Title / Project Development Through Work Based Learning: Specialist Practice
Code / NW311
Level / 6
Credit rating / 40
Pre-requisites / Normally course pre-requisites apply. Currently work in relevant practice for a minimum of 15 hours per week
Have management support and approval to undertake the module and access to a Practice Teacher / mentor
Type of module / Extensive. This module would normally be submitted as a final piece of work at the end of the course.
Aims / Within this module the learner will critically examine an aspect of practice/role development, develop a project that will explore these issues in depth, demonstrate a critical and reflective approach to practice evolving from the analysis and synthesis of practice and theory.
The aims of the module are developed by the learner, in negotiation with their PT / mentor and educational advisor, at the beginning of the module, in the form of a learning agreement. The aims will be unique for each learner, however, each learner must demonstrate that their project focus is relevant to their field of work and will lead to useful outcomes within the workplace.
The following aims are broad and should aid the development of aims and learning outcomes within the learning agreement.
- To formulate a workable approach to a specified area of practice/role development that is relevant to the learner’s field of specialist practice.
- To develop a critical understanding of research methodology and other theories and strategies in order to implement practice/role development.
- To develop confidence in project planning and presenting ideas for practice / role development.
- To develop a critical understanding of the ethical dimensions of practice / role development.
Aims cont.. /
- To develop a critical understanding of effective leadership strategies, team working and inter-professional collaboration.
- To develop a critical understanding of approaches to education and learning to promote the development of others in relation to area of specialist practice.
- To develop creative ways of responding to role demands within a specific context.
- To judge the relevance of the project against national and local criteria
- To develop a critical understanding of social policy and the organisational context in relation to practice/role development.
- To critically analyse research and utilize a variety of resources and health informatics, including epidemiological data, in support of developing evidence based practice.
- To critically analyse the tools used for implementing / advancing practice ideas
- To critically reflect on the process of project design and implementation
Learning outcomes / objectives / Learning outcomes/objectives will be negotiated between the learner, mentor/practice teacher and educational advisor/personal tutor and presented within a learning agreement.
It is the learner’s responsibility in using this module to map his/her learning outcomes against the relevant standards and to meet the criteria.
Learning outcomes will contribute to the achievement of the course outcomes for the awards of BSc (Hons) Nurse Practitioner, BSc(Hons) Community Specialist Practice, and BSc(Hons) Specialist Community Public Health Nursing:
- Critically define an issue related to practice / professional role development
- Select, critically appraise and evaluate a broad range of relevant research and literature
- Demonstrate knowledge of research methodology, both qualitative and quantitative (including epidemiology), and the ability to critically evaluate research with regard to validity, reliability and the significance of findings for practice
- Critically evaluate the effectiveness of the tools used and approaches taken to undertake a project
- Critically examine the issues arising from practice/role development, including inter-professional learning, resourcing, national and local criteria, socio economic and political issues and ethical dimensions
Learning outcomes / objectives cont.. / 6. Create new perspectives on professional
practice/role development
7. Reflect critically on self-progression in skills,
knowledge and cognitive ability, collaborative
and experiential learning
Content / The content/learning materials are to be individually designed to meet the needs of the learner but all learners will receive content on research methodology. Content/learning materials will be managed by the learner and clarified through a process of negotiation between the learner, a designated mentor/practice teacher in practice and their personal tutor.
The elements that comprise the module will be presented at the beginning of the course in the induction week e.g.: work based learning, action learning sets, learning in the workplace, reflective practice, models of reflection and online learning. Research learning/teaching will develop knowledge and understanding of research methods and evidence based practice, as well as critical appraisal skills, and will include quantitative methods (epidemiology, RCTs, surveys etc.), qualitative methods and concepts of validity, reliability and generalisability.
Components of project design and further links between research skills and project design to facilitate critical analysis of literature and ideas will be addressed both online and in action learning sets.
Components of project design include:
- Developing a learning agreement
- Models of project planning
- Critical appraisal of literature, validity and reliability of tool development
- Leadership skills and managing change in the workplace
- Managing data / evidencing practice development
- Evaluation (including 360 degree review) / monitoring / audit.
Teaching and learning strategies / There will be a minimum of 400 module hours:
The development of the project will be self managed and supported by a designated mentor/practice teacher in practice and personal tutor. Learners will be expected to identify and manage the learning opportunities required to fulfil their learning objectives, they will do this through negotiation of a range of learning opportunities, which may include a combination of the following:
- Secondment
- Shadowing
- Interviewing relevant others in roles of interest to the project / or in an advisory capacity
- Reflective journal writing
- Action learning sets / dialogue journal meetings with mentor / personal tutor.
- Use of information services
- Conference opportunities
- Online learning materials / email and discussion board facilities
The expected learner study commitment will be individually determined within the learning agreement.
Learning Support / Designated PT / mentor in practice
Personal tutor
Module leader
Action learning sets
Research workbook
Student Central – web based learning resource with facility for Discussion Board activity.
Indicative Reading
Adair, J. 2002. Effective strategic leadership. London: Macmillan
Adair, J. 2004. The inspirational leader. How to motivate, encourage and achieve success. London: Kogan Page.
Ball, J. 2005. Maxi nurses: advanced and specialist nursing roles. London: RCN
Baguley, P. 2008. Teach Yourself Project management. London: Hodder Education
Bowden, J. 2004. Writing a report. Oxford: How to Books.
Bradbury, A. 2000. Successful presentation skills. 2nd Ed. London: Kogan page.
Bulman, C. and S. Schutz 2008. Reflective practice in nursing 4th Ed. Oxford: Blackwell Publishing
Carnwell, R. and Daly, W 2001. Strategies for the construction of a critical review of the literature. Nurse Education in Practice. 1, 57-63.
Gill, R. 2006.Theory and Practice of Leadership London: Sage Publications
Hayes, J 2nd ed 2007.The Theory and Practice of Change Management New York: Palgrave Macmillan
Kor, R and G. Wijen 2007. 59 Checklists for project and programme managers 2nd ed. Hampshire: Gower Publishers
Lock, D. 2007. The essentials of project management. 3rd ed: Hampshire: Gower Publishers
Lugor, M. and Secker-Walker, J. 2001. Advancing clinical governance. London: Royal Society of Medicine Press Ltd.
Mayah, V.L. 2002. Managing risk in health care law and practice. Croydon: Lexis Nexis- Butterworths Tolley.
Miller, C. M. Freeman and N. Ross. 2001. Interprofessional practice in health and social care: challenging the shared learning agenda. London: Arnold.
Parahoo, K. 2006 Nursing research: principles, process and issues. 2nd ed. Basinstoke Palgrave Macmillan.
Pinch, W. 1995. Synthesis - implementing a complex process. Nurse educator. 20(1): 34-40
Polit, D. 2007 Nursing Research 8th ed. Lippincott.
Read, S 2001. Exploring new roles in practice (ENRiP) Final Report.
Somekh B 2006 Action Research: a methodology for change and development Maidenhead Oxford University Press
..
Learning Support cont… / Tingle, J and Cribb, A. 2002. Nursing law and ethics. London: Blackwell Science.
Turner, J.R. 2003. People in project management.Aldershot: Gower Publishing
Winter, R. and Munnn-Giddings. 2001. A handbook for action research in health and social care. London: Routledge.
Web sites
Assessment / The portfolio will be equivalent to 10, 000 to 12,000 Parts 1 and 2 will initially be formatively assessed at an appropriate stage in the course approximately four and ten weeks respectively.
Part 3
The learner will submit a Portfolio comprising of evidence of the implementation of the project. This must be equivalent to 8,000-10,000 words. In addition Parts 1 & 2 must be included for summative assessment.
The portfolio will include evidence of theoretical and practical achievement. (50:50).
5000 words will be attributed to written evidence of theoretical learning.
5000 word equivalent will be attributed to skills, competencies, and implementation in practice. This component will be assessed by the PT / mentor.
Both components must be passed to pass the module.
The portfolio will reflect a mixed mode presentation. The following are examples of what the portfolio should comprise :
Critical reflective account of personal and professional development achieved through undertaking the project (learning outcome 7) A minimum of 1000 words.
Assessment tasks cont…. / An evaluative report summarising the key elements of the project. The report should reflect the learning outcomes 1-6 for the module and include a critical analysis of the impact of the project on practice/role development. The report should demonstrate a critical appraisal of underpinning theory, relevant literature and research. A minimum of 5000 words.
The remaining sources of evidence of the project should be equivalent to 2000 words this evidence must make explicit the learners own contribution to the project and will include a 360 degree review in the form of written feedback on performance from self, manager, mentor, peers and patients and carers. Further sources of evidence may also include:
Design of evidence-based standards /protocols/guidelines; Audit reports; Testimonials e.g. from managers/ inter-professional colleagues;
Products such as patient-information materials, teaching programmes and packages, awards, journal articles, conference papers given (learning outcome 6)
The learner must also include in the portfolio a journal recounting the ongoing everyday experiences of their project design. This should be at a critical analytical level. The journal will be typed and include concept maps and memos arising from conceptual ideas. Problem solving / decision making should be evident. (The journal is not included in the overall word limit).
If the project is ongoing or incomplete, critical analysis of reasons for not meeting objectives and strategies for consolidation should be evident.
Brief description of module content and/or aims (maximum 80 words) / Nurses and midwives are increasingly asked to develop practice and create new roles. This module will enable learners to critically examine an aspect of their practice / role, develop a project that will explore these issues in depth and demonstrate a critical and reflective approach that challenges personal and professional development. Development of research knowledge will build on pre existing abilities and skills and meet the standards for specialist practice.
Area examination board to which module relates / Specialist Practice for CSP and SCPHN
Undergraduate Continuing Professional Development
Module team/authors/ coordinator / Dr Charlotte Ramage author/ Janet Ahmad Module leader for Community Specialist Practice and Specialist Community Public Health Nursing and Nurse Practirtioner degree
Semester offered, where appropriate / Semester 1 and 2
Site where delivered / SNM Falmer
Date of first approval
Date of last revision / July 2005
Date of approval of this version / Nov 2008
Version number / 4
Replacement for previous module / N/A
Field for which module is acceptable and status in that field / Nursing and Midwifery
Course(s) for which module is acceptable and status in course / Mandatory - BSc (Hons) Nurse Practitioner –
Mandatory - BSc(Hons) Community Specialist Practice and BSc(Hons) Specialist Community Public Health Nursing
School home / School of Nursing & Midwifery
External examiner / Sarah Kraszewski (Aug 2013)
Gay Johnson (Dec 2014)
On successful completion of the module every student will meet:
SCPHN Standards / Principle 1,2,3,4,5,6,7,8,9,10HV Competencies / A1,2,3,4,5,6,7 B1,2,3,4 C1,2,3,4,5 D1,2,3,4,5,6
CSP Outcomes / 13.1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27
14.1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20
24.1,2,3,4,5,6,7,8,9,10,11,12
30.1,2,3,4,5,6,7,8,9,10
QAA Key Skills / 1a,b,c,d, 2a,b,c,d,e 3a,b 4a,b,c 5a
KSF Skills / 1.1,2,3,4 2.1,2,3,4 4.1,2,3,4,5 5.1,2,3,4 6.1,2,3 7.1,2,3,4,5 8.1,2,3,4,5 9.1,2,3,4 10.1,2,3,4 12.1,2,3,4 13.1,2,3,4 16.1 17.3,4 18.1,2,3,4,5 19.1,2,3,4 20.1,2,3,4,5
Liberating the Talents / 1a,,b,c 2a,b 3a,b,c 4a,b,c
NSF Children and Young People and maternity services : Change for children every child matters / Standards 1,2,3,4,5
Choosing Health / A,B,C,D,E,F,G
In addition students will meet a variety of other standards / competencies dependent on the focus of their project. It will be the students’ responsibility to ensure that this mapping is completed.