed examination paper at the end of the examination period. You do not need to include referencing within your examination answers.

ANSWER ALL EIGHT QUESTIONS TIME ALLOWED: 2 hours

1.Select two of your three scenarios and compare and contrast the different approaches to decision making which you took in these two cases (Annexe A, Table 1: 1.1, 1.3, 1.5, 1.6, B: Self-awareness, Work to best practice, Reliable and consistent)

2. From one of your scenarios select and explore an aspect of your management of the case which evidences your understanding of the scope and boundaries of your autonomy as an advanced clinical practitioner. (Annexe A, Table 1: 1.1; 1.4, 1.7, B: Self-awareness, Work to best practice, Reliable and consistent, show discretion, courage of challenge areas of concern, resilience)

3. Selecting one of your cases, explore and justify the differential diagnoses that you considered and explain why you reached your final diagnosis or working hypothesis (Annexe A, Table 1: 1.3, B: Selfawareness, Work to best practice)

4. Identify and explore an example from one of your three cases where you worked with the individual (and/or their family) to involve them in decision making surrounding their current and/or future health and wellbeing (Annexe A, Table 1: 1.4, 1.2, B: Self-awareness, Work to best practice Treat people with dignity, respecting people’s diversity, beliefs, culture, needs, values, privacy and preferences, show discretion).

5. Drawing on examples from at least one of your three cases, discuss and justify how you have worked with and/or made referral to other members of the multi-disciplinary team in your planning and managing of care delivery. (Annexe A, Table 1: 1.5, B: Self-awareness, Work to best practice Show respect and empathy for those you work with, reliable and consistent)

6. Considering the therapeutic interventions in one of your clinical scenarios, evaluate how your pharmaco-therapeutic knowledge and understanding impacted on you decision making regarding the treatment and/or management plan. (Annexe A, Table 1: 1.4, 1.5, 1.6, B: Self-awareness, Work to best practice)

7. With reference to the management of risk, critically explore this concept in relation to at least once incident drawn from one or more of your clinical scenarios (Annexe A, Table 1: 1.4, 1.7, B: Self-awareness, courage to challenge areas of concern, resilience)

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8. Select one of your three cases, and critically evaluate relevant underpinning evidence and/or policy that influenced your decision making in relation to this case (Annexe A, Table 1: 1.1, 1.3, 1.8, B: Self-awareness, Work to best practice, be adaptable)

Annexe C: Open Book Examination Case Study Template

Instructions for Apprentices and Signatories

Apprentices are required to have prepared three case studies which have taken from their own advanced clinical practice during the apprenticeship period. Apprentices will use the case studies as their resource for the open book examination which takes place as part of the end point assessment.

Each case study must be verified by an approved employer signatory as the apprentice’s own practice. Case studies will be a maximum of 1500 words (+/- 10%) each, excluding tables and references and presented on the template below. The cases can be drawn from any point during the apprenticeship but must not have previously been used or assessed during on-programme accredited learning. Case studies must respect anonymity and confidentiality. No marks will be awarded directly to the case studies. Each case study should be able to demonstrate that some or all of the knowledge, skills and behaviours from the Advanced Clinical Practitioner standard have been achieved. Apprentices should therefore map each case study to the Advanced Clinical Practitioner standard so that they are satisfied that, together, the three case studies will provide a breadth and depth of evidence to support their examination answers.

The approved signatory must be able to confirm that each case study is an authentic example of the apprentice’s practice. In addition, each verifier should have had an episode of direct observation* of the apprentices advanced clinical practice during the case study. Each case study can have a different verifier but all verifiers should be an approved employer signatory. An approved employer signatory will either be i) the apprentice’s named designated medical practitioner (DMP) or ii) the apprentice’s named Advanced Clinical Practitioner supervisor or iii) one of a list of approved signatories provided to the EPAO by the employer partner. An approved signatory list will normally be a list of Supervisors of Advanced Clinical Practitioners or Designated Medical Practitioners deemed eligible by the organisation to assess Advanced Clinical Practitioner apprentices.

*Direct observation

The episode of direct observation in each case study must be for a minimum of one hour. The episode can be undertaken as one direct observation or as several smaller direct observations undertaken during the period of the case study to verify the case study as an authentic example of the apprentices practice and mapped to the Advanced Clinical Practitioner knowledge, skills and behaviours.

INTEGRATED DEGREE APPRENTICESHIP FOR ADVANCED CLINICAL

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PRACTITIONER CASE STUDY TEMPLATE TO SUPPORT END POINT ASSESSMENT: OPEN BOOK EXAMINATION APPRENTICE NAME/REFERENCE NUMBER: Date of Completion : CASE STUDY (1500 words) REFERENCES MAPPING TO ADVANCED CLINICAL PRACTITIONER KNOWLEDGE, SKILLS AND BEHAVIOURS VERIFICATION :

1. I confirm that this is an authentic case study and has been drawn from my own clinical practice.

APPRENTICE NAME or REFERENCE NUMBER:

2. From the case study and through observation of related practice I confirm that the Advanced Clinical Practitioner knowledge, skills and behaviours indicated above have been completed and achieved by the apprentice.

SIGNATORY NAME: SIGNATURE: DATE: Position in employing organisation : Designation as signatory: ( Please delete as appropriate) Designated Medical Practitioner / Named Advanced Clinical Practitioner Supervisor / Approved employer signatory

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APPENDIX 6A CDG

Appendix10.3 8.3

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in Section 17

[1.] Awarding Institution/Body

University of Central Lancashire

[2.] Teaching Institution and Location of Delivery

University of Central LancashirePreston Campus

[3.] University School/Centre

School of Health Sciences

[4.] External Accreditation

[5.] Title of Final Award MSc Advanced Clinical PracticeMSc Advanced Clinical Practitioner (DA Route)

[6.] Modes of Attendance offered

Part time 2-5 years MSc Advanced Clinical Practice

Full Time and Part Time - MSc Advanced Clinical Practitioner (DA Route)7a) UCAS Code

7b) JACS and

HECOS Code

B990

100473[7.] Relevant

Subject BenchmarkingGroup(s)

QAA Master’s Degree Characteristics (2015)QAA Health Studies (2016)

[9.] Other external influences

HEE (2017) Multi-Professional Framework for Advanced Clinical Practice in England; Institute for Apprenticeships and Technical Education (2018) Advanced Clinical Practitioner Apprenticeship Standard; Allied Health Practitioner’s into Action (2015)

[10.] Date of production /revision of this form

March 2019

[11.] Aims of the Programme

The aims of the MSc Advanced Clinical Practice and MSc Advanced Clinical Practitioner programme is to prepare and develop health care practitioners, who can lead and develop practice working innovatively with a high level of autonomy combining the four pillars of Advanced Clinical Practice. The programmes are designed to enable students to: Practice autonomously and be accountable for judgements and decisions in line with professional

codes of practice Apply critical thinking and analytical frameworks to develop effective solutions to complex clinical and

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APPENDIX 6A CDG

organisational challenges Utilise clinical decision making to manage and co-ordinate differentiated/undifferentiated episodes of

care to improve patient outcome/experience Promote a culture of values-based care Lead and foster interdisciplinary approaches to innovation, quality improvement and service re-design

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APPENDIX 6A CDG

[12.] Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and UnderstandingA1. Critically reflect upon the relationship between theory, policy and practice that informs the provision of

advanced clinical practice.A2. Critically analyse a diverse range of knowledge related to physical and mental health clinical

presentations within a defined scope of practice. A3. Critically evaluate the factors that influence decision making to support problem solving in

differentiated/ undifferentiated situations.A4. Synthesise knowledge to create new insights and solutions to develop services that are responsive to

patient need and enhance outcomes for patients/clients and service users.A5. Evaluate methods, processes and outcomes from experiences of learning in the workplace.Teaching and Learning MethodsKey Lectures; Seminars; Case Based Discussions; Online Activities; Role Play and Scenario Based; Service User/Carer Experiential Learning; Peer Review and Feedback; Assessment Preparation Workshop; Work Based Learning.Assessment methodsCase Presentation; Video Consultation Analysis; Written Examination; Oral Viva; Written Assignment; Poster Presentation; Change Report Presentation; Practice Assessment Document; Project Diary; e –Portfolio.B. Subject-specific skillsB1. Synthesise information to enable independent clinical decision-making, planning and management of

care.B2. Extend and enhance the scope of practice in response to patient/service needs.B3. Demonstrate the ability to manage complex change management issues and formulate appropriate

resolution strategies. B4. Empower colleagues and patients/clients, through education, mentoring and role modelling.B5. Exercise resilient leadership to ensure best care. B6. Evaluate and manage risk in respect of patient safety and clinical governance agendas.Teaching and Learning MethodsKey Lectures; Seminars; Case Based Discussions; Online Activities; Role Play and Scenario Based; Service User/Carer Experiential Learning; Peer Review and Feedback; Assessment Preparation Workshop; Work Based Learning.Assessment methodsCase Presentation; Video Consultation Analysis; Written Examination; Oral Viva; Written Assignment; Poster Presentation; Change Report Presentation; Practice Assessment Document; Project Diary; e –Portfolio.C. Thinking SkillsC1. Critically reflect on the synergy between the four pillars of advanced clinical practice in the provision of

holistic, person-centred care.C2. Evaluate and plan academic and professional development of self and others.C3. Appraise the impact of organisational culture, politics and power relationships in the introduction of the

advanced clinical practitioner into service delivery.C4. Critically appraise research and service evaluation to underpin practice.C5. Synthesise information to inform autonomous clinical reasoning.Teaching and Learning MethodsKey Lectures; Seminars; Case Based Discussions; Online Activities; Role Play and Scenario Based; Service User/Carer Experiential Learning; Peer Review and Feedback; Assessment Preparation Workshop; Work Based Learning.Assessment methodsCase Presentation; Video Consultation Analysis; Written Examination; Oral Viva; Written Assignment; Poster Presentation; Change Report Presentation; Practice Assessment Document; Project Diary; e –Portfolio.D. Other skills relevant to employability and personal developmentD1. Demonstrate professional autonomy, in order to extend the scope of practice within organisational and

regulatory frameworks.D2. Facilitate and promote the achievement of the objectives of their employing organisation

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APPENDIX 6A CDG

D3. Advocate for and contribute to a culture of organisational learning to inspire others.D4. Lead in the delivery of high quality services, evaluating the processes and outcomes of change using

appropriate information and quality metrics.D5. Promote interagency working, acting as a resource within the care team and with other stakeholders. Teaching and Learning MethodsKey Lectures; Seminars; Case Based Discussions; Online Activities; Role Play and Scenario Based; Service User/Carer Experiential Learning; Peer Review and Feedback; Assessment Preparation Workshop; Work Based Learning.Assessment methodsCase Presentation; Video Consultation Analysis; Written Examination; Oral Viva; Written Assignment; Poster Presentation; Change Report Presentation; Practice Assessment Document; Project Diary; e –Portfolio.

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APPENDIX 6A CDG

13. Programme Structures* 14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 7 HI4503

NU4073

HI4504

HI4505

HI4506

Advanced Consultation, Examination, and Clinical Decision Making

Evidence for Practice

Designing Quality Improvement

Leading Quality Improvement

Transition to Advanced Clinical Practice

Plus the equivalence of 3 x 20 credits from the Faculty Portfolio

40

20

20

20

20

MSc Advanced Clinical Practice and MSc Advanced Clinical Practitioner (DA Route)Requires 180 credits at Level 7

PG Dip Advanced Clinical PracticeRequires 120 credits at Level 7(must include HI4503 ; plus NU4073, HI4504 plus another 40 credits)

PG Cert Advanced Clinical PracticeRequires 60 credits at Level 7(must include HI4503 plus another 20 credits)

15. Personal Development Planning

PDP is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and / or achievement and to plan for their personal, educational and career development.

The overall aim of PDP is to help the student to:• Become more effective, independent and a confident self-directed learner • Understand how they are learning and relate to a wider context • Improve their general skills for study and career management • Articulate personal goals and evaluate progress towards their achievement • Develop a positive attitude to learning throughout life

Within these Courses, Learner’s will be supported to develop and evolve their Advanced Clinical Practice role, as articulated in the Four Pillars of Advanced Clinical Practice; EducationLeadershipResearchClinical Practice

Learners will maintain an e - portfolio throughout the duration of their course. The e - portfolio will structured around the Four Pillars of Advanced Clinical Practice. In addition Individual Learning Plans will be utilised to support the learner.16. Admissions criteria *(including agreed tariffs for entry with advanced standing)*Correct as at date of approval. For latest information, please consult the University’s website.

Have a first degree (2:2 class or above) or equivalent, in a relevant subject (i.e. health related, pure science or social science) from an approved institution of higher education. If you do not meet these criteria, you are advised to contact the course leader for advice. Transfer of credits in accordance with University regulations may be possible.

Have a current professional registration with a relevant professional/statutory body, such as

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APPENDIX 6A CDG

the Nursing and Midwifery Council, Health and Care Professions Council, General Pharmaceutical Council of Great Britain.

Have, normally, at least three years post registration clinical experience in practice OR proof of equivalent experience in practice

Be working in, or able to access a practice environment that will enable them to meet and achieve the course learning outcomes.

Have identified a work-based mentor/mentors, who will support and guide your development throughout the course.

Be able to provide relevant references.

Your application will be considered on its merits, and in the light of the nature and scope of the programme. You may be invited for an informal discussion before being offered a place. Identification of the funding source for course fees will be required.

Specific Entry RequirementsHigher Degree Apprenticeship learners who cannot evidence the achievement of English & Maths GCSE level 4 (minimum) or equivalent; will need to achieve this level prior to completing the End-Point Assessment.

For the Higher Degree Apprenticeship route, a Degree Apprenticeship Employment Contract with a minimum of 30 hours is required.17. Key sources of information about the programme

Fact sheet: http://www.uclan.ac.uk Course Enquiries School of Health – Telephone +44 (0)1772 892400 or email:

cenquiries@uclan.ac.uk. Course Leader – Lynne Harrison Tel 01772 893617

Email: Lharrison2@uclan.ac.uk Contact Brook Hub Tel (+44) 01772 891992 / 891993

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18. Curriculum Skills MapPlease tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

LevelModule Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Programme Learning Outcomes

Knowledge and understanding Subject-specific Skills Thinking Skills

Other skills relevant to employability and personal

development

A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 D1 D2 D3 D4 D5

LEV

EL 7

HI4503

Advanced Consultation, Examination, and Clinical Decision Making  Core

HI4504Designing Quality Improvement  Core

 HI4505Leading Quality Improvement  Core

 HI4506Transition to Advanced Clinical Practice  Core

 NU4073 Evidence for Practice  Core

Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks

APPENDIX 6A CDG

19. LEARNING OUTCOMES FOR EXIT AWARDS:

Learning outcomes for the award of: PG Diploma Advanced Clinical Practice

Knowledge and UnderstandingA1 Critically reflect upon the relationship between theory, policy and practice that informs the

provision of advanced clinical practice.A2. Critically analyse a diverse range of knowledge related to physical and mental health clinical

presentations within a defined scope of practice. A3. Critically evaluate the factors that influence decision making to support problem solving in

differentiated/ undifferentiated situations.A4. Synthesise knowledge to create new insights and solutions to develop services that are

responsive to patient need and enhance outcomes for patients/clients and service users.A5. Evaluate methods, processes and outcomes from experiences of learning in the workplace.

Subject Specific SkillsB1. Synthesise information to enable independent clinical decision-making, planning and

management of care.B2. Extend and enhance the scope of practice in response to patient/service needs.B3. Demonstrate the ability to manage complex change management issues and formulate

appropriate resolution strategies. B4 Empower colleagues and patients/clients, through education, mentoring and role modelling.B5. Exercise resilient leadership to ensure best care. B6. Evaluate and manage risk in respect of patient safety and clinical governance agendas.

Thinking SkillsC1. Critically reflect on the synergy between the four pillars of advanced clinical practice in the

provision of holistic, person-centred care.C2. Evaluate and plan academic and professional development of self and others.C3. Appraise the impact of organisational culture, politics and power relationships in the introduction

of the advanced clinical practitioner into service delivery.C4. Critically appraise research and service evaluation to underpin practice.C5. Demonstrate professional autonomy, in order to extend the scope of practice within organisational

and regulatory frameworks.

Other skills relevant to employability and personal developmentD1. Demonstrate professional autonomy, in order to extend the scope of practice within organisational

and regulatory frameworks. D2. Facilitate and promote the achievement of the objectives of their employing organisationD3. Advocate for and contribute to a culture of organisational learning to inspire others.D4. Lead in the delivery of high quality services, evaluating the processes and outcomes of change

using appropriate information and quality metrics.D5. Promote interagency working, acting as a resource within the care team and with other

stakeholders.

Learning outcomes for the award of: PG Cert Advanced Clinical Practice

Knowledge and UnderstandingA1 Critically reflect upon the relationship between theory, policy and practice that informs the

provision of advanced clinical practice.A2. Critically analyse a diverse range of knowledge related to physical and mental health clinical

presentations within a defined scope of practice. A3. Critically evaluate the factors that influence decision making to support problem solving in

differentiated/ undifferentiated situations.A4. Synthesise knowledge to create new insights and solutions to develop services that are

responsive to patient need and enhance outcomes for patients/clients and service users.

APPENDIX 6A CDG

A5. Evaluate methods, processes and outcomes from experiences of learning in the workplace.

Subject Specific SkillsB1. Synthesise information to enable independent clinical decision-making, planning and

management of care.B2. Extend and enhance the scope of practice in response to patient/service needs.B6. Evaluate and manage risk in respect of patient safety and clinical governance agendas.

Thinking SkillsC1. Critically reflect on the synergy between the four pillars of advanced clinical practice in the

provision of holistic, person-centred care.C2. Evaluate and plan academic and professional development of self and others.

C5. Demonstrate professional autonomy, in order to extend the scope of practice within organisational and regulatory frameworks.

Other skills relevant to employability and personal developmentD1. Demonstrate professional autonomy, in order to extend the scope of practice within organisational

and regulatory frameworks.D3. Advocate for and contribute to a culture of organisational learning to inspire others.D5. Promote interagency working, acting as a resource within the care team and with other

stakeholders.

APPENDIX 6A CDG

10.3 Programme Specification

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in Section 17

1. Awarding Institution/Body

University of Central Lancashire

2. Teaching Institution and Location of Delivery

University of Central Lancashire

Preston Campus

3. University School/Centre

School of Health Sciences

4. External Accreditation

5. Title of Final Award

MSc Advanced Clinical Practice

MSc Advanced Clinical Practitioner (DA Route)

6. Modes of Attendance offered

Part time 2-5 years MSc Advanced Clinical Practice

Full Time - MSc Advanced Clinical Practitioner (DA Route)

7a) UCAS Code

7b) JACS and

HECOS Code

B990

100473

7. Relevant Subject

QAA Master’s Degree Characteristics (2015)

APPENDIX 6A CDG

Benchmarking

Group(s)

QAA Health Studies (2016)

9. Other external influences

HEE (2017) Multi-Professional Framework for Advanced Clinical Practice in England; Institute for Apprenticeships and Technical Education (2018) Advanced Clinical Practitioner Apprenticeship Standard; Allied Health Practitioner’s into Action (2015)

10. Date of production /revision of this form

March 2019

11. Aims of the Programme

The aims of the MSc Advanced Clinical Practice and MSc Advanced Clinical Practitioner programme is to prepare and develop health care practitioners, who can lead and develop practice working innovatively with a high level of autonomy combining the four pillars of Advanced Clinical Practice. The programmes are designed to enable students to:

Practice autonomously and be accountable for judgements and decisions in line with professional codes of practice

Apply critical thinking and analytical frameworks to develop effective solutions to complex clinical and organisational challenges

Utilise clinical decision making to manage and co-ordinate differentiated/undifferentiated episodes of care to improve patient outcome/experience

Promote a culture of values-based care Lead and foster interdisciplinary approaches to innovation, quality improvement and service

re-design

APPENDIX 6A CDG

12.[13.] Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and Understanding

A1. Critically reflect upon the relationship between theory, policy and practice that informs the provision of advanced clinical practice.

A2. Critically analyse a diverse range of knowledge related to physical and mental health clinical presentations within a defined scope of practice.

A3. Critically evaluate the factors that influence decision making to support problem solving in differentiated/ undifferentiated situations.

A4. Synthesise knowledge to create new insights and solutions to develop services that are responsive to patient need and enhance outcomes for patients/clients and service users.

A5. Evaluate methods, processes and outcomes from experiences of learning in the workplace.

Teaching and Learning Methods

Key Lectures; Seminars; Case Based Discussions; Online Activities; Role Play and Scenario Based; Service User/Carer Experiential Learning; Peer Review and Feedback; Assessment Preparation Workshop; Work Based Learning.

Assessment methods

Case Presentation; Video Consultation Analysis; Written Examination; Oral Viva; Written Assignment; Poster Presentation; Change Report Presentation; Practice Assessment Document; Project Diary; e –Portfolio.

B. Subject-specific skills

B1. Synthesise information to enable independent clinical decision-making, planning and management of care.

B2. Extend and enhance the scope of practice in response to patient/service needs.

B3. Demonstrate the ability to manage complex change management issues and formulate appropriate resolution strategies.

B4. Empower colleagues and patients/clients, through education, mentoring and role modelling.

B5. Exercise resilient leadership to ensure best care.

B6. Evaluate and manage risk in respect of patient safety and clinical governance agendas.

Teaching and Learning Methods

Key Lectures; Seminars; Case Based Discussions; Online Activities; Role Play and Scenario Based; Service User/Carer Experiential Learning; Peer Review and Feedback; Assessment Preparation Workshop; Work Based Learning.

Assessment methods

APPENDIX 6A CDG

Case Presentation; Video Consultation Analysis; Written Examination; Oral Viva; Written Assignment; Poster Presentation; Change Report Presentation; Practice Assessment Document; Project Diary; e –Portfolio.

C. Thinking Skills

C1. Critically reflect on the synergy between the four pillars of advanced clinical practice in the provision of holistic, person-centred care.

C2. Evaluate and plan academic and professional development of self and others.

C3. Appraise the impact of organisational culture, politics and power relationships in the introduction of the advanced clinical practitioner into service delivery.

C4. Critically appraise research and service evaluation to underpin practice.

C5. Synthesise information to inform autonomous clinical reasoning.

Teaching and Learning Methods

Key Lectures; Seminars; Case Based Discussions; Online Activities; Role Play and Scenario Based; Service User/Carer Experiential Learning; Peer Review and Feedback; Assessment Preparation Workshop; Work Based Learning.

Assessment methods

Case Presentation; Video Consultation Analysis; Written Examination; Oral Viva; Written Assignment; Poster Presentation; Change Report Presentation; Practice Assessment Document; Project Diary; e –Portfolio.

D. Other skills relevant to employability and personal development

D1. Demonstrate professional autonomy, in order to extend the scope of practice within organisational and regulatory frameworks.

D2. Facilitate and promote the achievement of the objectives of their employing organisation

D3. Advocate for and contribute to a culture of organisational learning to inspire others.

D4. Lead in the delivery of high quality services, evaluating the processes and outcomes of change using appropriate information and quality metrics.

D5. Promote interagency working, acting as a resource within the care team and with other stakeholders.

D6. Conduct a learning needs analysis and negotiate an individualised learning plan that reflects and responds to professional development and role requirements.

Teaching and Learning Methods

Key Lectures; Seminars; Case Based Discussions; Online Activities; Role Play and Scenario

APPENDIX 6A CDG

Based; Service User/Carer Experiential Learning; Peer Review and Feedback; Assessment Preparation Workshop; Work Based Learning.

Assessment methods

Case Presentation; Video Consultation Analysis; Written Examination; Oral Viva; Written Assignment; Poster Presentation; Change Report Presentation; Practice Assessment Document; Project Diary; e –Portfolio.

APPENDIX 6A CDG

13. Programme Structures* 14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 7 HI4503

NU4073

HI4504

HI4505

HI4506

Advanced Consultation, Examination, and Clinical Decision Making

Evidence for Practice

Designing Quality Improvement

Leading Quality Improvement

Transition to Advanced Clinical Practice

Plus the equivalence of 3 x 20 credits from the Faculty Portfolio

40

20

20

20

20

MSc Advanced Clinical Practice and MSc Advanced Clinical Practitioner (DA Route)

Requires 180 credits at Level 7

PG Dip Advanced Clinical Practice

Requires 120 credits at Level 7

(must include HI4503 ; plus NU4073, HI4504 plus another 40 credits)

PG Cert Advanced Clinical Practice

Requires 60 credits at Level 7

(must include HI4503

plus another 20 credits)

15. Personal Development Planning

PDP is a structured and supported process undertaken by an individual to reflect upon their

APPENDIX 6A CDG

own learning, performance and / or achievement and to plan for their personal, educational and career development.

The overall aim of PDP is to help the student to:

• Become more effective, independent and a confident self-directed learner

• Understand how they are learning and relate to a wider context

• Improve their general skills for study and career management

• Articulate personal goals and evaluate progress towards their achievement

• Develop a positive attitude to learning throughout life

Within these Courses, Learner’s will be supported to develop and evolve their Advanced Clinical Practice role, as articulated in the Four Pillars of Advanced Clinical Practice;

Education

Leadership

Research

Clinical Practice

Learners will maintain an e - portfolio throughout the duration of their course. The e - portfolio will structured around the Four Pillars of Advanced Clinical Practice. In addition Individual Learning Plans will be utilised to support the learner.

16. Admissions criteria *

(including agreed tariffs for entry with advanced standing)

*Correct as at date of approval. For latest information, please consult the University’s website.

Have a first degree (2:2 class or above) or equivalent, in a relevant subject (i.e. health related, pure science or social science) from an approved institution of higher education. If you do not meet these criteria, you are advised to contact the course leader for advice. Transfer of credits in accordance with University regulations may be possible.

Have a current professional registration with a relevant professional/statutory body, such as the Nursing and Midwifery Council, Health and Care Professions Council, General Pharmaceutical Council of Great Britain.

Have, normally, at least three years post registration clinical experience in practice OR proof of equivalent experience in practice

Be working in, or able to access a practice environment that will enable them to meet and

APPENDIX 6A CDG

achieve the course learning outcomes. Have identified a work-based mentor/mentors, who will support and guide your

development throughout the course. Be able to provide relevant references.

Your application will be considered on its merits, and in the light of the nature and scope of the programme. You may be invited for an informal discussion before being offered a place. Identification of the funding source for course fees will be required.

Specific Entry Requirements

Higher Degree Apprenticeship learners who cannot evidence the achievement of English & Maths GCSE level 4 (minimum) or equivalent; will need to achieve this level prior to completing the End-Point Assessment.

For the Higher Degree Apprenticeship route, a Degree Apprenticeship Employment Contract with a minimum of 30 hours is required.

17. Key sources of information about the programme

Fact sheet: http://www.uclan.ac.uk Course Enquiries School of Health – Telephone +44 (0)1772 892400 or email:

cenquiries@uclan.ac.uk. Course Leader – Lynne Harrison Tel 01772 893617

Email: Lharrison2@uclan.ac.uk

Contact Brook Hub Tel (+44) 01772 891992 / 891993

18. Curriculum Skills Map

Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

LevelModule Code Module Title

Core (C), Compulsory (COMP) or

Option (O)

Programme Learning Outcomes

Knowledge and understanding Subject-specific Skills Thinking Skills

Other skills relevant to employability and personal

development

A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 D1 D2 D3 D4 D5 D6

LEV

EL 7

HI4503

Advanced Consultation, Examination, and Clinical Decision Making  Core

HI4504Designing Quality Improvement  Core

 HI4505Leading Quality Improvement  Core

 HI4506

Transition to Advanced Clinical Practice  Core

 NU4073 Evidence for Practice  Core

Option ModulesOption

Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks

19. LEARNING OUTCOMES FOR EXIT AWARDS:

Learning outcomes for the award of: PG Diploma Advanced Clinical Practice

Knowledge and Understanding

A1 Critically reflect upon the relationship between theory, policy and practice that informs the provision of advanced clinical practice.

A2. Critically analyse a diverse range of knowledge related to physical and mental health clinical presentations within a defined scope of practice.

A3. Critically evaluate the factors that influence decision making to support problem solving in differentiated/ undifferentiated situations.

A4. Synthesise knowledge to create new insights and solutions to develop services that are responsive to patient need and enhance outcomes for patients/clients and service users.

A5. Evaluate methods, processes and outcomes from experiences of learning in the workplace.

Subject Specific Skills

B1. Synthesise information to enable independent clinical decision-making, planning and management of care.

B2. Extend and enhance the scope of practice in response to patient/service needs.

B4 Empower colleagues and patients/clients, through education, mentoring and role modelling.

B6. Evaluate and manage risk in respect of patient safety and clinical governance agendas.

Thinking Skills

C1.

C2. Evaluate and plan academic and professional development of self and others.

C3. Appraise the impact of organisational culture, politics and power relationships in the introduction of the advanced clinical practitioner into service delivery.

C4. Critically appraise research and service evaluation to underpin practice.

C5. Demonstrate professional autonomy, in order to extend the scope of practice within organisational and regulatory frameworks.

Other skills relevant to employability and personal development

D1. Demonstrate professional autonomy, in order to extend the scope of practice within organisational and regulatory frameworks.

D2. Facilitate and promote the achievement of the objectives of their employing organisation

D3. Advocate for and contribute to a culture of organisational learning to inspire others.

D4

D5. Promote interagency working, acting as a resource within the care team and with other stakeholders.

D6. Conduct a learning needs analysis and negotiate an individualised learning plan that reflects and responds to professional development and role requirements.

Learning outcomes for the award of: PG Cert Advanced Clinical Practice

Knowledge and Understanding

A1 Critically reflect upon the relationship between theory, policy and practice that informs the provision of advanced clinical practice.

A2. Critically analyse a diverse range of knowledge related to physical and mental health clinical presentations within a defined scope of practice.

A3. Critically evaluate the factors that influence decision making to support problem solving in differentiated/ undifferentiated situations.

A4. Synthesise knowledge to create new insights and solutions to develop services that are responsive to patient need and enhance outcomes for patients/clients and service users.

A5. Evaluate methods, processes and outcomes from experiences of learning in the workplace.

Subject Specific Skills

B1. Synthesise information to enable independent clinical decision-making, planning and management of care.

B2. Extend and enhance the scope of practice in response to patient/service needs.

B6. Evaluate and manage risk in respect of patient safety and clinical governance agendas.

Thinking Skills

C1.

C2. Evaluate and plan academic and professional development of self and others.

C5. Demonstrate professional autonomy, in order to extend the scope of practice within organisational and regulatory frameworks.

Other skills relevant to employability and personal development

D1. Demonstrate professional autonomy, in order to extend the scope of practice within organisational and regulatory frameworks.

D3. Advocate for and contribute to a culture of organisational learning to inspire others.

D5. Promote interagency working, acting as a resource within the care team and with other stakeholders.

Apprenticeship Commitment Statement

SECTION 1 – core information This Commitment Statement summarises the schedule, roles and responsibilities and funding that supports the successful completion of this apprenticeship. The information set out in this document forms part of the evidence pack required for every apprentice and must be signed and retained by the employer, the apprentice and the university named in section 1 below. This must be retained with, or in, the written agreement or contract for services between the employer and provider as the current and accurate statement about the content of this apprenticeship. The content of this document is also intended to form the basis of regular reviews between all three parties to track progress and review the ongoing support and commitment needed during the lifetime of the apprenticeship. Any changes to the apprenticeship, and therefore to this document, must be agreed and recorded in an updated commitment statement with signed copies distributed to all parties listed in section 1 below. The main training elements of the apprenticeship are contained at Annex 1. 1a1.1. Signatories

Apprentice (& Guardian if aged 16-18) Employer Line Manager University

Name

Organisation

Phone

Email

Signature

Date

Appendix 10.4 8.4

1.2. The Apprenticeship covered by this Commitment Statement

The Apprenticeship Level Name

Start Date Planned End Point Assessment Date Planned End Date

1.3. Apprenticeship Review Schedule and AttendeesReviews between the university, employer and apprentice will take place throughout the apprenticeship to discuss progress, review impact, confirm success and identify any actions needed to ensure the success of the apprenticeship.

Review Schedule Frequency Attendees Name Role

Contact phone numberContact Email

Apprentice/Tutor Reviews University

Reviews(Employer/ Apprentice/ Provider)

University

Employer

1.4. Further Support and Guidance

Contacts Support Available NameRole

Contact phone numberContact email

Personal Tutor

Course Leader

Student Services

UCLan Commitment Statement 180612 Page 7 of 98

Key Processes and Policies

Process First Point of Contact Name, Role, Email & Phone number

Reference Document or Policy

Attendance & Absence

In the event that you are not able to attend university or join a planned face to face or online live session you must inform << University role>> as soon as possible after first contacting your employer.

<<Line Manager>> <<University role>>

Section C.10 of the Academic Regulations:http://www.uclan.ac.uk/study_here/student-contract-taught-programmes.php

Data Protection

The personal information that you provide is passed to the ESFA, the Department for Education and the Apprenticeship Assessment Organisation, for the purpose of tracking progress, confirming eligibility for funding or for processing your end-point assessment.

Your personal information may be shared with other regulatory or professional bodies necessary for the delivery of your apprenticeship and your well being but only where the ‐law allows this sharing to take place, in compliance with the Data Protection Act 2018.

The apprentice’s personal data may also be shared with the employer for the purposes of delivering the apprenticeship programme.

For further details regarding how and why the University may process personal information, please refer to the Student Privacy Notice at: https://www.uclan.ac.uk/data_protection/privacy_notices.php

If you have any queries about how your personal data is used please contact: UCLan’s Information Governance Manager on DPFOIA@uclan.ac.uk

University Data Protection Policy: https://www.uclan.ac.uk/data_protection/assets/data-protection-policy-may2018.pdf

Student Privacy Notice:https://www.uclan.ac.uk/data_protection/privacy_notices.php

Safeguarding & PREVENT

You will be briefed about your and the University’s responsibilities under our safeguarding and Prevent policy as part of your induction.

All safeguarding concerns should be reported to: University Safeguarding Leads Vanessa Chew (Head of Student Safety & Living) VChew1@uclan.ac.uk or Lisa Banks (Director of Student Services) LBanks2@uclan.ac.uk.

Raising Queries &

If you have concerns or queries about your apprenticeship in the workplace you should discuss these with your line manager detailed above.

UCLan Commitment Statement 180612 Page 8 of 98

Key Processes and Policies

Process First Point of Contact Name, Role, Email & Phone number

Reference Document or Policy

Concerns

If you have concerns or queries about your apprenticeship delivered by the university you should discuss these with your personal tutor.

Apprenticeship concerns and enquiries can also be raised with the ESFA Apprenticeship helpline

apprenticeship queries and concerns should be raised with: your personal tutor .

The ESFA Apprenticeship helpline can be contacted on 0800 015 0400 or by email nationalhelpdesk@apprenticeships.gov.uk

Complaints

In the event that either employer or apprentice have concerns or complaints regarding this apprenticeship that cannot be resolved with the Course Leader you should escalate this to the Head of Degree Apprenticeship Delivery following the university complaints process.

Student support is available on-line through the student portal, and on campus through the support hubs.

You may also escalate a complaint to the Skills Funding Agency’s apprenticeship helpline.

Unresolved issues or concerns should be escalated to: Course Leader Antony Barron, Head of Degree

Apprenticeship Delivery at the University Email: ABarron2@uclan.ac.ukTelephone: 01772 896380

The ESFA Apprenticeship helpline can be contacted on 0800 015 0400 or by email nationalhelpdesk@apprenticeships.gov.uk

Details of UCLan’s student complaints process can be found on-line at: https://www.uclan.ac.uk/corporate_information/assets/student_complaints_1819.pdf

SECTION 2. Roles and Responsibilities This Roles & Responsibilities summary confirms that accountabilities for a successful apprenticeship are shared equally by the employer, apprentice and university. The roles and responsibilities are intended to support the apprentice throughout their apprenticeship to successful completion.

2.1. The Apprentice agrees to:

UCLan Commitment Statement 180612 Page 9 of 98

a. Work with their employer and Personal Tutor to agree an individual learning plan, to achieve their apprenticeship b. Manage their own learning, and with support from their employer and Personal Tutor, work to meet the targets and timelines needed to complete the apprenticeship by

the planned end date c. Participate in reviews with the employer and Course Leader to track progress and success in meeting apprenticeship milestones, and agree any changes needed to the

learning plan to address performance or support enhanced learning opportunities d. Manage and track attendance and participation to meet the off the job learning requirements for this apprenticeship programme e. Inform the University and their employer if personal circumstances change that will affect completion of the apprenticeship or will change the planned end datef. Proactively identify any issues or barriers to successful completion of this apprenticeship and raise these quickly with their employer and Course Leader, working with both

to implement any action neededg. Raise any queries or complaints regarding the apprenticeship through the university process, and to the ESFA where needed as set out in section 1.h. Participate in course feedback and apprenticeship evaluation to support the continuous improvement of the programme for current and future apprentices.i. Take opportunities that arise to support other current and future apprentices to benefit from their apprenticeship

The Employer, both the representative signatory to this agreement and the apprentice’s day to day manager agree to:a. Provide a working environment that meets current health and safety legislation to enable their apprentice to work and learn safely for the duration of the apprenticeshipb. Work with their apprentice and the university to agree an individual learning plan, and provide the apprentice with access to the on the job knowledge, skills and experience,

resources and opportunities needed to achieve this apprenticeship c. Support the university to comply with funding rules and collate evidence to confirm apprentice and apprenticeship eligibility for funding d. Support the apprentice to manage their own learning, by ensuring sufficient off the job time in their typical working day (or time in lieu) to meet the requirements of this

apprenticeship e. Enable the line manager and/or Course Leader to support and guide this apprentice to carry out their day to day role and to meet the targets and timelines needed to

complete the apprenticeship by the planned end date f. Participate in reviews with the apprentice and university, providing evidence and feedback on progress at work and success in meeting apprenticeship milestones, and agree

any changes needed to the learning plan supporting the apprentice to address performance or access enhanced learning opportunities g. Support their apprentice to track attendance and participation to meet the off the job learning requirements for this apprenticeship programme h. Inform the University if there are organisational or apprentice circumstance changes that will affect completion of the apprenticeship or change the planned end date i. Proactively identify any issues or barriers to successful completion of this apprenticeship and raise these quickly with the university and apprentice, working to implement

any action neededj. Raise any queries or complaints regarding the apprenticeship through the university process, and to the ESFA where needed as set out in section 1.k. Participate in course feedback, impact assessment and evaluation to support the continuous improvement of the programme for apprentices and employersl. Take opportunities to promote and publicise the successful completion of this apprenticeship and the benefits of the apprenticeship programme

The university (and where relevant, manage any appointed subcontractors to) agree to:

UCLan Commitment Statement 180612 Page 10 of 98

a. Provide a learning environment that meets current health and safety legislation to enable the apprentice to learn safely for the duration of the apprenticeshipb. Work with the apprentice and employer to comply with the apprenticeship funding rules, providing an evidence pack that confirms eligibility for funding c. Work with the employer and their apprentice to agree an individual learning plan, and provide the apprentice with access to the knowledge, skills and experience, resources

and opportunities needed to achieve this apprenticeship d. Support the apprentice to manage their own learning, by ensuring sufficient resources, support, access to materials in their typical working day to meet the off the job

requirements of this apprenticeship e. Enable the line manager and/or workplace mentor to support and guide this apprentice, to carry out their day to day role and to meet the targets and timelines needed to

complete the apprenticeship by the planned end date by providing a clear summary of off the job and on the job learning needed, contained at Annex A f. Lead reviews with the apprentice and employer, providing evidence and feedback on progress to track success in meeting apprenticeship milestones, and agree any changes

needed to the learning plan to support the apprentice to address performance or access enhanced learning opportunities g. Track attendance and participation to meet the off the job learning requirements for this apprenticeship programme h. Inform the employer if there are changes that will affect completion of the apprenticeship or change the planned end date i. Proactively identify any issues or barriers to successful completion of this apprenticeship arising from university, employer or apprentice and raise these quickly with the

employer or apprentice, working to implement any action neededj. Manage any queries or complaints regarding the apprenticeship through the university process, supporting the apprentice or employer to escalate to the ESFA where

needed as set out in section 1.k. Enable employer and apprentice participation in course feedback, impact assessment and evaluation to support the continuous improvement of the programme for

apprentices and employersl. Take opportunities to promote and publicise impact and success for employer, apprentice and the wider apprenticeship programme

3. Funding Summary This Funding Summary sets out the financial contribution made by employers and government to fund this apprenticeship programme.

Funding Summary Levy Account

Employer/ESFA

Co-funded

Employer Funded

ESFA Funded

University Funded

Protective ClothingEquipmentInitial Skills AssessmentApprenticeship Training English

UCLan Commitment Statement 180612 Page 11 of 98

Funding Summary Levy Account

Employer/ESFA

Co-funded

Employer Funded

ESFA Funded

University Funded

Maths Additional Support Exam Registration End Point Assessment Exam or End Point Re-takes Certification

TOTAL

SECTION 4. Apprenticeship Summary - See also Annex A

Apprenticeship Training & Assessment Milestone Summary – this sets out the indicative schedule for each key element in this apprenticeship, where these are and which organisation will be leading delivery of each stage. Dates may change in line with each apprentice’s progress. This also includes the outcomes of the initial assessments, any gaps in knowledge skills or experience or prior learning and confirms the need for English & maths as part of the apprenticeship.

4.1. Employer Impact / Outcomes Measurement & Target

4.2. Initial Assessment Outcomes Impact / Action

Prior Learning Accredited / Learning Gaps Prior Learning Accredited / Learning Gaps Prior Learning Accredited / Learning Gaps Prior Learning Accredited / Learning Gaps

UCLan Commitment Statement 180612 Page 12 of 98

4.2. Initial Assessment Outcomes Impact / Action

Prior Learning Accredited / Learning Gaps

4.3. Additional Learning Support Funding Source Delivery Organisation

ESFAESFA

4.4. English and Maths Level Funding

Source Estimated Start Date

Estimated

End Date Delivery Organisation

ESFA mm/yyyy mm/yyyyESFA mm/yyyy mm/yyyy

ANNEX A Apprenticeship Summary Schedule

Off the Job Elements This learning equates to the 20% minimum of the

job training required by all apprenticeships Hours Estimated Start Date Delivery Organisation

On the Job Elements This summarises the broad timetable of on the job

knowledge, skills experience that the apprentice will need during their apprenticeship to support each module or

assignment Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

UCLan Commitment Statement 180612 Page 13 of 98

Off the Job Elements This learning equates to the 20% minimum of the

job training required by all apprenticeships Hours Estimated Start Date Delivery Organisation

On the Job Elements This summarises the broad timetable of on the job

knowledge, skills experience that the apprentice will need during their apprenticeship to support each module or

assignment Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

Module / Assignment Qualification / Exam /Review

mm/yyyy

End Point Assessment mm/yyyy

UCLan Commitment Statement 180612 Page 14 of 98