UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
1. Awarding Institution / Body
2. Teaching Institution and Location of
Delivery
3. University School/Centre
4. External Accreditation
5. Title of Final Award
University of Central Lancashire
Year 1 Ashworth hospital
Year 2 & Year 3: University of Central
Lancashire Preston Campus
School of Nursing
None
MSc in Personality Disorder (Research)
Post Grad Dip in Personality Disorder
(Research)
Post Graduate Certificate in Personality
Disorder
Part-time 6. Modes of Attendance offered
7. UCAS Code
8. Relevant Subject Benchmarking
Group(s)
N/A
9. Other external influences
Personality Disorder www.personalitydisorder.org.uk
No longer a Diagnosis of Exclusion and
Breaking the Cycle of Rejection
(NIMHE/DH 2003)
PD Capability Framework (NIMHE/DH
2003)
Recognising Complexity (DH 2009)
NICE guidelines BPD, ASPD (2009)
No Health Without Mental Health (2011)
Ten Essential Shared Capabilities for
Mental Health (Department of Health)
(2004)
High Quality Care for All (the Darzi
Report)(2008)
Francis report 2013
Closing the Gap 2014

10. Date of production/revision of this form
11. Aims of the Programme
January 2014
The aim of this programme is to support the development of a research culture that promotes understanding of personality disorder whilst expanding and developing the knowledge base within practice. Students will be enabled to undertake a piece of empirical research in the field of personality disorder through undertaking a range of modules that provide research skills, competency, leadership and capability development within services.
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
Post Grad Cert
A1.Analyse research findings behind the study of personality disorder, and utilize these in furthering clinical practice
A2. Evaluate current assessment strategies and therapeutic approaches for personality disorder and produce recommendations for practice
A3.Evaluate a range of assessment tools available for use with a person with a personality disorder
Post Grad Dip
A4. Construct defensible arguments supporting research informed practice and service delivery in order to promote inclusivity.
A5. Evaluate contemporary models for practice that are intended to provide consistency and stability of multi-agency care delivery.
A6. Justify appropriate research approaches to the study of personality disorder and professional responses to the client.
A7. Evaluate the evidence base and research knowledge underpinning current approaches to the management of personality disorder.
MSc
A8. Evaluate the methods, processes and products of research and scholarly enquiry to demonstrate understanding of its utility for practice
A9.. Evaluate approaches for practice and service development, in consideration of the adequacy of the current knowledge base.
Teaching and Learning Methods
A variety of teaching and learning methods will be used including the use of video, class contact, case presentation, self awareness groups, electronic resources (blackboard) , debate and discussion.
Assessment methods
Essays, report and case study, dissertation, production of a research grant proposal, critical dialogue
B. Subject-specific skills
PGCert
B1. Utilise research based evidence to synthesise and implement effective assessment planning
B2. Analyse the concept of risk assessment and management strategies to ensure the safety of the service users and staff
B3. Explore and evaluate the therapeutic relationship to provide an analysis of the

dynamics present within the helping relationship
B.4 Appraise classification systems of personality disorder and their usefulness to practice.
PGDip
B5. Evaluate effectiveness of the multi-agency team in achieving recovery and social inclusion.
B6. Deploy strategic leadership skills when supporting the process of inclusive decision making.
B7. Implement risk assessment and management strategies that ensure the safety of the service users and staff
MSc.
B8. Be resourceful and innovative in formulating research design, data collection and management, synthesising findings and drawing conclusions from the work.
B9. Evaluate current assessment strategies and therapeutic approaches for personality disorder and produce recommendations for practice
B10.
Appraise their role within the therapeutic relationship and demonstrate a critical awareness of the therapeutic dynamics and management of these for this client group.
Teaching and Learning Methods
Self-awareness group, small and large group teaching sessions, the virtual learning environment blackboard), student supervision/ tutorial.
Assessment methods
Essays, report and case study, dissertation, production of a research grant proposal, critical dialogue
C. Thinking Skills
PGCert
C1. Analyse personal effectiveness in promoting social inclusion of people with personality disorder
C2. Examine the ideological basis of personality disorder and place this in context of current practice.
C3. Appraise the concepts surrounding and supporting the principles of therapeutic relationships, peer supervision and support in working with personality disorder.
PGDip
C4. Analyse team effectiveness in promoting research informed approaches which facilitate capacity building within the service
C5. Appraise the concepts surrounding and supporting the principles of therapeutic relationships, peer supervision and support in working with personality disorder .
C6. Critically reflect on possible methods of involving or responding to the demands of key stakeholders, particularly users of health and social care.
MSc
C7. Predict how elements of the methodology/method chosen could impact on the research outcome, and identify any potential threats to the credibility of the research results.
C8. Evaluate the financial, political and practical realities of the research process
C9. Examine the ideological basis of personality disorder and place this in context of current practice.
Teaching and Learning Methods
Teaching methods include, lecture/workshop, self awareness group , case discussion and presentation, and seminar presentation. Use of blackboard.
Assessment methods
Essays, report and case study, dissertation, production of a research grant proposal, critical dialogue
D. Other skills relevant to employability and personal development
PGCert

D1. Demonstrate innovative practice and critically discuss this concept in the light of role and professional boundaries.
D2. Critically review personal attitudes, values, and beliefs regarding personality disorder in order to establish personal presence and influence whilst maintaining personal integrity.
PGDip
D3. Demonstrate creativity, initiative and personal responsibility for continued educational, professional and practice improvement
D4. Demonstrate ability to work independently as a project leader in the clinical environment
MSc
D5. Critically examine an area of the work environment and produce a proposal for practice development based upon this examination.
D6. Construct defensible arguments for practice and service development, evaluation or research on the basis of current evidence for effectiveness
Teaching and Learning Methods
Self-awareness group, small and large group teaching sessions, electronic resources,blackboard, student supervision/ tutorial.
Assessment methods
Essays, report and case study, dissertation, production of a research grant proposal, critical dialogue
13. Programme Structures*
Level Module Code Module Title
14. Awards and Credits*
Level 7 NU4309
NU4015
Classification and Theory of
Personality Disorder
Assessment & Therapeutic
Approaches to Personality
Disorder
Credit rating
20
40
Postgraduate certificate in
Personality
Disorder
Requires a minimum of 60 credits at Level
7
NU4019
NU4025
NU4026
HP4006
NU4053
Managing Complex Mental
Health Needs,
Relationships, Teams and
Environments
Introduction to post graduate research
Advanced research methods
Research, ethics & governance
Dissertation
20
20
20
20
60
Postgraduate diploma in
Personality
Disorder
(Research)
Requires 120 credits at level
7.
Master of
Science
Degree in
Personality
Disorder
(Research)
Requires a

minimum of
180 credits at level 7.
15. Personal Development Planning
According to QAA (2004), Personal Development Planning (PDP) is:

A structured process that is integral to higher level learning

Concerned with learning in an holistic sense (academic and non-academic)

Something done with guidance and support

A process that involves reflection, creation of personal records, planning and monitoring progress towards achievement of personal objectives

Intended to improve the capacity of the individual to communicate their learning to others who are interested in it (academic staff/ employers)
This is a multi-agency course that pre-dominantly attracts students from health and social care who bring with them models of support and supervision in their workplace. All students are appraised annually within their employment. In order to enhance individual personal development planning students will be encouraged to develop their learning contract with their chosen mentor identifying areas for development during and after the course. During the course students will be supported in this process through negotiated discussions, tutorials, interactions and assessments. This will help them to explore and record their progress and to set goals and devise action plans to meet their needs thus extending their personal and professional development.
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
Informal enquiries are welcomed. Students should have a first degree (2:2 class or above) or equivalent, in a relevant subject (i.e. health related, pure science or social science) from an approved institution of higher education. If you do not meet these criteria you are advised to contact the course leader for advice. Transfer of credits in accordance with University regulations may be possible.

Students normally have at least two years post qualifying clinical experience in practice
OR proof of equivalent experience in practice

Be working in, or able to access a practice environment that will enable them to meet and achieve the course learning outcomes.

Have identified a work based mentor, who will support and guide your development throughout the course.

Be able to provide two references (one practice/work and one academic).

Be able to satisfy the Course Leader that you are competent to pursue the programme.

All students will be interviewed. The purpose of this discussion is first to ensure that you understand the nature of the programme and its demands and to pathway plan your modular route leading to the identified award and exit point. Identification of financial support will be noted.
Your application will be considered on its merits and in the light of the nature and scope of the programme.

If you do not meet the above criteria you may still be considered for admission to the programme; you will be required to provide evidence of suitable experience and supportive qualifications.
17. Key sources of information about the programme

Fact sheet University of Central Lancashire website


18.Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Level Module
Code
NU4015
NU4019
NU4025
NU4040
NU4026
Module title
Assessment &
Therapeutic
Approaches for
Personality Disorder
C
Managing Complex
Mental Health
Needs,
Relationships,
Teams and
Environment
C
Introduction to research
Introduction to postgraduate research (e learning)
Advanced research methods
Core (C),
Compulsory
(COMP) or
Option (O)
Programme Learning Outcomes
Knowledge and understanding Subject-specific Skills
A.1 A2 A3 A4 A5 A6 A7 A8 A9 B1 B2 B3 B4 B5 B6 B7 B8 B9 B.10
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C
C
O
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

HP4006 Research, ethics& governance (elearning)
O
Level
7
NU4053
NU4309
Dissertation C
Classification and
Theory of Personality
Disorder
C
18.Curriculum Skills Map
A.1 A2 A3 A4 A5 A6 A7 A8 A9 B1 B2 B3 B4 B5 B6 B7 B8 B9 B.10
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Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Level Module Code Module title Core (C),
Compulsory
(COMP) or
Option (O)
Programme Learning Outcomes
Thinking Skill Other skills relevant to employability and personal development
C1 C2 C3 C4 C5 C6 C7 C8 C9 D1 D2 D3 D4 D5 D6
NU4015
NU4019
Assessment &
Therapeutic
Approaches for personality Disorder
Comp
Managing Complex
MH Needs,
Comp
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  

Relationships,
Teams and
Environments
NU4025
NU4040
NU4026
HP4006
NU4053
NU4309
Key:
Introduction to research
Comp
Introduction to postgraduate research
(e-learning)
Comp
Advanced research methods
O
O Research, ethics& governance (elearning)
Dissertation Comp
Comp Classification and
Theory of Personality
Disorder
Post grad cert:
Post grad Dip
MSc
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C1 C2 C3 C4 C5 C6 C7 C8 C9 D1 D2 D3 D4 D5 D6
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