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University of Plymouth
Faculty of Health and Human Sciences
School of Nursing and Midwifery
Programme Specification
MSc/Pg Dip/Pg Cert
Contemporary Healthcare
(Education)
Updated following Minor Change for implementation 2018-19
Date of approval: 03 July 2015 Proposed date of implementation: September 2016 Year of first award: 2016
2 MSc Contemporary Healthcare (Education) – Programme Specification
3 MSc Contemporary Healthcare (Education) – Programme Specification
1. Programme Title: Pg Cert / Pg Dip / MSc Contemporary Healthcare
(Education)
Final award titles: MSc Contemporary Healthcare (Education)
Level 7 Intermediate award title(s):
Postgraduate Certificate in Contemporary Healthcare (Education)
Postgraduate Diploma in Contemporary Healthcare (Education)
UCAS code: N/A
JACS code: B790
2. Awarding Institution: University of Plymouth
Teaching institution(s): University of Plymouth
3. Accrediting body: NMC (for Pg Cert Contemporary Healthcare
(Education) only)
Date of re-accreditation – due July 2021
4. Distinctive Features of the Programme and the Student Experience
The programme enables the development of ‘lifelong learning’ skills, the ability to
function autonomously and flexibly and continue to develop as an effective
practitioner and member of the inter-professional team, in the ever changing
health and social care environment.
Through the contemporary focus of the programme, the intention is that students
advance their knowledge and skills with the consequence that they will be well
positioned to develop and improve practice in terms of efficiency, effectiveness
and quality. This should lead to improved ways of learning and teaching in
practice as well as ways of working with a resultant impact on patient care
ensuring a culture that fosters knowledge, understanding and research-informed
excellence and sustainability developing competencies in the use of information
technology, social media and decision making.
The programme builds on previous and existing good practice and has been
adapted to reflect service, political and professional changes whilst maintaining a
clear focus on the University strategy and ensuring a quality student experience.
4 MSc Contemporary Healthcare (Education) – Programme Specification
Research-informed teaching will support the programme, with an emphasis on
ensuring an evidence-based programme is delivered utilising the range of skills
and experience available within the programme team.
Development of the new programme has been achieved through close
collaboration between key stakeholders including students, clinical representatives
and academics. The programme development team has been conscious of the
need to enhance the student experience, confirm the students as partners in their
education, and advocate academic excellence whilst ensuring that the programme
meets contemporary service.
The distinctive features of the programme are:
Students studying the MSc Contemporary Healthcare (Education) are
part of an academic community empowered to work with others
professionals, carers and users. The PGCAP strengthens this as they
study alongside all new academics from across the disciplines and
forge relationships in the academic arena
A student-centred approach to the programme structure providing
flexibility in the choice of modules for the programme award.
A seamless journey from practitioner to educator, taking into account
pedagogy, research, educational practice, diversity
A programme that is creative, innovative using the latest technological
developments to gain, impart and apply current knowledge using a
blended learning approach. The PGCAP uses a range of teaching and
learning approaches to stimulate thinking and dialogue about
pedagogies
The programme enables local provision of education at an advanced
level
The programme meets the local needs of professionals within the
region as well as national students
Students choose a route within the programme to meet their personal
and professional development need.
Flexible delivery to accommodate student choice
The programme includes compulsory core modules, as well as optional
modules. Optional modules may be chosen from those specified in the
award specific modules. These will enable students to enhance their
knowledge and skills in a specific area of their choice
A contemporary and dynamic programme responsive to the changing
health and social care environment; including tele-health and
sustainability
The programme utilises blended learning to include various learning
and teaching strategies such as e-learning and problem based learning
5 MSc Contemporary Healthcare (Education) – Programme Specification
Opportunities to study collaboratively in an inter-professional setting
with inter-professional core and optional modules
Professorial level input into curriculum design and delivery of modules;
Research informed teaching embedded throughout curriculum
The programme is delivered by a team with extensive experience in the
delivery of Masters level modules and a diverse range of health and
social care education experience
The programme has been developed by the academic team in
collaboration with students and service providers
Close partnership working with students and educators contributing to
the teaching and assessment strategy
The programme meets the requirements of professional bodies such as
the NMC as well as the Higher Education Academy
o Completion of recordable teaching qualification
o Associate Fellowship or Fellowship of the HEA
o Further CPD opportunities to gain a Senior Fellowship or Principal
Fellowship are available in their ongoing academic career.
The maximum time allowed for completion of an MSc is normally 6
years
To encourage flexible delivery a number of modules will be delivered
via e-learning
Subject to approval, further modules may be added to the suite of
optional modules in line with developments in teaching and learning in
Higher Education
There are themes within the programme that integrate the theory and practice of
education within the modules, where appropriate. These include:
Policies and frameworks
Educational climate
Fundamental pedagogic and professional underpinnings that are
essential to teaching and learning
Evidence- based educational practice
Facilitating learning
Teaching skills
Evaluation, assessment and feedback
Management and leadership
Interpersonal skills and communication
Ethical issues
Legal issues
Applied research
Equality and diversity
6 MSc Contemporary Healthcare (Education) – Programme Specification
5. HEA Accreditation
The completion of the 20 credit module PGCAP711 enables participants to meet the
necessary requirements for an Associate Fellowship of the Higher Education
Academy (HEA) (i.e.PGCAP711). Fellowship of the HEA requires PGCAP711 plus
PGCAP714 to be completed. (See PGCAP documentation).
The University of Plymouth Teaching Development Framework
(https://www.plymouth.ac.uk/your-university/teaching-and-learning/qualifications-
and-accreditation/tdf) is available to colleagues with more than three years FTE in
HE.
6. NMC Recordable Qualification as ‘Teacher’ (See Annexure I )
Successful completion of the Faculty of Health and Human Sciences, School of
Nursing and Midwifery programme, enables Nurses, Midwives and SCPHN and
Midwives to attain a Postgraduate Certificate Contemporary Healthcare (Education),
as well as a ‘recordable teaching qualification’ with the NMC provided they meet the
specific learning outcomes, have undertaken 360 hours of assessed teaching
activity and have achieved the competency standards as demonstrated within the
professional portfolio.
7. Relevant QAA Subject Benchmark Group(s)
The Programme is informed by the Quality Assurance Agency (QAA) Framework
for Higher Education Qualifications (FHEQ) in England, Wales and Northern
Ireland for level 7 study (QAA 2014).
7 MSc Contemporary Healthcare (Education) – Programme Specification
8. Programme Structure
Figure 1: Programme Structure: Strategic overview
8 MSc Contemporary Healthcare (Education) – Programme Specification
The MSc Contemporary Healthcare (Education) programme is based in the School
of Nursing and Midwifery.
The programme offers exit awards of Postgraduate Certificate/Diploma or Masters
in Contemporary Healthcare (Education).
The postgraduate certificate will comprise 60 credits, postgraduate diploma 120
credits and the MSc 180 Credits.
9 MSc Contemporary Healthcare (Education) – Programme Specification
Figure 2 Illustration of Programme Structure
* PGCAP 711 must be completed before a student can commence MCH513.
Core
Introduction to teaching and
learning PGCAP711* 20 Credits
Core
Teaching for Practice MCH513
40 Credits
Core
Dissertation MCH504
60 Credits
Core
APP745
Research Methodology and
Application
20 credits
Core
ADV715
Project Design for Research
20 credits
Post Graduate
Certificate
60 Credits
Post Graduate
Diploma
120 Credits
Optional modules
Developing professional
practice PGCAP712 20 credits
OR
Negotiated Study
Module PGCAP714 20 credits
Masters
180 Credits
10 MSc Contemporary Healthcare (Education) – Programme Specification
Programme Specific Modules:
PgCert
Introduction to learning and teaching
Teaching for practice
Programme Optional Modules
Negotiated study module (20)
Developing professional practice (20)
9. Aims
9.1 Programme Aims
The overall aim of the programme is to equip health professionals to advance and
apply educational knowledge and skills by:
Developing a contemporary approach to health and social care education
through advancing and utilising knowledge and skills in professional
practice;
Ensuring professional practice is underpinned by a focus on excellence
and sustainability by developing a critical, analytical and creative
approach;
Equipping individuals for lead roles in management, clinical practice
and/or education;
Designing and undertaking research that will enhance and develop
patient care and/or service provision.
The programme will enable a competent advanced healthcare practitioner with
applied knowledge and skills, critical and reflective thinking to practice at an
advanced level within ethical and legal boundaries, thereby fostering personal and
professional development, contribution to professional knowledge as well as
lifelong learning.
This inter-professional programme enables those working in health and social care
to develop their educational expertise, take a lead and become innovative
facilitators and gain a recognised teaching qualification. This inter-professional
programme enables students to meet their learning and continuous professional
development needs.
Achieve NMC recordable teaching qualification.
Achieve Associate Fellowshipship of the HEA.
11 MSc Contemporary Healthcare (Education) – Programme Specification
10. Overall programme outcomes
On completion, graduates should be able to:
To achieve a Postgraduate Certificate, students will demonstrate their ability
to:
C1. Exhibit awareness of current issues influencing the organisation and
delivery of health and social care education.
C2. Apply ethical principles as well as advanced critical and analytical
skills to developments in current health and social care educational
practice.
C3. Develop the advanced skills to deal with interprofessional complex
educational issues, including assessment, systematically and
creatively, required by senior health and social care professionals.
C4. Appraise change in health and social care educational practice.
C5. Establish expert knowledge and practice in health and/or social care
education, including interprofessional teaching and learning.
C6 Facilitate the development of work-based learning, clinical reasoning,
clinical decision making as well as educational leadership to improve
service user experience in all contexts.
C7 Present cogently reasoned arguments, based on critical analysis and
synthesis of evidence from policy, theory and research-based
evidence.
C8 Communicate and work with others from the same and different
professional backgrounds, and service users, to investigate, evaluate
and improve educational provision.
C9 Engage in educational assessment.
C10. Share good practice.
C11. Apply an appropriate values-based body of knowledge and skills
which enhance expert practitioners and leaders in the provision and
development of services.
C12. Critically analyse the legal boundaries and implications for the
delivery of safe and effective health or social care practice within a
12 MSc Contemporary Healthcare (Education) – Programme Specification
wide variety of inter-professional and inter-agency contexts and
settings.
C13. Review current educational practice and the underpinning evidence
base.
C14. Prepare reflective practitioners able to take responsibility for their
own continuing professional development.
C15. Integrate information technology within education practice
C16. Apply educational entrepreneurship and principles of sustainability to
educational practice.
C17. Empower students as partners in education
C18. Meet the requirements for an NMC recordable qualification as a
‘teacher’.
C19. Demonstrate the appropriate knowledge, learning and teaching
activities, and professional values to meet requirements of Higher
Education Academy accreditation.
To achieve a Postgraduate Diploma, students will also demonstrate their
ability to:
D1. Apply advanced critical and analytical skills in order to evaluate
research and implement recent developments in educational
practice.
D2. Explore specialist understanding of research applicable to an area of
educational practice.
D3. Investigate practice and educational provision using appropriate
research.
D4. Advocate the improvement of educational practice.
13 MSc Contemporary Healthcare (Education) – Programme Specification
To achieve an MSc, students will also demonstrate their ability to:
M1. Design, conduct, analyse, interpret and write up a piece of research
that may demonstrate a contribution to improvement in educational
practice.
These will be achieved through teaching and learning strategies that include:
A wide range of student centred learning approaches, blended learning, directed
student and student led study with analysis and application to the practice setting
throughout modules.
11. Intended Programme Learning Outcomes
11.1 Knowledge and understanding
On successful completion, graduates should have developed:
1) A systematic understanding of knowledge, and a critical awareness
of current problems and/or new insights, much of which is at, or
informed by, the forefront of their academic discipline, field of study,
or area of professional practice.
2) Present cogently reasoned arguments, based on critical analysis and
synthesis of evidence from policy, theory and research-based
evidence, to inform and implement work plans.
3) Engage in and reflect on continuing personal development to
improve personal/ professional knowledge and demonstrate
advanced practice.
4) A comprehensive understanding of techniques applicable to their
own research or advanced scholarship.
5) Originality in the application of knowledge, together with a practical
understanding of how established techniques of research and
enquiry are used to create and interpret knowledge in the discipline.
These will be achieved through teaching and learning strategies that include:
Lectures, seminars, workshops, self-directed study, and use of communication
and information technologies e.g. webinars
Assessment methods include:
Oral presentation, summative observation in practice, preparation of learning
package, portfolio and teaching log, essay, critical literature review, research
protocol, dissertation.
14 MSc Contemporary Healthcare (Education) – Programme Specification
11.2. Cognitive and intellectual skills
On successful completion, graduates should have developed the ability to:
1) Critically analyse educational policy, research and theoretical
literature.
2) Synthesise arguments and results from varying sources including
research, policy and theoretical literature.
3) Critically reflect on professional practice and incorporate knowledge to
enhance practice.
4) Develop critical arguments around education research, policy and
theory.
5) Apply knowledge gained from advanced study to professional practice.
6) Demonstrate their ability to teach a variety of students in various
settings using the latest technologies.
7) Manage their educational development.
These will be achieved through teaching and learning strategies that include:
Group discussion, seminars, group and individual tutorials, on-line study tasks, e-
technologies including webinars, narrated PowerPoint presentations, podcasts and
interactive materials plus synchronous and asynchronous discussion fora.
Assessment methods include:
Essay, critical literature review, oral presentation, case study, critical reflections on
practice and development of learning package.
11.3. Key and transferable skills
On successful completion, graduates should have developed the ability to:
1) Deal with complex issues both systematically and creatively, make
sound judgements in the absence of complete data, and
communicate their conclusions clearly to specialist and non-specialist
audiences.
2) Demonstrate self-direction and originality in tackling and solving
problems, and act autonomously in planning and implementing tasks
at a professional or equivalent level; non-specialist audiences.
These will be achieved through teaching and learning strategies that include:
Small group presentations, active participation in group discussions, problem
based case studies, e-technologies including use of a managed learning
environment to host a variety of study materials and synchronous and
asynchronous discussions.
Assessment methods include:
Essays, reports, oral presentations.
15 MSc Contemporary Healthcare (Education) – Programme Specification
11.4. Employment related skills
On successful completion, graduates should have developed:
1) The exercise of initiative and personal responsibility.
2) Decision-making in diverse, complex and unpredictable contexts.
3) The independent learning ability required for continuing professional
development.
4) Meet expectations for knowledge, skills and aptitude to enable the
student to teach health professionals and students in a wide range of
settings.
These will be achieved through teaching and learning strategies that include:
A wide range of student centred learning approaches, directed student and
student led study with analysis and application to the service setting throughout
modules.
Assessment methods include:
A variety that are used throughout the programme incorporating assessment of
transferable skills. These may include: examinations, tests undertaken in team-
based learning, essays including case studies and reflection, portfolios, Objective
Structured Clinical Examination (OSCE), presentations and project outputs.
11.5. Practical skills
On successful completion graduates should have developed:
1) Responsibility for their own educational practice applying ethical, legal
and professional principles.
2) Provision of an environment of care in which the uniqueness of each
individual is valued and is a commitment to fair and anti-discriminatory
practice.
3) Ability to proactively adopt appropriate strategies to enhance learning for
patients and colleagues.
4) Communicate and work with others from the same and different
professional backgrounds to investigate, evaluate and improve service
provision.
5) Apply ethical principles to inform practice at all times.
6) Collaborate to share good practice.
16 MSc Contemporary Healthcare (Education) – Programme Specification
Assessment methods include:
A variety that are used throughout the programme incorporating assessment of
transferable and practical skills. These may include: web based learning activities,
e-portfolio, seminars, presentations, learning packages and teaching logs.
12. Admissions Criteria, including APCL, APEL and DBS arrangements
In order to commence this programme, the student must meet the University’s
entry requirements for study at postgraduate level. Applicants will normally have a
first degree, BSc (Hons) at 2.1 or above; or European first cycle equivalent plus for
UK based students a professional qualification in health or social care. Those
individuals without a degree but with appropriate practice-related experience
relevant to the programme may be eligible to apply.
The Education programme requires students to have access to learners as
follows:
The PGCAP 711 requires 15 hours of teaching and learning activity in relation to
HE students.
The PGCAP 712 requires 50 hours of teaching and learning activity in relation to
HE students.
No student is to go into practice before all DBS checks have been completed,
returned and checked by the University admissions team prior to confirmation of
admission to the programme. This overrides any local policies and procedures by
any placement provider in respect to DBS requirements and adheres to NMC
requirements in respect of protection of the public. The DBS process will be
funded by the Trust or the student and must be completed prior to commencing
the programme.
Applicants where English is not the first language must also provide evidence of
competence in written and spoken English in accordance with the University’s
Admissions Code of Practice i.e. IELTS minimum of 7 in each part.
Each potential student will be assessed for their ability to study at Master’s level
and therefore an interview may be necessary. Candidates without a first degree at
2.1 or above (or European first cycle equivalent) will normally be required to
submit a short piece of writing as part of the admissions process.
17 MSc Contemporary Healthcare (Education) – Programme Specification
AP(E)L:
Claims for credit for prior learning, whether certificated or experiential are
accepted and will be assessed following University regulations and Faculty
procedures.
European Credit Transfer and Accumulation System (ECTS)
This programme is equivalent to 90 ECTS credits (second cycle) with 30 ECTS
credits at post graduate certificate, 60 credits at postgraduate diploma and 90
credits at Masters Degree. Each 20 credit module has the equivalent of 10 ECTS
credits and assumes a notional student effort of between 200 hours.
12.1 Specific entry requirements for PG Cert Contemporary Healthcare
In order to enter a programme leading to a recordable teaching qualification on the
NMC register nurses and midwives who make judgements regarding student
proficiency, safe and effective practice must:
Be registered in the same part or sub-part of the register as the
students they support.
Apply due regard to learning and assessment in practice.
Have completed three years post-registration experience.
Have extended their professional knowledge, skills and competency to
at least first degree level.
Have the abilities to lead programme development and co-ordinate the
work of others with regard to student education.
Support interprofessional learning and working, select learning
opportunities and support practice development.
Must have access to HG1 pre- registration and postgraduate learning
opportunities.
Generate and use cross professional assessment criteria, supervise
mentors, practice teachers and teachers from other professions.
Ability to teach and assess in both practice and academic settings
contributing to decisions about fitness for practice.
Able to provide leadership in education in practice and academic
settings.
A programme of study to meet the NMC requirements must be:
At a minimum level of postgraduate study.
At least one academic year in duration.
Include a minimum of 12 weeks (360 hours) teaching practice with
students studying on an approved NMC programme.
Demonstrate achievement of all outcomes of Stage 4.
18 MSc Contemporary Healthcare (Education) – Programme Specification
Take into account HEA National Professional Standards Framework for
Teaching and Supporting Learning in Higher Education (HEA, 2014).
Allow credit for appropriate prior and prior experiential learning.
13. Titles and criteria for Final and Intermediate Awards
The programme will offer exit awards of:
Pg Cert/Pg Dip/MSc Contemporary Healthcare (Education).
14. Exceptions to Regulations
Normal University of Plymouth Regulations will apply to this programme and
awards.
15. Transitional Arrangements
The Pg Cert/Pg Dip/MSc Contemporary Healthcare programme was re-validated
in September 2015, therefore no current students are likely to be affected by the
addition of this new programme. However, there may be students who have
undertaken ‘stand-alone’ modules or parts of another programme that are included
in the new programme who may wish to enrol on or transfer to the Education
programme. Requests for enrolment or transfer onto this programme will be
considered on an individual basis.
All students on the current programme of study will be contacted in order to inform
them of the changes to the postgraduate provision in the School, and any possible
effect it may have on them. It is planned that current students will be able to
complete the course of study in which they are enrolled. Any current student and
students who have interrupted or have single modules can be advised on an
individual level by the Programme Lead.
19 MSc Contemporary Healthcare (Education) – Programme Specification
16. Mapping
15.1 Programme aims
The aim of the programme is to equip health professionals to advance and apply
educational knowledge and skills by:
1. Developing a contemporary approach to health and social care
education through advancing and utilising knowledge and skills in
professional practice;
2. Ensuring professional practice is underpinned by a focus on excellence
and sustainability by developing a critical, analytical and creative
approach;
3. Equipping individuals for lead roles in management, clinical practice
and/or education;
4. Designing and undertaking research that will enhance and develop
patient care and/or service provision.
5. Achieve NMC recordable teaching qualification.
6. Achieve Associate Fellowship of HEA.
15.2 Mapping of Aims and Intended Learning Outcomes
a. Mapping of overall intended programme learning outcomes against
modules
b. Mapping of overall intended programme learning outcomes against
modules
c. Mapping of overall intended programme learning outcomes against core
modules
d. Mapping of overall intended programme learning outcomes against
programme modules
e. Mapping of SEEC level descriptors to intended programme outcomes
f. Mapping postgraduate attributes and skills within core modules
g. Mapping postgraduate attributes and skills within optional modules
h. Mapping module assessment in the Contemporary Healthcare Programme
Note:
There is no specific mapping for the Knowedge and Skills Framework (2004).
The core and specific dimensions of the framework have been considered
and reflected in the above mapping exercises
20 MSc Contemporary Healthcare (Education) – Programme Specification
Programme specific core modules:
1. Introduction to learning and teaching
2. Teaching for practice
Core modules:
3. Research Methodology and Application APP745
4. Research and project design ADV715
5. Dissertation
Note:
The above numbers are used to represent modules in the Table below.
21 MSc Contemporary Healthcare (Education) – Programme Specification
a. Mapping of overall intended programme learning outcomes against modules
Intended Programme Learning Outcomes Masters (M) Level Related (Core)
Modules
Knowledge/Understanding
1) A systematic understanding of knowledge, and a critical awareness of current problems
and/or new insights, much of which is at, or informed by, the forefront of their academic
discipline, field of study, or area of professional practice.
2) Present cogently reasoned arguments, based on critical analysis and synthesis of evidence
from policy, theory and research-based evidence, to inform and implement work plans
3) Engage in and reflect on continuing personal development to improve personal/
professional knowledge and demonstrate advanced practice
4) A comprehensive understanding of techniques applicable to their own research or
advanced scholarship.
5) Originality in the application of knowledge, together with a practical understanding of how
established techniques of research and enquiry are used to create and interpret knowledge
in the discipline.
2,3,4,5
Cognitive/Intellectual Skills
1) Critically analyse educational policy, research and theoretical literature
2) Synthesise arguments and results from varying sources including research, policy and
theoretical literature
3) Critically reflect on professional practice and incorporate knowledge to enhance practice
4) Develop critical arguments around education research, policy and theory
2, 3,4,5
22 MSc Contemporary Healthcare (Education) – Programme Specification
Intended Programme Learning Outcomes Masters (M) Level Related (Core)
Modules
5) Apply knowledge gained from advanced study to professional practice
6) Demonstrate their ability to teach a variety of students in various settings using the latest
technologies
7) Manage their educational development.
Key/Transferable Skills (generic)
1) Deal with complex issues both systematically and creatively, make sound judgements in the
absence of complete data, and communicate their conclusions clearly to specialist and non-
specialist audiences.
2) Demonstrate self-direction and originality in tacking and solving problems, and act
autonomously in planning and implementing tasks at a professional or equivalent level; non-
specialist audiences.
2,3,4
Employment-related Skills
1) The exercise of initiative and personal responsibility;
2) Decision-making in diverse, complex and unpredictable contexts; and
3) The independent learning ability required for continuing professional development.
4) Meet expectations for knowledge skills and aptitude to enable the student to teach service
users, health professionals and students in a wide range of settings.
2,3,4
23 MSc Contemporary Healthcare (Education) – Programme Specification
Intended Programme Learning Outcomes Masters (M) Level Related (Core)
Modules
Practical Skills (subject specific)
1) Responsibility for their own educational practice applying ethical, legal and professional
principles.
2) Provision of an environment of care in which the uniqueness of each individual is valued
and is a commitment to fair and anti-discriminatory practice.
3) Ability to proactively adopt appropriate strategies to enhance learning for colleagues.
4) Communicate and work with others from the same and different professional backgrounds,
to investigate, evaluate and improve service provision.
5) Apply ethical principles to inform practice at all times.
6) Collaborate to share good practice.
2,3,4,5
24 MSc Contemporary Healthcare (Education) – Programme Specification
b. Mapping of overall intended programme learning outcomes against modules
Masters (M) Level*
Core Programme Intended Learning Outcomes
Related (Core) Modules
Exhibit awareness of current issues influencing the organisation and delivery of health and social care education.
2
Apply ethical principles as well as advanced critical and analytical skills to developments in current health and social care educational practice.
2
Develop the advanced skills to deal with interprofessional complex educational issues, including assessment, systematically and creatively, required by senior health and social care professionals.
2
Appraise change in health and social care educational practice. 2
Establish expert knowledge and practice in health and/or social care education, including interprofessional teaching and learning.
2
Facilitate the development of work-based learning, clinical reasoning, clinical decision making as well as educational leadership to improve service user experience in all contexts.
2
Present cogently reasoned arguments, based on critical analysis and synthesis of evidence from policy, theory and research-based evidence.
2
25 MSc Contemporary Healthcare (Education) – Programme Specification
Communicate and work with others from the same and different professional backgrounds, and service users, to investigate, evaluate and improve educational provision.
2
Engage in educational assessment. 2
Share good practice. 2
Apply an appropriate values-based body of knowledge and skills which enhance expert practitioners and leaders in the provision and development of services.
2
Critically analyse the legal boundaries and implications for the delivery of safe and effective health or social care practice within a wide variety of inter-professional and inter-agency contexts and settings.
2
Review current educational practice and the underpinning evidence base. 2,3,4,5
Prepare reflective practitioners able to take responsibility for their own continuing professional development.
2
Integrate information technology within education practice 2
Apply educational entrepreneurship and principles of sustainability to educational practice.
2
Empower students as partners in education 2,3,4,5
Meet the requirements for an NMC recordable qualification as a ‘teacher’. 2
Demonstrate the appropriate knowledge, learning and teaching activities, and professional values to meet requirements of Higher Education Academy accreditation.
2
26 MSc Contemporary Healthcare (Education) – Programme Specification
* Module PGCAP711 and PGCAP714 are not included in this table please see PGCAP specific programme specification.
Apply advanced critical and analytical skills in order to evaluate research and implement recent developments in educational practice.
2,3,4,5
Explore specialist understanding of research applicable to an area of educational practice.
2,3,4,5
Investigate practice and educational provision using appropriate research. 2,3,4,5
Advocate the improvement of educational practice. 2,5
Design, conduct, analyse, interpret and write up a piece of research that may demonstrate a contribution to improvement in educational practice.
5
27 MSc Contemporary Healthcare (Education) – Programme Specification
c. Mapping of overall intended programme learning outcomes against core modules
Descriptor
PGCAP 711
MCH513 APP745 ADV715 MCH50
4
YEAR OF STUDY
1 1 2 2 3
Exhibit awareness of current issues influencing the organisation and delivery of health and social care education.
Apply ethical principles as well as advanced critical and analytical skills to developments in current health and social care educational practice.
Develop the advanced skills to deal with interprofessional complex educational issues, including assessment, systematically and creatively, required by senior health and social care professionals.
Appraise change in health and social care educational practice.
Establish expert knowledge and practice in health and/or social care education, including interprofessional teaching and learning.
Facilitate the development of work-based learning, clinical reasoning, clinical decision making as well as educational leadership to improve service user experience in all
28 MSc Contemporary Healthcare (Education) – Programme Specification
contexts.
Present cogently reasoned arguments, based on critical analysis and synthesis of evidence from policy, theory and research-based evidence.
Communicate and work with others from the same and different professional backgrounds, and service users, to investigate, evaluate and improve educational provision.
Engage in educational assessment.
Share good practice.
Apply an appropriate values-based body of knowledge and skills which enhance expert practitioners and leaders in the provision and development of services.
Critically analyse the legal boundaries and implications for the delivery of safe and effective health or social care practice within a wide variety of inter-professional and inter-agency contexts and settings.
Review current educational practice and the underpinning evidence base.
Prepare reflective practitioners able to take responsibility for their own continuing professional development.
29 MSc Contemporary Healthcare (Education) – Programme Specification
Integrate information technology within education practice.
Apply educational entrepreneurship and principles of sustainability to educational practice.
Empower students as partners in education.
Meet the requirements for an NMC recordable qualification as a ‘teacher’.
Demonstrate the appropriate knowledge, learning and teaching activities, and professional values to meet requirements of Higher Education Academy accreditation.
Apply advanced critical and analytical skills in order to evaluate research and implement recent developments in educational practice.
Explore specialist understanding of research applicable to an area of educational practice.
Investigate practice and educational provision using appropriate research.
Advocate the improvement of educational practice.
Design, conduct, analyse, interpret and write up a piece of research that may demonstrate a contribution to improvement in educational practice.
30 MSc Contemporary Healthcare (Education) – Programme Specification
d. Mapping of intended programme learning outcomes against optional modules
Descriptor
PG CAP 712
PG CAP 714
YEAR OF STUDY 2 2
Exhibit awareness of current issues influencing the organisation and delivery of health and social care education.
Apply ethical principles as well as advanced critical and analytical skills to developments in current health and social care educational practice.
Develop the advanced skills to deal with interprofessional complex educational issues, including assessment, systematically and creatively, required by senior health and social care professionals.
Appraise change in health and social care educational practice.
Establish expert knowledge and practice in health and/or social care education, including interprofessional teaching and learning.
Facilitate the development of work-based learning, clinical reasoning, clinical decision making as well as educational leadership to improve service user experience in all contexts.
Present cogently reasoned arguments, based on critical analysis and synthesis of evidence from policy, theory and research-based evidence.
31 MSc Contemporary Healthcare (Education) – Programme Specification
Descriptor
PG CAP 712
PG CAP 714
Communicate and work with others from the same and different professional backgrounds, and service users, to investigate, evaluate and improve educational provision.
Engage in educational assessment.
Share good practice.
Apply an appropriate values-based body of knowledge and skills which enhance expert practitioners and leaders in the provision and development of services.
Critically analyse the legal boundaries and implications for the delivery of safe and effective health or social care practice within a wide variety of inter-professional and inter-agency contexts and settings.
Review current educational practice and the underpinning evidence base.
Prepare reflective practitioners able to take responsibility for their own continuing professional development.
Integrate information technology within education practice.
Apply educational entrepreneurship and principles of sustainability to educational
32 MSc Contemporary Healthcare (Education) – Programme Specification
Descriptor
PG CAP 712
PG CAP 714
practice.
Empower students as partners in education
Meet the requirements for an NMC recordable qualification as a ‘teacher’.
Demonstrate the appropriate knowledge, learning and teaching activities, and professional values to meet requirements of Higher Education Academy accreditation.
Apply advanced critical and analytical skills in order to evaluate research and implement recent developments in educational practice.
Explore specialist understanding of research applicable to an area of educational practice.
Investigate practice and educational provision using appropriate research.
Advocate the improvement of educational practice.
33 MSc Contemporary Healthcare (Education) – Programme Specification
e. Mapping of SEEC level descriptors to educational programme learning outcomes
The programme objectives, learning outcomes (), indicative content () and portfolio of evidence ()have been mapped against
SEEC criteria. The competencies have been mapped against core modules only. Students may choose from a range of optional modules that will add to the competencies achieved in the core modules. The outcomes for a teacher to meet the competencies are as follows:
Outcome Criterion Descriptor Programme
outcomes MCH513
Practice portfolio
Setting
Operational context Operates in complex and unpredictable and/or specialist contexts, requiring selection and application from a wide range of advanced techniques and information sources
C1; C2; C3;C4
Autonomy and responsibility for actions
Acts with initiative in decision making and accessing support, within profession or given guidelines, accepting full responsibility for outcomes
C5; C6; C10;
C12; C13; C18; C19
Knowledge and understanding
Knowledge and understanding Has a deep and systematic understanding within a specialised field of study and its interrelationship with other relevant disciplines. Demonstrate an understanding of current theoretical and methodological approaches and how these affect the way the knowledge base is interpreted.
C7; C11; C13; C16; C18; C19
Cognitive skills
34 MSc Contemporary Healthcare (Education) – Programme Specification
Outcome Criterion Descriptor Programme
outcomes MCH513
Practice portfolio
Conceptualisation and critical thinking
Uses ideas at high level of abstraction Develops critical response to existing theoretical discourses, methodologies or practice and suggests new concepts or approaches.
C1; C7; C9;
C13; C15; C16
Problem solving, research and enquiry
Designs and undertakes substantial investigations to address significant areas of theory and/or practice. Selects appropriate advanced methodological approaches and critically evaluates their effectiveness.
C3; C9; C13;
D1-4; M1
Synthesis and creativity Flexibility and creativity applies knowledge in unfamiliar contexts, synthesises ideas of information in innovative ways, and generates transformative solutions.
C4; C5; C6; C9; C12; C13; C16;
C18; C19
Analysis and evaluation Undertakes analysis of complex, incomplete or contradictory evidence/data and judges the appropriateness of the enquiry methodologies used. Recognises and argues for alternative approaches.
C7; C9; C11;
C12; C16; C17
Performance and practice
Adaptation to context Autonomously adapts performance to multiple contexts
C6; C7; C8; C9; C10; C12; C13
Performance Autonomously implements and evaluates improvements to performance drawing on innovative or sectoral best practice.
C6; C8; C9;
C10
35 MSc Contemporary Healthcare (Education) – Programme Specification
Outcome Criterion Descriptor Programme
outcomes MCH513
Practice portfolio
Team and organisational work Works effectively with multiple teams as leader or member. Clarifies tasks and make appropriate use of the capacities of team members resolving likely conflict situations before they arise.
C8; C9; C10; C13
Ethical awareness and application Incorporates a critical ethical dimension to their practice, managing the implications of ethical dilemmas and works proactively with others to formulate solutions.
C2; C12;
Personal and enabling skills
Personal evaluation and development
Uses personal reflection to analyse self and own actions. Makes connections between known and unknown areas, to allow for adaptation and change.
C2; C10; C12;
C13; C14
Interpersonal and communication skills
Identifies, evaluates and maintains capabilities and qualities to support effective communication in a range of complex and specialised contexts.
C8; C17; C18;
C19
(SEEC 2011)
36 MSc Contemporary Healthcare (Education) – Programme Specification
f. Mapping postgraduate attributes and skills within core modules
All of the Graduate Attributes and Skills identified in the SEEC (2011) descriptors at Masters level and the QAA Framework for Higher Education (2014) are achieved during this programme as detailed below. Most of these will be addressed within the core modules and reinforced during the optional modules, the research modules and the dissertation.
Descriptor
Certificate Diploma MSc
QAA PGCAP 711
MCH513
ADV 745
ADV 715
MCH 504
Year of study 1 1 2 2 3
A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice.
A comprehensive understanding of techniques applicable to their own research or advanced scholarship.
Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.
Conceptual understanding that enables the student: - to evaluate critically current research and
advanced scholarship in the discipline; and - to evaluate methodologies and develop critiques of
them and, where appropriate, to propose new hypotheses.
Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data and communicate their conclusions clearly to specialist and non-specialist audiences.
37 MSc Contemporary Healthcare (Education) – Programme Specification
Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.
Continue to advance their knowledge and understanding, and to develop new skills to a high level.
The qualities and transferable skills necessary for employment requiring: - the exercise of initiative and personal
responsibility; - decision-making in complex and unpredictable
situations; and - the independent learning ability required for
continuing professional development.
38 MSc Contemporary Healthcare (Education) – Programme Specification
g. Mapping postgraduate attributes and skills within optional modules
NOTE: Although these are listed as optional modules they may be core modules within other programmes.
Descriptor PG CAP 712
PG CAP 714 QAA
Year of study 2 2 A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice.
A comprehensive understanding of techniques applicable to their own research or advanced scholarship.
Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.
Conceptual understanding that enables the student: - to evaluate critically current research and advanced
scholarship in the discipline; and - to evaluate methodologies and develop critiques of
them and, where appropriate, to propose new hypotheses.
Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data and communicate their conclusions clearly to specialist and non-specialist audiences.
Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level
Continue to advance their knowledge and understanding, and to develop new skills to a high level.
The qualities and transferable skills necessary for employment requiring: - the exercise of initiative and personal responsibility; - decision-making in complex and unpredictable
situations; and - the independent learning ability required for
continuing professional development.
39 MSc Contemporary Healthcare (Education) – Programme Specification
h. Mapping module assessment in the Contemporary Healthcare (Education) programme
Module Credit Formative Assessment Summative
CORE MODULES
Introduction to learning and teaching 20 Micro-teach; peer review of critically reflective account & UKPSF application; Feedback dialogue on Reviews of Educational Practice
Coursework including:
C1 UKPSF Application
Critically Reflective Account
Reviews of Educational Practice
Teaching for practice 20 Seminar presentation Tutor/Peer feedback on draft of presentation and essay
Review of Teaching Practice Learning package Portfolio of evidence Teaching log
Research
APP745 Research Methodology and Application
20 Feedback from presentation of work in progress to academics and peers
Critical Review of the Literature
ADV715 Research and project design
20 Feedback from presentation of work in progress to academics and peers
Summative component 1 A literature review of methods (2000 words) Summative component 2 The proposal (2000 words)
Dissertation 60 Feedback from presentation of work in progress to academics and peers
Dissertation report (15,000-17,000 words)
OPTIONAL MODULES
Developing professional practice 20 Peer review of detailed study & UKPSF; Feedback dialogue on Reviews of Educational Practice
Coursework including:
UKPSF application
Detailed Study
40 MSc Contemporary Healthcare (Education) – Programme Specification
Module Credit Formative Assessment Summative
Reviews of Educational Practice
Negotiated study module 20 Peer review of Negotiated Summative Assignment
Coursework: Negotiated Summative Assignment
41 MSc Contemporary Healthcare (Education) – Programme Specification
References Great Britain. Department of Health. (2004). Knowledge and Skills Framework. Department of Health.