Critical Care Programme - Manchester Metropolitan University · The existing critical care programme does not meet the needs of critical care nurses or acute care nurses. The two

FACULTY OF HEALTH, PSYCHOLOGY AND SOCIAL CARE

DEPARTMENT OF NURSING

CRITICAL CARE PROGRAMME

Programme Specification

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

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Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 12 May 2016

2 Effective date of Approved/Reviewed Programme Specification: eg1 September 2015 ‐31 August 2021

1 September 2016 – 31 August 2021

3 This Version effective from: 1 September 2017

4 Version number: 2016 / version 2

Students who commenced their study on awards within this programme specification prior to 1st September 2016 should refer to the previous version of the programme specification published on the CASQE website.

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section G (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

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_________________________________________________________________________________________________________________________________ CASQE Page 1 of 35 Programme Specification

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

Critical Care Programme

2 Brief Summary

This Critical Care programme offers academic recognition for professional skill acquisition within a Critical Care environment. It consists of two competency‐based units; a core ‘The fundamentals of critical care nursing unit’ (30 credits), which focuses on developing core knowledge and skills when caring for patients within critical care setting, that is care levels 2‐3* (Intensive Care Society, 2015). A second unit, ‘Advancing Critical Care nursing’ (30 credits) will further develop student’s knowledge and skills* (See competency Document p.7 for details). A third optional unit termed ‘Acute Illness recognition’ (20 credits) will be available to practitioners working within less acute areas, caring for level 0‐1 patients. Students will attend the Critical Care Skills Institute (CCSI) for eight study days in each of the critical care units. The subject matter will explore historical and contemporary issues in critical care; anatomy & physiology, pathophysiology, assessment & management of critically ill patients; including exploration of current evidence base underpinning care. The programme will be delivered by Practice Based Educators based at the CCSI and externally validated by MMU. The programme is offered at academic levels 6 and 7 and assessed on a 50% theory and 50% practice basis. Students must achieve both academic and practice components in order to achieve a pass. Both units must be undertaken in order to achieve either the Certificate in Professional Studies in Critical Care (academic level 6) or Postgraduate Certificate in Critical Care (academic level 7) award. Students undertaking the ‘Acute Illness recognition’ only, will exit following completion of this unit, with certification from the CCSI. The programme is currently funded by Health Education England, North West.

3 Awarding institution Manchester Metropolitan University

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4 Home Faculty

Faculty of Health, Psychology and Social Care

5 Home Department/ School/ Institute

Department of Nursing

6 UCAS/GTTR code(s) .

N/A

7 Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Honours (Level 6) Masters (Level 7)

8 Alignment with University Curriculum Framework University Curriculum Frameworks

Flexible Curriculum Framework

9 Engagement with the University‐wide provision (eg Uniwide Language, EdLab)

Uniwide is not available for Externally Validated programmes

10 Compliance with University Assessment Regulations University Assessment Regulations

Undergraduate and Taught Postgraduate

11 Approved Variations/Exemptions from University Assessment Regulations University Assessment Regulations

Variation to UG Assessment Regulations B4 and B9, Taught PG Assessment Regulations B4 and B8: Where units have an assessment of practice via a competency framework, this is marked on a pass/fail basis, and students must pass each of the individual competencies. Students must achieve a pass in the practical competency component and 40% (level 6) or 50% (level 7) in the academic component, to successfully pass the unit. Providing the competencies are passed, the mark awarded will be mark from the academic component. For all units all elements of assessment must be passed. Variation to UG Assessment Regulations B10, Taught PG Assessment Regulations B9: No compensation will be permitted in any of the units on the programme.

12

Relationship with Faculty Foundation Year

N/A

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Awards

13 Final award title(s)

Certificate in Professional Studies in Critical Care Postgraduate Certificate in Critical Care

14 Combined Honours

There is no Combined Honours provision within this programme specification

14a

(i) Combined Honours Awards available eg:

BSc/BA (Hons) AB

BSc/BA (Hons) AB and XY

BSc/BA (Hons) AB with XY (ii) Single Honours Awards available

through Combined Honours (ie Named Awards)

(iii) Approved Subject Combinations

administered by this Programme Specification (ie “home” combinations)

N/A

14b Approved Subject Combination administered by other Programme Specifications .

Approved Combination Home Programme Specification & Home Dept

N/A N/A

15 Interim exit awards and Subject title(s)

‘Fundamentals of critical care nursing’ ‐ students may exit this with a certificate of competence from the CCSI. ‘Acute Illness Recognition’ – students may exit following this unit with certification from the CCSI.

Arrangements with Partners

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

Greater Manchester Critical Care Network

External validation

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17 Articulation Arrangements with Partners

Partner Name Details of Arrangements

N/A

Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award of any route within the programme specification

None

19 Date, outcome & period of approval of last PSRB approval/accreditation

N/A

Approval Status

20 Date and period of approval of most recent MMU review/ approval

(i) Date of Latest review/approval 12th May 2016

(ii) Length & Dates of Period of approval given In (i) above:

Years: 5 years From: 1 September 2016 To: 31 August 2021

(iii) Major Modifications to Programme

Specification since last review/approval ‐none

21 Next Scheduled Review Date:

2020/21

22 Programme Specification effective date:

September 2017

SECTION B ‐ OUTCOMES

23 MMU Graduate Outcomes

On successful completion of their course of study MMU graduates will be able to:

GO1. apply skills of critical analysis to real world situations within a defined range of contexts;

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GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self‐management;

GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;

GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;

GO5. manage their professional development reflecting on progress and taking appropriate action;

GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary

field. NB the above align to the Employability outcomes on the unit specification

24 Programme Rationale

The existing critical care programme does not meet the needs of critical care nurses or acute care nurses. The two areas are distinct, as are their learning needs. The development of a new critical care programme that focuses purely on critical care will allow nurses working in high dependency and intensive care areas to study this specialty. Additionally, the increasing number of masters’ level students is a driver to studying the subject in a focused and comprehensive manner, by utilising time to explore the wider generic issues / developments that affect the development and delivery of critical care services, rather than spending this time exploring acute care. Practitioners caring for patients with acute care illness are better served by a separate unit that allow them to focus on the recognition and management of acute illness deterioration within clinical areas level 0‐1.

25 QAA Benchmark Statement(s) QAA Benchmark Statements are available from the QAA website

The general QAA Benchmark statements for Master’s level study QAA (2010) have been used as the QAA (2001) Nursing benchmark statements relate to nursing at the point of registration. All nurses accessing this programme will already be qualified nurses with experience in practice. No specific Master’s level benchmarking criteria yet exists for nursing. The programme is benchmarked against the National Standards for Critical Care Education’ (2012).

26 Programme Specific Outcomes

(a) Final Award Learning Outcomes

On successful completion of CPS Critical Care students will be able to:

PLO 1. Competently provide safe, efficient and effective care to critically ill patients (stage 1‐3 competencies); PLO 2. Apply the theories underpinning anatomy, and pathophysiology in the context of nursing patients with critical illness;

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PLO 3. Apply appropriate evidence‐based theory to underpin and rationalise the delivery of nursing in critical care; PLO 4 Analyse the contemporary issues influencing the delivery of critical care services.

On successful completion of PgCert Critical Care students will be able to:

PLO1. Competently provide safe, efficient and effective care to critically ill patients (stage 1‐3 competencies); PLO2. Critically evaluate the disease process and related nursing management to complex critical illness; PLO3. Evaluate the evidence‐based theory from a wide range of contemporary sources to support their clinical judgements and decision‐making; PLO4. Critically articulates complex contemporary issues, developing original solutions, which support the development of critical care practice.

On successful completion of Acute Illness Recognition unit students will be able to:

PLO1. Competently provide safe, efficient and effective care to acutely ill patients;

PLO2. Apply the theories underpinning anatomy, and pathophysiology in the context of nursing patients with acute illness; PLO3. Apply appropriate evidence‐based theory to underpin and rationalise the care delivery in the acute setting.

(b) Combined Honours Learning Outcomes N/A

(c) Pass Degree Learning Outcomes N/A

27 Interim Award Learning Outcomes

On successful completion of the Fundamentals in Critical Care Nursing level 6 students will be able to:

PLO 1. Competently provide safe, efficient and effective care to critically ill patients (stage 1‐2 competencies); PLO 2. Apply the theories underpinning anatomy, and pathophysiology in the context of nursing patients with critical illness; PLO 3. Apply appropriate evidence‐based theory to underpin and rationalise the delivery of nursing in critical care;

On successful completion of the Fundamentals in Critical Care Nursing level 7 students will be able to:

PLO1. Competently provide safe, efficient and effective care to critically ill patients (stage 1‐2 competencies);

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PLO2. Critically evaluate the disease process and related nursing management to complex critical illness; PLO3. Evaluate the evidence‐based theory from a wide range of contemporary sources to support their clinical judgements and decision‐making;

SECTION C – STRUCTURE

28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co‐requisites) potential entry/exit points and progression/award requirements

The Critical Care Programme (CCP) consists of 60 credits at level 6 or 7. It is taught and delivered at the Critical Care Skills Institute. Students enrolling on the programme will be required to hold a nursing qualification/registration and be working within high dependency or critical care. They will attend on a part time basis, 1‐2 study days per month. Students will complete the ‘Fundamentals of Critical Care Nursing’ unit (30 credits) first and then normally be expected to continue on to complete the ‘Advancing Critical Care Nursing’ unit (30 credits) leading to the award of a Certificate in Professional Studies in Critical Care at Level 6, or Postgraduate Certificate in Critical Care for Level 7 students. Each unit lasts 6 months and therefore students will normally complete the CCP within 12 months. NB 50% of the credits are derived from the achievement of their clinical competencies. The competencies are assessed on a pass / fail basis. Whilst currently students are funded on the complete programme, the units can also be studied on a stand‐alone basis. Students who successfully complete the ‘Fundamentals of Critical Care Nursing’ unit will receive a certificate stating their achieved level of competence from the CCSI. CCP students at level 6 are able to RPL onto the BSc (Hons) Contemporary Health Practice. Level 7 students can access the MSc Professional Practice Development via an existing advanced standing. The Acute Illness Recognition unit is available as a stand‐alone unit. The students accessing this unit will be working in clinical areas caring for acutely ill patients (not critically ill). It consists of 20 credits and is available at level 6 only, all taught and delivered at Critical Care Skills Institute. Students will attend on a part time basis, 7 taught study days over a 6‐month period. Successful completion of the Acute Illness Recognition will result in students receiving a certificate of achievement from the CCSI.

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session. Level 6 Certificate in Professional Studies in Critical Care

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Core Units

Code Occ Status

Unit Title No of credits

2CP3D975 9 & 2 N/A Fundamentals of Critical Care Nursing 30

2CP3D976 9 & 2 N/A Advancing Critical Care Nursing 30

On successful completion of Level 6 – Final exit award: CPS Critical Care

Option Units Choose from options listed

2CP3D977 9 & 4 Acute Illness Recognition 20

The Acute Illness Recognition unit is available as a stand‐alone unit. Successful completion of the Acute Illness Recognition will result in students receiving a certificate of achievement from the CCSI.

Level 7 Postgraduate Certificate in Critical Care

Core Units

Code Occ Status

Unit Title No of credits

2CP3D985 9 & 2 N/A Fundamentals of Critical Care Nursing 30

2CP3D986 9 & 2 N/A Advancing Critical Care Nursing 30

On successful completion of 60 Level 7 credits: PG Certificate Critical Care

SECTION D ‐ TEACHING, LEARNING AND ASSESSMENT 29 Articulation of Graduate Prospects

Students already employed within their critical care areas and supported by their employers. The CCP will enhance student’s development and career progression within this speciality of nursing. The CCP qualification is transferrable throughout the UK. Intensive care staffing standards require that 50% of the nursing workforce possess this qualification.

30 Curriculum Design

The curriculum of the critical care programme is designed to meet the National Standards for Critical Care Nurse Education (2012)

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Curriculum Design The curriculum is designed to equip students with the underpinning knowledge and skills required to work within critical care. A key function of the course is to support the development of staff to ensure they continue to be fit for purpose and competent to deliver quality care to the critically ill patient. A key focus of the curriculum is to develop nurses who have clinical skills that are underpinned by academic practice, evidence based practice and clinical reasoning. Ensuring patient safety and high quality patient care are core drivers and this is accomplished by underpinning practice with evidence based theory. The units are designed to give equal weighting to clinical skill acquisition and theoretical knowledge. An essential component of this practice‐based programme is the assessment of clinical competence. The programme aims to develop the student as a critical thinker, stimulating an analytical approach to clinical practice and encourages students to drive forward their own and others’ clinical practice. The programme will promote learner empowerment – actively involving students in learning and professional development and processes of ‘co‐creation’ that challenge and create scholarly confidence (Ryan and Tilbury 2013). The focus on evidence‐based research throughout the programme will ensure practitioners deliver care based on the current best practice. Students will have diverse backgrounds, sharing knowledge and experiences which is seen as important to stimulate debate and practice development. The collaboration with Greater Manchester Critical Care Network, who are the leaders in the provision of Critical Care training, fits well with our strategic mission to be the UK's leading University for World Class professionals. The CCSI has a national profile and has educational and clinical lead representation within all the local NHS Trusts and NHS Northwest. Option Units Option units listed in the curriculum structures (section C28 above) are all approved for delivery, but may not all run in any one academic session.

31 Learning and Teaching

Teaching strategy – is the same for all units. Various modes of teaching will be employed throughout the units to meet different learning styles and engage all students. Critical Care Practice Based Educators will facilitate education, based upon a constructivist pedagogy will explore the changing evidence base and critical care environment. Students work in critical care unit across the region and learning will seek to recognise and embrace these diverse experiences with a focus individual and group reflection and discussion of current issues that present within Critical Care. Students will share the richness of their previous and current experience and practice. This peer‐to‐peer learning is a corner stone of the programme’s learning and teaching philosophy. Students are experienced practitioners and there is already a strong emphasis on reflective practice. To support the development of critical thinking skills and self‐awareness the programme

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will provide students with the opportunity to develop professionally within a supportive environment (Burns and Bulman 2000) and (Carollet al 2002). Case studies, discussion, and simulation will engage students in applying and evaluating their critical thinking and decision‐making skills (Eshach and Bitterman, 2003) developing knowledge and skills relevant to practice. The use of case histories and simulation that recognised as effective techniques in developing critical thinking and linking theory to practice and will provide a forum for exploring and applying nursing knowledge and skills(Karami et al, 2012; Malesela,2009). All students will be treated as individual practitioners throughout the programme and therefore, the range of teaching techniques to support learning and development needs will include:

Work based learning

Theoretical lectures

Case histories

Simulation

Group workshops

Self‐directed study Individual tutorials

Degree and masters level students are taught the same core teaching on the study days. They will be supported with their academic development on an individual basis, via tutorials / one to one academic support. Masters and degree level students will also receive tailored group sessions to support their learning.

32 Assessment

Critical Care Programme The assessments for each unit are designed to demonstrate that all the academic and practice learning outcomes have been achieved. Formative assignments This is provided in the form of group tutorials / submission of formative assignments with feedback from tutors, to facilitate shared discussions of student’s presentations and case studies are timetabled in both units. All PBE have recognised tutor status. Practice Based Educator support in clinical practice to monitor progress with competencies Course specific regulation There is a course specific requirement that students must attend a minimum of 80% of the CCSI unit study days. Students will not be able to successfully complete each unit until they have met this requirement. This is a CCSI requirement, not MMU, as students are funded to attend the study days. The CCSI Administrator will produce a record of absence for any student who falls below this threshold for attendance at the end of each yearly quarter. These students and the programme lead will then be informed of the need to Make up Theory Hours. The student will then be required to:

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Identify the dates of missed theory and which units they relate to.

See the Programme lead and Practice Based Educator (PBE), who will identify what work is required to ensure the student meets the learning outcomes for the theory that they have missed. The PBE will identify if additional support is required by the student at this point relating to their sickness and absence.

Complete the work allocated by the programme lead and ensure ‘making up theory form’ is signed and submitted to the programme lead and CCSI administrator

Summative assessments This is aligned to the learning outcomes of the programme (see unit specifications), and the learner’s progression towards achievement of these. Summative assessment, therefore, will be at the end of the unit of study. Summative assessment will be assessed using criterion referencing, and therefore based upon the learner’s individual achievement when attempting to meet prescribed learning outcomes. Feedback will identify areas for general academic development. A range of academic assessment methods will support the development of a range of key skills academic and practice knowledge and skills.

Reflective Case Study (written) Presentations with oral questioning Clinical Competencies

Academic component The use of ‘case studies’ allow the students to reflect on their practice, exploring the evidence underpinning this, therefore assisting upon their work‐based learning. The first unit utilises a written assignment, whilst the second unit assesses student’s knowledge using a presentation. This assessment format using presentations will allow practitioners to share their knowledge and experience with their peers, enhancing group learning. Additionally, academic level 6 & 7 students will present together, allowing students at different levels to learn from each other. The assessment grading criteria for the programme are provided below. Grading Criteria The quality of the academic submissions will be assessed against the university standard descriptors for level 6 or 7 (as applicable) Practice Portfolio This includes the clinical competencies (Steps 2‐3), which are assessed mentors in clinical practice and provide a basis for achieving a consistent standard of clinical performance and development. Students who undertake either academic level of study must achieve all of the competencies in order to successfully complete each unit. This process for assessment is clearly defined within the Student Handbook. As part of the Fundamentals unit, students are also required to complete an MCQ to demonstrate sufficient knowledge of anatomy and physiology to underpin their clinical practice. This will include provision of a rationale for level 7 students. The MCQ will be marked on a pass/refer basis. Acute Care Unit The practice component will be assessed within a high fidelity simulation to mimic the acute care environment. Each student will be assessed with an acute scenario. Performance will be measured using structured criterion referenced format, with outcome recorded on pass/ refer basis. The

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academic component will be assessed by standardised oral questions, with responses graded against the graduate outcomes. These assessments will be performed by the CCSI PBE supported by ULL from MMU.

33 Inclusive Practice

The programme team believe that diversity within the student body is desirable and enhances the

learning experience for all. However, it is recognised that this presents a challenge for learning,

teaching and assessment. In order to meet this challenge, a wide variety of learning, teaching and

assessment approaches are used to optimise the experience for all. This is pivotal to the success of

the programme and the students who study within it. Programme policies or guidance issued to

students are clear and apply to all and any new polices will be impact assessed to ensure they are

fair and do not discriminate or disadvantage any student.

The programme team ensure that any student with a disability or an identified learning need is

initially met by their personal tutor to discuss their needs and then followed up by their personal

tutor. Whilst they may have a personal learning plan (PLP) in place, this is discussed with the student

and any issues related to practice will be referred to their Practice Based Educator. The student will

be encouraged to disclose any learning needs to their practice mentor but confidentiality is

respected if they choose not to disclose.

All content is available on the CCSI website prior to the sessions so that all students can access it, modify, download etc. A range of activities will be delivered both in terms of content and assessment and support will be available for all students. Peer review of teaching is mandatory within the programme to ensure all staff are inclusive in their practice and actively seek opportunities to include all students in discussion regardless of the content. Scenarios and resources used within the curriculum are designed to reflect the diverse nature of both the student group and the communities they will encounter in practice. Staff consider the needs of all students when setting dates for specific events or assessments and will consider any reasonable request for changes to dates should they be made. Whilst the content of the curriculum is considered carefully from a cultural and value base perspective it is important that students are able to discuss a wide range of issues which may often challenge their own values and they must be able to respect and value diversity in order to become compassionate, safe and effective practitioners. All staff have undertaken equality and diversity training within their work environment and are registered nurses so have a professional responsibility to ensure they practice in an anti‐discriminatory manner encouraging students to develop the same attributes and understand their responsibility to those individuals or families in their care. The inclusion of service user’s perspectives is an important part of the curriculum and is encouraged in a number of ways including patient stories and videos. Providing Student Feedback and Evaluation on Assessment Each student will be allocated a

personal tutor, which will be one of the Practice Based Educator team. Pastoral support and

progression monitoring will be the responsibility of the personal tutor. Students studying this

programme at Degree and Masters will be taught together during the study days. This will provide

opportunities for shared learning and networking, which we anticipate, will benefit both groups and

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increase the opportunity for sharing ideas and valuing diversity. NB Masters and degree level

students will receive separate bespoke academic support. On induction, students are provided with

timetabled tutorials. The provision of feedback and evaluation is crucial in motivating and focusing

students.

The clinical competencies require regular assessments and the opportunity to document constructive feedback and action plan for further progression. All marking criteria have sections for markers to give detailed constructive and developmental feedback. In addition, written developmental feedback is provided to students on all written assignments. Students are encouraged to approach their academic tutors to discuss their feedback and to develop personal action plans. Students’ views are formally sought throughout the programme, at induction, after each study day and at the end of each unit. Student representatives feedback to their peers and attend the Programme Committee.

34 Technology Enhanced Learning

The Critical Care Skills Institute website has all programme materials, recommended reading, examples of assignments, articles etc. It is recognised that because the students are classified as ‘external students’ they have restricted access to MMU library resources. This has been managed by a number of measures: all students receive a library induction at MMU, which includes mapping of how to access a good range of academic journals; five copies of each book in the unit reading lists have been purchased and are available for loan through the MMU library. Additionally, students are encouraged to gain access to the NHS Athens online databases through their NHS Trusts. The programme team have a number of staff who have developed their capabilities in high fidelity simulation and the use of all levels of simulation has increased across the programme to support student development and practice in a safe clinical environment. Simulation is used to develop knowledge and practice in a range of clinical skills within both the skills laboratories and the simulation suites. High fidelity simulation is used to develop student’s ability to critically evaluate patient condition and to recognise acute illness alongside developing their ability to work effectively as part of a team developing leadership skill.

Students are encouraged to use technology within their presentations and support is offered in developing creative approaches enabling innovation whilst meeting the assessment criteria. Students and staff have used Skype and other communication and presentation applications to present ideas and the programme team are keen to develop both their capabilities and the students’ to enhance learning further.

35 Placement and/or Work‐based Learning Activities

Critical Care Programme

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All students must be already employed and working within an acute or critical care areas. The clinical placement will continue for 24 weeks, which is a sufficient duration for students to achieve these competencies.

The course involves a partnership between the CCSI and employers, and as a result, the achievement by students of professional clinical competence is a key theme that runs throughout the programme.

Specific work based learning outcomes are specified within the National Competency Framework for Adult Nurses in Critical Care (2015). It is clearly identified in each unit handbook that all these must all be achieved to a competent standard for students to be successful.

Placement areas are assessed by the CCSI prior to them commencing to ensure placements provide sufficient scope for students to achieve all their learning outcomes.

During this placement, students will be subject to their employer’s health and safety policies and procedures.

All placement areas are subject to formal educational audit every 2 years to ensure they are of sufficient standard and have sufficient resources to allow students to meet all their learning objectives.

Students will evaluate their placement at the end of each unit. This will be monitored and fed back to the Programme Committee.

Placement Learning allows students to link theory to practice and is seen as an enhancement to employability.

A key role to the success of students is that they have a mentor who can supervise and assess their development. Each student must have a named Mentor within the clinical environment.

Each student will also be allocated a Practice Based Educator (PBE), who will be responsible for monitoring his or her performance and providing ongoing support. PBE hold the following qualifications: CCP, Registered Nurse, BSc or MSc, PGCE. Acute Illness Recognition unit (assessment is via simulation within university)

All students must be already employed and normally working within acute care areas.

Placement Learning allows students to link theory to practice and is seen as an enhancement to employability.

36 Engagement with Employers

The course has been developed in partnership with and at the request of the Greater Manchester Critical Care Network. There will be an ongoing engagement with employers, working with the CCSI, and the Critical Care Network, which includes Lead nurses from Critical Care areas across Greater Manchester, working together to deliver a highly trained and educated acute and critical care workforce.

37 Personal Development Planning

Personal Development Planning (PDP) in the Critical Care programme will be facilitated by a portfolio of acquisition of clinical skills. This may include reflective accounts, a reflective journal or critical incident analysis. Students will have specific competencies that they must achieve. In this

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SECTION E ‐ PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

Critical Care Programme (CCP) The admission of a student to the CCP will be based upon the reasonable expectation that the student will be able to fulfil the objectives of the programme and achieve the standards set in order to be awarded the Certificate in Professional Studies / Postgraduate Certificate in Critical Care. In order to achieve this the following criteria apply: Students must:

Be on the NMC register working within an acute care environment to access the Acute Illness Recognition unit and a critical care environment (level 2‐ 3) to access the Critical Care Programme.

Have 12 months’ experience within critical care (level 2‐ 3).

Have successfully completed a locally agreed preceptorship, including completing Step 1 competencies as outlined in the National Critical Care Competency Framework (2015)

Work a minimum number of clinical hours during the course of the programme (18 hours per week).

40% of clinical practice hours should allow for contact with a mentor / supervisor over the duration of the programme. This will allow for supported clinical practice, review and assessment of personal progress for the duration of study.

Be able to demonstrate the ability to study at the chosen academic level. Masters level students will normally be expected to have a minimum of a 2:1 bachelor’s degree.

way, PDP is embedded throughout the programme both within practice and with an academic context. Students will have academic, professional and pastoral support and development planning from their Practice Based Educator/Personal Tutor. Students are expected to take responsibility for their personal development. An adapted version of Benner’s (1984) taxonomy helps to guide students and Mentors with the evaluation of skills during the assessment process. A set clinical practice goal for all students of becoming competent provides a standardised consistent focus. In collaboration with their assessor, students use the competency document to plan and evaluate their clinical progress. In order to assist their academic development students will be encouraged to use reflection to become more effective and independent in their learning and practice. Formative and summative assessments provide indicators of theoretical knowledge acquisition, key skills transferable skills, through which, individuals can be assisted to meet their current and future learning needs. This award will be a benchmark qualification for Critical Care employers within Greater Manchester. Students who complete the award will enhance their employability and meet local workforce needs.

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Provide the CCSI with formal recognition from their manager on their suitability for study and sponsorship.

Acute illness recognition

Be able to demonstrate the ability to study at the chosen academic level.

Normally working within an adult acute care environment NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on‐line prospectus.

39 Programme Specific Management Arrangements

Collaborative Partnerships The administrator at the partner organisation (CCSI) maintains regular contact with MMU administration, specifically the Programmes and Student Services Officers, and the ULLS to Update regarding changes to policies, regulations etc, and to enrol new students and complete any related data information in preparation for Exam Board and Programme Committee meetings. This communication is mainly via e‐mail and telephone conversations, however when required face‐to‐face meetings are arranged, such as to improve communication or to clarify roles and responsibilities of the teams. Further meetings are planned as required, at convenience to both organisations. Continuous Monitoring and Improvement This is updated regularly by programme lead and link tutor, the document feeds into the Programme Committee Meetings. The document also forms part of the annual report sent to Head of Nursing Board of Examiners Board of Examiners meet twice per year, the meeting is generally held at CCSI and adheres to MMU templates of agenda structure. Minutes taken are distributed by CCSI Administrator. These occur twice per year. Assessment Arrangements Assessments are in line with MMU Strategy for Learning, Teaching and Assessment. Marking of academic work is performed by a team of tutors at CCSI, with internal moderation by MMU staff. An external examiner is appointed by MMU. Students There are 2 inductions onto the critical care programme per year. Students are inducted onto the programme as a whole cohort (approx. 60) at MMU so they can feel part of MMU. Induction provided by CCSI staff, MMU link tutors, librarians and a student Learning Support Officer. Students views are sought at induction, midpoint and at the end of the programme to provide a strong and influential student voice. Dealing with complaints / Appeals

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Information on how to make complaints or appeal is provided in the student handbook and refers students to the MMU webpages. Any complaint or appeal CCSI request the form be sent to CCSI for signing by the programme lead who then passes this on to MMU student services and student services then liaise with the programme lead with outcomes or further information required. This process works well and communication between CCSI and student services ensures that correct procedures and processes are in line with MMU guidance. NB: see guidance on University’s Management of Programme Delivery

40 Staff Responsibilities

Collaborative Partnerships

Academic Partnership Activity This is an Externally Validated programme with support and guidance being offered from within the MMU Department of Nursing. Additional support will be available from the Faculty Senior Lecturers and the Faculty Quality Officer. CCSI defined roles and responsibilities:

The Practice Based Educator

Responsibilities

The Practice Based Educator will: Facilitate learning opportunities for Programme Learners Offer support and advice to Mentors and Learners Help identify Mentors for each Learner Clarify any discrepancies with the Programme and feedback

to Practice Educator Forum Meetings/Unit Manager Oversee the assessment process and monitor Learner

feedback

The Senior Nurse/Unit Manager

Responsibilities

The Line Manager will: Support Learners, Mentors and the Practice Based Educator

in delivering the programme Support the learner with internal / external training Link with the Practice Based Educator and internal Critical

Care Group to monitor the impact of the Programme on service delivery

The Mentor Responsibilities

The Mentor will: Possess a clear understanding of the Mentor process and

attend the Mentor Workshop Act as a role model for the Learners Offer advice and support when required Ensure the summative assessment of clinical practice is

appropriately completed and recorded in the Competency Document

Facilitate the completion of open learning materials e.g. workbooks and reflections

Liaise with other Mentors, Practice Based Educator and the Ward/Unit Manager as required

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Source: CCSI Competency Document Mentors must be;

Clinically competent within their field of practice*

Hold a mentorship qualification

Have attended the Critical Care Skills Institute mentors study session (1/2 day). There is a wide and established network of over 600 Mentors within acute and critical care areas registered with the CCSI.

*Mentors must hold a critical care qualification such as the ENB 100 Intensive Care course or equivalent and Preparation for Mentorship or equivalent. Programme Lead (CCSI manager) Perform the general duties of the Programme Leader as listed on the CASQE website section on “Management of Programme Delivery” The CCSI manager will be responsible for all aspects of the programme delivery and monitoring of quality. MMU will provide internal moderation. The programme leader will arrange external examination of academic assessments. The results of all student assessments will be presented to CCSI Composite Assessment Board.

Responsibility for quality monitoring and enhancement within the programme

Responsibility for the submission of the continuous improvement plan (CIP)

Responsibility for facilitating evaluation of the entire programme and providing feedback to external examiners and MMU

Responsibility for the appropriate use of and development of learning resources within the programme

Responsibility for the organisation and management of all timetables and room bookings process for the entire programme

Responsibility for liaison with the Programme Committee, student body, External Examiners and Faculty Academic Quality and Standards Committee (FAQSC) in the planning and development of new/revised units.

Audit of clinical placements

Responsibility for signing students off at the end of the programme MMU Link Tutor role and responsibilities; 1.Member of and attendance at the Composite Assessment Board which meets as stipulated in the Programme Specification 2. Member of and attendance at the Programme Committee that meets at least twice in the academic year and at partner Sub Committee meetings as appropriate. 3. Partner institution visits at least once during the academic year. Meetings with partner students and partner staff (including the partner librarian) should be undertaken to ensure all parties are appropriately familiar with MMU protocol and to receive feedback on any issues of concern or good practice. 4. Attendance and input into Link Tutor Forum meetings where possible. 5. Attendance at relevant PARM events when necessary

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6. Contributing to compiling the Continuous Improvement Plan for the Continuous Monitoring and Improvement Process. 7. Reporting to the MMU Head of Department on any matters of concern relating to the academic standard or the academic quality of the programme. 8. Provision of current documentation (for example: copies of external examiner reports and responses to them, Continuous Monitoring and Improvement Process information, the Programme Specification, information on MMU policies and procedures) to the Partner Link Tutor for circulation to teaching staff teaching delivering or supporting elements of the collaborative programme. 9. Respond to any issues concerned with External Student Enrolment Forms in order to ensure their timely delivery from Partner Programme Leader to MMU Programme Administrator. 10. Overseeing compliance with the Collaborative Agreement, its schedules and the Programme Specification 11. Giving support and academic guidance in respect of the interpretation and implementation of MMU’s procedures, practices and guidelines as specified in the Programme Specification and the Assessment Regulations. 12. Liaising with relevant staff to confirm that the administration of assessment, moderation and external examination arrangements is being upheld and logged in line with MMU policy and procedures. 13. Ensuring, in co‐ordination with the MMU Quality Administrator, that programme management data (relating to the elements of the programme delivered under collaborative arrangements) such as admissions, retention, attendance, withdrawal, progression and completion, student satisfaction surveys etc, is submitted in a timely manner to MMU by the partner. 14. Contributing to maintaining the Programme Log so it is kept up to date 15. Ensuring that the latest publicity materials used to promote any aspect of MMU and the collaborative provision are accurate, comply with the terms of the collaborative agreement and are sent to the MMU Head of Faculty SAS for approval. 16. Ensuring that the MMU Head of Department has the CVs of any staff teaching or supporting the collaborative programme that have been recruited to this role since the previous programme approval or review. 17. Ensure that both Link Tutors know the name of the external examiner approved to cover the collaborative aspect of the programme. 18. Monitoring the continued effectiveness of the partner’s resources 19. Advice given to partner on general programme and module development along with associated, policies and procedures (see point 13). 20. Supporting the Partner Link Tutor and other partner staff in their understanding of and contribution to the CIP document (see point 7) prior to partner ‘sign‐off’. 21. Ensuring that partner staff and students are fully aware of MMU progression routes, providing advice for students who, upon successful completion of their collaborative programme, wish to progress on to further study at MMU and inviting where appropriate to MMU ‘visit days’. 22. Discussions (where appropriate) with the Partner Link Tutor on possible training events for partner staff involved with collaborative programme delivery such as a ‘mock exam board’ for new partners or invitations to relevant MMU lectures and workshops. The MMU Link Tutor is supported and NB: the University’s Management of programme Delivery is available from the CASQE website

41 Programme Specific Academic Student Support

Programme Specific Support

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Critical Care programme Each student will be allocated a Mentor to support them within practice. They will also be allocated a Practice Based Educator (PBE) to offer clinical and pastoral tutor support with academic and practice development. Students may self‐refer to, or be advised to seek advice from MMU Student Support Services should they be concerned about their educational progress or if their work suggests that they should receive specialist advice. MMU tutors will provide PBEs with academic support on a paid consultative basis. As they will be enrolled externally by MMU, students will have passwords and be able to access learning support online. This will not include one to one or workshops, learning needs assessment, or access or personal support from MMU Learning Support Officers. The Collaborative Partner Student Handbook is available from the CASQE website.

42 Programme Specific Student Evaluation

The Programme complies with current institutional evaluation guidance NB University guidance on Evaluation of Student Opinion is available from the CASQE website.

Programme Specific Evaluation Students will receive a high level of support from the programme team both in and out of the classroom environment. Students provide teaching evaluation after each study day at the end of the programme, which feeds directly into the quality assurance and programme development processes. Representatives are sought for each intake of students to act as “the voice” of the student population. A PBE will act as a Student link and meet with student representatives on a quarterly basis, with minutes recorded and forwarded to the Programme Lead for response. These students will attend and contribute to the Programme Committees. Student representatives will then feed this back to the student body. The CCSI has a student newsletter, which is produced on a bi‐annual basis to communicate feedback on key issues and general clinical news. Lead Nurses provide feedback on the CCP at the regional Lead nurse meetings The Programme Leader should ensure that student representatives are fully aware of their role and responsibilities, and should support them in the fulfilment of their duties. The MMU Students’ Union provides training for student representatives. The University strongly supports this initiative and Programme Leaders should encourage student representatives to take the opportunity of the training provided.

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____________________________________________________________________________________________________________________________________________________________________________ CASQE Page 22 of 35 Programme Specification

SECTION F – MAPPING RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) from other organisations Course standards are mapped to the ‘National Standards for Critical Care Education’ (2012) which will set the UK benchmark in this area. These standards were developed by the Critical Care Nurse Education Forum (CCNERF) setting the Standards & Principles by which programs of critical care education should be developed, delivered and measured; furthermore, it recommends a core curriculum be employed to ensure a minimum standard of educational content is in place within critical care programmes.

Critical Care Nurse education Standards (2012)

Critical Care programme (linked to sections 1‐34 above)

1. Educational Programmes should:

1.1. Be accessible to post registered professionals (nurses) working in a critical care environment

Programme is accessible to all post registered professionals (nurses) working in a critical care environment within Greater Manchester (section 28)

1.2 Be responsive to the needs of the service through a modular & flexible approach

There are two credit units. Student numbers reflect workforce needs

1.3 Include all stakeholders in development and delivery strategies

Stakeholders (students, lead nurses, HEE and Critical Care Skills Institute) are represented at Programme Committee

1.5 Provide a graduate certificate at academic Level 6 with a minimum of 60 credits, to be recognised as a nationally transferrable ‘award’ or equivalent title, in critical care nursing.

Level 6 Critical Care Programme: Foundation unit (30 credits) and Advanced unit (30 credits) L6 leads to award of Certificate in Professional Studies in Critical Care (section 2 & 4).

1.6 Work towards delivery of post graduate certificates at academic level 7 Foundation unit (30 credits) and Advancing unit (30 credits) L7 leads to award of Postgraduate Certificate in Critical Care

1.7 Allow delivery by a variety of methods

Delivery is provided by Practice Based Educators, using a blended learning approach

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1.8 Allow opportunities for recognition of previous education, knowledge or skills through Accreditation of Prior and Experiential Learning (AP(e)L) processes

Assess students education, knowledge or skills during the admission process in order to ensure they are accessing the programme in a timely manner and at the appropriate academic level (section 28)

2. The Curriculum should:

2.1 Consist of a standard core content of learning, designed to achieve set learning outcomes. 2.4 Have holistic content which is speciality specific

The study days content and teaching methods are designed to support students to meet the specialist learning needs of critical care nurses, in terms of specialist knowledge* (see detailed list below) and the application of this to the provision of holistic nursing practice (2.4). (Section 22 & 24)

2.2 Assess both theoretical knowledge and practical skills 2.3 Generate transferable evidence

Theoretical knowledge and academic skills are assessed using a written case study in foundation unit and a presentation in the advancing unit (2.2). Practical skills (see section 24): students required 12 months critical care experience prior to commencing course. Step 1 must be achieved prior to enrolment (2.2) (minor modification 30 June 2014). Step 2 competencies must be achieved during the 6 months of the foundation unit. Step 3 competencies must be achieved during the 6 months of the advancing unit (2.2). All students must demonstrate competence in all of the competencies in each step in order to demonstrate they have achieved the minimum national standard of competencies in all aspects of critical care nursing (see section 29). Meeting the National Standards for Critical Care Education provides a transferrable recognised critical care nurse qualification (2.3)

3. Assessment Processes should:

3.1 Include theory and practice / competence elements See descriptors in section 2 above

3.2 Have a standard framework of nationally recognised occupational standards / competencies

Steps 1, 2 and 3 competencies

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3.3 Include robust local strategies that address issues related to student & mentor failure

All students have a Mentor/s within their Critical care unit. There is a Practice Based Educator employed in each unit to support students (see section 31)

3.4 Have clinical mentors who are qualified assessors with a critical care course and / or appropriate experience.

Clinical mentors are registered with the Critical Care Skills Institute (CCSI) and a live register maintained (section 31 & 32).

4. Quality Monitoring procedures should include:

4.1 Audits of courses and their outcomes by HEIs Programme is quality assured by MMU. All results are presented at Exam Board and CIP supported by Programme Committee. These are bi‐annual. Annual report is provided by CCSI lead to Head of Nursing.

4.2 Local formal stakeholder meetings to evaluate course content and ensuing workforce development

Local stakeholders are represented at Programme Committee. CCSI reports to the Greater Manchester Critical care Network and Lead Nurses (section 33 & 34).

4.3 Educational audits to assess suitability of the learning environment (NMC 2004) CCSI audits each Critical Care Unit every 2 years and provides mentor updates onsite (section 27).

5. SPECIFIC RESPONSIBILITIES OF INDIVIDUALS

5.1 Academic Providers should: 5.1.1) Be proficient in theory, including research and evidenced based practice. And/or 5.1.2) Be clinically safe & competent with relevant practical expertise.

Practice Based Educators are based in critical care units. Their knowledge is current and teaching is based upon up to date evidence based theory (5.1)

5.2 Students must:

5.2.1) Hold a professional post‐registration certificate in nursing. All students are NMC registered nurses (section 28)

5.2.2) Successfully complete a period of preceptorship, as locally agreed, in a relevant area prior to commencing a critical care programme of education.

12 month preceptorship within critical care prior to accessing the programme (section 28)

5.2.3) Complete a minimum number of clinical hours during the course of the programme (18hours a week).

All students are working a minimum of 18 hours a week during the 12 months of the programme (section 28).

5.3 Sponsoring Organisations should strive

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towards:

5.3.1 40% of learners clinical practice hours should allow for contact with a mentor/supervisor

Students work with Mentors within their critical care units (see section 31)

5.3.2) Ensuring learners, under normal circumstances, have a minimum of 80% attendance on educational programmes

See section 29, course specific regulation

5.3.3) A tripartite selection process that includes a collaborative approach between the sponsoring organisation, academic provider and learner.

Unit managers, Practice based educators (PBE) and ULL staff are involved in the selection process.

5.3.4) Securing funding from appropriate NHS organisations and other educational sponsors, where this is available.

Students are fully funded by Critical Care Network via HEE

5.3.5) Supporting clinical placement to facilitate learner development and achievement of outcomes

Each unit has its own PBE / is supported by the CCSI (section 32)

5.4 Mentors/Assessors must:

5.4.1) Meet the standards of regularity bodies (NMC, 2008) 5.4.2) Demonstrate ongoing professional development / competency within critical care 5.4.3) Be approved by managers

All mentors hold recognized mentor qualifications and are active mentors within their units. Mentors hold a recognized critical care qualification and are subject to triennial review (see section 28 & 31)

5.5 Healthcare Managers/Employers should: 5.5.1) Support a programme of professional development 5.5.2) Participate in workforce Training Needs Analysis exercises 5.5.3) Have an identified workforce development strategy specifically for critical care staff 5.5.4) Designate a Lead Nurse with responsibility for developing and implementing a critical care educational strategy. Ideally a supernumerary Practice Educator or equivalent.

Healthcare Managers/Employers are represented at Programme Committee. CCSI reports to the Greater Manchester Critical care Network and Lead Nurses at monthly meetings. Workforce issues are addressed by the Greater Manchester Critical care Network Lead Nurse and Manager, and links directly to the Critical Care Unit Nurse Leads and HEE (section 34)

*Specialist knowledge:

Knowledge of relevant anatomy and physiology • Ability to recognise health abnormalities • Competence to assess, plan, implement and evaluate care for patients with health abnormalities • Knowledge relating to pharmacology and pharmacokinetics

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• Knowledge of investigations and application of results • Knowledge of treatment modalities • Safe and effective use of equipment • Competence to manage related emergency situations • Ability to demonstrate leadership, management and team skills; Law and Ethics; Holistic care: All of the above elements should be applied to the following six systems and content related to an appropriate evidence base: 1. Respiratory system 2. Cardiovascular system 3. Renal System 4. Gastrointestinal System (inclusive of liver and biliary systems) 5. Neurological System 6. Integumentary System (p.22‐23, National Standards for Critical care, 2013) These standards are available: http://www.cc3n.org.uk/education‐training/4577977309

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MAP I RELATIONSHIP TO SUBJECT BENCHMARK STATEMENT(S) Map guide: Insert K to indicate Knowledge and Understanding Insert S to indicate Skill

Post Graduate Certificate In Critical Care Nursing

Knowledge and Understanding Mapping (K)

The fundam

entals

of critical care

nursing

Advancing Critical

Care nursing’

Skills Mapping (S)

A comprehensive understanding of techniques applicable to their own research or advanced scholarship

K S K S The exercise of initiative and personal responsibility

KS KS The independent learning ability required for continuing professional development.

To evaluate critically current research and advanced scholarship in the discipline

K S K S Demonstrate self‐direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

K S K S Decision‐making in complex and unpredictable situations

K S

K S To evaluate critically current research and advanced scholarship in the discipline

Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline

K S K S To evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

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Certificate In Professional Studies in Critical Care Nursing

Knowledge and Understanding Mapping (K)

The fundam

entals of

critical care nursing

Advancing Critical

Care nursing’

Acute Illness

Recognition

Skills Mapping (S)

A comprehensive understanding of techniques applicable to their own research or advanced scholarship

K S K S K S The exercise of initiative and personal responsibility

KS KS KS The independent learning ability required for continuing professional development.

To evaluate critically current research and advanced scholarship in the discipline

K S K S K S

Demonstrate self‐direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level

K S K S K S Decision‐making in complex and unpredictable situations

K S To evaluate critically current research and advanced scholarship in the discipline

Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline

K S K S To evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

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MAP II ASSESSMENT /OUTCOMES MAP Map guide: GO = MMU Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate

insert as appropriate

Level 6 Fundamentals of critical care nursing

Advancing Critical Care nursing

Assignment task 1 (MCQ and 2000 written assignment)

Assignment task 2 (Step 2 competencies)

Assignment task 1 (Presentation 20 minutes)


GO 1 √ √

GO 2 √ √ √

GO 3 √ √

GO 4 √ √

GO 5 √ √ √ √

GO 6 √ √

GO 7 √ √

PLO 1 √ √

PLO 2 √ √

PLO 3 √ √

PLO 4 √ √

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Level 7 Fundamentals of critical care nursing

Advancing Critical Care nursing

Assignment task 1 (MCQ and 2000 written assignment)


Assignment task 1 (Presentation 20 minutes)


GO 1 √ √

GO 2 √ √ √

GO 3 √ √

GO 4 √ √

GO 5 √ √ √ √

GO 6 √ √

GO 7 √ √

PLO 1 √ √

PLO 2 √ √

PLO 3 √ √

PLO 4 √ √

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Level 6 Acute Illness Recognition

Assignment task 1 simulation scenario and oral questioning)


GO 1 √

GO 2 √

GO 3 √

GO 4 √

GO 5 √

GO 6 √

GO 7 √

PLO 1 √

PLO 2 √

PLO 3 √

PLO 4 √

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_______________________________________________________________________________________________________________________ CASQE Page 32 of 35 Programme Specification

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SECTION G Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title(specify award titles/routes affected by change)

Brief Outline of Minor Modification/Major Modification (Minor ‐ include level & title of units & a brief description of modification) (Major ‐ include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)

Critical Care Programme - Manchester Metropolitan University · The existing critical care programme does not meet the needs of critical care nurses or acute care nurses. The two

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