MSc Nursing Specialist Field by qkNylX

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									                                          PROGRAMME SPECIFICATION
                                                      FOR
                                         MSc NURSING (SPECIALIST FIELD)

1.         Awarding Institution/Body Teesside University


2.         Teaching Institution                                   Teesside University


3.         Collaborating                                          N/A
           Organisations
           (include type)
4.         Delivery Location(s)                                   Teesside University Main Campus
           [if different from UoT]
5.         Programme Externally                                   N/A
           Accredited by (e.g. PSB)
6.         Award Title(s)                                         MSc Nursing (Specialist Field)


7.         Lead School                                            Health & Social Care


8.         Additional Contributing                                N/A
           Schools
9.         FHEQ Level                                             7
           [see guidance]
10.        Bologna Cycle                                          Second cycle (end of cycle) qualifications
           [see guidance]
11.        JACS Code and JACS                                     B700
           Description
12.        Mode of Attendance
           [full-time or part-time]                               Part-time
13.        Relevant QAA Subject                                   N/A
           Benchmarking Group(s)
14.        Relevant Additional                                    There are many external policy drivers which
           External Reference Points                              have informed development of this
           (e.g. National Occupational                            programme but key drivers include:
           Standards, PSB Standards)                              DH (2010) Planning and Developing the
                                                                  Workforce
                                                                  DH (2010) Commissioning Front Line Care
                                                                  DH (2010) The Nursing Roadmap for Quality
                                                                  DH (2009) Nursing Careers Framework
                                                                  DH (2008) High Quality Care for All
                                                                  DH (2008) Towards a Framework for Post-

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                                                                  Registration Nursing)
                                                                  DH (2006) Modernising Nursing Careers
                                                                  DH (2009) Valuing people
                                                                  DH (2008) The Michael Report
15.        Date of                                                May 2011
           Production/Revision
16.        Criteria for Admission to                              Registration as a nurse with the NMC.
           the Programme
           (if different from standard                            Honours degree in a health-related subject.
           University criteria)
                                                                  For those applicants who do not hold a
                                                                  degree, previous experience and evidence
                                                                  of study at Level 6 may be considered. This
                                                                  may include evidence of project work and
                                                                  innovation at a strategic level. Such
                                                                  applicants will be invited to discuss
                                                                  individual needs with the Programme Leader
                                                                  to determine suitability for study at master’s
                                                                  level.

                                      Employed by a healthcare organisation
                                      within their specialist field of nursing.
17.        Educational Aims of the Programme

           The overall aims of the programme are to enable the student to:

                   Further develop leadership skills to promote the professional voice of
                    nursing and to disseminate new knowledge and skills to enhance
                    patient/client care in an area of specialist nursing.
                   Develop advanced knowledge and skills to facilitate person-centred
                    care and to enhance the patient/client experience.
                   Advance decision-making skills and apply to specialist nursing
                    practice in complex, demanding and unpredictable environments.
                   Develop the intellectual and professional independence associated
                    with mastery.
                   Draw on acquired knowledge and skills to inform and advance nursing
                    practice.
                   Develop a critical understanding of research methodologies and
                    evidence-based practice to contribute to the generation of knowledge
                    for advanced nursing in an area of specialist nursing practice.

 18.       Learning Outcomes

           The MSc Nursing programme will enable students to develop the following
           core knowledge and skills listed below. On successful completion of the
           programme, the student will be able to:
           Knowledge and Understanding
           K1 Demonstrate a comprehensive and systematic ability to critically
                evaluate the breadth and depth of knowledge underpinning advanced

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                nursing practice.
           K2 Demonstrate a comprehensive, systematic and critical understanding
                of current political and professional policy drivers at a local, national
                and global level.
           K3 Critically evaluate the legal, ethical and professional issues
                underpinning advanced nursing practice.
           K4 Demonstrate originality in the application of knowledge, together with
                a critical understanding of how techniques of research and inquiry are
                used to create and interpret knowledge in advanced nursing practice.
           Cognitive/Intellectual Skills
           C1 Integrate and synthesise diverse knowledge, evidence and concepts,
                to promote critical understanding and sound clinical decisions for
                patients/clients.
           C2 Critically and systematically source, interpret and evaluate relevant
                evidence pertaining to advanced nursing practice.
           C3 Demonstrate advanced problem-solving skills, intellectual flexibility
                and judgement in complex and diverse health and social care
                situations.
           C4 Synthesise diverse knowledge which informs organisational risk
                assessment, audit, quality assurance and clinical governance.
           Practical/Professional Skills
           P1 Demonstrate a practical understanding in the application of evidence-
                based practice for advanced nursing.
           P2 Collaborate effectively with patients/clients and carers throughout the
                health care journey maintaining a critical understanding of the issues
                governing good practice.
           P3 Utilise effective leadership skills to influence the behaviour of others,
                to disseminate advanced nursing knowledge and skills to enhance
                patient/client care.
           P4 Operate ethically, legally and professionally when promoting the rights
                of patients/clients.
           P5 Demonstrate the ability to plan, implement and evaluate critically a
                project which will contribute to the generation of new knowledge for
                advanced nursing practice.
           Key Transferable Skills
           T1 Clearly communicate in addressing complex clinical and professional
                issues to specialist and non-specialist audiences.
           T2 Demonstrate the independent learning ability required for continuing
                professional development.
           In addition the MSc Nursing (Specialist Field) route has the following
           additional outcomes:
           Knowledge and Understanding
           K1 Demonstrate a comprehensive and critical understanding of the
                knowledge base related to the specialist field of nursing and the
                evidence from which this is derived.
           K2 Demonstrate a comprehensive, systematic and critical understanding
                of how multidisciplinary and inter-agency working influences the area
                of specialist nursing.


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           K3 Critically evaluate challenges that influence the nurse’s specialist field
              of nursing.
           Cognitive/Intellectual Skills
           C1 Make argued conclusions on the basis of reflection on practice and
               critical evaluation of the evidence base underpinning the specific field
               of nursing.
           C2 Demonstrate openness to new ideas with critical application to
               evidence-based modernisation strategies required to improve services
               for people within the field of specialist nursing.
           Practical/Professional Skills
           P1 Demonstrate the ability to influence organisational change and
               evaluate critically its impact on patient care within the area of
               specialist nursing.
           P2 Act as an advocate along the patient’s/client’s health care journey in
               the specialist nursing area through effective collaboration with others
               in the extended multidisciplinary team.
           P3 Demonstrate advanced leadership skills in the area of specialist
               nursing and apply to complex situations to enhance the
               patient’s/client’s experience.
           P4 Enhance inter-professional, multi-agency working to improve the
               patient/client experience.
           P5 Influence the strategic development of needs-Sled services, including
               utilising teaching and supervision skills when applied to their field of
               specialist practice.
           Key Transferable Skills
           T1 Collaborate effectively with others to promote inter-professional
               understanding and effective working relationships.
19.        Key Learning and Teaching Methods

           This programme is offered on a part-time basis. All modules within this
           programme use a variety of learning and teaching methods. They include
           key lectures, seminars, practical skills, structured resource-based learning,
           electronic discussion, action learning sets, master classes, formative
           assessment, tutorials, small group work, tutorials and practical skills-based
           sessions.

           An initial induction period will enable students will develop their skills for
           transition to master’s level study, which will be continued and enhanced in
           the first module, The Conceptualisation of Nursing through Person-centred
           Care.

           The induction process is acknowledged as an important part of the overall
           experience. Students will be invited to attend an induction prior to
           commencement of the programme. Information will include transition to
           mastery, the requirements of writing at master’s level, an introduction to
           VLE e-learning@tees, introduction to the Library resources, access to the
           Student Intranet and relevant IT support.

           Virtual Learning Environment (VLE)
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           All modules are supported by the VLE, e-learning@tees, and electronic
           mail facilities, students will be required to use these facilities, for learning
           resources, communication and discussion. The VLE will provide support
           throughout the programme especially prior to and between the study
           blocks delivered at the University. How to access and use the VLE e-
           learning@tees will be included as part of the induction. Tutorial support
           can be accessed via the e-learning site, email or telephone. Open-learning
           modules Research Methods and Evidence-based Practice will also be
           made available to the students on the Welcome Web, to help prepare them
           for the programme.

           User and Carer Engagement
           The programme team have actively worked in partnership with users and
           carers through liaison with the Project Co-ordinator for user/carer
           engagement. Their input is firmly embedded in the learning and teaching
           strategies as students are required to meet with them and negotiate a topic
           for their concept analysis which will lead to their dissertation. Their input is
           valued and reflects the aims and outcomes of the programme as well the
           School of Health & Social Care LTAS 2009-12.

           Shared Learning
           The core modules within this programme are specific to nurses from all
           disciplines but this in itself affords the opportunity for shared learning as
           students gain knowledge and insight into the challenges of each speciality.

           The option module can be selected from the M-level portfolio and students
           could select a module designed by another nursing speciality. As
           examples an adult nurse may select one of the modules designed by
           mental health or a mental health nurse may choose one designed by
           learning disability with learning applied to their area of nursing practice.
           This flexibility recognises the need for transferable skills and a changing
           workforce as identified in the new Standards for Pre-registration Nursing
           Education (NMC, 2010) and Planning and Developing the Workforce (DH,
           2010).

           There is opportunity for inter-professional learning within the designated
           option modules of the PgD Nursing (Specialist Field)) and in the practice
           setting. An example of this would be the module End of Life Care, which is
           accessed by a variety of health care professionals. This shared learning
           will enable students to collaborate effectively with others to promote inter-
           professional understanding and effective working relationships. Skills
           which will be transferable to their own area of practice.

           Core Modules
           Conceptualisation of Nursing through Person-centred Care (20
           credits)
           This module is the first offered within the programme. A key element of the
           module is aimed at enabling the student to develop key skills for transition
           to mastery. Students will develop key skills such as literature searching
           and critical appraisal skills as an integral part of decision-making in health

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           and social care. A formative assessment has been designed to be
           submitted early in this module to provide the opportunity for students to
           receive feedback on their academic writing skills. This will aid the
           transition to mastery and students will be strongly encouraged to complete
           this.

           This module integrates and applies the theories and concepts found in
           contemporary nursing to enhance person-centred care. It will focus upon
           the notion of person-centredness and the development of graduates in
           emotional intelligence. Students will critically evaluate the issues
           surrounding the provision of culturally appropriate care to clients. A variety
           of approaches to teaching will be used including the use of learning sets,
           e-learning@tees, formal lectures and seminars. Students will engage with
           user/carer groups and they will be involved in shaping the assignment for
           this module. Students will discuss and negotiate a topic for a concept
           analysis which may be applied to their area of practice.

           Advanced Inquiry in Nursing (20 credits)
           This module is designed to provide the student with the knowledge and
           skills to design and manage research projects and critically review other
           sources of evidence. A variety of learning and teaching strategies will be
           utilised to support the essential nature of evidence-based inquiry. Central
           to this is an increased sensitivity of the nurse to the needs of the
           participants in research. The students will explore the complexities of
           research with human beings, focusing on the primacy of the participant’s
           needs within the research experience and their rights to privacy, dignity
           and safety. The module will enable the students to critically evaluate
           nursing research and other sources of evidence to develop the theoretical
           knowledge required to plan and implement their final year project.

           A variety of creative and innovative teaching and learning strategies will be
           utilised within the module and face-to-face as well as online delivery will
           enable flexibility of learning. Students will engage with a virtual ethics
           committee and critically evaluate research submissions to critically review
           the appropriateness of the research design. This will enable the students
           to develop advanced knowledge and skills of research design and
           methodologies which will be essential to generate their own project
           proposal. Students will be offered the opportunity to observe a real Ethics
           Committee meeting during this module to observe how contemporary
           research proposals are reviewed.

           Other learning and teaching strategies include a research clinic which will
           enable students to critically review ethical problems encountered in applied
           clinical research providing opportunities to discuss ways of adapting
           research methods to overcome these problems; a journal club which will
           develop the student’s skills in critical evaluation of methods of inquiry, used
           in nursing research literature; master classes to enable students to develop
           skills and knowledge in research design and methods. This exposure to
           experienced researchers will provide advanced knowledge of applied
           research methods and their strengths and weaknesses. Students will be

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           guided to submit to an appropriate ethics committee at the end of this
           module in preparation for the start of their final dissertation in Year 3.
           Enhancing the User/Carer Experience through Evidence-based
           Nursing (60 credits)
           This module is designed to enable the students to undertake either primary
           research, clinical audit or a service evaluation project and is linked closely
           to their Year 2, Advanced Inquiry in Nursing module. The module content
           will consolidate and develop their skills and knowledge gained during
           previous modules. The aim of this module is to challenge nurses to
           explore the complexity and diversity of an aspect of their own current
           nursing practice through primary research, service evaluation or clinical
           audit. They will further develop skills in project design and management to
           synthesise learning and demonstrate a comprehensive and critical
           understanding of a clinical project and the implications for person-centred
           care. It is essential that students undertaking the final year project
           negotiate the topic of the project with their line manager to ensure topic
           relevance and application to their area of clinical practice.

           The module will be introduced through introductory key lectures, then
           supervisory and student-led tutorials will be employed as a forum in which
           students and lecturers can discuss and debate issues surrounding all
           aspects of the project development and management. Students will be
           allocated a dissertation supervisor and they will be expected to contact
           their supervisor a minimum of twice per term. The purpose of these
           supervisory sessions is to ensure that the project is advancing as
           anticipated and to support them throughout the process. E-learning@tees
           will be utilised to support their learning experience through the provision of
           guidance for self-directed study, lecture notes and Module Guides.

           Designated Option Modules
           Nurses accessing the programme will be from a variety of nursing
           disciplines and they will be invited to choose designated and option
           modules relevant to their area of specialist practice. Students select 60
           credits of designated option modules and they will be supported and
           guided with their choice through discussion with the Programme Leader
           and a link academic from their speciality of nursing. In addition, students
           select one 20-credit option module from the M-level module catalogue.
           The option module offers the student an opportunity to meet their own
           individual learning needs and take responsibility for continuing personal
           development.

           The designated option modules include various methods of delivery.
           Some include block delivery, where others spread the teaching over the
           course of the module. Students will be advised of this during induction.
           The majority of modules are 20 credits however some are 30-credit
           modules such as Arrhythmia Management. Should students choose to
           study this module they will have ten extra credits on completion of the
           programme.

           Generally all option choices will be available, however if student numbers

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           are low certain modules may not be able to run. If this is the case then
           further discussion will occur as to whether another option could be chosen
           or the requested module be studied at a later date.

           The modules are principally concerned with the development of a
           comprehensive and systematic critical understanding of knowledge which
           underpins practice within the student’s speciality of nursing.
           Designated/option modules employ a variety of teaching methods which
           facilitate the development of advanced knowledge and skills for nursing
           practice. The option modules engage students in examining, in detail,
           academic knowledge related to their personal development. The overall
           goal is for students to attain high levels of autonomy and clinical decision-
           making skills, which they are able to apply to practice. Students will
           communicate their knowledge and ideas in a number of formats including
           seminars, practical workshops and presentations and develop high-level
           clinical decision-making skills through patient case studies.

           Active participation throughout the programme will enable students to
           accept and value the contributions of peers, foster belief in their own ability
           to synthesise and critically evaluate the programme content, evidenced
           through peer group discussion and case study analysis.

20.        Key Assessment Methods
           All modules within this programme have both formative and summative
           assessments in order to assess the module learning outcomes.

           Core modules and the designated option modules employ a variety of
           assessment methods to facilitate the development of advanced knowledge
           and skills for advanced nursing practice. These include written
           assignments with critical appraisal and evaluation of the evidence base,
           patient case studies to develop and exhibit high levels of clinical reasoning
           and practical examinations to demonstrate advanced decision-making
           skills. Two of the core modules include an oral presentation to peers and
           senior clinicians from practice. The presentation will assess advanced
           knowledge and the student’s ability to articulate, synthesise and critical
           evaluate the evidence underpinning nursing practice. In addition students
           will develop confidence in their leadership skills, time management and
           presentation skills.
           Summative assessment within the core modules requires the student to
           critically evaluate key areas in relation to their own area of work. The
           assignments are linked to the staged process of designing and undertaking
           research as they journey through the programme.

           The assessment for Conceptualisation of Nursing through Person-centred
           Care in Year 1 is a critical concept analysis with a Visual Presentation and
           Expert Review (ViPER). Students consult with an appropriate user/carer
           group and critically evaluate a fundamental key concept, relevant to
           nursing.

           The assessment for Advanced Inquiry in Nursing in Year 2 is a written

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           proposal for their Year 3 dissertation based upon their Year 1 concept
           analysis.
           The assessment for Enhancing the User/Carer Experience through
           Evidence-based Nursing in Year 3 requires the students to undertake
           either primary research, clinical audit or a service evaluation project.
           Throughout the programme there are key stages which the student must
           engage with user/carers to ensure the subject area selected for
           development is clinically relevant and reflects the philosophy of the
           programme. In addition to the written component a viva will form part of
           the assessment. The student is expected to answer challenging questions
           and defend the content of the project in front of an expert panel comprising
           line manager and/or user/carer and an academic. This assessment will
           begin the process of dissemination to relevant stakeholders.

           Formative assessment methods are included throughout the programme
           and students receive timely and constructive feedback on their academic
           writing and referencing skills. Group discussions and student-led seminars
           will enable both peer and tutor feedback in relation to learning.




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21.   Programme Modules
Level 7 Core modules MSc Nursing (Specialist Field)
                                                                                                            Non-
                  Code                                            Title   Credits       Status          Compensatable   Compensatable
           AHH4023-N Conceptualisation of Nursing through Person-centred    20            Core               
                     Care
      AHH4024-N      Advanced Inquiry in Nursing                            20            Core               
      AHH4022-N      Enhancing the User/Carer Experience through            60            Core
                                                                                                             
                     Evidence-based Nursing
Level 7: Example of possible designated/option modules for a Nurse from the specialist field of adult nursing working in palliative care
      AHH4010-N      End of Life Care                                       20        Designated             
      MHH4016-N      Psychosocial Dimensions of Death and Dying             20        Designated             
      AHH4025-N      Chronic Pain Management                                20        Designated             
                     Choice of module from module catalogue                 20           Option                                   
Level 7: Examples of possible designated/option modules for a nurse from the specialist field of adult nursing working in acute medicine
      SDH4007-N      Advanced Respiratory Disease Management                20        Designated             
      CCH4006-N      Supportive Care for Patients with Long Term            20        Designated
                                                                                                             
                     Conditions
      AHH4019-N      Advanced Acute Cardiology                              20        Designated             
                     Choice of module from module catalogue                 20           Option                                   
Level 7: Examples of designated option modules for a Nurse from the specialist field of learning disability
      LDH4005-N      Advancing Health Facilitation with People with         40        Designated
                                                                                                             
                     Learning Disabilities
      LDH4003-N      Applied Behavioural Analysis and Supportive            20        Designated
                                                                                                             
                     Interventions
                     Choice of module from module catalogue, for            20           Option                                   
                     example: Principles of Risk Assessment
Level 7: Examples of designated option modules for a Nurse from the specialist field of mental health
      MHH4018-N      Contemporary Law and Ethics in Mental Health           20        Designated             
      MHH4019-N      Critical and Alternative Discourses in Mental Illness  40        Designated             
                     and Mental Health
      WHH4002-N Choice of module from module catalogue OR                   20          Option                                 
                     Negotiated Learning
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22. Programme Structure

        This is a part-time programme offered to students employed in practice wishing
        to develop advanced clinical skills and comprehensive knowledge in their
        specialist field of nursing practice. The programme can be completed in a
        minimum of three years or within a maximum number of five years.

        The programme consists of core modules delivered across the three-year
        programme - 60 credits of designated option modules across Year 1 and two
        and one 20-credit option module in Year 2.

        Year 1
        Terms 1 and 2
        Conceptualisation of Nursing through Person-centred Care (20 credits) - core

        Terms 2/3
        Designated Pathway Modules
        40 credits from designated option modules

        In Terms 2 and 3 students will choose 40 Master’s level credits from designated
        option modules in consultation with the Programme Leader and link specialist
        academic tutor.

        Year 2
        Terms 1 and 2
        Advanced Inquiry in Nursing (20 credits) - core

        Terms 2/3
        In Terms 2 and 3 students will choose 20 master’s level credits from designated
        option modules in consultation with the Programme Leader and link specialist
        academic tutor.

        One 20-credit open option module which can be selected from the module
        catalogue.

        Year 3
        In Year 3 of the programme, students will complete the dissertation project
        module, Enhancing the User/Carer Experience through Evidence-based
        Nursing (60 credits) - core

        As the final element to the master’s programme, this module consolidates all
        prior learning and affords the student the opportunity to focus on an aspect of
        their nursing practice in their specialist field.




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        Overview of structure of the MSc Nursing (Specialist Field)

                             Term 1 and 2                         Term 2 and 3
          Year 1             Conceptualisation of                 Designated option module (20
                             Nursing through Person               credits)
                             Centred-care
                                                                  Designated option module (20
                             (20 credits - core)                  credits)

                                                                  Or

                                                                  One 40-credit module

                             Terms 1 and 2                        Designated option module (20
          Year 2             Advanced Inquiry in                  credits)
                             Nursing
                             (20 credits - core)                  Option module (20 credits)

                             Enhancing the User/Carer Experience through Evidence-
          Year 3             based Nursing
                             (60 credits - core)
          EXIT               MSc Nursing (Specialist Field)


        Example of a student journey for MSc Nursing (Specialist Field) for mental
        health students

                                                                           Modules
            Year 1                                Core Module

            Term 1                                The Conceptualisation of Nursing through Person-centred
            (Oct – Jan)                           Care
                                                  (20 credits)

                                                  Designated Option Module 1

                                                  Critical and Alternative Discourses in Mental Health and
                                                  Illness (40 credits)

            Term 2/3                              Designated Option Module 1 (cont)
            (Jan - July)
                                                  Critical and Alternative Discourses in Mental Health and
                                                  Illness (40 credits)


            Year 2                                Core Module

            Term 1                                Advanced Inquiry in Nursing
            (Oct – Jan)                           (20 Credits)


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                                                  Designated Option Module 2

                                                  Contemporary Law and Ethics in Mental Health
                                                  (20 Credits)

            Term 2/3                              Designated Option Module 3
            (Jan - July)
                                                  Negotiated Learning Module
                                                  (20 Credits)

            Year 3                                Core Module
            (Year-long)                           Enhancing the User/Carer Experience through Nursing
                                                  Research
                                                  (60 Credits)

            EXIT                                  MSc Nursing (Specialist Field - Mental Health)


        Example of a student journey for MSc Nursing (Specialist Field) for
        learning disabilities students

                                                                       Modules
            Year 1                         Core Module
                                           The Conceptualisation of Nursing through Person-centred Care
            Term 1                         (20 Credits)
            (Oct – Jan)
                                           Designated Option Module 1
                                           Advancing Health Facilitation with People with Learning
                                           Disabilities (40 credits)

            Term 2/3                       Designated Option Module 1 (cont)
            (Jan - July)
                                           Advancing Health Facilitation with People with Learning
                                           Disabilities (40 credits)


            Year 2                         Core Module

            Term 1                         Advanced Inquiry in Nursing
            (Oct – Jan)                    (20 Credits)

                                           Designated Option Module 2
                                           Applied Behavioural Analysis and Supportive Interventions
                                           (20 Credits)


            Term 2/3                       Designated Option Module 3
            (Jan - July)
                                           Negotiated Learning Module
                                           (20 Credits)

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            Year 3                         Core Module
            (Year-long)                    Enhancing the User/Carer Experience through Evidence-based
                                           Nursing
                                           (60 Credits)
            EXIT                           MSc Nursing (Specialist Field – Learning Disabilities)




23      Support for Students and their Learning
.       A wide range of resources support students on the programme. These include:

        Resources
            The Welcome Web provides students embarking on this programme with
             information relating to the induction day, staff contact details and
             programme and pathway-specific guidance, for example handbooks.
            There will be an induction day for postgraduate students, which will
             include support for the transition to mastery. This day informs all
             postgraduate students in the School of Health & Social Care of the
             current generic methods to support students; providing information
             relating to regulations that govern assessments and identifying other key
             resources that are available. It also introduces students to Programme
             Leaders, Pathway Leaders and module tutors to gain specific
             programme/pathway information. Further support for the development of
             IT/e-learning skills at mastery level will continue to be developed
             throughout Term 1.
            A Programme Handbook will be provided on enrolment to the course with
             programme details. This handbook will also provide students with the
             contact details of all members of the programme.
            A Module Guide for each module studied will be provided. This will
             provide details relating to module learning outcomes, assessment criteria
             and strategy and indicative resources.
            The Student Essential Guide which details information about minimum
             standards, assessment processes, marking criteria and key provisions
             available from the University’s Support Services.
            Access to the School’s Intranet site.
            General communication systems include email, e-learning@tees and
             student representatives.

        Key Personnel

        Programme Leader
        The Programme Leader has overall responsibility and will provide general
        information related to the programme, guidance and support where necessary.
        The Programme Leader will be a point of contact if the Pathway Leader or
        Module Leader cannot resolve a particular issue.

        Pathway Leader

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        A designated teacher will fulfil this role to help and advise students in relation to
        option module choices within their own pathway.

        Personal Tutor
        Each student will have a Personal Tutor who will monitor personal welfare and
        direct students to appropriate support as required e.g. the Drop-in Student Skill
        Centre (DISSC).

        Student progression will be closely monitored throughout the programme by the
        Personal Tutor. Students will have the opportunity to book tutorial
        appointments with the focus on reviewing and updating the Progress File,
        critical reflection and critical evaluation of their individual learning and
        application to current practice, demonstrating expertise and mastery. This is in
        accordance with QAA requirements to provide students with opportunities to
        plan and reflect on their learning and development

        Specialist Academic Tutor
        The MSc Nursing (Specialist Field) has been designed to be flexible for nurses
        from all specialities. Students will require additional support from an academic
        specialist from their nursing discipline to discuss designated modules and
        option choices. There will be a named link person for each speciality:
        Adult Nursing
        Mental Health
        Learning Disability

        Module Leader
        Each module in the programme has its own Module Leader and they will
        provide academic guidance regarding issues specific to an individual module
        such as the completion of assignments. In addition, the Module Leader will
        facilitate the development of the VLE e-learning@tees site for each individual
        module. Each Module Leader will provide a module booklet outlining specific
        information regarding the module; staff contact details, aims, outcomes,
        timetables, assessment criteria and learning resources, prior to the module
        commencing.

        Mentor Support In Practice
        The Mentor will usually be the student’s support manager or supervisor. The
        Mentor will be a key factor in helping the student to achieve the learning
        outcomes related to their programme. The student will negotiate with their
        support manager an area for development and topic area for the final project.
        The Practice Mentor is an appropriately qualified practitioner. The role of the
        Practice Mentor is to work with the student to explore opportunities for personal
        and professional development in relation to the programme outcomes and the
        student’s personal development review. The Practice Mentor therefore acts as
        a resource to the student within the practice setting. The contribution of the
        Practice Mentor is highly valued and considered to be fundamental to the
        student’s work-based learning experience.

        Once identified the Mentors will be invited to preparation workshops. At the
        workshop mentors and their students will be able to discuss the roles and

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        responsibilities in supporting learning and assessment in practice, together with
        an exploration of the application of assessment strategies and approved
        assessment processes. Each Mentor will be given details of the student’s
        Personal Tutor. The Personal Tutor will adopt a role of Mentor contact and
        supportive resource.

        Dissertation Supervisor
        All students studying the final dissertation module and undertaking either a
        research project, clinical audit or service evaluation will be allocated a
        dissertation supervisor. Students will be expected to be in contact with their
        supervisor a minimum of twice per term. The purpose of these supervisory
        sessions is to initially support students to meet the dissertation project criteria
        and to ensure that the project is advancing as anticipated. Furthermore they will
        support the student throughout the ethical clearance process and then following
        approval to ensure that the project is advancing as anticipated. All supervisors
        will be qualified to a minimum of master’s level, with experience and skills in
        project supervision and management. Supervisor workshops will be available
        annually to support new and experienced supervisors in understanding their
        role as a supervisor.

        E-learning@tees Programme Site
        A programme site will be available to maximise support for learning and
        communication and to provide essential information regarding the programme.
        Students will be encouraged to check the programme VLE site (e-
        learning@tees) weekly for new announcements and updated information.

        A Welcome Web will introduce the students to the team and programme
        requirements. All programme information will be made available prior to
        commencing the programme. In addition open-learning modules Research
        Methods and Evidence-based Practice will also be made available to the
        students on the Welcome Web to help prepare them for the programme.

        Each individual module will also have a VLE site where the Module Leader will
        post information relating to the module, lecture notes and learning materials this
        will provide support throughout the module especially where students will be
        studying at a distance or providing further guidance between delivery blocks.
        The sites will include other essential information such as Module Guides,
        assessment dates and reading lists.

        Student and Programme Team Feedback
        The School of Health & Social Care relies on student feedback as a key method
        of assuring and enhancing the quality of learning and teaching. Students will be
        given the opportunity to comment on modules, and programme stages at
        appropriate points within their programme of study. Feedback will also be given
        by the programme team, about how evaluation comments have been acted
        upon at a number of points during the programme. In addition, individual
        feedback on formative and summative assessment will be given in a timely
        fashion and the opportunities to discuss this will be provided through tutorials.

        Progress Files and Professional Development Portfolio

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        As students progress throughout the programme it is expected that they will
        reflect on and evaluate their individual learning and current practice, in light of
        developing expertise and mastery.

        The Progress File will take the form of a personal development profile which
        forms a personal, reflective record of the student’s individual experiences during
        their journey through the programme. This will demonstrate their ability to
        evidence progress through comprehensive and critical reflection and
        documentary record in order to identify how engagement in this process has
        influenced their practice.

        Students are supported to develop a Progress File in a number of ways
        throughout the programme. If students have their own Professional Portfolios
        they will be encouraged to utilise these to maintain their Progress File to avoid
        duplication, alternatively students can utilise the e-Portfolio if they wish to do so.
        The Progress File is introduced in the first module of the programme, The
        Conceptualisation of Nursing through Person-centred Care and the Personal
        Tutor will then support students in maintaining their Progress File through the
        remainder of the programme.

        Support with Study Skills
        The Drop-in Student Skills Centre (DISSC) will be promoted to offer individual
        one-to-one support and guidance as well as the online skills package. This
        may be of particular use to those who would have to travel to access the
        University services available on campus.

        Support for Special Needs
        The School of Health & Social Care aims to make this programme accessible to
        any student who may benefit by studying it. Within the School there are robust
        systems in place to offer support. Students who are concerned about their
        ability to access the programme or are concerned about their ability to access
        the programme/modules are advised to contact the School Disability Co-
        ordinator for academic advice. Students may also be directed to the University
        Student Services staff for details of available support.

23      Distinctive Features
.       This programme has been designed to enable experienced nurses to develop
        their personal and professional autonomy and a comprehensive and critical
        understanding of the evidence base underpinning nursing practice in their
        specialist area. It will further offer nurses the opportunity to explore the nature
        and origins of advanced knowledge and skills required to develop mastery and
        support them in promoting the voice of nursing and shaping the future demands
        of health and social care.

        The MSc Nursing (Specialist Field) pathway has been designed to be flexible
        for students from all specialities of nursing. The designated option modules
        allow flexibility of choice to ensure maximum relevance and application to the
        student’s clinical area. When choosing option modules an adult nurse may
        select one of the modules delivered by mental health or a mental health nurse
        may choose one delivered by learning disability with learning applied to their

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        area of practice. This flexibility in design recognises the need for a changing
        workforce as identified in the new Standards for Pre-registration Nursing
        Education (NMC, 2010) and Planning and Developing the Workforce (DH,
        2010).

        Students will further develop and enhance personal effectiveness, leadership
        and decision-making skills to promote and disseminate excellence in nursing
        care, maximising the nursing contribution to health and social care and
        enhancing service delivery. Students have the opportunity to develop
        advanced skills and core transferable skills relevant to their area of nursing.
        These include the development of advanced clinical decision-making skills, the
        ability to use evidence-based approaches to care, lead innovation and practice
        and development high levels of autonomy. Students will develop the ability to
        become independent learners. The programme is designed to promote the
        voice of nursing in shaping the leaders of the future, to ensure excellence in
        nursing care. The programme will enhance their ability to be proactive
        participants in the strategic development of patient care. On completion
        students will contribute to patient care at an advanced level of practice within
        their own area of specialist practice.
        The MSc Nursing recognises the importance of person-centred care to give
        priority to the role of the nurse as patient/advocate in the delivery and
        management of safe, competent, compassionate care, ensuring that nurses
        remain dynamic, proactive and responsive to the changing needs of the people
        they care for.

        The programme team have worked in partnership with user/carers throughout
        the design of the MSc Nursing to develop assessments which will facilitate the
        final dissertation and ultimately impact on the care delivered to them.

        Opportunities for shared learning with students from different countries will
        enhance the insight of all students about global health needs of service
        users/carers.

        This programme has unique and engaging strategies to teach nursing research
        methods/ethics, which places the participants at the centre of the experience.
        These innovative methods will help the student to apply theory to evidence-
        based nursing practice. Students will have the opportunity to engage with
        clinical researchers to discuss the realities of clinical research. In addition, the
        core modules have team members who have successfully achieved academic
        study at PhD level and they will be a valuable source of support to students in
        their learning.




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