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
  1. Teaching Institution and Location of Delivery
/ University of Central Lancashire
  1. University School/Centre
/ School of Health Sciences
  1. External Accreditation
/ N/A
  1. Title of Final Award
/ MSc Professional Practice (Research and Development)
  1. Modes of Attendance offered
/ Part Time
  1. UCAS Code

  1. Relevant Subject Benchmarking Group(s)
/ QAA Benchmarks Nursing, Health Visiting, Midwifery, Occupational Therapy, Allied Health professional (e.g.Physiotherapy, O.T.) Paramedic Practice
  1. Other external influences
/ Department of Health (2013) The Education Outcomes
Framework The National Health Service Frameworks (various dates) NHS, London.
UKCRN (2007) Developing The Best Research Professionals.
QAA (2001) Framework for Higher Education Qualifications in England, Wales and Northern Ireland.
UK Quality Code for Higher Education: General introduction (2011). QAA, London
HEFCE (2013) Research Excellence Framework. Higher Education Funding Council, London.
  1. Date of production/revision of this form
/ Jan 2014
  1. Aims of the Programme

  • The Course aims to develop practitioners to function at an advanced level of practice and provide leadership in the planning, development and evaluation of improvements in health care and contemporary practice.

  • To develop a knowledgeable practitioner who is able to critically appraisal research evidence to inform their specialist area of practice.

  1. Learning Outcomes, Teaching, Learning and Assessment Methods

A.Knowledge and Understanding
Successful students will be able to:
A1. Critically evaluate current problems and tensions surrounding practice
A2. Demonstrate systematic understanding of knowledge at the forefront of professional practice
A3. Demonstrate originality in the use of forms of knowledge to create new insights and solutions for
problems in practice
A4. Manage decision making in complex and unpredictable situations
A5. Establish a broader perspective on practice, taking into consideration the wider context of health
care both locally, nationally and internationally
A6. Able to critically review and evaluate their personal ability to act as a leader and to promote inter-
professional collaboration
A7. Critically evaluate the methods, processes and products of research and scholarly enquiry
A8. Review the techniques of research and scholarly enquiry in order to create and interpret new
knowledge in the discipline
A9. Establish creativity, initiative and personal responsibility for continued educational, professional
and practice improvement
Teaching and Learning Methods
The emphasis within the programme will be upon the creation of a challenging learning environment withrapid transition to a student-led approach, as this is essential to facilitate development to an autonomous and proactive learner. As mature practicing professionals, participants have much to contribute to the learningprocess. It is believed that an interactive and creative experience will enable them to develop their own strategies to identify independent perspectives and develop conceptual understanding of practice with a critical perspective.
The demands and requirements of postgraduate study require an emphasis upon informal methods of learning and the promotion of independence in the planning and organisation of learning. Such methods will include:
Formal lectures providing a focus and stimulus for other forms of learning;(e.g. seminars, discussion, directed and independent study and use of e-platforms). The emphasis of the teaching and learning strategy is student-centred and aimed at utilising and maximising participants own experiences to assist the learning process.
Assessment methods
Assessment will include:
Essays, presentations, journal article development andproduction of a dissertation(20,000 words)
B.Subject-specific skills
Successful students will be able to:
B1. Function at an advanced level of practice
B2. Undertake a lead role in the planning and evaluation of improvements in health care
B3. Foster a creative approach to the development of skilled professional practice based on critical
reflection and the application of specialist knowledge.
B4. Gain experience in the use of systematic methods to apply and evaluate existing knowledge in
practice and in the creation of new knowledge to enhance future practice.
B5. Critically appraise standards of good research practice in relation to Ethics and Governance.
Teaching and Learning Methods
The diversity of experience enables the use of a variety of approaches to teaching and learning particularly the use of lecture, problem-based learning, experiential learning, computer based learning, seminars, debate and research supervision. Some of this learning may take place on-line, the Blackboard platform will be used to support learning and other interactive methods.
Guest speakers will also be invited to contribute to some of the modules in order to ensure both employer involvement and the utilisation of practitioners operating within the current practice environment.
Assessment methods
Assessment will include: Essays, development of papers for potential submission to peer reviewed journals, production of a dissertation (20,000 words).
C.Thinking Skills
Successful students will be:
C1. Active learners, able to participate in student-centred and student-led activities throughout their
period of study
C2. Able to demonstrate curiosity about and challenges to contemporary knowledge and practice
C3. Able to use analytical skills grounded in theoretical frameworks and evidence-based practice
C4. Able to balance the demands of their personal and professional lives and nurture their self-
awareness to encompass personal and professional growth throughout their programme of study.
Teaching and Learning Methods
Students should not only learn, but should discover how best to learn. This course has been designed to offer and facilitate student development of a range of learning experiences from which they can continue to learn well and independently. This will equip them to be lifelong, independent learners, who have an awareness of other interdisciplinary groups. They will applytheir learning by the deployment of a range of thinking skills. The course will facilitate them to develop boththeir capacity and performance in thinking as well as in learning. Such approaches will include reflection,critical reading, problem based learning activities, directed study, discussion groups, peer reviewing and defending proposed research designs.
Assessment methods
Assessment will include: reflexive accounts, presentations, peer reviewed case study, seminars
D.Other skills relevant to employability and personal development
Postgraduate education builds on and extends current knowledge and skills and facilitates service development/delivery of improved health care. This course aims to enhances the healthcare professional’s ability to:
D1. Take responsibility.
D2. Achieve the objectives of the organisation.
D3. Set the pace and direction of change.
D4. Facilitate innovative and best practice.
D5. Ensure that policy is up-to-date and were necessary have an awareness of international
Perspectives.
D6. Demonstrate expertise in their field.
D7. Design, improve, implement and deliver high quality services.
D8. Capture and understand user of healthcare experience, with aim to improve and evaluate sustaining improvement.
D9. Act as a resource within the wider care team.
D10. Actively participate in development & implementation of care bundles/pathways/policies at local, national and were pertinent international levels.
Teaching and Learning Methods
Students will be active learners, participating in student-centred and student-led activities throughout their periodof study. Different healthcare professionals will bring distinctive contributions to their programme of study (this course is accessed by a range of health care professionals (e.g. nurses, physiotherapist, O.T.’s, paramedics). Students will bring current knowledge, practice skills and expertise that can be enhanced to ensure thatas practitioners they become a credible focus for practice enhancement within their own settings. They will use analytical skills grounded in theoretical frameworks and evidence and experienced- based practice.
Assessment methods
Assessment will include: Essays, journal article production, reflective essays, a dissertation (20,000 words).
13.Programme Structures* / 14.Awards and Credits*
Level / Module Code / Module Title / Credit rating
Level 7 / NU4073
NU4074
NU4005
NU4025
NU4026
HP4006
NU4053 / Evidence for Practice
Improving Delivery of Services through Implementation Science Writing and presentation skills
Introduction to Postgraduate Research
Advanced Research Methods
Research Ethics and Governance
Dissertation / 20
20
20
20
20
20
60 / Masters Degree
Requires 180 credits at Level 7
Level 7 / NU4073
NU4074
NU4005
NU4025
NU4026
HP4006 / Evidence for Practice
Improving Delivery of Services through Implementation Science Writing and presentation skills
Introduction to Postgraduate Research
Advanced Research Methods
Research Ethics and Governance / 20
20
20
20
20
20 / Postgraduate Diploma
Requires 120 credits at Level 7
Level 7 / NU4073
NU4074
NU4005 / Evidence for Practice
Improving Delivery of Services through Implementation Science Writing and presentation skills / 20
20
20 / Postgraduate Certificate
Requires 60 credits at Level 7
15.Personal Development Planning
According to QAA (2009), Personal Development Planning (PDP) is:
  • A structured process that is integral to higher level learning
  • Concerned with learning in an holistic sense (academic and non-academic)
  • Something done with guidance and support
  • A process that involves reflection, creation of personal records, planning and monitoring progress towards achievement of personal objectives
QAA state that “the ultimate responsibility for deriving benefit from PDP should rest with each student”.
Students will be supported in this process by a series of negotiated discussions and interactions which will help them to explore and record their development and to set goals and devise action plans to meet their needs and extend their personal and professional opportunities.
Reference
Quality Assurance Agency for Higher Education (2009) Recommendations for policy on PDP.

16.Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
Candidates will be expected to hold a relevant professional qualification. They will normally be expected to have a Bachelor Degree with Honours at lower second class or above or be able to demonstrate the ability to study at that level via production of a portfolio or demonstration of recent post-registration study.
17.Key sources of information about the programme
  • Department website

  • Postgraduate prospectus

  • Business development unit fact sheets and flyers

18.Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
Level / Module Code / Module Title / Core (C) or Option (O) / Knowledge and understanding / Subject-specific Skills
A1 / A2 / A3 / A4 / A5 / A6 / A7 / A8 / A9 / B1 / B2 / B3 / B4 / B5
LEVEL 7 / NU4073 / Evidence for Practice / Compulsory / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √
NU4074 / Improving Delivery of Services through Implementation Science / Compulsory / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √
NU4005 / Writing and presentation skills / Compulsory / √ / √ / √ / √ / √ / √ / √
NU4025 / Introduction to postgraduate research / Compulsory / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √
NU4026 / Advanced research methods / Compulsory / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √
HP4006 / Research Ethics and Governance / Compulsory / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √
NU4053 / Dissertation / Compulsory / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √
18.Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
Level / Module Code / Module Title / Core (C) or Option (O) / Thinking Skills / Other skills relevant / to employability and / personal development
C1 / C2 / C3 / C4 / D1 / D2 / D3 / D4 / D5 / D6 / D7 / D8 / D9 / D10
LEVEL 7 / NU4073 / Evidence for Practice / Compulsory / √ / √ / √ / √ / √ / √ / √ / √
NU4074 / Improving Delivery of Services through Implementation Science / Compulsory / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √
NU4005 / Writing and presentation skills / Compulsory / √ / √ / √ / √ / √ / √ / √ / √ / √ / √
NU4025 / Introduction to postgraduate research / Compulsory / √ / √ / √ / √ / √ / √ / √ / √
NU4026 / Advanced research methods / Compulsory / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √
HP4006 / Research Ethics and Governance / Compulsory / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √
NU4053 / Dissertation / Compulsory / √ / √ / √ / √ / √ / √ / √ / √ / √ / √ / √

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