CANTERBURY CHRIST CHURCH UNIVERSITY FACULTY OF …...1.Contact UK Naric on and send a copy of your highest qualification so that they can compare this to the international qualifications

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CANTERBURY CHRIST CHURCH UNIVERSITY

FACULTY OF HEALTH AND WELLBEING

BSc (Hons) / Grad Dip / Grad Cert / Applied Practice (Health and Social Care or optional Negotiated Award)

Module Descriptors and Timetable 2018‐2019

Version 2

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What are the aims of the programme?

This Programme aims to enable you to become an expert lifelong learner who has the capability and capacity to make a positive difference to practice. In order to achieve this, the programme will empower you to take control of your own learning journey and to understand how to apply different forms of evidence to what you do while being cognisant of the impact of these on self and others.

Programme Learning Outcomes

On successful completion of the [BSc (Hons)/Graduate Diploma Applied Practice (Health and Social Care/Negotiated Endorsement)]programme, students will be able to:

1. Formulate a learning plan which demonstrates personal and professional self‐development;

2. Apply the learning plan, together with relevant evidence, to practice; 3. Reflect on the impact of personal and professional development on self, teams,

organisations and service users.

Learning Outcomes [BSc/Graduate Certificate]

On successful completion of the [BSc/Graduate Certificate Applied Practice (Health and Social Care)], students will be able to:

1. Demonstrate an understanding of multiple sources of evidence relevant to practice; 2. Reflect on the impact of personal and professional development on self, teams, and

service users.

What will you study?

The Programme provides UCPD education for Health and Social Care professionals with a focus on practice. Common aims include improved knowledge and skills for leading care, personal and professional development and the application of evidence together with the development of the skills necessary to continue as a lifelong learner. Your studies for the Programme will begin with the ‘Foundations for Practice’ which will review your learning to date and prepare you to take control of your learning throughout the rest of the Programme and subsequently. Understanding your learning and engaging with learning for life is a core skill of the Health or Social Care professional and is fundamental to CPD. As part of preparing you for learning this module will also examine the identification, critique and application of sources of evidence. You will also consider the value of CPD and the learning and skills it develops for you, your team, organisation and service users. You will complete your studies with either a 20 or 40 credit Dissertation or the 40 credit Transforming Practice module. In both cases, these will provide the opportunity to study in depth a subject of your choosing which is applicable to your practice as well as providing the opportunity to reflect on the learning you have achieved during your Programme. The modules you complete for the middle section of your Programme are a mix of clinical and professional issues modules – the choice of modules will reflect your learning needs and those of your organisation. There is opportunity to study at and for work, in the Negotiated and Transforming Practice modules – so where a specific option for a topic you want to study is not offered, you can opt to study it in a bespoke manner, with a supervisor, using either of the modules identified. In

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the Negotiated module, you will have the opportunity to focus on individual skills development while the Transforming Practice module will allow you to action a change in practice – with the support of your line manager. You may not want to study for an award and may opt to study individual modules that are pertinent to your practice; these are termed standalone modules. You may choose to put these towards an award later using a process we call Recognition of Prior Certificated Learning (RPCL) so long as you do this within 5 years of studying the module. However, please note that you can only RPCL up to a half of an award i.e. Maximum of 60 credits towards a 120 credit award.

How long will you normally need to study to complete this programme?

Most students complete their studies over about three years by studying one module each semester ‐ there being two semesters in a university year and six modules in a BSc (Hons). You will, in any case, normally be required to complete your Programme within five years. You will be encouraged to undertake 20 credits (the usual credit rating of a module), up to a maximum of 40 credits, per semester.

Does the programme feature progression between levels or stages, and if so, what will you need to achieve to progress from one level or stage to the next?

The Programme does not involve progression between levels. However should you fail two modules you will be withdrawn from the Programme – this means failing both the submission and resubmission attempts for two modules or failing both the submission and resubmission attempts for one module twice.

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Eligibility

Do I have the required entry criteria to commence a BSc degree?

Do you have a diploma/

Do you have a diploma in HE/foundation degree or level 5 equivalent qualifications from the UK?

Do you have a UK Degree?

1. Include proof of this with the application forms, unless obtained at CCCU. 2. Apply for chosen degree programme.

1. Include proof of this with the application forms, unless obtained at CCCU. 2. Apply for the graduate certificate (3 modules) or graduate diploma (6 modules)

No

No

Yes

Yes

Yes Do you have a diploma/degree obtained overseas?

1. Register for academic development module and complete successfully 2. Register for Portfolio for Entry to a Degree Programme and complete successfully

3. Apply for chosen degree programme

Prospective students who do not meet the entry criteria WILL NOT be accepted on to any programme of study. ALL new applicants are required to provide proof of their eligibility to enter a level 6 award bearing programme. None of this applies to students wishing to undertake a standalone module.

1.Contact UK Naric on www.naric.org.uk and send a copy of your highest qualification so that they can compare this to the international qualifications equivalence checking database . Your certificate of evidence from UK Naric will be required before registering to the programme. 2.Where the overseas qualification is NOT considered to be the equivalent of a UK Dip HE you should:

a) Register for Academic Development module and complete successfully

b) After completing Academic Development module register for Portfolio for Entry to a Degree Programme and complete successfully

c) Apply for chosen degree programme

Where the overseas qualification is considered to be the equivalent of a UK Dip HE you should consider the benefits of undertaking the academic development module to introduce yourself to the processes of education in the UK (for example essay writing which is not universally used). OR apply for chosen degree programme (not advised).

Where the overseas qualification is considered to be the equivalent of a UK degree consider the benefits of undertaking the Academic Development module to introduce yourself to the processes of education in the UK (for example essay writing which is not universally used). OR enrol on programme to obtain a graduate certificate or graduate diploma.

No

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How to Apply

Identify your learning and development needs via Personal Development Planning and Appraisal process

Consult the three year plan and timetable to see which modules are running - these

can be obtained from canterbury-

[email protected] or from the website.

Do you know which Degree or Module

you wish to undertake and meet

the entry requirements for the

Degree?

If you are not sure which

Degree or Module you wish to complete or if you are

not sure that you meet the entry requirement please contact us for help and

advice: [email protected]

.uk

Are you only applying for one stand-alone module, Academic Development or to complete a Portfolio

for Entry to the Degree Programme?

Complete an application form, available from: canterbury‐

[email protected]

Is this the first module for your degree?

Complete an application form, available from: Canterbury-

[email protected]

Once the application forms have been received you will receive confirmation from the University. All students planning to undertake the first module of their degree or a Standalone Module will be required to complete an on line registration process and provide ID information on the first day of the module. Any queries about applications once they have been

submitted should be directed to: [email protected]

Yes No

Yes

Yes

No

No

Complete an application form from: canterbury‐[email protected]

Are you being sponsored by the NHS?

Yes No

Send in your application form to: Faculty of Health and Wellbeing, BSc Administrator, Canterbury Christ Church University, North Holmes

Road, Canterbury, Kent, CT1 1QU.

You will be invoiced after commencing the module. We recommend you keep a copy of your completed forms.

Send your completed application form to your Trust Fund Holder for signing (this is NOT your line manager). They will then send the form(s) on to

the University on your behalf. We recommend you keep a copy of your completed forms.

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CUT‐OFF DATES FOR APPLICATION FORMS Please note that there are cut‐off dates for application forms to the modules within this timetable. Applications must be received by the Post Registration Administration Office in Hepworth building HT17 by the dates listed below in order to gain a place on the module/ programme. IF YOU ARE AN NHS‐SPONSORED STUDENT Please check with your trust sponsor for the cut‐off date for receipt of applications. These will be earlier than those published below which are the dates by which all countersigned forms must be received by the Post Registration Administration Team to allow for processing. Semester 1: by 4th July 2018 Semester 2: by 12th December 2018 IF YOU ARE A PRIVATELY SPONSORED OR SELF‐FUNDING STUDENT Semester 2: You must return your application form to the Post Registration Degree Studies Administration Office in Ht17 by Semester 1: by 4th July 2018 Semester 2: by 12th December 2018 Canterbury‐[email protected] Please Note: Applications received after these final cut‐off dates will NOT be considered as there are administrative commitments which need to be completed in time for module start dates. MANDATORY REGISTRATION All students MUST complete the online pre‐registration information as indicated by registry. You will then be required to bring original photographic ID to the first day of the module in order to complete your enrolment. Information will be sent electronically to all new students and you are therefore required to submit a valid e‐mail address when completing your application form. Failure to complete pre enrolment activities or attend the first day of the module will delay your ability to access University services.

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Module descriptors

Module Title

Access to Degree Modules (Level 5) Page

Academic development 5

Portfolio for Practice 6

BSc (Level 6) Core Modules

Foundations for Practice 7

Dissertation – 20 credits 8

Dissertation – 40 credits 9

Transforming Practice – 40 credits 10

Optional modules (Level 6)

These will be delivered on a rotational basis and not every academic year.

Advancing Knowledge and Skills for Neonatal Care 11

Anaesthetic practice 12

Assisting with Surgical Intervention 13

Biological Science for Practice 14

Cancer care 15

Cardiac Arrhythmias and 12 Lead ECGs 16

Caring for the Acutely ill Adult 17

Cervical Screening 18

Complex Knowledge and Skills in Neonatal Care 19

Consultation and Clinical Examination 20

Contraception and Sexual Health for registered health Professionals – 40 credits 21

Contraception and Sexual Health – 40 credits 22

Dementia Care: The Context 23

Dementia Care: Skills for Enabling 24

Developing Leadership 25

Diabetes care 26

Ethics and Law, In Health and Social Care 27

Examination of the Newborn 28

Heart failure 29

Introductory Knowledge and Skills for Neonatal care 30

Kidney care 31

Management of Minor Illness and Minor Injury 32

Managing Risk 33

Mental Health Medication Management 34

Mentorship and Facilitation of Learning 35

Negotiated Module 37

Nursing Care of Children & Young People 38

Pain management 39

Planning and Organisation of Community Health Care 40

Post‐anaesthetic care 41

Psychosocial Assessment & Interventions for Anxiety & Depression 42

Psychosocial Interventions for Severe Mental Health Problems 43

Quality Improvement 44

Supporting people with Long Term Conditions 45

Systemic anti‐cancer therapy 46

Systemic Anti Cancer Therapy Supportive Care 47

Urgent & Emergency Care 48

Public Health Programme linked modules

Health Education and Children 49

Mental Health Promotion 50

Physical Activity and Health 51

Principles of Epidemiology 52

Public Health Nutrition 53

Sex and Relationships Education 54

Substance Misuse and Health 55

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Access to Degree Modules

Module Title Academic Development MCDSH2ACD Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours practice learning & independent study Module Aims The aim of the module is to update and develop participants on the contemporary academic study skills required for Higher Education. Learning Outcomes By the end of this module, students should be able to: 1. Demonstrate the ability to gather information from a range of credible sources. 2. Critique the quality of the information sourced and integrate it within academic work to support arguments, discussions and ideas. 3. Reflect on their own academic strengths and weaknesses as they enter Higher Education. Indicative Assessment

1. A 3000 word essay examining the evidence base behind a chosen aspect of practice (75%).

2. A 1000 word reflection on the student’s strengths and weaknesses in academic study (25%).

Facilitator: Karen Foord Canterbury Campus: Semester 2 [email protected] Tuesday 12th February 2019 0900‐1600

Tuesday 26th February 2019 0900‐1600

Tuesday 12th March 2019 0900‐1600

Tuesday 26th March 2019 0900‐1600

Tuesday 8th April 2019 0900‐1600

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PORTFOLIO FOR ENTRY TO DEGREE PROGRAMME MCDSH2100

Certified professional qualifications recorded with a practitioner’s professional registering body demonstrate that the practitioner has achieved sufficient learning at HE Level 4 and the University will usually recognise this. However, this module has been designed to facilitate experienced registered practitioners who do not have 120 credits at HE Level 5, or who wish to gain recognition of prior learning (RPL) to demonstrate that in conjunction with the Academic Development module* (Level 5, 20 credits) they have achieved the required level of learning so that they may access HE Level 6 degree studies.

Learning Outcomes By the end of the module, students should be able to

1. knowledge and critical understanding of the well‐established principles of their area(s) of study, and of the way in which those principles have developed (i.e. knowledge and understanding of how and why you study in a certain way and how these have developed through the module)

2. ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context (i.e. demonstrate how you can apply knowledge and understanding of academic study to the clinical field)

3. knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study (i.e. demonstrate how you use different approaches to solving problems that you have learnt from clinical practice to academic study)

4. an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge ( i.e. what are your knowledge limitations and how does this impact on your ability to practice and study)

Facilitator: Karen Lumsden Medway Campus Semester 1 [email protected]

Monday 1st October 2018 09:00 – 13:00

Tuesday 30th October 2018 14:00 – 18:00

Tuesday 27th November 2018

14:00 – 18:00

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Level 6 Modules

Module Title Foundations for Practice MCDSH3FFP Credit Rating 20 credits (10ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Module Aim This module aims to provide students with the foundations to complete a programme of learning which meets their personal and professional needs underpinned by inquiry based practice. Students will be enabled to appraise their learning to date in order to capitalise on their potential and, reflecting on this learning, subsequently design their own programme of study. The module also aims to develop the students understanding of the nature of the evidence base for integrated practice in the context of their professional obligation as lifelong learners. Learning Outcomes By the end of this module, students will be able to:

1. create a personal development plan, based on reflections on their learning journey, which outlines their future progression through the programme;

2. develop a practice related research question and use an effective systematic strategy to search bibliographic databases;

3. retrieve relevant research papers from bibliographic databases by application of their search strategy and use a framework to critically appraise research relevant to their practice related question;

4. critically analyse the impact of personal development on self and others after undertaking the module with reference to their personal development plan.

Indicative Assessment A critical appraisal of a research study comprising: i) a short summary of the student’s practice related question and the process/outcomes of their bibliographic searches; ii) a critical appraisal using a critiquing framework of the chosen study identified by the student from their bibliographic searches and which is of direct relevance to enhancing their current field of practice (2,000 words; 50%)

AND

The development of a portfolio comprising: i) a concise learning biography; ii) a personal/professional development plan; iii) a critical reflection on their learning biography and how it has informed the development of the personal development plan; (iv) a critical reflection of their own inquiry skills after completing the module and how these might impact on the prospective development of self and others (2,000 word equivalent; 50%).

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Facilitator: Karen Lumsden Medway Campus Semester 1 [email protected]

Monday 24th September 2018

09:00 – 16:00

Monday 8th October 2018 09:00 – 16:00

Monday 22nd October 2018 09:00 – 16:00

Monday 5th November 2018

09:00 – 16:00


09:00 – 16:00

Facilitator: Karen Lumsden Canterbury Campus Semester 2 [email protected]

Tuesday 29th January 2019 09:00 – 16:00

Tuesday 5th February 2019 09:00 – 16:00

Tuesday 26th February 2019

09:00 – 16:00

Tuesday 19th March 2019 09:00 – 16:00

Tuesday 26th March 2019 09:00 – 16:00

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Module Title Dissertation (20 Credits) MCDSH3DSS Credit Rating 20 credits (10 ECTS credits) & Duration 12 hours academic direction 188 hours work‐based learning & independent study Module Aim The module will enable students to undertake a dissertation which critically appraises the research on a chosen topic related to a particular aspect of workplace practice identified in their personal development plan and to appraise the impact of their programme of learning on their personal and/or professional development and practice. Learning Outcomes By the end of this module, students should be able to:

1. demonstrate focussed searching of multiple sources of research evidence about a defined topic and apply appropriate criteria to critically appraise the retrieved literature;

2. synthesize the findings of their research appraisal in order to champion the advancement of person centred care;

3. critically reflect on the outcomes from their personal development whilst on the programme in terms of its specific impact on their professional practice and that of others.

Indicative Assessment A dissertation comprising a critical appraisal of appropriate research literature on a specific workplace/specialist topic identified in their original personal development plan (5,000 word 80%). AND A reflection on the impact of CPD on personal and professional development and its impact on practice evidenced within the e‐portfolio (1000 word; 20%). Facilitator: Karen Lumsden Medway Campus Semester 1 [email protected]

Tuesday 25th September 2018

09:00 – 12:00

Tuesday 2nd October 2018 09:00 – 12:00

Tuesday 30th October 2018

09:00 – 12:00

Facilitator: Karen Lumsden Canterbury Campus Semester 2 [email protected]


09:00 – 12:00


09:00 – 12:00

Tuesday 9th April 2019 09:00 – 12:00

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Module Title Dissertation (40 Credits) MCDSH3DST Credit Rating 40 credits (20 ECTS credits) & Duration 20 hours academic direction (includes supervision sessions) 380 hours work‐based learning & independent study Module Aim The module will enable students to undertake a dissertation, which critically appraises the research on a chosen topic related to a particular aspect of workplace practice identified in their personal development plan, and to appraise the impact of their programme of learning on their personal and/or professional development and practice. Learning Outcomes By the end of this module, students should be able to:

1. demonstrate focussed searching of multiple sources of research evidence about a defined topic and apply appropriate criteria to critically appraise the retrieved literature;

2. synthesize the findings of their research appraisal in order to champion the advancement of person centred care;

3. critically reflect on the outcomes from their personal development whilst on the programme in terms of its specific impact on their professional practice and that of others.

Indicative Assessment A dissertation comprising a critical appraisal of appropriate research literature on a specific workplace/specialist topic originally identified in their original personal development plan (8,000 words; 75%) AND A reflection on the impact of CPD on personal and professional development and its impact on practice evidenced within the e‐portfolio (2,000 words; 25%) Facilitator: Karen Lumsden Medway Campus Semester 1 [email protected]


09:00 – 12:00



09:00 – 12:00

Tuesday 5th March 2018 09:00 – 12:00

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Canterbury Campus Semester 2


09:00 – 12:00


09:00 – 12:00

Tuesday 9th April 2019 09:00 – 12:00

Tuesday 23rd July 2019 09:00 – 12:00

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Module Title Transforming Practice Credit Rating 40 credits (20 ECTS credits) & Duration 30 hours academic direction 370 hours work‐based learning & independent study Module Aims The aim of the module is to enable the student to critically evaluate a pilot or small‐scale development initiative which will enhance service provision and to critically appraise the impact of CPD on their personal and/or professional development and practice. Learning Outcomes By the end of this module, students should be able to:

1. Critically evaluate current service delivery and identify the need for development; 2. Accurately articulate a development project and the risks and benefits for

stakeholders; 3. Critically evaluate the implementation of the development initiative and make

recommendations for further practice; 4. Synthesise personal and professional development achieved.

Indicative Assessment A project report based on an area of development the student has identified during the programme, which will include a project plan (methodology and ethical considerations) and recommendations for further practice. This will include extracts from the student’s e‐portfolio (6,000 words; 75%). AND A 15 minute conference presentation reflecting both the personal, professional and organisational impact of undertaking the project and also contextualisation of their experience and development through their programme of study (2,000 words equivalent; 25%). Facilitator: Jeannette Head Medway Campus Semester 2 [email protected]



10:00 – 16:00

Tuesday 26th March 2019 10:00 – 16:00

Tuesday 30th April 2019 10:00 – 14:00

Tuesday 18th June 2019 10:00 – 14:00

Tuesday 30th July 2019 10:00 – 14:00

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Module Title Advancing Knowledge and Skills for Neonatal Care Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Pre‐Requisites: To have completed the module ‘Introductory Knowledge and

Skills for Neonatal Care’. Must be working on a local neonatal unit or neonatal intensive care unit. This might mean a secondment from a special care baby unit for the duration of the module.

Module Aims This is the second of three modules, which once all are completed form the Qualification in Specialty recognised in neonatal care settings. This is not made as a separate award. The aim of this module is to build on the knowledge and skills developed in the introductory module to enable students to apply them in increasingly complex neonatal conditions. Learning Outcomes By the end of this module students should be able to: 1 Provide evidence based effective care that is focussed on the needs of the infant and their

family in collaboration with the multidisciplinary team; 2 Critically evaluate the national and international ethical, legal, professional and socio‐

political drivers that impact on the neonatal care delivered; 3 Critically analyse how the altered anatomy, physiology and developmental stage of the

infant influences the care delivered to the sick infant within the neonatal setting; 4 Demonstrate the application of this theory to the clinical practice setting Indicative Assessment Both assessment elements must be passed in order to pass the module

Completion of Ongoing record of Achievement (2,000 word equivalence; 50%; Pass/Fail) AND

An unseen exam to test the students understanding of some of the core concepts of the module (2,000 words equivalence; 50%)

Facilitator: Vicky Lander Canterbury Campus Semester 2 [email protected]

Thursday 4th April 2019 10:00 – 16:00




Thursday 16th May 2019 10:00 – 16:00

Thursday 23rd May 2019 10:00 – 16:00

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Module Title Anaesthetic Practice Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Pre‐Requisites Students undertaking the module must have worked in the

perioperative environment for a minimum of one year (full time equivalent) prior to undertaking the module

Co‐Requisites Students must undertake a minimum of 450 supervised hours

anaesthetic based clinical practice Module Aims The aim of this module is to provide students with the knowledge and understanding of anaesthetic procedures, equipment and underpinning pharmacology to be able to practice in the routine assessment, planning, implementation and evaluation of the anaesthetic phase of care within the perioperative setting. Learning Outcomes By the end of this module, students should be able to:

1. appraise and manage the challenges involved in maintaining a compassionate person centred perspective when working collaboratively within the anaesthetic phase of perioperative care;

2. apply the fundamental principles of skills for anaesthetic assistance including the stages of induction, maintenance and reversal and critically analyse the use of invasive anaesthetic interventions and their potential hazards / complications;

3. demonstrate a systematic understanding of the types, function, effects, contraindications and storage of drugs, liquids and solutions commonly used in anaesthetic practice in accordance with the relevant legislation;

4. using critical analysis and evaluation of current research, apply principles of care planning for patients from diverse cultural backgrounds undergoing anaesthesia and problem solve appropriate technical anomalies.

Indicative Assessment Both parts of the assessment must be passed for successful completion of the module. A Work‐Based Evidence Tool (2,000 words equivalent; 50%; Pass/Fail) AND An unseen examination (2,000 words equivalent; 50%). Facilitator: Luke Ewart Medway Campus Semester 2 [email protected]

Monday 25th February 2019

09:00 – 16:00

Monday 25th March 2019 09:00 – 16:00

Monday 13th May 2019 09:00 – 16:00

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Module Title Assisting with Surgical Interventions

**NOT BEING OFFERED THIS ACADEMIC YEAR** Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Pre‐Requisites Students must have worked in the role of scrub practitioner

for a minimum of six months (full time equivalent) prior to undertaking the module

Co‐Requisites Students must be working in the perioperative environment

in role of scrub practitioner and have the support of their manager to undertake the module.

Module Aim The aim of the module is to enable students to further develop their professional knowledge and existing scrub skills with a view to providing proficient assistance to the surgeon at the operating table. The module will also allow students to gain additional skills thereby extending their current role and scope of practice. Learning Outcomes By the end of this module, students should be able to:

1. Demonstrate an awareness of the legal, ethical and accountability issues which impact

upon the role of the theatre practitioner; 2. Evaluate and enhance the application of evidence‐based practice within the clinical

environment and apply in depth knowledge of relevant anatomy and physiology to practice;

3. Critically evaluate the interprofessional nature of working within the perioperative environment, and their own role within the team;

4. Analyse and explore contemporary issues within the perioperative environment have influenced the delivery of compassionate care to patients from diverse cultural backgrounds.

Indicative Assessment Both parts of the assessment must be passed for successful completion of the module. Work‐Based Evidence Tool demonstrating achievement of four negotiated practice competences within a work‐based learning agreement. (2,000 words equivalent; 50%; Pass/Fail) AND A critical evaluation of one of their achieved practice competencies, demonstrating knowledge gained and enhancement of skills with reference to legal, ethical and professional implications (2,000 words; 50%).

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Module Title Biological Science for Practice

**NOT BEING OFFERED THIS ACADEMIC YEAR** Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Module Aims The aim of the module is to develop a sound base of physiological knowledge for practice, enabling clinical interventions to be carried out with improved confidence. The module aims to facilitate the development of the critical and analytical skills necessary for students to develop professionally as scientific practitioners. Learning Outcomes By the end of this module, students should be able to:

1. Demonstrate comprehensive and coherent understanding of the normal anatomical and physiological changes that occur throughout the human lifespan;

2. Critically evaluate the processes by which the human body maintains homeostasis and a stable internal environment in health;

3. Communicate scientific observations with increased knowledge, confidence and criticality; Apply knowledge of physiology to assessment and care interventions to bring about positive outcomes;

4. Analyse knowledge of the different body systems to develop evidence‐based, client‐centred practice.

Indicative Assessment A verbal presentation using PowerPoint (referenced transcript to be submitted) outlining biological basis of work related topic (1400 word equivalent; 35%). AND Written answers to three questions from a possible five. In order to reflect professional diversity, each question will take the form of a scenario, which requires the application of physiological knowledge to practice (2600 words in total; 65%).

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Module Title Cancer Care Credit Rating 20 credits (10ECTS Credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Module Aims The module aims to prepare the student to support people affected by cancer, through an exploration of cancer development, treatment and supportive care. The module will also develop the students understanding of the psychosocial implications of cancer. Learning Outcomes By the end of this module students should be able to: 1. Appraise the key principles of cancer biology. 2. Examine the range of treatments used to manage cancer. 3. Examine the psychosocial impact of living with and beyond cancer. 4. Critically analyse assessment and management strategies for a range of physical and

psychosocial patient centred issues. Indicative Assessment

An assignment critically reflecting on the role of the student in supporting a person with cancer, making reference to each of the learning outcomes as they relate to a real patient (4,000 words; 100%)

Facilitator: Paula Kuzbit Canterbury Campus Semester 1 [email protected]

Thursday 4th October 2018 09:00 – 17:00

Thursday 18th October 2018

09:00 – 17:00

Thursday 8th November 2018

09:00 – 17:00

Thursday 22nd November 2018

09:00 – 17:00

Thursday 6th December 09:00 – 17:00

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Module Title Cardiac Arrhythmias and 12‐lead ECGs Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Pre‐Requisites Students must work in a clinical area where there are

frequent opportunities to interpret 12‐lead ECGs. Module Aims The aims of the module are to enable students to detect and identify a range of cardiac arrhythmias and 12‐lead electrocardiograph (ECG) abnormalities and to understand the clinical significance of findings and the patient management required. Learning Outcomes By the end of this module, students should be able to:

1. Demonstrate advanced knowledge and skills in identifying a range of cardiac arrhythmias and 12‐lead ECG abnormalities using a systematic approach to interpretation.

2. Discuss the clinical significance of a range of arrhythmias and abnormal 12‐lead ECG findings.

3. Critically analyse the evidence base for the assessment and care of patients with cardiac arrhythmias and other 12‐lead ECG abnormalities with reference to local, national and international guidelines and policies.

Indicative Assessment A 4,000‐word portfolio of evidence to include: An essay which demonstrates a critical analysis of the management of patients with either a cardiac arrhythmia or 12‐lead ECG abnormality, from a specified list including atrial fibrillation, AV heart block or acute coronary syndrome (2,000 words; 50%). AND A selection of six 12‐lead ECGs chosen from the students own clinical practice, with a written systematic interpretation of each demonstrating an appreciation of the clinical significance of the findings (2,000 words equivalence; 50%). Facilitator: Liz Williams Hall Place, Canterbury Semester 2 [email protected]

Wednesday 13th February 2019

09:00 – 16:00


09:00 – 16:00

Wednesday 6th March 2019

09:00 – 16:00


09:00 – 16:00

Wednesday 3rd April 2019 09:00 – 16:00

Wednesday 10th April 2019

09:00 – 16:00

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Module Title Caring for the Acutely Ill Adult Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Module Aims The aim of the module is to develop the students understanding of assessment, pathophysiology and management of the acutely ill adult. The module aims to develop new insights into the way in which acute care can be managed to improve the holistic care of patients. Learning Outcomes By the end of this module students should be able to:

1. evaluate assessment strategies used within acute care, recognising their limitations; 2. demonstrate in‐depth knowledge of pathophysiology and critically discuss the clinical

manifestations of a range of conditions affecting acutely ill patients; 3. analyse the effects of altered homeostasis on the body and provide an evidence based

rationale for the care and management required and 4. demonstrate an appreciation of the role of interprofessional working within the acute

care setting. Indicative Assessment A case study relevant to the students practice area, incorporating the evidence base for the assessment and care provided (4000 words; 100%). Facilitator: Alison Gallagher Canterbury Campus Semester 2 [email protected]


09:00 – 16:00


09:00 – 16:00

Tuesday 12th March 2019 09:00 – 16:00

Tuesday 26th March 2019 09:00 – 16:00

Tuesday 9th April 2019 13:00 – 16:00

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Module Title Cervical Screening **NOT BEING OFFERED THIS ACADEMIC YEAR**

Credit Rating 20 credits (10ECTS credits) & Duration 18 hours academic direction 182 hours work‐based learning & independent study Pre‐Requisites Nurses, Midwives and Health Visitors prior to undertaking

this module will need to identify a Practice Educator working within a contraceptive and sexual health service or general practice.

Module Aims The aim of this module is to equip students with the knowledge and skills to undertake cervical samples as part of the NHS Cervical Screening Programme. Learning Outcomes By the end of this module students should be able to: 1. Demonstrate an in‐depth understanding of the normal anatomy and physiology of the

female genitalia; 2. Analyse critically contemporary relevant literature, evaluate theoretical perspectives in

relation to cervical screening; 3. Communicate effectively with a range of health and social care practitioners in the

delivery of safe and effective cervical sampling; 4. Demonstrate the achievement of specified competencies in the taking of cervical samples

in line with the National Health Service Cervical Screening Programme. Indicative Assessment Both elements must be passed in order to pass the module. An Ongoing Record of Achievement ‐ in line with the National Health Cervical Screening Programme ‐ and verification from the Practice Assessor that the student is competent to undertake cervical sampling (2,000 words equivalent; 50%; pass/fail). AND An in depth case study relevant to cervical screening which demonstrates the application and critical evaluation of evidence (2,000 words; 50%).

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Module Title Complex Knowledge and Skills for Neonatal Care Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Pre‐Requisites: To have completed the modules ‘Introductory Knowledge

and Skills for Neonatal Care’ and ‘Advancing Knowledge and Skills for Neonatal Care’. Must be working on a local neonatal unit or neonatal intensive care unit. If on a local neonatal unit, secondment for a period of time to a neonatal intensive care unit is strongly recommended for some or all of this module

Module Aims This is the third of three modules, which once all are completed form the Qualification in Specialty recognised in neonatal care settings. This is not made as a separate award. The aim of this module is to build on the knowledge and skills developed in the Introductory and Advancing Knowledge in Neonatal Care modules to enable students to provide evidence based knowledge and skills to the care of the sickest infants cared for in Neonatal Intensive Care. Learning Outcomes By the end of this module students should be able to:

1. Provide evidence based effective care that is focussed on the needs of the infant and their family in collaboration with the multidisciplinary team;

2. Critically evaluate the national and international ethical, legal, professional and socio‐political drivers that influence neonatal care and the impact that these have on the care delivered to the acutely sick infant and their family;

3. Critically analyse how the altered anatomy and physiology and developmental stage of the infant impacts on the care delivered to the infant who is acutely ill;

4. Apply this knowledge and demonstration of skill in the practice area. Indicative Assessment Both assessment elements must be passed in order to pass the module

Completion of ORA (2,000 words equivalent; 50%; Pass/Fail) AND A case study looking at a complex intervention on the care of a baby and their family looking at it from an ethical, social, political or professional aspect (2,000 words; 50%) Facilitator: Vicky Lander Canterbury Campus Semester 2 [email protected]

Thursday 17th January 2019

10:00 – 16:00


10:00 – 16:00

Thursday 21st February 2019

10:00 – 16:00

Thursday 7th March 2019 10:00 – 16:00


25

Module Title Consultation & Clinical Examination Credit Rating 20 credits (10 ECTS credits) & Duration 40 hours academic direction 160 hours work‐based learning & independent study Pre‐Requisites A supporting letter from employer/trust is required; the

student should be working in an environment which can provide appropriate learning opportunities and can provide the support of a Practice Assessor

Module Aims The aim of the module is to introduce students to the knowledge and practice of health assessment and enable them to undertake and manage holistic patient consultations and advanced clinical examinations. Learning Outcomes By the end of this module students should be able to:

1. Demonstrate the ability to take a comprehensive history and perform an advanced physical assessment on a patient within their area of practice, analysing and interpreting the patient history, presenting symptoms and physical findings in order to make a diagnostic decision;

2. Undertake and apply specific knowledge of physiological and pathophysiological processes of acute and chronic diseases/conditions and differentiate between normal, variations of normal and abnormal findings to enable effective detection of illness/disease;

3. Apply critical reflection to the consultation and clinical examination process utilizing consultation models, communication theory and clinical reasoning theory to evaluate the effectiveness of the strategies adopted;

4. Recognise the impact of this learning on their development as well as acknowledging their own limitations, initiating appropriate referral when required.

Indicative Assessment Both elements of the assessment need to be passed to gain a pass for this module; when retaking the OSCEs, students will only need to retake the stations they have failed.

A critical analysis and evaluation of the student’s ability to carry out an effective consultation and clinical assessment discussing how this has enhanced the care provided to the patient (2,000 words; 50%)

AND

An Objective Structured Clinical Examination (OSCE) in which students will rotate through a number of timed stations where they are required to demonstrate key skills. Every station must be passed to achieve a pass for this element (2,000 word equivalent; 50%; Pass/Fail)

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Facilitator: Sandra Muirhead Canterbury Campus Semester 1 [email protected]

Wednesday 26th September 2018

09:00 – 16:00

Wednesday 3rd October 2018 09:00 – 16:00 Wednesday 10th October 2018

09:00 – 16:00

Wednesday 17th October 2018

09:00 – 16:00


09:00 – 16:00

Wednesday 7th November 2018

09:00 – 16:00

Wednesday 21st November 2018

09:00 – 16:00

Wednesday 5th December 2018

09:00 – 16:00



09:00 – 16:00


09:00 – 16:00


09:00 – 16:00


09:00 – 16:00


09:00 – 16:00

Wednesday 3rd April 2019 09:00 – 16:00

Wednesday 17th April 2019

09:00 – 16:00

Wednesday 5th June 2019 09:00 – 16:00

27

Module Title Contraception and Sexual Health For Registered Health Professionals Credit Rating 40 credits (20 ECTS credits) & Duration 60 hours academic direction 340 hours work‐based learning & independent study Module Aims The aim of the module is to equip registered nurses, midwives and health visitors with the knowledge and practical skills to work within the contraceptive and sexual health service or in general practice. Learning Outcomes By the end of this module students should be able to:

1. Demonstrate an awareness of the relevant research, political, medical, legal, cultural and ethical issues pertinent to contraception and sexual health;

2. Analyse critically the internal and external influences on obtaining a sound sexual health history in order to empower the individual and optimise communication and referral pathways;

3. Apply knowledge of the actions of contraceptive methods, the effects of reproductive physiology and the influences of fertility control to the health of the individual with in diverse communities;

4. Demonstrate knowledge of factors pertaining to the epidemiology and demography of sexually transmitted infections and HIV.

Indicative Assessment An assignment relevant to the epidemiology and demography of sexually transmitted infections and HIV which demonstrates the application and critical evaluation of evidence (2,000 words; 25%). And An unseen 2 hour exam concentrating on contraception (2,000 words equivalent; 25%) And

Work‐Based Evidence Tool (4000 words equivalent, 50%; Pass/Fail)

(The WBET must be passed to pass to the module)

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Facilitator: Carol Robinson Canterbury Campus Semester 1 [email protected]

Wednesday 3rd October 2018 09:00 – 16:00

Wednesday 17th October 2018 09:00 – 16:00

Wednesday 31st October 2018 09:00 – 16:00

Wednesday 14th November 2018 09:00 – 16:00


Wednesday 5th December 2018 09:00 – 16:00

Wednesday 9th January 2019 09:00 – 16:00

Wednesday 23rd January 2019 09:00 – 16:00

Wednesday 6th February 2019 09:00 – 16:00


29

Module Title Contraception and Sexual Health Credit Rating 40 credits (20 ECTS credits) & Duration 60 hours academic direction 340 hours work‐based learning & independent study Module Aims The aim of the module is to provide an understanding of the explicit and implicit implications of providing contraceptive and sexual health information and advice to people of all ages. Learning Outcomes By the end of this module students should be able to:

1. Demonstrate an awareness of the relevant research, political, medical, legal, cultural and ethical issues pertinent to contraception and sexual health;

2. Analyse critically the internal and external influences on sexual health in order to empower the individual and optimise communication and referral pathways;

3. Communicate effectively with individuals with in diverse communities safe and effective contraception and sexual health information and advice;

4. Demonstrate knowledge of factors pertaining to the epidemiology and demography of sexually transmitted infections and HIV.

Indicative Assessment A reflective case study on how the knowledge gained from this module can be effectively utilised in their area of practice (6,000 words; 75%) AND

A presentation on an issue pertinent to sexual health and/or contraception (2,000 words equivalent; 25%).

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Facilitator: Carol Robinson Canterbury Campus Semester 1 [email protected]

Wednesday 3rd October 2018 09:00 – 16:00

Wednesday 17th October 2018 09:00 – 16:00

Wednesday 31st October 2018 09:00 – 16:00



Wednesday 5th December 2018 09:00 – 16:00

Wednesday 9th January 2019 09:00 – 16:00

Wednesday 23rd January 2019 09:00 – 16:00



31

Module Title Dementia Care: The Context Credit Rating 20 credits (10 ECTS) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Module Aims: The module aims to examine the contemporary context of dementia care by providing participants with a range of essential knowledge and skills through linking theory and evidence for best practice with the participant’s own practice experience. Learning Outcomes By the end of this module students should be able to:

1. Demonstrate awareness of the causes and progression of dementia and how this relates to the psychological and social impact affecting people living with a dementia and their families.

2. Critically evaluate the knowledge and theory base for dementia care and how this has on shaped service provision.

3. Illustrate how empowerment and compassion can be promoted in person‐centred dementia care by contrasting this against examples of where care actions can disempower.

4. Apply knowledge of ethical care, policy and legislation in examining current issues in practice having an impact on persons living with a dementia and their families.

Indicative Assessment A reflection on an issue in practice that has impacted on a person living with a dementia and their family. (1,600 words; 40%)

AND

A case study that critically analyses the care journey of a person with a dementia and how empowerment and well‐being were promoted. (2,400 word; 60%).

Facilitator: Colin Johnson Canterbury Campus Semester 1 [email protected]

Friday 28th September 2018

09:00 – 16:00

Friday 12th October 2018 09:00 – 16:00

Friday 2nd November 2018 09:00 – 16:00

Friday 16th November 2018

09:00 – 16:00

Friday 30th November 2018

09:00 – 16:00

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Module Title Dementia Care: Skills for Enabling **NOT BEING OFFERED THIS ACADEMIC YEAR**

Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Module Aims The aim of this module is to complement previous learning from the “Dementia Care: The Context” module. This module will introduce participants to a range skills and supportive strategies for enabling people living with a dementia. Learning Outcomes By the end of this module students should be able to:

1. Demonstrate awareness of essential communication skills and underpinning theory and its application to compassionate dementia care practice.

2. Critically evaluate a range of bio‐psychosocial/cognitive stimulation interventions/therapies used in contemporary dementia care and treatment justifying their use in supporting people with a dementia and their families.

3. Apply a range of practice skills providing a rationale for their choice in the care of a person with a dementia and their family.

4. Analyse a range of approaches that support enablement within dementia care in showing how this can promote wellbeing for the individual living with a dementia.

Indicative Assessment A reflective account that focusses on essential skills needed to support a person living with dementia and their family (2,000 words; 50%). AND A poster that focusses on the assessment, implementation and evaluation of a needs‐based psychosocial/cognitive stimulation intervention that promotes enablement (2,000 words equivalence; 50%).

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Module Title Developing Leadership Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Module Aims The aim of this module is to introduce aspiring and newly appointed Health and Social Care leaders to relevant leadership theory in order to develop the relevant knowledge and skills. Learning Outcomes By the end of this module, learners should be able to:

1. critically discuss organisational culture and its impact on the delivery of compassionate care in their area of practice;

2. evaluate theories of leadership, and their effectiveness in relation to leading professionally diverse and multicultural workforces;

3. analyse the utility of team building theories in developing culturally diverse teams; 4. demonstrate structured engagement with leadership self‐development tools pertinent

to their culture, profession, self‐development and place of work. Indicative Assessment

A Personal Development Plan collated within the e‐portfolio (2,000 word equivalent; 50%; pass/fail) AND An underpinning synthesis of the theoretical component of the module, in the form of an essay, as it applies to the individual learners Personal Development Plan (2,000 words; 50%). Facilitator: Carol March Canterbury Campus Semester 1 [email protected]



09:00 – 16:00

Wednesday 31st October 2018

09:00 – 16:00


09:00 – 16:00


09:00 – 16:00

34

Module Title Diabetes Care Credit Rating 20 credits (10 ECTS Credits) & Duration 30 hours academic direction

170 hours work‐based learning and independent study Module Aims The aims of the module are to develop the knowledge and skills of students with respect to the prevention and management of diabetes and its complications. The module will facilitate students’ abilities to respond appropriately to the physical, psychological and social needs of clients with diabetes as recommended by national and local policies. Learning Outcomes By the end of this module students should be able to:

1. critically discuss the pathophysiology, epidemiology, classification and diagnosis of diabetes;

2. analyse critically the physical, psychological and sociocultural aspects of diabetes care in relation to available research based evidence and recent national guidelines;

3. communicate effectively chosen aspects of their diabetes knowledge and skills to other health care professionals and/or clients with diabetes;

4. critically reflect upon their role part of the multi‐professional team in relation to the prevention and management of diabetes within their area of practice.

Indicative Assessment Develop a resource which could be used as a practice development tool by your colleagues, and which ultimately aims to enhance the quality of diabetes patient care.

OR

Develop an education resource, appropriate for clients with diabetes which ultimately aims to enhance their diabetes knowledge and self‐management skills (2,000 words equivalent, 50%)

AND

Reflect on an incident from your practice experience concerning a specific area of diabetes care which highlights the rationale for the resource developed and your professional role within the multidisciplinary team. Critically discuss the relevant literature underpinning your resource, and the psychosocial and cultural aspects of care. (2,000 words; 50%)

Facilitator: May Chen Canterbury Campus Semester 2 [email protected]


09:00 – 16:00

Friday 8th March 2019 09:00 – 16:00

Friday 15th March 2019 09:00 – 16:00

Friday 22nd March 2019 09:00 – 16:00

Friday 29th March 2019 09:00 – 16:00

Friday 5th March 2019 09:00 – 16:00

35

Module Title Ethics and Law in Practice Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Module Aim The aim of the module is to enable providers of health and social care to enhance their understanding of ethics and the law and to develop ethical decision‐making capabilities based on a reflexive approach to issues arising from practice. Learning Outcomes By the end of the module, students should be able to:

1. rationalise ethical and legal principles through critical analysis of the relationship between them;

2. evaluate differing theoretical approaches to ethical decision making; 3. justify the value of ethical and legal principles in the exploration of ethical dilemmas; 4. interrogate their own ethical practices in the context of shared decision‐making with

service users. Indicative Assessment

An essay relevant to practice; which explores the associated ethical and legal perspectives as well as reflecting on the personal and professional development of the individual practitioner as an ethical agent (4000 words). Facilitator: Christopher Biela Canterbury Campus Semester 1 [email protected]

Thursday 1st November 2018

10:00 – 17:00


10:00 – 17:00


10:00 – 17:00

Thursday 13th December 2018

10:00 – 17:00


10:00 – 17:00

36

Module Title Examination of the Newborn Credit Rating 20 credits (10ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Pre‐Requisites Students should be employed in an area where they are able to

undertake physical examination of newborn babies. The assimilation of theory is essential prior to gaining the requisite work‐based learning

Module Aims The aim of the module is to equip students with advanced knowledge and skills to enable extension of their practice to include physical assessment and examination of the normal neonate. Learning Outcomes Learning Outcomes By the end of this module students should be able to:

1. critically demonstrate knowledge and understanding of neonatal physiology including changes at birth and apply this understanding to the physical examination of the newborn, integrating relevant research findings;

2. undertake a competent and compassionate examination of a newborn baby recognising how physiological deviation from the normal can impact on physical examination of the newborn and when necessary make appropriate referrals;

3. evaluate communication methods that can be utilised when working with the family and professionals and optimise referral pathways as appropriate and

4. analyse critically the role of the midwife and other health professionals in the examination of the newborn identifying and utilising equipment and documentation to undertake and record the process.

Indicative Assessment Currently undergoing a validation change. TBC.

37

Facilitator: Faith Kayembe Medway Campus Semester 1 [email protected]

Thursday 27th September 2018

09:00 – 16:00



09:00 – 16:00


09:00 – 16:00


09:00 – 16:00


09:00 – 16:00


09:00 – 16:00


09:00 – 16:00


09:00 – 16:00


09:00 – 16:00

Facilitator: Faith Kayembe Medway Campus Semester 2 [email protected]


09:00 – 16:00


09:00 – 16:00


09:00 – 16:00

Tuesday 5th March 2019 09:00 – 16:00

Tuesday 12th March 2019 09:00 – 16:00

Tuesday 19th March 2019 09:00 – 16:00

Tuesday 26th March 2019 09:00 – 16:00

Tuesday 2nd April 2019 09:00 – 16:00

Tuesday 9th April 2019 09:00 – 16:00

Tuesday May 7th 2019 09:00 – 16:00

38

Module Title Heart Failure Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Module Aims The aim of the module is to prepare Health and Social Care Practitioners, through enhanced knowledge and skills, to meet the challenges of caring for patients with heart failure and their families/carers in primary and secondary care settings. Learning Outcomes By the end of this module students should be able to:

1. Recognise the impact heart failure has on the individual and their family, within a wider social context, and analyse the implications for service delivery.

2. Evaluate the processes of assessment and monitoring in the patient with heart failure. 3. Analyse critically the evidence base for interventions in the care of this client group

with reference to local, national and international guidelines and policies. 4. Demonstrate an awareness of the principles of health promotion and self‐care in

supporting patients with heart failure and their families. Indicative Assessment An essay which analyses and evaluates the evidence in relation to the care of patients with either acute heart failure or heart failure as a long‐term condition. (4,000 words; 100%) Facilitator: Liz Williams Hall Place, Semester 1 [email protected]

Wednesday 3rd October 2018

09:00 – 16:00


09:00 – 16:00

Wednesday 31st October 2018

09:00 – 16:00


09:00 – 16:00

Wednesday 21st November 2018

09:00 – 16:00


09:00 – 16:00

39

Module Title Introductory Knowledge and Skills for Neonatal Care Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Pre‐Requisites To be working on a neonatal unit of any level or regularly

caring for babies who require more than ‘normal’ care within a midwifery setting.

Module Aims The aim of the module is to enable the practitioner to develop the underpinning knowledge and skills that are essential to provide safe and effective care to the neonate and their family. This is the first of three modules, which are all mapped to form the Qualification in Specialty recognised in neonatal care settings nationally. This is not made as a separate award. This module may be completed by midwives working in settings where they are expected to deliver neonatal care to babies requiring more than ‘normal’ baby care as defined by national classification (BAPM 2011). Learning Outcomes By the end of this module students should be able to:

1. Provide evidence based effective care that is focussed on the needs of the infant and their family in collaboration with the multidisciplinary team;

2. Critically evaluate the national and international ethical, legal, professional and socio‐political drivers that influence the delivery of neonatal care in different care settings;

3. Critically analyse how the altered anatomy and physiology, related to different gestational ages, factors in pregnancy and adaptation to extra‐uterine life impacts on the infant and their health and wellbeing both short and long term;

4. Demonstrate the application of this knowledge and relevant associated nursing skills in the practice area

Indicative Assessment Both assessment elements must be passed in order to pass the module.

Completion of Ongoing Record of Achievement (2,000 word equivalence; 50%; Pass/Fail) AND A written critical analysis of a care intervention or guideline used in practice area (2,000 words; 50%) Facilitator: Vicky Lander Canterbury Campus Semester 2 [email protected]

Thursday 20th September 2018

10:00 – 16:00


10:00 – 16:00


10:00 – 16:00


10:00 – 16:00


10:00 – 16:00

40

Module Title Kidney Care Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction

170 hours work‐based learning and independent study Module Aims The aim of the module is to develop knowledge of the theory and practicalities of, providing high quality compassionate care for clients with chronic kidney disease and acute kidney injury. Learning Outcomes By the end of this module learners should be able to: 1. Demonstrate comprehension of the causes and progression of kidney disease; 2. Critically appraise the physical and psychosocial care of clients with kidney disease; 3. Analyse the care of clients with kidney disease with respect to the cultural context; 4. Communicate advanced understanding of the theory and practice of renal replacement therapy. Indicative Assessment A case study relevant to the individual students practice area (4,000 words; 100%) Facilitator: Marissa Dainton Canterbury Campus Semester 2 [email protected]


09:00 – 16:00

Thursday 7th February 2019

09:00 – 16:00

Thursday 21st February 2019

09:00 – 16:00


Thursday 21st March 2019 09:00 – 16:00


41

Module Title Management of Minor Illness & Minor Injury Credit Rating 20 credits & Duration 30 hours academic direction 170 hours practice learning & independent study Module Aims The aim of the module is to enable registered practitioners to manage the care of patients presenting with a minor illness or minor injury within their practice area. Learning Outcomes By the end of this module students should be able to: 1. Demonstrate an appropriate knowledge of applied anatomy, physiology and pathophysiology relevant to patients with a minor illness or minor injury. 2. Undertake an effective assessment and examination of patients with a minor illness or minor injury and be able to initiate any investigations required. 3. Set appropriate priorities, for differential diagnoses and make effective decisions regarding the management of a patient’s care. 4. Reflect critically on the treatment of the patient, management of his/her illness or injury and the effectiveness of the strategies adopted. 5. Evaluate critically the knowledge and skills required to demonstrate an effective working relationship within the wider inter‐professional team. Practice Competencies: The following practice competencies are used to guide the students’ practice development and provide a basis for practice assessment. Students should be able to:

1. Demonstrate the ability to work collaboratively and in partnership with other health care professionals

2. Effectively undertake a consultation and patient history regarding their minor illness or injury

3. Effectively undertake an assessment and examination of the patient and initiate appropriate investigations if required

4. Reach an accurate diagnosis and choose appropriate treatment options. Indicative Assessment A 15 minute summative presentation using a case study approach which critically analyses the knowledge and skills needed to clinically assess, examine and manage a patient with a minor illness or minor injury, using an inter‐professional approach to care. Included within this presentation will be a critical reflection by the student on how they have acquired their knowledge and skills and how this has enhanced patient care. (2000 words equivalent) Practice Assessment: A summative assessment of competencies carried out in the student’s area of practice, in collaboration with their practice mentor. (2000 words equivalent) Together, the presentation and the assessment of practice competencies are the equivalent of 4000 words

42



09:00 – 16:00


09:00 – 16:00

Monday 11th March 2019 09:00 – 16:00

Monday 25th March 2019 09:00 – 16:00

Monday 8th April 2019 09:00 – 16:00

Monday 22nd April 2019 09:00 – 16:00

Monday 3rd June 09:00 – 16:00

43

Module Title Managing Risk

**NOT BEING OFFERED THIS ACADEMIC YEAR** Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction

170 hours work‐based learning and independent study Module Aims The aim of this module is to facilitate students’ professional development in relation to understanding the nature, management and consequences of risk in practice. Learning Outcomes By the end of this module, students should be able to:

1. Reflect upon and critically discuss the nature of risk as a consistent feature of practice; 2. Demonstrate an understanding of the interprofessional and global nature of risk; 3. Identify and critically analyse risk factors within their own area of professional

practice and apply what they discover to their day‐to‐day professional practice.

Indicative Assessment The development of a portfolio of evidence within which students will reflect upon, and discuss risk, and approaches to risk management, in practice through the exploration of real‐life scenarios (4000 word equivalent; 100%).

44

Module Title Mental Health Medication Management

**NOT BEING OFFERED THIS ACADEMIC YEAR** Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction

170 hours work‐based learning and independent study Module Aims The aim of the module is to enhance the knowledge and skills of Health and Social Care practitioners in meeting service‐users’ needs in relation to medication for mental health. Learning Outcomes By the end of this module students should be able to: 1. Demonstrate awareness of psychopharmacological principles including

pharmacokinetics, pharmacodynamics, drug classification, intended and adverse effects and the related implications for clinical practitioners;

2. analyse critically how integrating knowledge from aetiological models and diagnostic issues influence personalised treatment strategies for mental disorder;

3. demonstrate effective use of psychopharmacology evidence to justify the provision of safe and effective management of service users being treated with psychopharmacological agents in their workplace;

4. critically evaluate the skills, attitudes and clinical approaches necessary to maximise service user satisfaction with medication for mental health.

Indicative Assessment Multiple choice examinations at the end of each section (2,000 words equivalence; 50%)

AND

A case study exploring service‐users’ needs in relation to their medication for mental health. Application will be relevant to the student’s professional background and area of practice (2,000 words; 50%).

45

Module Title Mentorship and Facilitation of Learning Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours practice learning & independent study Pre‐Requisites None for HCPC registered learners, non‐registered healthcare

learners and those from non‐healthcare related organisations; 1 year (or equivalent part time) professional practice for nurses and midwives.

Co‐Requisites Access to a workplace student and a practice based supervisor. For nurse learners the student must be a pre‐registration student in accordance with due regard and the practice based supervisor must hold a recognised mentoring qualification. For midwives the student must be a pre‐registration progression point student in accordance with due regard and; the practice based supervisor must be a sign off mentor. There is currently no requirement for A.H.Ps’ to become sign off mentors.

Module Aims The aim of the module is to prepare learners (students engaged on this module, as opposed to the ‘students’ they are mentoring) for their role in supporting, facilitating, assessing and evaluating, work place learning. On successful completion of the module HCPC learners will have met the requirements to mentor students. According to the Recommendations and Guidance for Mentors and Practice Placements (CODP 2009). Registered nurses will have met the mentor requirements identified within the N.M.C Standards to Support Learning and Assessment in Practice (2008); and midwives will have met the sign off mentor requirements identified within the N.M.C Standards to Support Learning and Assessment in Practice (2008). Nurses will have the opportunity to undertake sign off mentor simulations via workshops facilitated by members of the module team. These will be available throughout each academic year. Learning Outcomes By the end of this module learners should be able to: 1. Critique a range of learning theories and assessment strategies that can be used in

the workplace; 2. Analyse student performance by applying principles of assessment to differentiate

between effective and ineffective achievement of workplace learning outcomes; 3. Develop an environment that promotes learning within the workplace; and which

enables them to facilitate a period of workplace learning, based on individual needs for learners from a range of professional and work based programmes,

4. Critically reflect on and articulate areas for future professional development Indicative Assessment The assessment has two elements; both elements must be passed for successful completion of the module.

1. An Ongoing Record of Achievement. For nurses and midwives which is mapped to the NMC Standards to Support Learning and Assessment in Practice (2008). HCPC registrants will complete an Ongoing Record of Achievement which is mapped to the Recommendations and Guidance for Mentors and Practice Placements (CODP 2009).

46

All registrants must demonstrate that all NMC/ CODP/HCPC mentor practice competencies have been passed; and midwives must demonstrate that all NMC sign off mentor practice competencies have been passed (2,000 word equivalence, 50%, Pass/Fail)

2. A 2,000 word critical reflection on the strategies used to support learning and assessment in practice (50%)

47

Mentorship and Facilitation of Learning MCDSH3MFL (3S1G1) Facilitator: Lisa Haggar Canterbury Campus Group 1 [email protected] GROUP 1



09:00 – 16:00


09:00 – 16:00


09:00 – 16:00

Mentorship and Facilitation of Learning MCDSH3MFL (3S1G2) Facilitator: Cathy Bernal [email protected] Canterbury Hall Place Semester 1

GROUP 2

Wednesday 26th September 2018

09:00 – 16:00


09:00 – 16:00


09:00 – 16:00


09:00 – 16:00

Mentorship and Facilitation of Learning MCDSH3MFL (3S1M1) Facilitator: Jane Brindley Medway Campus Semester 1 [email protected] GROUP 1



09:00 – 16:00


09:00 – 16:00


09:00 – 16:00

48

Mentorship and Facilitation of Learning MCDSH3MFL (3S1M2) Facilitator: Wendy Milligan Medway Campus Semester 1 [email protected] GROUP 2


Monday 15th October 2018

09:00 – 16:00


09:00 – 16:00


09:00 – 16:00

Mentorship and Facilitation of Learning MCDSH3MFL (3S1G1SE) Facilitator: Julie Weir SECAMB Staff Only Group 1 Julie [email protected]

Monday 24th September 2018

09:00 – 16:00

SECAMB TO INFORM 09:00 – 16:00


Friday 7th December 2018 09:00 – 16:00





Tuesday 4th December 2018

09:00 – 16:00

Mentorship and Facilitation of Learning MCDSH3MFL (3S1WHH) Facilitator: Michelle Graham William Harvey Hospital Semester 1 [email protected] William Harvey Staff only



09:00 – 16:00


09:00 – 16:00


09:00 – 16:00

49

Mentorship and Facilitation of Learning MCDSH3MFL (3S1QE) Facilitator: Sue Roberts QEQM Hospital Semester 1 EAST KENT TRUST Staff only


09:00 – 16:00

Tuesday 23rd October 2018

09:00 – 16:00


09:00 – 16:00


09:00 – 16:00

Mentorship and Facilitation of Learning MCDSH3MFL (3S1MA) Facilitator: Jenny Clements Maidstone Hospital Semester 1 MTW Staff Only


09:00 – 16:00

Friday 2nd November 2018

09:00 – 16:00

Friday 23rd November 2018

09:00 – 16:00

Friday 7th December 2018

09:00 – 16:00

Mentorship and Facilitation of Learning MCDSH3MFL (3S1MM) Facilitator: Tom Delahunt Medway Maritime Hospital Semester 1 [email protected] Medway Maritime Staff Only TO BE CONFIRMED BY TRUST

50

Semester 2

Mentorship and Facilitation of Learning MCDSH3MFL (3S2G1) Facilitator: Carol March Canterbury Campus Semester 2 [email protected] GROUP 1

Tuesday 22 January 2019 09:00 – 16:00


09:00 – 16:00


09:00 – 16:00

Monday 11th March 2019 09:00 – 16:00

Mentorship and Facilitation of Learning MCDSH3MFL (3S2M1) Facilitator: Jane Brindley Medway Campus Semester 2 [email protected] GROUP 1


09:00 – 16:00


09:00 – 16:00


09:00 – 16:00


09:00 – 16:00

Mentorship and Facilitation of Learning MCDSH3MFL (3S2M2) Facilitator: Wendy Milligan Medway Campus Semester 2 [email protected] GROUP 2


09:00 – 16:00

Monday 4th March 2019 09:00 – 16:00

Monday 11th March 2019 09:00 – 16:00

Monday 25th March 2019 09:00 – 16:00


Monday 4th March 2019 09:00 – 16:00



Monday 6th May 2019 09:00 – 16:00

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Monday 11th March 09:00 – 16:00



Thursday 16th May 2019 09:00 – 16:00

Mentorship and Facilitation of Learning MCDSH3MFL (3S2WHH) Facilitator: Michelle Graham William Harvey Hospital Semester 2 [email protected] William Harvey Staff Only TO BE CONFIRMED BY TRUST

Mentorship and Facilitation of Learning MCDSH3MFL (3S2QE) Facilitator: Sue Roberts QEQM Semester 2 [email protected] EAST KENT TRUST Staff Only


09:00 – 16:00


09:00 – 16:00


09:00 – 16:00

Thursday 21st March 2019 09:00 – 16:00 Mentorship and Facilitation of Learning MCDSH3MFL (3S2MM) Facilitator: Tom Delahunt Medway Maritime Hospital Semester 2 [email protected] Medway Maritime Staff Only TO BE CONFIRMED BY TRUST

Mentorship and Facilitation of Learning MCDSH3MFL (3S2TW) Facilitator: Tunbridge Wells Hospital Semester 2 MTW Staff Only TO BE CONFIRMED BY TRUST

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Module Title Negotiated Module Credit Rating 20 credits (10 ECTS credits) & Duration 12 hours academic direction 188 hours work‐based learning & independent study Module Aims The aim of this module is to enable students to develop the values and beliefs, knowledge, skills and competency relevant to their workplace culture and context and their own personal and professional development. Learning Outcomes By the end of this module, students should be able to:

1. Reflect critically on their current role and identify and justify the need for personal and professional development;

2. Utilize different types of evidence to analyse their skill and competency development; 3. Critically reflect on their development of values, knowledge, skills and where

applicable competency. Indicative Assessment Either:

A critical reflection on the development of a work‐based skill (3,000 words; 75%) AND A Work‐Based Evidence Tool (1,000 words equivalence; 25%; pass/fail) OR

A portfolio documenting personal and professional development (4,000 word; 100%). Students would choose the reflection and WBET assessment if they were focusing on skill development. Both elements must be passed in order to pass the module. Facilitator: Sue Holmes Medway Campus Semester 1 [email protected]


Tuesday 23rd October 2018

13:00 – 16:00


13:00 – 16:00

Tuesday 4th December 2018

13:00 – 16:00

Negotiated Learning MCDSH3NGM (3S2) Facilitator: Sue Holmes Canterbury Campus Semester 2 [email protected]



09:00 – 16:00

Tuesday 12th March 2019 09:00 – 16:00

Tuesday 9th April 2019 09:00 – 16:00

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2018 Summer Term ‐ Negotiated Learning MCDSH3NGM (3S2SU) Facilitator: Sue Holmes Canterbury Campus Semester Summer [email protected]

Tuesday 25th June 2019 09:00 – 16:00

Tuesday 9th July 2019 09:00 – 16:00

Tuesday 30th July 2019 09:00 – 16:00

Tuesday 13th August 2019 09:00 – 16:00

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Module Title Nursing Care of Children and Young People Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Module Aims The aim of this module is to enhance the knowledge and skills of students required to deliver evidence based care to children and young people including in the emergency or urgent care context. Learning Outcomes By the end of this module students should be able to: 1. Demonstrate awareness and apply knowledge of the systematic assessment of children

and young people presenting with a range of illnesses/ conditions 2. Analyse information from a range of sources in order to recognise a sick child and

effectively manage the care of children and young people within their area of practice 3. Use reflection to critically evaluate the skills and attitudes necessary to deliver and

advocate holistic, compassionate, safe and effective care and improve their own professional practice and the quality of care delivery to children and young people.

Indicative Assessment A portfolio of evidence that will include five diverse clinical logs (detailing the assessment, interventions and outcomes of the nursing care management of infants, children and young people) (2500 word equivalent; 62.5%) AND A 1,500 word critical reflection on practice (37.5%) Facilitator: Sarah Stead Canterbury Campus Semester 2 [email protected]

Monday 4th February 2019 10:00 – 16:00


10:00 – 16:00


10:00 – 16:00

Monday 11th March 2019 10:00 – 16:00

Monday 25th March 2019 10:00 – 16:00

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Module Title Pain Management Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Module Aims The aim of the module is to enable students to manage the care of patients in pain within their practice area. Learning Outcomes By the end of this module students should be able to:

1. Demonstrate a comprehensive understanding of the neurophysiology of pain with relevant pharmacological and non‐pharmacological interventions;

2. Demonstrate a critical understanding of the rationale behind the strategies used to assess the patient’s pain;

3. Reflect critically on the contribution of relevant psychosocial, cultural and spiritual factors to the patient’s pain experience;

4. Evaluate the contribution of the interprofessional team to pain management. Indicative Assessment In order to pass the module students must pass both elements of the assessment An oral presentation of a clinical case study chosen from the student’s area of practice supported with the use of PowerPoint (3,000 words equivalent; 75%) And A one hour multiple‐choice exam to test the student’s knowledge of relevant physiology and pharmacology of pain (1,000 word equivalent; 25%). Facilitator: Liz Haggar Canterbury Campus Semester 2 [email protected]

Monday 4th March 2019 09:00 – 17:00

Monday 11th March 2019 09:00 – 17:00

Monday 18th March 2019 09:00 – 17:00

Monday 8th April 2019 09:00 – 17:00

Monday 15th April 2019 09:00 – 17:00

Monday 17th June 09:00 – 17:00

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Module Title Planning and Organisation of Community Health Care Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction

170 hours work‐based learning and independent study Pre requisites Working in a Community Setting Module Aims This module aims to support community practitioners to develop confidence in managing complex care. Learning Outcomes By the end of the module students should be able to: 1. Evaluate the factors that influence the assessment, planning and delivery of person

centred care in community settings; 2. Demonstrate awareness of strategies that enable the effective management of

compassionate and complex care for patients in community settings, including working collaboratively with other professions and organisations;

3. Communicate achievement of competence as specified in the work‐based evidence tool. Indicative Assessment Completion of the work‐based evidence tool which demonstrates achievement of competencies. (2,000 word equivalent; 50%) And A reflective analysis in relation to planned and organised complex care. (2,000 words; 50%). Facilitator: Jo Kelly Canterbury Campus Semester 2 [email protected]

DATES TBC

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Module Title Post Anaesthetic Care **NOT BEING OFFERED THIS ACADEMIC YEAR**

Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Pre‐Requisites Students undertaking the module must have worked in a

perioperative environment for a minimum of one year (full time equivalent)

Co‐Requisites Students must undertake a minimum of 450 supervised hours

in a post‐anaesthetic care unit Module Aims This module aims to enable students to receive and safely recover surgical patients in the immediate post anaesthetic care unit, through to discharge and handover to other health practitioners. Learning Outcomes By the end of this module, students should be able to:

1. Use a systematic approach to evaluate and integrate knowledge of anatomy, physiology and pathophysiology in the assessment and management of the post anaesthetic care patient;

2. Identify and rationalise the complexity and dynamic nature of how the anaesthetic or surgical procedure may affect the recovery of individual’s and utilise strategies to prevent/manage complications;

3. Apply clinical decision making and problem solving skills to ensure and support individualised compassionate patient care and demonstrate the assessment, evaluation and participation in appropriate post‐operative pain relief regimes;

4. Appraise and manage the challenges involved in working collaboratively with other health care professionals while considering the impact of self‐development on the wider team.

Indicative Assessment Both parts of the assessment must be passed for successful completion of the module. A Work‐Based Evidence Tool (2,000 words equivalent; 50%; Pass/Fail) AND A case study detailing the compassionate post‐operative care delivered to a specific patient (2,000 words; 50%)

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Module Title Psychosocial Assessment & Interventions for Anxiety & Depression.

**NOT BEING OFFERED THIS ACADEMIC YEAR** Credit Rating 20 Credits (10 ECTS credits) & Duration 30 Hours academic direction 170 Hours work‐based learning & independent study Module Aims This module aims to enhance students’ knowledge and skills in psychosocial assessment, formulation and intervention, with a specific focus upon anxiety & depression. Learning Outcomes By the end of the module students should be able to:

1. Critically evaluate the theory, models and policies, which underpin psychosocial assessment, formulation and interventions;

2. Analyse, develop and apply skills related to collaborative interprofessional working within the context of cultural diversity;

3. Demonstrate the critical selection and application of evidence‐based assessment and interventions, for anxiety, and/or depression

4. Demonstrate awareness of the development of self and the impact this has on the delivery of care.

Indicative Assessment A critically evaluated case presentation containing reference to theory, evidence and policy, about a service user from practise with current anxiety, or depression. This should be based upon the use of a structured/semi‐structured assessment tool and the Stress Vulnerability Model, as a basis for formulation and planning interventions (4000 words; 100%)

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Module Title Psychosocial Interventions for Severe Mental Health Problems.

**NOT BEING OFFERED THIS ACADEMIC YEAR** Credit Rating 20 Credits (10ECTS credits) & Duration 30 Hours academic direction 170 Hours work‐based learning & independent study Module Aims The aim of the module is to develop the knowledge and skills of Health and Social Care Practitioners in delivering evidence based psychosocial interventions to meet the needs of clients and their families living with severe mental health problems. Learning Outcomes By the end of this module learners should be able to: 1. Analyse critically the evidence based theory and policy underpinning psychosocial assessment and intervention in the workplace; 2. Demonstrate a critical application of evidence based models used to deliver collaborative, formulation driven, recovery orientated and culturally sensitive psychosocial interventions for clients and families; 3. Demonstrate the attitudes, skills and approaches required for maximising service user engagement and satisfaction in the assessment and delivery of psychosocial interventions 4. Critically evaluate the effectiveness of person‐centred; goal orientated psychosocial interventions delivered in partnership with other professionals, clients and families using a range of measures. Indicative Assessment A case study/critical evaluation of psychosocial assessment and intervention work for a person experiencing psychosis (4,000 words, 100%).

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Module Title Quality Improvement Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Module Aims The aim of this module is to facilitate students to consider and seek to identify areas for quality improvement in their practice. Learning Outcomes By the end of the module, students should be able to:

1. Define quality, clinical effectiveness, patient experience and safety and consider systems in health care, which support delivery of each aspect in the students setting.

2. Demonstrate understanding of key concepts, theories, principles and approaches to quality management, which will ensure that the essential standards of quality and safety are maintained and drive continuous improvement in quality and outcomes.

3. Consider key quality improvement programmes/projects that have been implemented in a healthcare setting which demonstrate success in terms of the outcomes achieved for patients and service users.

Indicative Assessment Write a critical analysis of an aspect of service delivery in need of quality improvement. This should be contextualized within current policy(ies), as well as using relevant quality and leadership literature, and make recommendations for change that will enhance service delivery (4000 words; 100%) Facilitator: Mary Kirk Canterbury Campus Semester 2 [email protected]

Tuesday 29th January 2019 10:00 – 17:00


Tuesday 5th March 2019 10:00 – 17:00

Tuesday 26th March 2019 10:00 – 17:00

Tuesday 9th April 2019 10:00 – 17:00

Tuesday 30th April 2019 10:00 – 17:00

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Module Title Supporting People with Long Term Conditions

**NOT BEING OFFERED THIS ACADEMIC YEAR** Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Module Aims The aim of this module is for students to develop the understanding, knowledge and skills to confidently support people with long term conditions Learning Outcomes By the end of this module students should be able to:

1. Analyse the factors that influence the health and wellbeing of individuals with long term conditions using a person centred and compassionate approach;

2. Demonstrate leadership and understanding of how positive cultures promote person centred care; enable independence, autonomy and choice;

3. Evaluate the processes and frameworks that support collaboration and integration of services and deliver available resources safely and effectively.

Indicative Assessment The production of a resource for practitioners which supports the development of understanding, knowledge and skills to deliver effective care in partnership with people with long term conditions (4,000 words equivalent; 100%).

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Module Title Systemic Anti Cancer Therapy Credit Rating 20 credits (10 ECTS) & Duration 30 hours blended learning / academic direction

170 hours work based learning & independent study Module Aims The aim of the module is to prepare practitioners to administer and care for individuals receiving Systemic Anti‐Cancer Therapy (SACT). The SACT Administration Pathway aims to develop the student’s ability to safely deliver systemic anti‐cancer therapy and provide appropriate supportive care to the patient and their significant others. Students undertaking this pathway will be expected to complete the Skills for Health (2011) Competencies for Chemotherapy: CHEM 1, 7, 8, 13 and 191. Learning Outcomes By the end of this module students should be able to: 1. Examine the pharmacology of SACT and consider this in relation to the rationale for

treatment delivery 2. Analyse the psychosocial impact of Systemic Anti‐Cancer Therapy on patients and their

family. 3. Critically examine assessment and management strategies for patient centred SACT

problems. 4. Demonstrate achievement of the Skills for Health Competencies for the delivery of

systemic anti cancer therapies and the subsequent supportive care requirements Indicative Assessment Both elements of the assessment have to be passed in order to pass the module. A written portfolio of evidence to include, for example:

1. An examination of one systemic anti‐cancer therapy regime, including pharmacology and side effects

2. a written critical analysis of research based evidence

The portfolio will be marked as a single piece of work (2,000 words equivalent; 50%) An Ongoing Record of Achievement (2,000 words equivalent; 50%; pass/fail). Facilitator: Paula Kuzbit Canterbury Campus Semester 2 [email protected]

Saturday 16th February 2019 09:00 – 17:00

Saturday 16th March 2019 09:00 – 17:00

Saturday 6th April 2019 09:00 – 17:00

Saturday 4th May 2019 09:00 – 17:00

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Module Title Systemic Anti Cancer Therapy Supportive Care Level 6 Credit Rating 20 credits (10 ECTS) & Duration 30 hours blended learning / academic direction

170 hours work based learning & independent study Module Aims The aim of the module is to prepare practitioners to support individuals receiving Systemic Anti‐Cancer Therapy (SACT). The SACT Non‐Administration Pathway aims to develop the student’s ability to provide information and supportive care to the person receiving systemic anti‐cancer therapy and their family. Students undertaking this pathway will formulate practice competencies in collaboration with module tutor and work place assessor. Learning Outcomes By the end of this module students should be able to:

1. Examine the pharmacology of SACT and consider this in relation to the rationale for treatment delivery

2. Analyse the psychosocial impact of Systemic Anti‐Cancer Therapy on patients and their family.

3. Critically examine assessment and management strategies for patient centred SACT problems.

4. Demonstrate clinical competence in the informational and supportive care needs of patients undergoing SACT.

Indicative Assessment Both elements of the assessment have to be passed in order to pass the module. A written portfolio of evidence to include, for example:

1. An examination of one systemic anti‐cancer therapy regime, including pharmacology and side effects

2. a written critical analysis of research based evidence

The portfolio will be marked as a single piece of work (2,000 words equivalent; 50%) An Ongoing Record of Achievement (2,000 words equivalent; 50%; pass/fail). Facilitator: Paula Kuzbit Canterbury Campus Semester 2 [email protected]

Saturday 16th February 2019 09:00 – 17:00

Saturday 16th March 2019 09:00 – 17:00

Saturday 6th April 2019 09:00 – 17:00

Saturday 4th May 2019 09:00 – 17:00

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Module Title Urgent and Emergency Care **NOT BEING OFFERED THIS ACADEMIC YEAR**

Credit Rating 20 credits (10 ECTS credits) & Duration 30 hours academic direction 170 hours work‐based learning & independent study Pre‐Requisites Practitioners should have a minimum of one year post

qualification experience and currently be working within an urgent or emergency care context.

Module Aims The aim of the module is to facilitate knowledge acquisition of current literature, policies and documents integral to urgent and emergency care provision and contextualise these within student’s practice arenas. Learning Outcomes By the end of this module students should be able to: 1. Critically reflect on personal effectiveness as part of a multi‐professional team and identify future learning development in relation to the care of clients within an urgent or emergency care context. 2. Scrutinise current evidence and research from both the UK and international arena, in order to inform best practice in the fields of urgent and emergency care. 3. Critically analyse the complex issues surrounding the modernisation of emergency health care and contextualise this within own area of practice. Indicative Assessment A briefing paper, topic to be identified by the student, which has relevance to and impact on their working environment, with an annotated bibliography. (4000 word equivalence; 100%)

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Public Health Programme Linked Modules **AWAITING CONFIRMATION OF DATES FOR ALL PUBLIC HEALTH LINKED MODULES**

Module Title Health Education and Children Credit Rating 20 credits (10 ECTS credits) & Duration 40 hours academic direction 160 hours work‐based learning & independent study Module Aims The module aims to provide an opportunity for students to examine the health of children from birth to 11 years, and examine strategies for improving their health using the principles and practice of health education within the wider framework of health promotion/public health.

Learning Outcomes By the end of the module students should be able to:

1. use theories of child development and current evidence to propose an effective

health education strategy with children, within a wider health promotion/public health framework;

2. critically discuss the role of research in understanding children’s health and wellbeing at an individual, community or national level;

3. confidently and critically apply key theories and models to the planning and evaluation of health education interventions;

4. analyse and communicate an example of current ‘real world’ practice which seeks to promote the health and wellbeing of children using health education as part of, or all of, the work, in an effective and clear manner.

Indicative Assessment An essay which demonstrates application of learning to professional practice. For example planning and/or evaluating a health education initiative in the workplace. (4000 words; 100%) Facilitator: Canterbury Campus Semester [email protected]

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**AWAITING CONFIRMATION OF DATES** Module Title Mental Health Promotion Credit Rating 20 credits (10 ECTS credits) & Duration 40 hours academic direction 160 hours work‐based learning & independent study Module Aims The module aims to broaden and deepen students’ understanding of the concepts of mental health and well‐being. It also aims to contribute to students’ working practice by exploring, debating and evaluating a variety of means to improve and promote mental health and well‐being in their workplace setting. Learning Outcomes By the end of the module students should be able to:

1. critically discuss some of the philosophical ideas about holistic health and reflect upon the meaning of mental health and wellbeing nationally and globally;

2. understand how to promote positive mental health and well‐being; 3. critically discuss in depth the contribution that mental health promotion could make

to a particular workplace setting through complementary therapies, spirituality across the global spectrum or changing the physical and social environment to improve mental health and well‐being;

4. evaluate a variety of ways to improve and promote mental health and well‐being in a particular setting through the use of the arts and humanities.

Indicative Assessment An essay focusing on mental health promotion theory (1,600 words; 40%) AND An essay about promoting mental health and wellbeing in the workplace (2,400 words; 60%) Facilitator: Adele Phillips Canterbury Campus Semester [email protected]

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**AWAITING CONFIRMATION OF DATES** Module Title Health and Work Credit Rating 20 credits (10 ECTS credits) & Duration 40 hours academic direction 160 hours practice learning & independent study Module Aims The module aims to provide students with the opportunity to explore, in depth, the contemporary political, social and contextual factors that influence health and wellbeing in the workplace. The module will allow students to focus on health promotion within their own workplace, and to understand how health may be maintained or improved. Learning Outcomes By the end of this module students should be able:

1. To understand the political and social contexts of health and work in the UK; 2. To critically evaluate theory, best practice and the underpinning legislation that

influences health and wellbeing at work; 3. To evaluate the positive and negative impacts of work on health and wellbeing; 4. To critically assess the contemporary issues that impact on health at work. 5. To critically apply health promoting strategies to improve workplace health

Indicative Assessment A critical evaluation of a health issue, normally observed in the student’s workplace, that impacts on workers’ health. It will include an analysis of its actual or potential health impact and an evaluation of existing or proposed strategies for managing it from a public health/health promotion perspective. (4000 words) weighted at 100% Facilitator: Tristi Brownett Canterbury Campus Semester [email protected]

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**AWAITING CONFIRMATION OF DATES** Module Title Physical Activity and Health Credit Rating 20 credits (10 ECTS credits) & Duration 40 hours academic direction

160 hours work‐based learning & independent study Module Aims The module aims to provide the opportunity for the student to gain greater understanding of the physiological and psychological outcomes of physical activity and its behavioural base, with a focus on its use as an intervention in the promotion of health, including use in both primary and secondary prevention of disease at both national and international levels. The module aims to provide the student with the opportunity to develop knowledge of the process of planning, implementing and evaluating physical activity interventions at the individual, group and community level. Learning Outcomes By the end of the module students should be able to:

1. Develop a critical awareness of both the importance of physical activity from a

public health perspective and the impact of public health physical activity initiatives in the UK and around the world;

2. Demonstrate a critical understanding of the role that physical activity plays in promoting the health and wellbeing of different populations (children, older adults, ethnic minorities, etc.) and within different settings, within the UK and globally;

3. Critically evaluate the evidence for health outcomes associated with physical activity and sedentary behaviour;

4. Critically appraise the key principles, approaches and outcomes of existing interventions for physical activity promotion;

5. Understand and apply epidemiological principles and terminology relating to physical activity and sedentary behaviour.

Indicative Assessment An essay outlining the role and scope of physical activity in the development of health and wellbeing and also in the effective primary and secondary prevention of illness and disease. (4,000 words; 100%) Facilitator: Gail Sheppard Canterbury Campus Semester [email protected]

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**AWAITING CONFIRMATION OF DATES**

Module Title Principles of Epidemiology Credit Rating 20 credits (10 ECTS credits) & Duration 40 hours academic direction

160 hours work‐based learning & independent study Module Aims The aim of the module is to introduce students to the field of epidemiology so they may understand how it relates to the practice of health promotion and public health. It aims to provide the opportunity for the student to gain greater understanding of the approaches for describing patterns of disease frequency and identifying factors that cause diseases in groups of people and will include the methods commonly used in epidemiology in order to evaluate them. Learning Outcomes By the end of the module students should be able to:

1. Demonstrate knowledge and critical understanding of the concepts, principles and

methods of epidemiology; 2. Demonstrate an understanding of the epidemiological approaches used to measure

health, illness and disease in human populations; 3. Identify key sources of population health data and select an appropriate study design

to address a specific epidemiological question; 4. Critically evaluate the contribution that epidemiology can make to global population

health, and the formation of public health policy and health promotion interventions. Indicative Assessment An essay examining the contribution of epidemiology to health promotion and public health, using a health issue of the student’s choice as an example with which to illustrate the extent of the problem and the various approaches used to identify this issue within populations. (4000 words; 100%) Facilitator: Dr Rajeeb Sah Canterbury Campus Semester [email protected]

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**AWAITING CONFIRMATION OF DATES** Module Title Public Health Nutrition Credit Rating 20 credits (10 ECTS credits) & Duration 40 hours academic direction 160 hours work‐based learning & independent study Module Aims The aim of the module is to understand how public health nutrition can promote good health through the primary prevention of nutrition‐related illness, using the science of dietary analysis combined with public health research and practice.

Learning Outcomes By the end of the module students should be able to:

1. assess an individual’s nutritional health by analysing their diet within a holistic

assessment of their lifestyle, and make evidence‐based and realistic recommendations for improvement using health promotion principles;

2. apply and extend their previous learning to have a deep understanding of the wide range of political, economic, psychological and social factors which affect people’s food choices in the UK;

3. demonstrate a good understanding of nutrients and how they relate to the aims and practise of public health nutrition;

4. understand the contribution of public health nutrition to the prevention of major public health concerns in the UK.

Indicative Assessment An assessment of an individual’s nutritional status, including a dietary analysis (2,000 words, 50%) AND An essay about how a community nutritional assessment would be carried out (2,000 words, 50%) Public Health Nutrition MCDSH3PHT (3S1) Facilitator: Sally Robinson Canterbury Campus Semester [email protected]

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**AWAITING CONFIRMATION OF DATES** Module Title Sex and Relationships Education Credit Rating 20 credits (10ECTS credits) & Duration 30 hours academic direction 170 work‐based learning and independent study Module Aims The aim of this module is to enable students to develop the expertise, knowledge and skills to become professionally competent and confident in communicating sensitively on matters concerning sexual health and emotional wellbeing to young people. Learning Outcomes By the end of this module students should be able to: 1. Communicate sensitively on matters concerning sexual and emotional health to young

people recognising own sexual belief system and how this may affect quality of communication;

2. Evaluate initiatives which have been used to teach sex and relationship education and self‐awareness to young people both in and out of school settings;

3. Analyse critically the internal and external influences which contribute to the complexities of young peoples’ sexual health and emotional well‐being;

4. Explore and implement innovative ways in which all young peoples’ sexual and relationship health can be maintained.

Indicative Assessment Production of a health promotion resource (2,000 words equivalence; 50%). AND A critical evaluation of the evidence underpinning the health promotion resource (2,000 words; 50%). Sex and Relationship Education MCDSH3SRE (3S1) Facilitator: Carol Robinson Canterbury Campus Semester [email protected]

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**AWAITING CONFIRMATION OF DATES** Module Title Substance Misuse & Health Credit Rating 20 credits (10 ECTS credits) & Duration 40 hours academic direction 160 hours work‐based learning & independent study Module Aims The module aims to examine substance use and misuse from a biopsychosocial perspective. It aims to provide students with an understanding of how substance misuse can pose harm and to critically examine how substance misuse is perceived and addressed in the UK and internationally. Learning Outcomes By the end of the module students should be able to:

1. Demonstrate knowledge of different types of substances that are commonly used, routes of administration into the body and their effects on people’s health and wellbeing;

2. Develop an understanding of why people misuse substances by critically discussing theories of substance misuse;

3. Critically examine how problems relating to substance misuse are approached in the UK and internationally with respect to: treatment and health care services, policies and strategies, legislation and the criminal justice system;

4. Critically reflect on their personal values with respect to substance misuse and people who misuse, considering the evidence base and wider ethical contexts.

Indicative Assessment An essay which demonstrates a critical evaluation of at least one dimension of professional practice, in relation to substance use and misuse. (4000 words; 100%) Substance Misuse and Health MHSMD3SMH (3S2) Facilitator: Adele Phillips Canterbury Campus Semester [email protected]

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MSc Level 7 Provision

The following modules will be available for Level 7 students alongside those studying at level six.

Please contact canterbury‐[email protected] Advancing Knowledge and Skills for Neonatal Care Cancer Care Cardiac Arrhythmias and 12‐lead ECGs Caring for the Acutely Ill Adult Complex Knowledge and Skills for Neonatal Care Heart Failure Introductory Knowledge and Skills for Neonatal Care Negotiated Learning Psychosocial Assessment and Interventions for Anxiety and Depression Psychosocial Interventions for Severe Mental Health Problems Supporting People with Long Term Conditions Systemic Anti‐Cancer Therapy All students wishing to undertake level 7 studies must be interviewed by the MSc

programme team before being accepted onto the modules.

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2018/19 Return to Practice Taught Dates

Return to practice (Sept18) Return to Practice (April 19) 17th September 29th April 1st October 13th May 15th Oct 3rd June 29th Oct 17th June 12th November 1st July 26th Nov 5th July Please note: You will be expected to undertake the equivalent of one directed study day (6 hours) using on‐line resources on alternate weeks. You may be expected to use the library on these days.

CANTERBURY CHRIST CHURCH UNIVERSITY FACULTY OF …...1.Contact UK Naric on and send a copy of your highest qualification so that they can compare this to the international qualifications

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