|
Programme Specification
Section 1: Basic Data
Version Number 2 Field Maternal & Child Health Programme Type(1) Undergraduate Programme Type(2) PQF Awarding institution/body UWE Teaching institution UWE Faculty responsible for programme Faculty of Health and Social Care Programme Leader Maggie Whittle Highest award title BSc (Hons) Childrens Critical Care Default award title N/A Interim award title(1) Interim award title(2) Diploma in Professional Studies Interim award title(3) BSc Childrens Critical Care Modular Scheme title (if different) Post Qualifying Framework. UCAS code (or other coding system if relevant) N/A Relevant QAA subject benchmarking groups(s) Nursing On-going
Valid From (dd/mm/yy) 01/09/2001
Section 2: Educational aims of the program
The programme aims to enable students to:
• Provide students with the knowledge and skills to contribute to the development of childrens health in childrens critical care areas • Develop students confidence in the exercise of their professional judgement • Enable students to adapt and respond positively to changes in policy and practice which broaden the remit of the role • Develop critical analytical problem-based learning skills and transferable skills through diverse learning opportunities • Provide students with opportunities to develop an understanding of partnership working through shared and interprofessional working • Foster an understanding of and commitment to the use of research to underpin practice for the benefit of all concerned with childrens critical care
Section 3: Learning outcomes of the programme
This award route provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:.....
A: Knowledge and understanding
Learning outcomes Teaching, learning and assessment strategies
A Knowledge and understanding of: Teaching/learning methods and strategies:
1. Systematic understanding of approaches to knowledge development in children's health and social care 2. An understanding of the effects of changes occurring within the health service in relation to children's critical care and the impact this has on service providers and consumers 3. Understanding of management structures and approaches to managing change 4. Awareness of legal and ethical implications for children's health in a changing service 5. Biopsychosocial principles relevant to children's health Teaching and learning takes a variety of forms across all modules from practitioners working alongside students in the work place to formal lectures, student led reflective seminars, classroom based scenarios and use of information technology, for example, CD Roms and retrieval of information from the internet. Creative methods for achieving the module's learning outcomes are constantly being reviewed by the module teams. Similarly a diverse range of assessment strategies have been implemented. The assessment of clinical skills has been achieved through a Faculty wide review of competency based skills for practitioners on long clinical skills courses. Theory modules are assessed by means of dissertations, projects and essays with a variety of co-existing controlled conditions. Throughout, the learner is encouraged to undertake independent reading both to supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and understanding of the subject.
Assessment:
The assessment strategy specifically aims to: 1. Reflect the learning undertaken at specific stage. 2. Ascertain students' learning strengths, weaknesses and continuing developmental needs. 3. Develop students' ability to integrate theory and practice 4. Enable students to 'make sense' of situations and the 'context of care' in which they work 5. Develop critical and analytical skills to improve further practice 6. Enable students to search for, utilise and critique evidence 7. Promote students' individual growth and independent lifelong learning skills In order for this to be achieved, assessments adopt a variety of techniques such as posters, essay based coursework examinations and seminar presentations. Assessment of practice is undertaken using competency based framework to demonstrate the integration of theory and practice. In addition practice modules require the submission of a portfolio as evidence of achievement of these competencies.
B: Intellectual Skills
B: Intellectual Skills Teaching/learning methods and strategies: 1. Apply knowledge and skills of enquiry to the understanding of children's critical care 2. Synthesise information from a range of disciplines and from professional experience in order to gain a coherent understanding of theory and practice 3. Evaluate critically research methods and types and sources of information and evidence 4. Takes a holistic approach in solving problems seeking the best outcomes 5. Reflect critically on their own professional judgements Teaching and learning takes a variety of forms across all modules from practitioners working alongside students in the work place to formal lectures, student led reflective seminars, classroom based scenarios and use of information technology, for example, CD Roms and retrieval of information from the internet. Creative methods for achieving the module's learning outcomes are constantly being reviewed by the module teams. Similarly a diverse range of assessment strategies have been implemented. The assessment of clinical skills has been achieved through a Faculty wide review of competency based skills for practitioners on long clinical skills courses. Theory modules are assessed by means of dissertations, projects and essays with a variety of co-existing controlled conditions. Throughout, the learner is encouraged to undertake independent reading both to supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and understanding of the subject. Assessment:
The assessment strategy specifically aims to: 1. Reflect the learning undertaken at specific stages 2. Ascertain students' learning strengths, weaknesses and continuing developmental needs 3. Develop students' ability to integrate theory and practice 4. Enable students to 'make sense' of situations and the 'context of care' in which they work 5. Develop critical and analytical skills to improve further practice 6. Enable students to search for, utilise and critique evidence 7. Promote students' individual growth and independent lifelong learning skills In order for this to be achieved, assessments adopt a variety of techniques such as posters, essay based coursework examinations and seminar presentations. Assessment of practice is undertaken using competency based framework to demonstrate the integration of theory and practice. In addition practice modules require the submission of a portfolio as evidence of achievement of these competencies.
C: Subject, Professional and Practical Skills
C: Subject/Professional/Practical Skills Teaching/learning methods and strategies: able to:.........
1. Undertake skilled, safe, evaluative and reflective practice by successful assessment of competencies defined in the practice document Teaching and learning takes a variety of forms across all modules from practitioners working alongside students in the work place to formal lectures, student led reflective seminars, classroom based scenarios and use of information technology, for example, CD Roms and retrieval of information from the internet. Creative methods for achieving the module's learning outcomes are constantly being reviewed by the module teams. Similarly a diverse range of assessment strategies have been implemented. The assessment of clinical skills has been achieved through a Faculty wide review of competency based skills for practitioners on long clinical skills courses. Theory modules are assessed by means of dissertations, projects and essays with a variety of co-existing controlled conditions.
Assessment:
1. Reflect the learning undertaken at specific stages 2. Ascertain students' learning strengths, weaknesses and continuing developmental needs 3. Develop students' ability to integrate theory and practice 4. Enable students to 'make sense' of situations and the 'context of care' in which they work 5. Develop critical and analytical skills to improve further practice 6. Enable students to search for, utilise and critique evidence 7. Promote students' individual growth and independent lifelong learning skills In order for this to be achieved, assessments adopt a variety of techniques such as posters, essay based coursework examinations and seminar presentations. Assessment of practice is undertaken using competency based framework to demonstrate the integration of theory and practice. In addition practice modules require the submission of a portfolio as evidence of achievement of these competencies.
D: Transferable Skills and other attributes
D: Transferable Skills and other attributes Teaching/learning methods and strategies: able to:.........
1. Communicate effectively using a variety of means 2. Manage change effectively and respond appropriately to changes in personal and professional demands 3. Take responsibility for own learning and demonstrate an open-minded approach to learning in familiar and unfamiliar contexts 4. Transfer knowledge and skills across different settings 5. Reflect own performance and respond positively to feedback 6. Work collaboratively in teams with service users 7. Use information technology to find, communicate and manage information 8. Use numeracy skills in safe professional practice, in management information and in evaluating research Teaching and learning takes a variety of forms across all modules from practitioners working alongside students in the work place to formal lectures, student led reflective seminars, classroom based scenarios and use of information technology, for example, CD Roms and retrieval of information from the internet. Creative methods for achieving the module's learning outcomes are constantly being reviewed by the module teams. Similarly a diverse range of assessment strategies have been implemented. The assessment of clinical skills has been achieved through a Faculty wide review of competency based skills for practitioners on long clinical skills courses. Theory modules are assessed by means of dissertations, projects and essays with a variety of co-existing controlled conditions.
Assessment:
The assessment strategy specifically aims to: 1. Reflect the learning undertaken at specific stages 2. Ascertain students' learning strengths, weaknesses and continuing developmental needs 3. Develop students' ability to integrate theory and practice 4. Enable students to 'make sense' of situations and the 'context of care' in which they work 5. Develop critical and analytical skills to improve further practice 6. Enable students to search for, utilise and critique evidence 7. Promote students' individual growth and independent lifelong learning skills In order for this to be achieved, assessments adopt a variety of techniques such as posters, essay based coursework examinations and seminar presentations. Assessment of practice is undertaken using competency based framework to demonstrate the integration of theory and practice. In addition practice modules require the submission of a portfolio as evidence of achievement of these competencies.
Section 4: Programme structure
BSc (Hons) Children's Critical Care is offered as a part-time route. All students register for the BSc (Hons) Children's Critical Care. Students enter directly into level 2 or level 3 depending on their entry qualifications. Any student who enters at level 2 and completes modules which are excluded combinations for level 3 modules will take alternative modules which are appropriate and relevant to the named award of BSc (Hons) Children's Critical Care. Students who have already achieved a specialist award are not permitted to repeat modules and an alternative route would be enabled through the programme in negotiation with the Programme Leader. They may choose from a list of Discipline specific and generic pool modules. Students registered on BSc(Hons) Childrens Critical Care must complete a total of 360 credits of which no less than 100 are at level 3 or above, 100 at level 2 or above and 120 at level 1 or above. The programme structure is as follows:
BSc (Hons) Childrens Critical Care Code Title Credit Level Field Comments The Acutely Ill Child: Assessment, Management and Related Physiology 20 3 UZU Compulsory Dissertation (Postqualifying) 40 3 UZU Compulsory Professional Practice - The Acutely ill Child 20 3 UZU Compulsory Evidence and Research in Practice 20 3 UZW Compulsory
Code Title Credit Level Field Comments The Acutely Ill Child: Assessment, Management and Related Physiology 20 3 UZU Compulsory Professional Practice - The Acutely ill Child 20 3 UZU Compulsory Evidence and Research in Practice 20 3 UZW Compulsory
Code Title Credit Level Field Comments Management of the Child in Intensive Care 20 3 UZU
Management of the Child in the Emergency Department 20 3 UZU
Management of the Child Requiring Cardiothoracic Care 20 3 UZU
Management of the Infant in Special and Intensive Care 20 3 UZU
Code Title Credit Level Field Comments The Acutely Ill Child: Assessment, Management and Related Physiology 20 2 UZU Compulsory Professional Practice - The Acutely ill Child 20 2 UZU Compulsory Introduction to Evidence and Research in Practice 20 2 UZW Compulsory
Code Title Credit Level Field Comments Management of the Child in Intensive Care 20 2 UZU
Management of the Child in the Emergency Department 20 2 UZU
Management of the Child Requiring Cardiothoracic Care 20 2 UZU
Management of the Infant in Special and Intensive Care 20 2 UZU
Code Title Credit Level Field Comments Dissertation (Postqualifying) 40 3 UZU Compulsory Evidence and Research in Practice 20 3 UZW Compulsory
Code Title Credit Level Field Comments Evidence and Research in Practice 20 3 UZW Compulsory
Code Title Credit Level Field Comments Children and Young People: Health and Social Care 20 3 UZU
Children's Palliative Care 20 3 UZU
Caring for the Technology Dependent Child 20 3 UZU
Meeting the Mental Health Needs of Children and Young People 20 3 UZU
Managing Childrens Pain 20 3 UZU
The Art and Science of Breast Feeding Practice 20 3 UZU
Issues in Child Protection 20 3 UZV
Section 5: Entry Requirements
In order to eligible for direct entry to level 2 of the award applicants will be registered on part 1, 3, 5, or 8 of the NMC register (equivalent to 120 credits at level 1). Such applicants have a professional qualification that confers licence to practice in a specific area of clinical practice (adult nursing; mental health nursing; learning disability nursing; childrens nursing respectively). Level 2 of this award is designed to enable such individuals both to meet the learning outcomes of Diploma level registration and to explore an area of practice specific to their professional role. (It should be noted that despite meeting Diploma level learning outcomes students remain on part 1, 3, 5, or 8 of the NMC register). In order to be eligible for direct entry to level 3 of the award applicants will: Either Be registered on part 10, 12, 13, 14, or 15 of the NMC register, which confirms by virtue of the professional qualification, a Diploma of Higher Education (or equivalent) with 240 credits of which 120 are at level 1 and 120 at level 2. Such applicants have a diploma level professional qualification that confers licence to practice in a specific area of clinical practice (midwifery; adult nursing; mental health nursing; learning disability nursing; childrens nursing respectively). The learning outcomes of Diploma level professional qualification are the basis of level 3 entry to this award. Or Be registered on part 1, 3, 5, or 8 of the NMC register (equivalent to 120 credits at level 1). Such applicants have a professional qualification that confers licence to practice a specific area of clinical practice (adult nursing; mental health nursing; learning disability nursing; childrens nursing respectively). Such applicants will need to demonstrate that they have met both the further credit requirements (120 credits at level 2) and the learning outcomes of Diploma level professional qualification in their specific area of clinical practice (students who have gained the HSC Diploma in Professional Studies will meet these requirements). The Faculty modular programme contains a large number of modules that allows an individual to build a level 2 profile of 120 credits that meets the learning outcomes of Diploma level professional qualification: applicants may be in a position to make AL or AEL claims against these modules.
Section 6: Assessment Regulations
Wholly in accordance with MAR.
Section 7: Student learning: distinctive features and support
All students are entitled to academic and pastoral support whilst on a programme. To this end various roles carry student support with them. The programme leader will ensure students are guided towards a coherent programme to meet their needs in order to continue personal development. The module leader will offer academic support for all students as per Faculty protocol. For pastoral support students may receive this from either the programme leader or module leader and in addition, for all students undertaking clinical skills courses, a course leader is identified. They will oversee the coherence of the programme and offer personal support to these students.
Section 8: Reference points/benchmarks
Professional Body Links The short courses developed in clinical skills attracting 40 credits require 50% theory and 50% practice and have the following division of student effort. Applied Theory Module: 200 hours of student effort Professional Practice Module: 400 hours of student effort Each professional practice module will have approximately 48 hours of face to face contact with lecturers, 52 hours of individual study and assignment preparation, and 300 hours of practice in the chosen specialist area. Theoretical modules will have 48 hours of face to face contact with 152 hours for individual study, group work and assignment preparation. Employer Interaction / Market Details Children are being cared for in a range of different and changing environments. It is important that educational programmes for professionals reflect these changes. These awards reflect the growing demand for specific modules that allow professionals to respond to specialist needs of children and their families. The BSc (Honours) Children's Critical Care programme is available to all health care practitioners working in neonatal and children's critical care areas. As the South West provides specialist regional facilities for children aged 0-18 years requiring critical care, specialist children's critical care courses are essential for recruiting and developing practitioners and improving standards of care. The Bridge to the Future (1997) guidelines are currently being implemented. There are practitioners delivering different levels of Intensive Care throughout the South West Region and therefore the courses we offer reflect this diversity. In order to meet the regional and professional needs of children with cardiothoracic problems (Kennedy 2001) a new module has been developed for practitioners caring for such children.
Programme team Programme Leader: Maggie Whittle, Senior Lecturer, Child Nursing Programme team: Michaela Dixon, Lecturer Maternal and Child Health, UWE Maggie Hallsworth, Practice Educator, SCBU, St Michael's Hospital Rebecca Hoskins, Lecturer Maternal and Child Health, UWE Jo Linnett, Visiting Lecturer Maternal and Child Health, UWE Rachel Sales, Lecturer Maternal and Child Health, UWE Valerie Watson, Associate Head of School, Maternal and Child Health, UWE
|