School of Nursing and Midwifery
Post Qualifying Programme Review Document
MSc Advanced Practice/Master of Nursing
Master of Science /Postgraduate Diploma/Certificate



Nursing
Midwifery /Maternal and
Infant Health
Health Studies
Date of Programme Review: Thursday 3 April 2014
CONTENTS
1
1.1
1.2
1.3
2
2.1
2.2
2.3
2.4
2.5
2.6
2.7
3
4
Introduction and Context
Programmes included in the review
Context and environment
The evaluation process
Reflection
The students
The curriculum
Assessment
Teaching
Student support and guidance
Resources and the learning environment
Communication, management and enhancement
Conclusions and recommendations
References
1
1
3
3
4
4
7
8
8
9
10
10
12
18
Recruitment totals per pathway and for stand alone modules
MSc Advanced Practice graduates by award
Master of Nursing graduates by award
Overview of the current programme and proposed revisions
Modular structure
Modules and pathways not being considered for inclusion following
recruitment analysis
5
6
7
15
16
17
Programme Rationale (Module Rationale/Specifications can be found in
the Syllabus of Modules document)
Programme Specification
Programme Development Plan
Philosophy and Pedagogy
Mapping of curriculum against relevant reference points
Roles and Responsibilities
Learning Resources
Marketing Materials
Inclusive curriculum checklist
Summary of recruitment, retention, progression and achievement
Summary of graduate destinations
Membership of Review Groups
Student Evaluation
Pathway Portfolio
Teachability Audit
Programme Monitoring Forms/Programme Enhancement Reports
Transitional arrangements
21
TABLES
1
2
3
4
5
6
APPENDICES
Appendix 1a
Appendix 1b
Appendix 1c
Appendix 1d
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
24
27
29
30
34
39
41
43
46
48
50
52
65
76
80
107
Programme Review of the MSc Advanced Practice and Master of
Nursing
Part 1: Introduction and Context
1.1
Programmes included in this review
This document sets out a programme review and proposed changes applying the Quality Assurance
Framework. Sections 1 and 2 relate principally to the review section with the conclusions and changes
documented in section 3 onwards. Some aspects raised in the review may be more fully considered in
the latter parts of the document. This programme review relates to two key programmes within the
School of Nursing and Midwifery’s postgraduate portfolio: the MSc Advanced Practice and the Master
of Nursing. Both programmes are delivered through distance learning, with some blended learning
elements in a small number of cases. The programmes are offered to a range of health and social care
professionals including nurses, midwives, physiotherapists, radiographers, occupational therapists,
social workers and medics. The significant majority, however, are nurses. Both programmes are based
on completion of 180 level 11 credits from a portfolio of 30 or 60 credit modules. Most students study
the programme on a part-time basis and until recently have had up to 5 years to complete the MSc
Advanced Practice and up to 7 years to complete the Master of Nursing. Currently the maximum time
is 3 years. Some students do undertake the MSc Advanced Practice on a full time basis but the number
is small. Full time in this context does not mean face to face but two modules per semester regardless
of delivery mode.
The Master of Nursing
The current Masters of Nursing (MN) is a degree designed for healthcare professionals involved in
nursing care but in a wide range of health care settings. The MN is designed to provide students with
a culturally sensitive and active learning experience at postgraduate level, which uses the student’s
professional practice situation as a base from which to analyse critically and gain knowledge required
for contemporary nursing practice.
The MN provides an opportunity to engage systematically with different perspectives and concepts of
nursing practice in order to develop a structured evidence base to students’ own individualised
practice. This ranges from leadership, management, delivery of care and teaching. The structure
provides the basic support for the acquisition of new knowledge, the development of reflective and
critical thinking skills, and synthesis of nursing knowledge in the context of the individual student’s
professional practice, from a national and international perspective. This then allows for a transition
and translation of this acquired knowledge into their own practice arena.
This application can be across a range of international settings. For example, a private surgical ward
in Florida through to an NHS surgical ward in the UK to a public access surgical ward in Nairobi. This
can be in diverse nursing practice settings that range from the community through acute hospitals to
Colleges of Nursing and Ministries of Health.
The Master of Nursing began in 1996, gaining accreditation for the first time in 2004 by the National
League for Nursing Accrediting Commission (NLNAC) now known as the Accreditation Commission for
Education in Nursing (ACEN), the first non- American university to do so. The MN was subsequently
reapproved in 2009. The initial accreditation was partially funded and supported by Scottish
Knowledge (a marketing company). They subsequently marketed the MN in the USA until 2006.
1
Current students come from a wide range of work settings, health care organisations, countries and
cultures and consist of nurse educators, Directors of Nursing, case managers from Scotland, rural
Alaska, California and Kenya.
During the lifetime of the programme it has received sponsorship from the Commonwealth
Scholarship fund for a total of 60 students since 2001.
The actual structure of the programme has been adapted in response to the request from the
stakeholders and students. The current programme consists of four (4) taught modules and a
dissertation. The student is currently required to complete the programme in three (3) years. Each of
the taught modules is worth 30 level 11 credits and requires 300 hours of student effort.
Within the DLC, programme delivery (1996 to 2009) was by a relatively small group of academics. This
delivery was based on an intensive one to one system of tutorial support, which meant that
realistically only a small number of students could be supported on the programme. During the
academic year 2009/2010 the MN programme was integrated into the School of Nursing and
Midwifery (SNM) and as result was semesterised for the first time. This has impacted upon the delivery
of the programme, that is, the delivery was changed to being fully on-line. During the academic year
2013/2014 the SNM only had admissions to the MN programme in Semester 1 to allow for a run out
of the programme.
The MSc Advanced Practice
The MSc Advanced Practice was originally approved in 2004 and re-approved in 2009, during which
time it has been responsive to changes in local, national and international priorities. It is currently
structured with one generic award and 14 named awards and was designed to offer a flexible
postgraduate experience that would meet the needs of nurses, midwives and other health
professionals providing care across a broad spectrum of situations. The majority of students on the
programme are nurses and midwives with a smaller number of students from allied health professions
extending from radiographers and physiotherapists to more recently including occupational
therapists, dieticians and paramedics. There are also students working in healthcare administration
and management roles who have a focus on leadership and clinical governance. The flexibility of the
modules has enabled accommodation of this range of students and this remains an important feature
of the framework.
Since the programme was first approved, the term advanced practice has been viewed differently in
different contexts. The NHS Education Scotland (NES) Advanced Practice Toolkit presents advanced
practice more as a level of practice than a particular role underpinned by autonomous practice, critical
thinking, high level decision making and problem-solving, values based care and improving practice
(NES 2007). The Chief Nursing Officer position statement on advanced practice echoes these principles
(CNO 2010). Indeed, discussions with NHS leaders as part of this review focused more on the role of
postgraduate education in advancing practice for the future rather than creating advanced
practitioners.
In the UK there is no single understanding of the term and a number of roles exist with an advanced
practice slant. Roles such as Advanced Nurse Practitioner or simply Nurse Practitioner exist but have
no professional definition. Until recently, the Nursing and Midwifery Council had intended regulating
advanced practice thereby clarifying the term and the purpose or remit of advanced practice roles.
2
However, this is no longer an aim of the NMC and advanced practice remains a broadly accepted but
not uniquely understood term. In the USA, advanced practice roles are more explicit but the MSc
Advanced Practice is based on the four principles of advanced practice, offering level 11 education to
support experienced professionals rather than providing an advanced practitioner qualification. This
has made it difficult to ensure that all students undertaking the MSc Advanced Practice are obtaining
the qualification they require and this factor has influenced decisions made about the future of the
programme as set out in the conclusion and proposals for change. However, the themes of leadership,
expertise, promotion of safe and excellent patient care, and research remain central regardless of the
context.
1.2
Context and environment
The context within which the MSc Advanced Practice and Master of Nursing have been delivered is
both complex and fluid. As both programmes are designed for, and delivered to, a national and
international student body the policy context has always included health priorities at a much wider
level than that of a Scotland focused traditional taught Masters. For example, the Master of Nursing
has had at its centre, the World Health Organisation priorities including ways of helping students
contribute to the Millennium Development Goals (World Health Organisation, 2000).
From a UK perspective, the drivers have been diverse and often influenced by a changing political
background including the complex nature of devolved healthcare. In the 5 years since the MSc
Advanced Practice was last reviewed, there has been a plethora of health policy publications in
Scotland alone, including Leading Better care (NHS Education for Scotland 2008), Equally Well (Scottish
Government, 2008) Curam (Scottish Government, 2009), Midwifery 2020: Delivering Expectations
(Midwifery 2020, 2010), A Refreshed Framework for Maternity Care in Scotland (Scottish Government,
2011), the refreshed Rights, Relationships and Recovery (Scottish Government, 2010) and Getting it
Right for Every Child incorporating a number of early years policy documents. All of these and their
equivalent publications in England, Wales and Northern Ireland, as well as the international health
drivers, all impact on the focus of postgraduate education offered within the School.
A further important aspect of the context of the programme and of healthcare in the UK is the plan
for integration of health and social care in all four countries although in different ways. In Scotland
this has resulted in the Public Bodies (Joint Working) (Scotland) Bill (Scottish Government 2013). The
closer links with social care and the desire for a seamless approach to the delivery of care as patients
move between primary and secondary care means that the continued provision and further
development of a multidisciplinary and flexible programme are paramount considerations.
What lies at the centre of all health policy, regardless of national or international context, is the
wellbeing of individuals, communities and populations. The need for flexible and responsive education
that meets the needs of populations wherever they may be, sits at the very heart of our educational
philosophy.
The evaluation process
The programme review process has been managed in a number of ways. The University quality
framework provided guidance on the procedure and documentation requirements for a programme
review. Appendix 1 includes the programme rationale and specification however, due to the number
of modules being presented, a separate Syllabus of Modules document has been produced. The other
3
required documents are included in appendices 2 to 8. A steering group and curriculum development
group were established early on, with key individuals from the School of Nursing and Midwifery, and
the University, with links to clinical practice and other stakeholders. A full list of membership of these
groups is set out in Appendix 9. A series of bespoke surveys were developed for students on both
programme covering the last 5 years. Ninety five students from across the pathways and the MN
returned evaluation forms which represents a 19% response rate. A significant majority were from
Scotland. In the main, students were positive about their experiences of studying their programmes.
Most indicated that the programmes met or exceeded their expectations and also met their needs.
Although most students were satisfied with the approach to learning and teaching, a small proportion
found studying online to be challenging and isolating. Student support was rated highly. The overall
balance of the evaluation supports the School’s continued approach of online distance delivery with
a flexible design. The detail of these evaluations is presented in Appendix 10.
In addition to this, discussions were undertaken with academic staff, clinical partners and other key
stakeholders. Service user focus groups were undertaken in both NHS Fife and Tayside and the
participants of these focus groups strongly endorsed the inclusion of Older Person and Long Term
Conditions within the programme. Communication and compassion were also strongly featured in
both focus groups. External examiner reports, module evaluations and annual reports were reviewed
and an audit of student recruitment, progression and attrition rates was performed. The outcomes
from all of these inform the reflection below.
Part 2: Reflection
2.1 The students
Since 2009 the numbers of students undertaking the MSc Advanced Practice and the Master of
Nursing has varied. Owing to its student demographic, recruitment to the Master of Nursing has a
close correlation with scholarship funding through contracts with the Commonwealth Scholarship
Committee. However recruitment from the United States market does occur and this is not associated
with scholarships. This is largely the consequence of the MN having NLNAC (now known as ACEN)
accreditation in the US. The MSc Advanced Practice has recruited steadily, primarily from a UK student
base but also an ex pat population overseas and international students in the US, Canada, the Middle
East and Africa. Students have been recruited from a range of health backgrounds including (but not
limited to) nurses, midwives, radiographers, physiotherapist, dieticians, occupational therapists, social
workers, administrators and paramedics.
Recruitment to modules and named awards has varied over the last five academic years, although
overall numbers have been maintained. The complex nature of the five year part-time programme
means that total numbers of active students can only be identified at module level but Table 1 overleaf
sets out recruitment totals per pathway and for standalone modules over the review period from
2009/10 to 2013/14.
4
Table 1:
Programme
Recruitment totals per pathway and stand alone modules 2009/10 – 2013/14
2009/10
PT FT
10 0
14 1
4
0
1
0
2010/11
PT FT
3
0
10 0
1
0
0
0
Master of Nursing
MSc Advanced Practice
MSc Advanced Practice (Cancer Care)
MSc Advanced Practice (Children’s
Palliative Care)
MSc Advanced Practice (Clinical
7
0
1
0
Assessment)
MSc Advanced Practice (Clinical
2
0
1
0
Governance)
MSc Advanced Practice (Diagnostic
2
0
2
0
Imaging)
MSc Advanced Practice (Health and Social 3
0
0
0
Care)
MSc Advanced Practice (Infection:
10 0
9
0
Diseases, Prevention and Control)
MSc Advanced Practice (Medical Imaging) 3
1
2
1
MSc Advanced Practice (Mental Health)
6
1
4
0
MSc Advanced Practice (Midwifery)
4
0
3
0
MSc Advanced Practice (Nursing)
7
2
5
0
MSc Advanced Practice (Organisational
5
0
1
0
Leadership)
MSc Advanced Practice (Palliative Care)
2
0
3
0
MSc Advanced Practice
1
2
7
2
(Physiotherapeutic Practice)
MSc Advanced Practice (Practice
5
0
9
0
Education)
Standalone modules
52 NA 63 NA
Totals
145
126
* Includes an intake of 15 MN plus 2 PG Cert through CSF funding
2011/12
PT FT
7
0
11 0
2
0
-
2012/13
PT FT
7
0
5
0
0
0
-
2013/14
PT FT
24* 0
13 0
0
0
-
10
0
7
0
7
0
5
0
1
0
3
0
0
0
0
1
0
0
0
0
-
-
-
-
11
1
7
0
13
0
0
8
0
2
5
0
0
0
0
0
8
5
0
5
6
0
0
0
0
0
2
5
2
1
6
0
0
0
0
0
1
0
0
1
0
2
0
0
3
0
0
0
2
0
5
0
16
73
NA
52 NA
136
48 NA
112
The number of students graduating from each of the programmes is set out in Tables 2 and 3. This
demonstrates a steady, or slightly increasing, number of students completing the whole MSc.
However, students do continue to exit at Postgraduate Certificate and Diploma levels, as well as
undertaking standalone modules (standalone modules are not available in the MN). Within the MSc
Advanced Practice framework it is not currently possible to exit with a named award at Postgraduate
Certificate or Postgraduate Diploma level as PG Cert and PG Dip have only ever been available as exit
points.
5
Table 2:
Year
2008/09
2009/10
2010/11
2011/12
2012/13
MSc Advanced Practice graduates by award
Award
Number of graduates
Advanced Practice
Cancer Nursing
Diagnostic Imaging
Health and Social Care
Infection: Detection, Prevention and Control
Midwifery
Nursing
Practice Education
Advanced Practice
Clinical Assessment
Health and Social Care
Midwifery
Physiotherapeutic Practice
Practice Education
Advanced Practice
Children’s Palliative Care
Clinical Assessment
Clinical Governance
Health and Social Care
Infection: Detection, Prevention and Control
Midwifery
Nursing
Organisational Leadership
Physiotherapeutic Practice
Practice Education
Advanced Practice
Community Nursing
Diagnostic Imaging
Infection: Detection, Prevention and Control
Medical Imaging
Mental Health
Nursing
Organisational Leadership
Palliative Care
Physiotherapeutic Practice
Practice Education
Advanced Practice
Cancer Care
Clinical Assessment
Clinical Governance
Diagnostic Imaging
Infection: Detection, Prevention and Control
Medical Imaging
Mental Health
Midwifery
Palliative Care
Physiotherapeutic Practice
Practice Education
Total
6
8
2
3
5
3
2
3
3
4
1
1
1
1
3
8
2
1
1
1
2
1
1
1
1
1
5
1
1
1
2
1
4
1
1
2
3
5
1
2
1
1
2
2
3
4
2
2
3
110
Table 3:
Master of Nursing graduates by award
Cohort year
Master of Nursing
PG Diploma
PG Certificate
2008 – 2009
7
2
6
2009 – 2010
2
2
6
2010 – 2011
4
2
5
2011 – 2012
3
1
2
2012 – 2013
15
0
4
Totals
28
7
25
As can be seen from the tables above, although it is possible to undertake the MSc Advanced Practice
full time (albeit it still through distance learning) the vast majority of students undertake it part-time
while working full time. This is a consistent feature of the student body since the inception of the
Advanced Practice framework in 2004.
Students continue to exit at certificate and diploma level for a number of reasons. Most choose to do
so for work or personal reasons while others decide that such an exit award is sufficient. There is also
the issue of academic failure although this remains a minority of students. Some students struggle
with online learning and the programme teams recognise this is not a suitable approach to studying
for all students.
Since the programme review in 2009 financial challenges have become an increasingly prevalent issue
with students. Reduced levels of funding by employers and greater reliance on self-funding have put
pressure on students in terms of completion. To some extent this has been addressed through seeking
contract funding by charitable organisations such as the Commonwealth Scholarship Fund or through
government funding.
2.2 The curriculum
Both the Master of Nursing and the MSc Advanced Practice have continued to support the principles
of master’s level study and advanced practice such as leadership, research and education. The
programmes have also remained responsive to changes in the context of healthcare provision both in
the UK and overseas.
In the past 5 years a number of changes have been made across both the MSc Advanced Practice and
the Master of Nursing. Most standalone modules are taken for development purposes and relate to
specialised areas of practice. While this has been the case for some time, it has afforded the School
the opportunity to work with clinical partners in developing modules for specific purposes such as
PN50107 Meeting the Needs of the Older Person in Diverse Care Settings which can be undertaken at
both levels 9 and 11, or as continuing professional development depending on the student’s own
academic background.
In the academic year 2011/12 the Master of Nursing came into line with the modular requirements of
taught postgraduate education within the School by moving from two 30 credit modules and three 20
credit modules to four 30 credit modules. This involved retaining the modules MN1 and MN2 while
adopting two modules from the Advanced Practice portfolio for the diploma phase. These are
7
PN50047 Practice Development: Independent Study and PN50098 Developing Research and Evaluation
Skills.
2.3 Assessment
The School of Nursing and Midwifery has always utilised a wide range of assessment methods and
approaches in our postgraduate modules. These include clinical assessment through continuous
assessment of practice (CAP) books, portfolios, exams (in a limited number of modules), patchwork
texts, video analysis, essays, discussion board debates and research projects. All assessments are
aligned to the module outcomes both in what the student is asked to complete and the way the
student is assessed. Quality in assessment has always been a priority in the School and employing
innovative approaches to assessment has enabled the programme team to ensure students are
assessed in a robust and fair way.
Since the academic year 2011/12 the MSc Advanced Practice and Master of Nursing have employed
electronic submission and marking of assignments, except for portfolio or clinical assessment, as it
was felt that overseas students were being disadvantaged by previous assessment processes. This
move to electronic assessment has largely been successful and has reduced the whole assessment
cycle timeframe with feedback delivered in a far timelier manner. Overall this has been evaluated
positively by staff and students but is not without its challenges for example misspelled email
addresses and uncertainty by students regarding successful submission of documents. The single
most important factor in a successful electronic assessment submission approach is effective systems
within the university such as Safe Assign, email and e-vision.
2.4 Teaching
There is a substantial teaching resource available for the Master of Nursing and the MSc Advanced
Practice. Approximately 40 staff make some contribution to these programmes at module and
dissertation level, and this includes clinical academics either with joint roles or with honorary
contracts. The total contribution of individual academics varies depending on their focus on
undergraduate or postgraduate teaching and contribution to the postgraduate programmes is often
linked to specific expertise. The majority of staff are educated to Master’s or PhD or educational
doctorate level and there remains strong input from research-active staff.
As the School also delivers NMC approved programmes, almost all academic staff have NMC recorded
teaching qualifications and have also undergone staff development in online learning and assessment.
As almost all modules are delivered through online learning, the School continues to invest in
development of new approaches to e-learning and to support staff development to further the levels
of expertise and experience. The School’s online learning experience is, however, extensive as it has
been formally supported since 2000.
Specific clinical expertise is required to support programmes such as the MSc Advanced Practice
(Diagnostic Imaging) and (Medical Imaging) as well as the MSc Advanced Practice (Physiotherapeutic
Practice).
Student feedback on distance learning tends to be polarised although the majority have chosen online
distance learning because of the flexibility it offers in enabling them to work full time and not have to
attend classes. Some students find they are isolated and are more used to face to face approaches.
The programme teams have worked hard on finding ways to support students through the use of
online discussions and blogs although the effectiveness of this is to some extent linked to student
8
engagement. Most students manage to make the transition to online learning and many are highly
positive of the opportunity that this form of studying affords them.
2.5 Student support and guidance
There are a number of approaches taken to student support in both programmes, depending on the
specific requirements of the student. In the Master of Nursing, support is offered by the Programme
Lead and by a named tutor within the module. In the MSc Advanced Practice, each of the named
awards has a designated Postgraduate Academic Facilitator (PAF) who is responsible for the day to
day management of the award. Each student’s portfolio of module choices is individually negotiated
between the PAF and student at the start of their studies. In the past the PAF provided ongoing
information and support in relation to the student’s chosen named award and is responsible for
ensuring an appropriate topic is chosen at dissertation stage. This has become less effective over the
years, particularly where students have taken a long time to complete their studies. Maintaining
contact with students and up to date student lists at PAF level has proved challenging.
Previously, students were allocated a personal tutor for the duration of their studies to provide
academic and pastoral support. However, in the last three years this has become more the role of the
Programme Manager who is available to provide information and advice and is often the first point of
contact for students, particularly in relation to application and assessment issues. Effective student
support is a challenge when programmes are delivered at a distance and ways to improve this have
been considered and are set out in section 3 and in the programme handbook.
Students at dissertation stage are initially supported by two dissertation co-ordinators who advise
students on their research proposal and provide guidance on ethical approval applications as
appropriate. Students are then allocated a supervisor who works with the student towards completion
of the dissertation. The dissertation co-ordinators provide on-going advice and support for both
students and supervisors as necessary. Supervisors are allocated according to their research interests
and methodological expertise, matching these with the information provided by the student on their
research proposal. Success in increasing numbers of students reaching dissertation stage has put
pressure on the number of dissertation supervisors but this has been used as an opportunity to enable
other staff to take on this role with support.
Mentors are also a valuable resource for students on named awards with a clinical component. These
mentors are usually in managerial positions within the practice setting and provide day to day support
and learning opportunities for the student in the workplace. The following standards are in place for
mentors:

Mentors are normally educated to a minimum of masters level and have extensive experience
relating to the named pathway

As part of the application process, students on a pathway requiring mentor support are required
to submit a letter of support from their line manager indicating that adequate resources will be
available to the student in order to meet the modules outcomes

All mentors are offered orientation to their role

All mentors receive a mentor handbook
9

The appropriate PAF meets with the mentor on a regular basis to monitor and discuss the
student’s progress and to implement additional plans of action where necessary to facilitate the
student’s learning
Until recently, all students were offered an induction day prior to commencing their studies, which
familiarised them with the University’s information systems and virtual learning environment as well
as the opportunity to meet their PAF, module leaders and other students. Since academic year
2012/13 the PQ Division has offered an online induction using a bespoke virtual world to enable equity
of access for all students to extensive induction support. This approach was felt to be consistent with
the online distance learning ethos of the programmes.
Library and Learning Centre (LLC) staff offer support with referencing, teaching and literature
searching and all students have access to a raft of study skills developed within the School, designed
to assist students engaging in higher level study. Students can also access services offered centrally by
the University.
2.6 Resources and the learning environment
The programmes have strong links with the LLC, having a named librarian for each module. A good
professional relationship with library colleagues has been invaluable in ensuring availability of
appropriate resources as the nature of the student body means that access to physical library
resources is not always possible. LLC staff members are able to give advice on relevant material from
a range of sources, particularly electronic resources. The number of resources available electronically
has increased significantly in the last five years and the possibility of digitisation of paper resources
has been an excellent additional service. Library resources were generally well evaluated by students
completing the student survey, both in terms of the resources available and the support provided by
library staff. However, access does remain a challenge in resource poor countries where internet
access is not as reliable as elsewhere.
There is excellent support for the virtual learning environment (VLE), which has continued to develop
as a result of the University’s commitment to developing the use of e-learning. The majority of
students now study at a distance, although the University has ample IT access within a variety of IT
suites across the city campus if students wish to make use of the University’s facilities. Students may
also make use of the IT and library resources at the Kirkcaldy campus. While the majority of students,
including international students, have no problems with students accessing the VLE from home,
challenges remain in some environments where internet access is less well supported. The School has
given careful consideration of how to support students from less economically developed countries in
the future, particularly following contracts with the Eritrean government. Owing to the integration of
the Distance Learning Centre, the School has access to a strong academic resource with experience in
delivering education in such situations. The School has excellent support from central IT services and
has a number of experienced staff who have used online learning for a number of years. The School
has access to an experienced learning technologist and a recently appointed College Director of
Technology in Learning. At university level, the LLC continues to provide excellent support for online
learning including extensive staff development opportunities.
2.7 Communication, management and enhancement
The MSc Advanced Practice and Master of Nursing both sit within the Post-qualifying Division which
came into being in 2011. The programmes are managed by a Programme Lead for the MSc Advanced
Practice and Programme Lead for the Master of Nursing. There is also a Postgraduate Programmes
10
Manager who has overall operational responsibility for taught postgraduate programmes in the
School. The programme leads have responsibility for the daily management of the programmes,
devolving specific areas of responsibility to pathway academic facilitators (PAFS) and module leaders.
A post-qualifying strategy is produced annually, indicating the main areas of work within the team
over the course of the next twelve months. The Programme Manager has regular meetings with the
Head of Division, who in turn communicates with the school management group.
There is a combined Post-qualifying Programme Board and a separate Postgraduate Examinations
Board which has responsibility for the operation and governance of the programmes. There are a
number of external examiners with responsibility for the various programmes and named awards
within the framework. External examiners are recruited on the basis of specialist expertise as required.
The majority of students do not attend the University and innovative ways of meeting the challenge
of student engagement and support have been developed. Every module is supported by My Dundee,
even those that are delivered face to face and module leaders use this to communicate with students
regarding module issues. In addition, there is a postgraduate site within My Dundee which is used by
the postgraduate administrative team and programme academic teams to disseminate information
for students as necessary which also links to students’ University email addresses. This site has links
to the student handbook, dissertation handbook, various study skills packages and support agencies
across the University.
11
Part 3: Conclusions and recommendations for change
Having undertaken the review process it is clear that the Master of Nursing and MSc Advanced Practice
offer flexible learning opportunities to an international and multidisciplinary student group. However,
opportunity exists to refresh the MSc Advanced Practice in order to make it fit for the future and to
ensure leadership capacity and clinical knowledge and expertise is enhanced for the benefit of those
accessing health and social care in a range of contexts. Recruitment to modules and named awards
and the number of students exiting at certificate and diploma level clearly indicate that the time has
come to streamline the programme and the module portfolio, as well as ensuring its continued appeal
to a national and international student body.
The figure below represents the key aspects and focus identified for the programme to make it fit for
the future needs of health and social care. The focus of the model is health and social care as the
primary outcome of the programmes. Surrounding this central point are the elements identfied as
essential through the scoping process of the programme review. Meetings with key stakeholders and
the public involvement focus groups all informed and cofirmed the priorities set out below. A focus
on health (both physical and mental), integrated care, changing models of delivery and the key
aspioration of quality (and safety) of care was prevalent. Scoping of the international health context
also found these areas to be important and the aim of the programme is to ensure the health needs
are met regardless of context. Quality, health and wellbeing, and individual context of practice are
relevant throughout national and international health and social care. The inclusion of integration of
health and social care strongly reflects a UK approach to the future provision of services but in this
figure is intended to represent the broad principle of shared professional input into care. Finally,
discussions with strategic stakeholders led to the focus on advancing rather than advanced practice
with a recognition that the desire to advance and improve practice should start from the point of entry
into the professions rather than being limited to experienced practitioners. This strongly influenced
the change of name of the MSc Advanced Practice.
Advancing
Practice
Mental
and
physical
health
Health and
social care
integration
Health
and social
care
Extending
and
developing
roles
Balance of
care
Quality of
care
12
Outline of changes
Following the evaluation stage of the review, the principal proposal is that we rename our MSc
provision to align with the School of Nursing and Midwifery undergraduate provision at both preregistration and post-registration level with the aim of streamlining progression. At post-registration
level the SNM offers a BSc Nursing, BSc Midwifery and BSc Health Studies. Students are enrolled on
the BSc relevant to their own professional background and registration where applicable. The
proposed approach is to align the MSc Advanced Practice and Master of Nursing with the School’s
post-registration BSc by reorganising them into an MSc programme with three awards: Nursing;
Midwifery or Maternal and Infant Health; and Health Studies. As there will be an MSc Nursing, there
will be no need for an additional Master of Nursing but the MSc has been designed to meet the needs
of the MN market. Continued ACEN accreditation is anticipated and communication with ACEN has
been ongoing throughout the review process.
As well as the desire to align the programmes delivered at undergraduate and postgraduate level it
was also felt by the programme team that changing the name to include the professional identity of
the students was important. To have generic awards of MSc Nursing and MSc Midwifery was deemed
more recognisable than the generic MSc Advanced Practice. There was also an element of confusion
on the part of students who believed that undertaking the MSc Advanced Practice would offer an
advanced practitioner qualification which is not the case.
In addition to the change of name, it is proposed that the pathway system is streamlined so that the
number of named awards is significantly reduced. This will be achieved by offering a portfolio of
modules within each pathway, any of which can be used as the core module and will improve the
viability of the programme. Tables 1 and 2 demonstrate significant variation in terms of admission
across the pathways and a portfolio approach to pathways increases flexibility, for the students and
the School, considerably. Each pathway has its own individual requirements but all follow the principle
of one research module, one professional module and one or more pathway core with a dissertation
topic relevant to the pathway. The inclusion of the professional core derived from a sense that
leadership, quality and professionalism are essential for the advancing of practice.
The change from a five to a three year programme was made for students commencing in 2013 in
order to bring the School’s postgraduate programmes in line with other programmes across the
University of Dundee. However, following discussions with the Assistant Director for Educational
Development in the LLC it was agreed that the programme would include a period of up to 18 months
for the dissertation as experience has shown that many students struggle to complete within 12
months as the vast majority of students work full time while studying.
Criteria for progression to dissertation have also been introduced. The introduction of clearer criteria
for progression to dissertation linked to academic performance in the taught phase of the programme
is deemed necessary to ensure that students are able to cope with the challenges of the dissertation
stage, given the change to the length of programme.
The detail of each of the proposed pathways is presented in Appendix 11. An outline of the changes
are presented in Tables 4, 5 and 6.
13
Student support
This section should be read in conjunction with the role descriptors in Appendix 3.
Support of postgraduate students is deemed to be as important as support of undergraduate students,
particularly as many will be studying from a distance and might be studying after significant time out.
In the new programme the aim of the student support process will be to provide consistent support
for the three years of the programme and to ensure that students have a named contact person with
whom they can link. In the past a system of personal tutors has been used and although this initially
worked well, given the large students numbers and length of time for some students to complete their
programme, personal tutors often lost track of their personal tutees. Pathway Academic Facilitators
also provided support and advice in relation to module and dissertation choices but, for the reasons
above, consistent support was difficult to achieve.
In this newly streamlined programme there will be a team approach to student support. Students will
apply for a particular pathway or generic award and the academic lead for that pathway will be
notified once the student has been accepted onto the programme. The academic lead will identify a
personal tutor from within the pathway team, with equitable allocation. Where members of staff are
part of more than one pathway team, there might be some additional negotiation with the other
pathway’s academic lead so that individuals are not overloaded.
The personal tutor will be responsible for negotiating the student’s portfolio of modules in order to
achieve the named award and will also work with the dissertation co-ordinators to ensure that
dissertation topics are congruent with the pathway requirements. The personal tutor will be the first
point of contact for student enquiries but decisions in relation to time out, extension and other
complex issues will be referred to the Programmes Manager. This is to ensure equity and consistency,
and to minimise complexity for support staff.
Students will also be supported through the student handbook which is updated annually, through
online induction and through the dedicated My Dundee student support site. The programme team
endeavours to ensure that all important administrative or support information is up to date and is
easily accessible for students.
14
Table 4:
Key features of the existing programme and the proposed revisions
Name of award
Provider
Level, credits and
length
Mode of delivery
Entry and exit
points
Duration of
programme
Number of awards
Modular
requirements
Current programme
MSc Advanced Practice/ Master of
Nursing
Revised programme
MSc Nursing
MSc Midwifery/Maternal and
Infant Health
MSc Health Studies
School of Nursing and Midwifery
180 credits at SCQF level 11 for MSc (subject to University of Dundee
tolerances for inclusion of credit at SCQF levels 9 and 10)
Full and Part-time distance learning with some elements of blended learning
Master of Nursing
MSc
Exit point - Postgraduate Diploma in
Postgraduate Diploma
Nursing
Postgraduate Certificate
Exit point - Postgraduate Certificate in Including named entry and exit
Nursing
points at PGCert * and PGDip
MSc in Advanced Practice (Generic and
named awards)
Exit point - Postgraduate Diploma in
Advanced Practice
Exit point - Postgraduate Certificate in
Advanced Practice
Maximum of 3 years full time
Maximum of 18 months full time
Maximum of 5 years part-time
Maximum of 3.5 years part-time
Master of Nursing
One programme (MSc)
MSc Advanced Practice plus 14 named Four awards (Nursing,
awards
Midwifery/Maternal and infant
Health, and Health Studies)

Nursing
Seven pathways

Midwifery
 Physiotherapy (available as

Physiotherapeutic Practice
MScHS only)

Infection: Diseases, Prevention
 Long term Conditions
and Control
 Leadership, Quality and

Mental Health
Governance

Clinical Assessment

Infection Prevention and

Cancer Care
Control

Palliative Care

Clinical Practice

Older Person
 Older Person

Health and Social Care
 Mental Health

Medical Imaging

Diagnostic Imaging

Organisational Leadership

Clinical Governance
One research core; one award core
One research core; one
(occasionally two); one option; award
professional core; one award core
related dissertation
(or two as relevant); one option;
pathway related dissertation
Named awards at PG Cert level: Students must opt to do the core module for their chosen pathway, For the Mental Health
and Infection Control pathways, students only need do one core module. Students are not obliged to undertake a Research
module.
15
Table 5:
Modular structure
Research
Critical Appraisal Skills
for Practitioners***
Developing Research
and Evaluation Skills***
Professional
Leadership
Quality and Clinical
Governance
Risk and Patient Safety
Non-Medical
Prescribing**
Learning, Teaching and
Assessment in Practice
Practice Development:
Independent Study**
Option and pathways portfolio
 Contemporary Challenges in
Healthcare Ethics
 Contemporary Challenges in Mental
Health
 Person-Centred Approaches to Mental
Health Care
 Fundamental Skills for Practitioners of
Infection Prevention and Control
 Advancing Skills in the Practice and
Leadership of Infection Prevention and
Control
 Global Communicable Diseases***
 Clinical Assessment for Advanced
Practice
 Contemporary Issues in Acute and
Critical Care
 Clinical Decision-Making for the
Musculoskeletal Therapist
 Clinical Decision-Making for
Neurological Rehabilitation
 Long-term Conditions
 Managing the needs of older people in
diverse settings
 Meeting the Needs of the Older Person
in Diverse Settings
 Mechanical Diagnosis and Therapy**
 Practice Development: Independent
Study
 Contemporary Issues in Maternal and
Infant Nutrition
 Global Perspectives of Maternal and
Infant Health***
Additional option modules available from
other programmes

Global Health

Qualitative Methods

Quantitative Methods

Clinical Statistics

Quality Improvement in Action

Measuring Quality
Dissertation
**depending on eligibility and suitability
***shared with other programmes e.g. MRes: Health and Social Care, MSc Global Health and
Wellbeing, MSc QI
16
Table 6:
Modules and pathways not being considered for inclusion following recruitment
analysis
Pathways for removal
 Cancer Care
 Postgraduate Certificate in Practice
Education
 Palliative Care
 Medical Imaging
 Diagnostic Imaging
 Health and Social Care
Modules for removal
 Palliative Care for Long-term and Life
Limiting Conditions (PN50069)
 Orthopaedic Image Interpretation
(PN50076)
 Advanced Practice in Diagnostic
Imaging (PN50052)
 Clinical Image Reporting (PN50060)
 Developing Modern Cancer Care
(PN50067)
 Personal and Professional Development
for the Practice Educator (PN50059)
 Quality of Life in Long-Term Conditions
(PN50012)
17
REFERENCES
CHIEF NURSING OFFICERS OF ENGLAND, NORTHERN IRELAND, SCOTLAND AND WALES, 2010.
Midwifery 2020: delivering expectations. Cambridge: Midwifery 2020 programme.
DEPARTMENT OF HEALTH CHIEF NURSING OFFICER DIRECTORATE, 2010. Advanced level nursing: a
position statement. London: Department of Health.
MATERNITY SERVICES ACTION GROUP, 2011. A refreshed framework for maternity care in Scotland.
Edinburgh: The Scottish Government.
NHS SCOTLAND, 2012. Advanced nursing practice toolkit. NHS Scotland.
http://www.advancedpractice.scot.nhs.uk/
THE SCOTTISH GOVERNMENT , 2008. Equally well: report of the ministerial task force on health
inequalities. Edinburgh: The Scottish Government
THE SCOTTISH GOVERNMENT, 2008. Leading better care: report of the senior charge nurse review
and quality indicators project. Edinburgh: The Scottish Government.
THE SCOTTISH GOVERNMENT, 2009. Curam*: Scotland cares. Edinburgh: The Scottish Government.
THE SCOTTISH GOVERNMENT, 2010. A guide to implementing Getting it right for every child :
messages from pathfinders and learning partners. Edinburgh: The Scottish Government.
THE SCOTTISH GOVERNMENT HEALTH DIRECTORATE, 2010. Rights, relationships and recovery –
refreshed: the report of the national review of mental health nursing in Scotland. Edinburgh: The
Scottish Government.
THE SCOTTISH PARLIAMENT, 2013. Public Bodies (Joint Working) (Scotland) Bill . Edinburgh: Scottish
Parliamentary Corporate Body.
WORLD HEALTH ORGANIZATION, 200O. United Nations Millennium Development Goals. Geneva:
WHO.
18
APPENDICES
Appendix 1a
Appendix 1b
Appendix 1c
Appendix 1d
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Programme Rationale (Module Rationale/Specifications can be found in
the Syllabus of Modules document)
Programme Specification
Programme Development Plan
Philosophy and Pedagogy
Mapping of curriculum against relevant reference points
Roles and Responsibilities
Learning Resources
Marketing Materials
Inclusive curriculum checklist
Summary of recruitment, retention, progression and achievement
Summary of graduate destinations
Membership of Review Groups
Student Evaluation
Pathway Portfolio
Teachability Audit
Programme Monitoring Forms/Programme Enhancement Reports
Transitional arrangements
19
21
24
27
29
30
34
39
41
43
46
48
50
52
65
76
80
107
APPENDIX 1
1a PROGRAMME SPECIFICATION
1b PROGRAMME RATIONALE
1c PROGRAMME DEVELOPMENT PLAN
1d PHILOSOPHY AND PEDAGOGY
20
Appendix 1a
PROGRAMME RATIONALE
The programme
MSc
Postgraduate Diploma
Postgraduate Certificate
Proposed date for first student
intake
Responsibilities and contacts
September 2014
*External organisations
associated with the
programme
Description of the Programme
Dr Elaine Lee
The School’s taught postgraduate framework operates on a
semesterised, modularised system in line with the University’s
delivery pattern. Each module attracts 30 SCQF points at level 11
within the Scottish Credit Qualification Framework Criteria.
The MSc framework will comprise of a portfolio of 26 modules
which can be combined to meet the criteria for named awards.
The criteria for each named award is set out in Appendix 11 but
for each named award students will be required to choose one of
two research modules and one of five professional modules (see
Table 5). The two research core modules have not changed. This
structure is very similar to the current Advanced Practice
structure with the addition of the professional module
requirement. The other main change is that there will be 3 generic
awards: the MSc Nursing; the MSc Midwifery/Maternal and Infant
Health; and the MSc Health Studies. It was felt that this would be
more relevant to the individual student backgrounds rather than
a more abstract award of Advanced Practice.
As before, the basic criteria for the award of the MSc are:
1. Completion of the required number of modules to be eligible
for the academic award (180 points)
2. Inclusion of the framework core modules (60 points)
3. Inclusion of a specified named award core module (30 points
or in some cases 60 points)
4. If the framework core or named award module is considered
for Accredited Prior Learning (APL) it has to demonstrate
integrity of named award in addition to meeting the academic
learning outcomes.
5. A clear and approved articulation of the named award within
the dissertation (60 points)
All of the modules within the portfolio have been refreshed and
updated to ensure they are meeting service needs and continue
to be relevant to the modernising health agenda discussed within
the evaluation summary. They are all undergoing re-approval at
21
this stage, with the exception of Non-Medical Prescribing which
was reapproved by the NMC and University of Dundee in March
2013. Where significant changes have been made to modules, for
example to the mode of delivery, these are indicated within the
schedule of modules table.
Reason(s) for introduction of
the programme, and planned
benefits to the University
*Student Recruitment
Summary
Reference points for academic
standards and quality
Approach to learning, teaching
and assessment, including any
distinctive features
*Open and distance learning
Employability and benefits for
graduates
Staff and staff development
*Library resources
Another important change to the framework is the inclusion of an
option to apply for named awards at Certificate and Diploma
level. It is hoped that this will be a useful marketing tool for the
programmes as it is aimed at rewarding achievement rather than
only offering Certificate and Diploma exit points which can be
seen as compensating failure. We are keen that students see
studying at postgraduate level as a positive step in selfdevelopment regardless of the award achieved.
This is not a new programme but is a refreshing of the current
principal MSc programme of the School of Nursing and Midwifery.
This revised programme will continue to be the main source of
postgraduate student income and it is hoped that the inclusion of
entry levels of Certificate and Diploma will increase the appeal.
See Table 1
The aims and outcomes of the MSc programme are consistent
with the Scottish Credit and Qualifications Framework (SCQF) and
the QAA Qualifications descriptors as well as the Scottish Higher
Education Enhancement Committee (SHEEC) project Learning
from International Practice: The Postgraduate Taught Student
Experience postgraduate attributes.
The majority of the modules in the programme are delivered
through online distance learning using Blackboard. There is also
an online induction, continuing this ethos of accessibility. Some
modules are delivered to address local NHS need and these are
clearly identified. The School has over a decade of experience in
using Blackboard and online assessment as well as other forms of
innovative learning and teaching.
The majority of the programme is delivered through online
distance learning using My Dundee and is supported by the LLC.
In addition, the School has access to the skills of a learning
technologist.
Almost all students will be in employment when commencing the
programme. The programme facilitates students to obtain
specific qualifications such as Non Medical Prescribing but is also
an important requirement for promotion and leadership roles.
Staff members are encouraged through OSAR to take up
opportunities offered through the OPD programme. Additional
staff development sessions will be arranged as required for
example recent sessions to support dissertation supervisors
particularly for distance learning students.
The School works closely with the LLC liaison librarians for CMDN
and curriculum development has involved working with the
team from the LLC.
22
*VLE and IT resources
Teaching accommodation
*Placements
*Other resources, including
any specialist equipment or
facilities
Inclusive nature of the
curriculum and its delivery
The programme uses Blackboard through My Dundee. New
learning technologies will be adopted as and when available but
no specific new needs have been identified at this stage.
A very small amount of standard teaching accommodation is
required but this is not additional to current requirements.
Not applicable
No specialist equipment is required however some modules make
use of the Clinical Skills Centre in the University.
Inclusive Curriculum Checklist – see Appendix 6
Teachability Audit – see Appendix 12
*Income and student fees
See School fee structure
Opportunities and risks
The reviewed programme offers an opportunity to align
programme provision at undergraduate, post-registration and
postgraduate level. Renaming the programme results in a clear
progression, particularly for students completing the postregistration BSc programmes.
The programme will more closely reflect the professional
background of the individual students and the development of
the MSc Nursing not only streamlines programme provision but
has increased appeal to the US market as an MScN is more sought
after than an MN.
A move away from a Midwifery award increases the options
available to those working in maternal and infant health globally.
Midwifery is not a universal term and at present recruitment to
that programme is very limited. It is hoped that this new approach
will increase uptake.
Modules and pathways that have not recruited have now been
removed and increased flexibility in the pathways means that the
programme can be responsive and adaptable to changing health
and social care needs at international, national and policy levels.
There are few risks with the programme other than failure to
recruit. This programme already recruits the majority of the
postgraduate students within the School of Nursing and
Midwifery and feedback in relation to the new awards has been
positive. However, there is a risk that the MSc Nursing will not be
accredited by ACEN although first indications are that this is likely
to be accepted.
Programme development plan
See Appendix 1c
23
Appendix 1b
PROGRAMME SPECIFICATION
Information identifying the qualification
Name of Final
MSc
Qualification and
Postgraduate Diploma
Title Conferred
Postgraduate Certificate
Main Fields of Study
Nursing
Midwifery/Maternal and Infant Health
Health Studies
Awarding Institution University of Dundee
Administering and
University of Dundee
Teaching Institution
Language of
English
Instruction /
examination
Information on the level of the qualification
Level of Qualification Postgraduate, SHE SCQF Level 11
(EQF Level 7)
Normal Duration of
3.5 years part-time
Programme
Total Credit
MSc 180 points at Level 11 (90 ECTS)
Requirement of Final PG Diploma 120 points at Level 11 (60 ECTS)
Award
PG Certificate 60 points at Level 11 (30 ECTS)
Admissions
Both UK and international postgraduate students from a range of
Requirements
disciplines who have completed an undergraduate degree in a relevant
subject will be eligible to undertake the programme.
International students whose first language is not English, or who have
not previously studied at degree level in English, will be required to
have an IELTS of 6.5 with no less than 6.0 in any individual category (or
equivalent).
Students who have taken their education entirely in the medium of
English and can demonstrate that they have completed a recognised
degree or have successfully completed the whole of their secondary
education up to and including the equivalent of year twelve in one of
the countries on the UKBA's list of recognised countries will receive an
English language waiver.
English language requirements
The University of Dundee regulations for taught postgraduate
programmes state that where an applicant’s first language is not
English they must demonstrate they have achieved an IELTS score of
6.0 or equivalent. In the College of Medicine, Dentistry and Nursing the
requirement is for a score of 6.5 with no lower than 6.0 in any of the
four categories. There is, however, some ambiguity about the definition
of English as a first language and whether having studied a first degree
taught in English is adequate. English is the first language of education
in a number of countries but this does not necessarily mean the
standard of English would be equivalent.
24
EU and International students whose first language is not English are
required to have an appropriate grade/score in an approved
examination in English language (normally IELTS or TOEFL iBT) before
they can register on an academic programme. Students who have
taken their education entirely in the medium of English and can
demonstrate that they have completed a recognised degree or have
successfully completed the whole of their secondary education up to
and including the equivalent of year twelve in one of the countries on
the UKVI's list of recognised countries will automatically receive an
English language waiver.
Information on the contents and results obtained
Aims of Programme
To provide an intellectual environment within which students are
committed and challenged to develop the knowledge and skills
required to enhance their own health and social care practice as well
as to advance practice in their own profession or role. The aim is also
to support multidisciplinary collegiality and create a global community
of scholars displaying postgraduate attributes of confidence,
complexity, creativity, professionalism, autonomy and the articulation
of novel perspectives to problem solving.
Intended Learning
Outcomes of the
Programme
On completion of the Postgraduate Certificate and Diploma, students
will be able to:
1.
Retrieve, appraise and synthesise evidence in systematic and
creative ways relevant to the topic
2.
Evaluate complex situations, offering evidence-based
approaches to challenges faced in practice
3.
Demonstrate the skills of self-direction and autonomy in
identifying relevant challenges, exploring evidence and creating
congruent solutions
4.
Demonstrate confidence and flexibility, using reflection and
reflexivity to develop personally, academically and
professionally
5.
Demonstrate the ability to manage unpredictability, thrive on
uncertainty and create positive outcomes through newly
acquired skills and postgraduate attributes
On completion of the MSc students will be able to:
6.
Utilise postgraduate educational skills to demonstrate
originality of thought and creation of new knowledge for the
advancement of the relevant profession or role
7.
Present research findings and consider ways to implement
evidence-based practice to enhance their profession or role,
using a range of communication skills for a range of audiences
Structure of
Programme
There is one MSc programme with three different awards based on the
student’s professional background:
MSc Nursing
MSc Midwifery/Maternal and Infant Health
MSc Health Studies.
25
These relate to the professional role or qualification of the student and
represent the starting point for programme registration. Maternal and
Infant Health is open to all health and social care professionals working
in or with an interest in maternal and infant health. This is not
restricted to midwives.
Health Studies is for Allied Health Professionals as well as other health
and social care professionals including the voluntary sector.
All students on the MSc Nursing will be registered/qualified nurses.
The programme has a pathway structure using a combination of core
and option modules, enabling students in many cases to graduate with
a bracketed award. The detail of these individual pathways are
presented in Appendix 11
Information on the function of the qualification
Access to Further
Students who exit with a Postgraduate Certificate can return to
Study
complete the programme within 3 years, after which they will have 2
and a half years to complete. Students who have exited with a
Postgraduate Diploma can return to complete the MSc within 3 years,
after which they will have 18 months to complete. Students who have
completed the MSc would be eligible for further study at PhD level.
Professional,
The programme utilises the NMC accredited programme Non-Medical
Statutory or
Prescribing, however this is approved and monitored separately.
Regulatory Body
Accreditation
Additional
Information
Date of Approval
3rd April 2014
Applicability of
Students matriculating from September 2014
Programme
Specification
Further Information
Dr Elaine Lee, Postgraduate Programmes Manager
26
Appendix 1c
Programme Development Plan
PART 1: INTRODUCTION
1.1 Programmes
This programme review relates to two key programmes within the School of
included in the
Nursing and Midwifery’s postgraduate portfolio: the MSc Advanced Practice and
development plan the Master of Nursing.
1.2 Context
The context within which the MSc Advanced Practice and Master of Nursing have
been delivered is both complex and fluid. As both programmes are designed for, and
delivered to, a national and international student body the policy context has always
included health priorities at a much wider level than that of a Scotland focused
traditional taught Masters. For example, the Master of Nursing has had at its centre,
the World Health Organisation priorities including ways of helping students
contribute to the Millennium Development Goals (World Health Organisation,
2000).
From a UK perspective, the drivers have been diverse and often influenced by a
changing political background including the complex nature of devolved healthcare.
In the 5 years since the MSc Advanced Practice was last reviewed, there has been a
plethora of health policy publications in Scotland alone, including Leading Better
care (NHS Education for Scotland 2008), Equally Well (Scottish Government, 2008)
Curam (Scottish Government, 2009), Midwifery 2020: Delivering Expectations
(Midwifery 2020, 2010), A Refreshed Framework for Maternity Care in Scotland
(Scottish Government, 2011), the refreshed Rights, Relationships and Recovery
(Scottish Government, 2010) and Getting it Right for Every Child incorporating a
number of early years policy documents. All of these and their equivalent
publications in England, Wales and Northern Ireland, as well as the international
health drivers, all impact on the focus of postgraduate education offered within the
School.
A further important aspect of the context of the programme and of healthcare in
the UK is the plan for integration of health and social care in all four countries
although in different ways.
1.3. Summary of
needs and
opportunities for
change




Renaming the MSc to align with the SNM undergraduate provision at both preregistration and post-registration level. The proposed approach is to align the
MSc Advanced Practice and Master of Nursing with the School’s postregistration BSc by reorganising them into an MSc programme with three
awards: Nursing; Midwifery/Maternal and Infant Health; and Health Studies.
Removal of the Master of Nursing as the MSc Nursing has been designed to
meet the needs of the MN market.
Streamlining of pathways so that the number of named awards is significantly
reduced.
Move to three and a half years part time
27
PART 2: PLANNED DEVELOPMENTS
Development plan 
for the future typically the next
six years.

Meet any conditions and reflect upon any recommendations from the Review

Develop content of new modules. Dependent on module delivery plan but
Panel - Spring 2014
Review and renew existing modules - Summer 2014
complete by December 2015

Revise and refresh VLE learning environment and resources - Spring/Summer
2014 for semester 1 modules

Significantly revise and refresh the School and University’s webpages relating
to the programmes

Identify and fulfil staff development needs - Spring and Summer 2014

Annual review of module materials – Ongoing

Collaborate with support staff to develop efficient and effective processes Spring 2014

Collaborate with colleagues to improve marketing and information - Spring
2014

Consider development of full time option, including possibility of international
students studying in Dundee - Constitute project team in academic year
2015/16

Work with colleagues delivering pre-registration nursing programmes to
develop a seamless transition from BSc to MSc - to be considered within
programme review of BSc Nursing due in 2016.

Consider development of a programme designed specifically to meet the needs
of resource-poor environments, learning the lessons from meeting the needs
of the Eritrean students - Start considering project plan in 2015/16.

Regular review and update of provision with course team and learning
technology colleagues - Ongoing

Regular review of this development plan – Ongoing

Annual monitoring of programme – Ongoing (Appendix 13 shows current
programme monitoring reports from 2009/2010 – 2012/2013)

Transitional arrangements to ensure no current students are disadvantaged –
see Appendix 14
28
Appendix 1d
POSTGRADUATE PHILOSOPHY AND PEDAGOGY
PHILOSOPHY
Successful completion of the Master’s programme will transform the lives of
our graduates and the people they serve by exposing them to a scholarly
journey designed to prepare them to lead, challenge and develop
contemporary care.
PEDAGOGICAL
APPROACH
Our overarching pedagogy centres on andragogy and is based on the
philosophy that students are self- directing adults who come to our
programme with a wealth of experience and are committed to undertaking
further studies. As educators our role is to harness those experiences and
provide the structure whereby students can transform experience into
knowledge. Our role is to help students challenge their current values and
attitudes and to build new knowledge onto existing frameworks. We also
aspire to a heutagogical approach in which students act as self-determining
learners, applying macro concepts and models to their individual context and
further developing their own learning in ways that are most relevant to this.
As such the programme is student-centred and student-directed.
The majority of the modules within our programme are delivered in distance
learning mode, utilising the virtual learning environment. This environment
provides the scaffolding in which to facilitate students’ learning and support
the transformation of experience into knowledge. This is achieved by a
marriage of instructional approaches, based on the theory of the cognitive
process involved in learning, with appropriate technology, to facilitate
teaching and learning, with a focus on knowledge construction not
reproduction, reflective practice, context and content dependent knowledge
construction, collaborative construction of knowledge through social
negotiation, and tasks authentic to the practice field in which the knowledge
and skills are embedded
Whilst most of the modules are available via distance learning, a few are
delivered using some of the more traditional approaches to learning e.g. faceto-face tutorials and simulated practice sessions within the clinical skills centre.
Simulation offers students opportunities to develop a range of skills through
deliberate practice, reflection and feedback in a safe environment with
standardised patients and high fidelity simulators.
The adult learning approach is designed to facilitate the learner to utilize
authentic learning experiences as they present in the clinical area to develop
technical, non-technical and cognitive skills. The result of the enquiry and skill
acquisition will contain clear inferences of competence and capability from a
breadth of evidence across a variety of situations.
29
APPENDIX 2
SCQF LEVEL 11 MAPPING
30
Appendix 2
SCQF LEVEL 11 MAPPING
Knowledge, skills and
Understanding
Practice: Applied
knowledge and
understanding
Generic Cognitive
Skills
Communication, ICT
and numeracy skills
Autonomy,
accountability and
working with others
On completion of the Postgraduate Certificate and Diploma, students will be able to:
Retrieve, appraise and synthesise evidence
in systematic and creative ways relevant to
the topic
✓
✓
✓
Evaluate complex situations, offering
evidence-based approaches to challenges
faced in practice
Demonstrate the skills of self-direction and
autonomy
in
identifying
relevant
challenges, exploring evidence and
creating congruent solutions
✓
✓
Demonstrate confidence and flexibility,
using reflection and reflexivity to develop
personally,
academically
and
professionally
Demonstrate the ability to manage
unpredictability, thrive on uncertainty and
create positive outcomes through newly
acquired skills and postgraduate attributes
✓
✓
31
✓
✓
✓
✓
✓
✓
On completion of the MSc students will be able to:
Utilise postgraduate educational skills to
demonstrate originality of thought and
creation of new knowledge for the
advancement of the relevant profession or
role
✓
✓
Present research findings and consider
ways to implement evidence-based
practice to enhance their profession or
role, using a range of communication skills
for a range of audiences
✓
✓
32
✓
✓
✓
Appendix 2a - SCQF Level 11 - (SHE level 5, PG 1, PG Dip, PG Cert, MA, MSc, SVQ 5) [Revised August 2012]
Knowledge and Understanding
Demonstrate and/or work with:
o
knowledge that covers
and integrates most, if
not all, of the main areas
of the
subject/discipline/sector –
including their features,
boundaries, terminology
and conventions.
Practice: Applied knowledge and
understanding
Apply knowledge, skills and
understanding:
o
o
o
o
o
o
a critical understanding of
the principal theories,
concepts and principles.
a critical understanding of
a range of specialised
theories, concepts and
principles.
extensive, detailed and
critical knowledge and
understanding in one or
more specialisms, much
of which is at or informed
by developments at the
forefront.
a critical awareness of
current issues in a
subject/discipline/sector
and one or more
specialisms.
o
In using a significant range of
the principal professional
skills, techniques, practices
and/or materials which are
associated with a
subject/discipline/sector.
In using a range of
specialised skills, techniques,
practices and/or materials
which are at the forefront or
informed by forefront
developments.
In applying a range of
standard and specialised
research and/or equivalent
instruments and techniques of
enquiry.
o
In planning and executing a
significant project of research,
investigation or development.
o
In demonstrating originality
and/or creativity including in
practices.
o
Generic Cognitive Skills
Apply critical analysis,
evaluation and synthesis
to forefront issues or
issues that are informed
by forefront developments
at the forefront of a
subject/discipline/ sector.
Communication, ICT and
numeracy skills
Use a range of routine
skills and a range of
advanced and specialised
skills as appropriate to a
subject/discipline/sector,
for example:
o
Identify, conceptualise and
define new and abstract
problems and issues.
Develop original and
creative responses to
problems and issues.
o
Critically review,
consolidate and extend
knowledge, skills practices
and thinking in a
subject/discipline/ sector.
o
Deal with complex issues
and make informed
judgements in situations in
the absence of complete or
consistent data/information.
o
To practise in a wide and
often unpredictable variety of
professional level contexts.
33
communicate,
using appropriate
methods, to a
range of
audiences with
different levels of
knowledge/experti
se.
communicate with
peers, more
senior colleagues
and specialists.
use a wide range
of ICT
applications to
support and
enhance work at
this level and
adjust features to
suit purpose.
undertake critical
evaluations of a
wide range of
numerical and
graphical data.
Autonomy, accountability
and working with others
Exercise substantial
autonomy and initiative in
professional and equivalent
activities.
Take responsibility for own
work and/or significant
responsibility for the work of
others.
Take significant responsibility
for a range of resources.
Work in a peer relationship
with specialist practitioners.
Demonstrate leadership
and/or initiative and make an
identifiable contribution to
change and development
and/or new thinking.
Practise in ways which draw
on critical reflection on own
and others’ roles and
responsibilities.
Manage complex ethical and
professional issues and make
informed judgements on
issues not addressed by
current professional and/or
ethical codes or practices.
APPENDIX 3
ROLES AND RESPONSIBILITIES
34
Appendix 3
Leadership of the programme
Programmes Manager – Dr Elaine Lee
Postgraduate Certificate/Postgraduate Diploma/MSc - Academic Leads (AL) and pathway teams










Nursing (generic award): Pauline Horton (AL); Dr Gordon MacLaren; Iain Rennie; Karen Horsley
Nursing/Health Studies (Clinical Practice): Fiona Paul (AL); Dr Karen Smith; Dr Susan Redman;
Jenny Ross
Nursing/Health Studies (Infection: Prevention and Control): Dr Karen Lee (AL); Emma Burnett
Nursing/Health Studies (Leadership. Quality and Governance): Dr Sandra Hainey (AL); Dr Eloise
Pearson; Linda Martindale; Dr Elaine Lee; Dr Joanne Corlett
Nursing/Health Studies (Mental Health): Mike Ramsay (AL); Audrey Mears; Paul Smith; Grant
King; Dr Robert Rankin
Nursing/Health Studies (Long Term Conditions): Antonia Lannie (AL); Dr Alison Harrow; Dr Karen
Smith; Iain Rennie; John Hamley; Ann Grodzicka; Mike Ramsay; Dr Margot McBride
Nursing/Health Studies (Older Person): Lindsay Dingwall (AL); Antonia Lannie; Lynn Griffin
Midwifery/Maternal and Infant Health: Dr Elaine Lee (AL); Dr Joan Cameron; Dr Heather
Whitford; Dr Andrew Symon; Dr Alison McFadden; Professor Mary Renfrew
Health Studies (Physiotherapy): Jenny Ross (AL); Dr Jacqui Morris
Health Studies (generic award): Jenny Ross (AL); Dr Margot McBride; Dr Jacqui Morris
Key roles and responsibilities
Programmes Manager
The Postgraduate Programmes Manager is responsible for leading and planning the programmes
within the School of Nursing and Midwifery, and ensuring that there are adequate resources to deliver
these programmes. Key responsibilities:
1. Collaborates with all Module Leaders and Academic Leads to manage the day to day delivery of
the programme
2. Collaborates with Heads of Divisions to maintain and enhance the quality of the postgraduate
programmes
3. Promotes partnerships with NHS and other stakeholders.
4. Leads multidisciplinary curriculum review teams in addressing design, development and review of
the School’s postgraduate programmes
5. Ensures that curriculum issues related to equality and diversity are addressed
6. Takes responsibility for applications and approval of module choices, as well as extensions,
temporary withdrawals and recommencements
7. Facilitates opportunities for inter professional education in collaboration with Heads of Division
and Head of the Graduate School.
35
8. Identifies and establishes opportunities for cross faculty and cross-university collaboration.
9. Works in partnership with administrative and support staff to ensure effective programme
delivery
10. Participates in the enhancement of the student experience in the School’s quality assurance and
enhancement activities to meet QAA requirements.
11. Participates in marketing activities to maximise potential number of candidates to postgraduate
framework.
12. Allocation of modules and students to Academic Leads (see below)
Academic Lead (formerly Pathway Academic Facilitator)
Each named award within the framework has an allocated Academic Lead who is responsible for
ensuring the integrity and delivery of the named award. The AL co-ordinates the pathway team in
allocating students to personal tutors. The AL is also responsible for reporting pathway issues to the
Post-qualifying Programme Board. Key responsibilities:
1. Supports a pathway team of academics to ensure students are enrolled on appropriate modules
and can meet the requirements of the pathway
2. Advises candidates and students regarding APEL procedures
3. With the relevant personal tutor, ensures integrity of students educational experience through
module choice etc
4. Programme planning for allocated named awards
5. Ensuring appropriate student support mechanisms are available and accessible
6. Ensuring that student feedback procedures operate effectively
7. Liaising with external agencies and accrediting bodies where appropriate
8. Participating in marketing activities in order to maximise number of potential candidates for
postgraduate programmes in general and allocated awards in particular
9. Day to day management of allocated named awards and student progression
10. Liaising with module co-ordinators to ensure efficacy of programme delivery
11. Provides and co-ordinates student support
Personal tutors
Personal tutors work within pathway teams to provide academic and pastoral support for a number
of allocated students within a named award. Key responsibilities:
1. Provides appropriate advice on the student’s portfolio of modules, in consultation with the AL
and PM as required
2. Monitoring individual student progress
36
3. Ensuring students are appropriately advised on matters relating to academic progress
4. Maintains regular student contact to ascertain their progress and evaluation of educational
experience
Module Leaders
For each module a Module Leader is identified and is supported by a module teaching team. Module
leaders have responsibility for planning and coordinating the delivery of a module. Module leaders
collate and present staff and student evaluations of the module to the Programme Board as part of
the University’s quality assurance process. Key responsibilities:
1. Liaises with Postgraduate Programmes Manager and other module leaders to ensure integrity of
the programme and enhancement of the student experience
2. Ensures that curriculum issues related to equality and diversity are addressed
3. Negotiates module delivery plan with Postgraduate Programmes Manager
4. Ensures all resources are in place for module delivery in consultation with Postgraduate
Programmes Manager
5. Works in partnership with administrative and support staff to ensure effective module delivery
6. Provides students with module information which includes module timetable, aims, outcomes,
assessment strategy and dates at the commencement of each module
7. Monitors module engagement and notifies personal tutors if serious concerns arise
8. Ensures module evaluation questionnaire findings are reported to the Post-qualifying Programme
Board using the module summary and action plan documentation
9. Ensures actions are implemented as agreed at the Postgraduate Programme Board.
10. Ensures module assessment is prepared and presents it to the Assessment Panel of the Postqualifying Programme Board.
11. Reviews and evaluates module assessment strategies making modifications as directed by the
Post-qualifying Programme Board
12. Takes overall responsibility for the standard, kind, content and quality of the module
37
Dissertation Co-ordinator
In effect, the role of the dissertation co-ordinator is similar to that of a module leader but for the
dissertation modules. The modules are associated with a number of different programmes. Key
responsibilities:
1. Ensures handbook information is regularly updated and communicated
2. Works with ALs and personal tutors to ensure the student’s chosen dissertation topic is congruent
with their named pathway
3. In conjunction with the Postgraduate Programmes Manager, works across programmes to ensure
that all students are allocated to appropriate dissertation supervisors
4. Maintains a list of all supervisors and current student allocation to monitor capacity
5. Providing staff development opportunities for new and existing supervisors to ensure capacity and
capability
6. Communicates with all supervisors and students to ensure changes to marking grids, assessment
arrangements and all other relevant administrative processes are disseminated.
38
APPENDIX 4
LEARNING RESOURCES
39
Appendix 4
LEARNING RESOURCES
A listing of learning resources associated with the programme are included in each module
specification within the Syllabus of Modules document.
The learning resources for the Programme are contained within the University’s Virtual Learning
Environment (VLE). Online access will be provided to the Virtual Learning Environment, MyDundee.
40
APPENDIX 5
MARKETING MATERIALS
41
Appendix 5
MARKETING MATERIALS
The School Marketing Strategy is currently under review with a group developing School publicity. The
School of Nursing and Midwifery website link is as follows:
School of Nursing and Midwifery Postgraduate Studies
http://nursingmidwifery.dundee.ac.uk/postgraduate-studies
42
APPENDIX 6
INCLUSIVE CURRICULUM CHECKLIST
43
Appendix 6
Checklist items

Observations and action points
1. All staff (academic and support) involved
in the programme have completed the
University’s mandatory training on
equality and diversity.
✓
All staff have been supported to undertake
the equality and diversity training. This is an
essential aspect of programme monitoring
for School’s providing nursing and midwifery
education. This also forms part of the OSAR
process for all new staff.
2. Curriculum development has taken
account of a wide range of viewpoints
representing the protected
characteristics under the Equality Act
2010.
✓
Viewpoints have been obtained from staff,
students, and stakeholders from across a
wide range of groups including our
international student body. There is nothing
in the programme that would exclude any
group or characteristic protected under the
Equality Act 2010
3. The learning environment promotes
equality of opportunity.
✓
Our programme is delivered largely through
online learning using a platform that is
adaptable for those who require disability
adjustments. Alternative forms of delivery
are used for those who do not have access to
good electricity or internet infrastructure
such as our students in Eritrea.
4. Learning outcomes accommodate all
protected characteristics.
✓
All learning outcomes are inclusive of all
protected characteristics. We take a holistic
approach to module content and some
characteristics such as age are represented
specifically.
5. Curriculum content reflects an
appropriate range of cultural
perspectives.
✓
All content is designed to be context specific
in relation to the student and their own
practice environment, regardless of
geography or culture.
6. An appropriate range of teaching
approaches is used.
✓
Online learning is the principal module of
teaching but asynchronous online group
work, some blended learning and selfdirected approaches are also used.
7. Strategies are in place to engage all
students in class activities and to allow
the student body to integrate with one
another.
✓
Only a few modules have face to face
elements but those modules delivered
entirely at a distance make extensive use of
discussion boards or facilities such as Skype
or Adobe Connect to enable the students to
integrate and work together.
44
8. Assessment methods take account of the ✓
range of needs and backgrounds of the
student body.
9. Feedback given to students on their
work is sensitive to the need to maintain
the dignity of the individual.
Module teams utilise the full range of
assessment methods as appropriate to the
module and the assessment needs of
individual students.
Feedback is organised under the headings
strengths and areas for further
development. A positive approach to
assessment is taken. Markers and module
teams are expected to be facilitative of
students and to address individual
performance in their feedback. Students who
do not achieve a pass are given clear and
specific feedback on the areas they need to
improve.
✓
✓
10. Where used, placements, internships
and periods of learning abroad have
been scrutinised in relation to equality
and diversity issues. See
https://secure.dundee.ac.uk/studentserv
ices/disabilityservices/dundeeonly/docs/
student-placement-guidance.doc
Not applicable
45
APPENDIX 7
SUMMARY OF RECRUITMENT, RETENTION,
PROGRESSION AND ACHIEVEMENT
46
Appendix 7
SUMMARY OF RECRUITMENT, RETENTION PROGRESSION AND ACHIVEMENT
A summary of student recruitment can be found in Table 1, Part 2.1.
47
APPENDIX 8
GRADUATE DESTINATIONS
48
Appendix 8
GRADUATE DESTINATIONS
A listing of our graduates by award can be found in Tables 2 and 3, Part 2. In terms of graduate
destinations, most of the students on the programme are, be necessity, in full or part time
employment. Most will remain in their posts although a proportion do go on to promoted posts or
move on to different clinical roles.
49
APPENDIX 9
MEMBERSHIP OF REVIEW GROUPS
50
Appendix 9
MEMBERSHIP OF REVIEW GROUPS
Steering Group
-
Elaine Lee, Post Qualifying Programmes Manager
Jo Corlett, Head of Post Qualifying Division
Pauline Horton, Master of Nursing Programme Manager
Jennifer Donachie, Head of Operations/School Secretary
Dr Janice Rattray, Reader/QAAG representative
Margaret Pendreigh, Team, Leader: School Office/QAAG
Curriculum Development Group
-
Postgraduate Academic Facilitators
Module Leaders
Gillian Burch, Business Manager
Amanda Percival, Team Leader: Post Qualifying Division
Gillian Sharp, ASRS/Internationalisation
Representation from NHS Fife and NHS Tayside
International partners
Throughout the review process discussions have taken place, both through email and in person, with
ACEN to ensure that the programme meets the needs of the international but specifically the US
healthcare professionals. The School’s ACEN Nurse Administrator, Dr Jo Corlett, met with ACEN senior
staff in the US in November 2013.
Public involvement sessions
Public involvement sessions were held in association with NHS Fife and NHS Tayside Public
Student representation
To involve our student body an evaluation was circulated to gain views on the current programmes
and a summary of this is presented in the programme reflection.
51
APPENDIX 10
SURVEY RESULTS REPORT
52
Appendix 10
SURVEY RESULTS REPORT
Post Graduate MSc Advanced Practice/Master of Nursing
Number of respondents:
95
Number of completed surveys:
80
Number of incomplete surveys:
15
Expected number of respondents:
500
Response rate:
19%
Launch date:
15 March 2013
Close date:
15 May 2013
53
Section 1: Programme of Studies
1. Please indicate which programme of study you undertook.
MSc Advanced Practice:
87.4%
83
Master of Nursing:
12.6%
12
1.a. If you studied the MSc Advanced Practice, which award did you undertake?
Advanced Practice
(generic award):
19.3%
16
Clinical Assessment
(formerly Clinical
Skills):
14.5%
12
Clinical Governance:
7.2%
6
Cancer Care:
0.0%
0
Diagnostic Imaging:
4.8%
4
12.0%
10
1.2%
1
10.8%
9
Midwifery:
2.4%
2
Nursing:
7.2%
6
Organisational
Leadership:
3.6%
3
Palliative Care:
1.2%
1
13.3%
11
2.4%
2
Infection: Diseases,
Prevention and Control:
Medical Imaging:
Mental Health:
Physiotherapeutic
Practice:
Practice Education:
54
2. Have you completed your studies and graduated?
Yes:
12.6%
12
No:
87.4%
83
2009:
33.3%
4
2010:
16.7%
2
2011:
8.3%
1
2012:
41.7%
5
Postgraduate
Certificate:
33.3%
4
Postgraduate Diploma:
33.3%
4
MSc Advanced Practice:
33.3%
4
0.0%
0
2.a. If Yes to Q2, year in which you exited the programme.
2.b. If Yes to Q2, award that you exited with.
Master of Nursing:
55
3. Where are you / were you geographically based for your studies?
Scotland:
72.6%
69
England:
8.4%
8
Northern Ireland:
1.1%
1
Ireland:
4.2%
4
Wales:
0.0%
0
Mainland Europe:
2.1%
2
USA:
4.2%
4
Canada:
0.0%
0
Kenya:
0.0%
0
Uganda:
0.0%
0
Tanzania:
0.0%
0
Other (please specify):
7.4%
7
Australia
Bahrain
Germany
malta
New Zealand
UAE x 2
56
Section 2: Information Before Starting the Course
4. Has your experience of the course matched your pre-course expectations?
The same:
33.7%
32
Better:
37.9%
36
Worse:
15.8%
15
Did not form opinions:
12.6%
12
Very good:
27.7%
26
Good:
57.4%
54
Average:
10.6%
10
Poor:
4.3%
4
Very poor:
0.0%
0
Very good:
41.5%
39
Good:
44.7%
42
Average:
12.8%
12
Poor:
0.0%
0
Very poor:
1.1%
1
Section 3: Course Content
5. Please answer the following questions:
5.a. How would you rate the range of module choices provided?
5.b. How appropriate was the module content to your needs?
57
Section 3: Course Content (cont’d)
5. Please answer the following questions: (cont’d)
5.c. How useful did you find the teaching and learning methods used?
Very good:
25.5%
24
Good:
50.0%
47
Average:
21.3%
20
Poor:
2.1%
2
Very poor:
1.1%
1
Very good:
23.4%
22
Good:
52.1%
49
Average:
21.3%
20
Poor:
2.1%
2
Very poor:
1.1%
1
Very good:
21.3%
20
Good:
53.2%
50
Average:
20.2%
19
Poor:
1.1%
1
Very poor:
4.3%
4
5.d. How would you rate the teaching materials?
Section 4: Organisation of Overall Programme of Study
6. Please rate the overall administration of your programme of study.
58
7. In terms of our main teaching tool, how easy did you find using My Dundee?
Very easy:
27.7%
26
Easy:
34.0%
32
Satisfactory:
29.8%
28
Somewhat difficult:
7.4%
7
Very difficult:
1.1%
1
Very good:
35.1%
33
Good:
44.7%
42
Average:
14.9%
14
Poor:
4.3%
4
Very poor:
1.1%
1
Section 5: Student Support
8. How would you rate the support provided by the module tutors?
9. How would you rate the support provided by your Programme Lead/ Pathway
Academic Facilitator?
Very good:
31.9%
30
Good:
38.3%
36
Average:
23.4%
22
Poor:
3.2%
3
Very poor:
3.2%
3
59
Section 6: Library and Learning Resources
10. Did you find it easy to access the library resources online?
Yes:
67.7%
63
No:
32.3%
30
I used alternative
strategies to access the
literature required for
my Studies:
33.3%
10
I could not connect long
enough to download
material:
6.7%
2
I did not try to access
material:
0.0%
0
I could not understand
what to do to get an ebook:
13.3%
4
I could not understand
what to do to get an
electronic article:
13.3%
4
3.3%
1
30.0%
9
10.a. If No, please identify the principal reason for this.
I do not have the
computer skills:
Other (please specify):
60
11. Please rate the support from library staff.
Very good:
17.2%
16
Good:
40.9%
38
Average:
14.0%
13
Poor:
1.1%
1
Very poor:
1.1%
1
25.8%
24
Self-funded:
26.1%
23
Employer:
58.0%
51
0.0%
0
15.9%
14
Yes:
81.8%
72
No:
18.2%
16
Not Applicable:
Section 7: Overall Experience
12. How were you funded?
Commonwealth
Scholarship fund:
Other (please specify):
13. Do you think the programme is good value for money?
61
14. Have you changed jobs since then?
Yes:
26.1%
23
No:
73.9%
65
1:
82.6%
19
2:
13.0%
3
3:
4.3%
1
4:
0.0%
0
5:
0.0%
0
6:
0.0%
0
Strongly agree:
26.2%
22
Agree:
52.4%
44
Neutral:
13.1%
11
Disagree:
6.0%
5
Strongly disagree:
2.4%
2
14.a. If Yes to Q15, how many times?
15. I would recommend this degree programme to another student.
62
16. I am glad I undertook this degree programme.
Strongly agree:
32.1%
27
Agree:
53.6%
45
Neutral:
7.1%
6
Disagree:
4.8%
4
Strongly disagree:
2.4%
2
17. Please choose the statement below which best reflects your expectations from the
nursing degree.
I undertook this degree
in order to advance my
career:
34.1%
28
I wanted to pursue
academic study and
hoped it might have a
positive bearing on my
knowledge,
understanding and
practice:
57.3%
47
I studied this degree for
purely academic
reasons:
0.0%
0
I hoped it would
enhance my prospects
of promotion:
3.7%
3
I was sent on the
module by my
employer:
4.9%
4
63
18. Please choose the statement below which best reflects the effects your study has
had on your career.
My career has
progressed as a direct
result of my studies:
11.0%
9
Studying for this degree
has probably been a
positive influence on my
career progression:
50.0%
41
My study has not
affected my career
progression very much:
39.0%
32
19. Please choose the statement below which best reflects the effects your study has
had on you as a person.
Studying the
programme has
definitely contributed to
my own personal and
professional
development:
79.3%
65
It is likely that studying
the programme has had
some impact on my
personal and
professional
development:
13.4%
11
Studying the
programme has made
no difference to my
personal or professional
development:
7.3%
6
Section 8: Employer Expectations
20. Please can we contact your employer to ask about their expectations of this
programme?
Yes:
20.0%
16
No:
80.0%
64
64
APPENDIX 12
PATHWAY PORTFOLIO
65
Appendix 12
PATHWAY PORTFOLIO
Note: all pathways are available at Postgraduate Certificate (PG Cert) and Postgraduate Diploma (PG
Dip) level. In order to be awarded a named PG Cert, students will have to complete the award core
module (or at least one for pathways where there are two). For PG Dip, students will have to complete
all four modules required for the award.
MSc Nursing
Target group
The pathway is aimed at qualified nurses or nurse midwives, with particular reference to the US
market.
Pathway aims
The aim of this pathway is to ensure that nurses meet the contemporary challenges of health care
delivery in the 21st century.
To achieve this, nurses needs to analyse their role in their own context of practice and to be aware of
the global influences on nursing. Nurses undertaking this pathway will be more confident and able to
appraise of the range of influences that can impact on the complex decision making processes that
occur in the nursing environment of the 21st century. This will be achieved through developing
intellectual and professional independence associated with mastery of their practice situation. Using
an enquiry based approach they will be required to apply the learning outcomes of the modules to
their own specific area of practice.
Pathway structure
For the pathway award, students are required to undertake a programme of modules leading to 180
level 11 credits. This comprises:
1x research
1x professional
Critical Appraisal Leadership
Skills
for
OR
Practitioners
Quality
and
OR
Clinical
Developing
Governance
Research
and
OR
Evaluation Skills
Risk and Patient
Safety
Pathway core
1x option module
PN
50110
Contemporary
Challenges
in
Healthcare Ethics
Any appropriate Focusing
on
module from the contemporary
postgraduate
nursing practice
portfolio (subject
to meeting the
pre-requisites)
OR
Learning,
Teaching
and
Assessment
in
Practice
66
Dissertation
MSc Nursing (Clinical Practice) and MSc Health Studies (Clinical
Practice)
Target group
Appropriate for nurses and other health and social professionals working in a range of clinical
environments where they are developing their skills and practice at an advanced level. This may
include for example, nurse practitioners working in out-of-hours care, unscheduled care, nurse-led
clinics, acute and critical care environments and primary care settings, as well as allied health
professionals working with a range of patients n(for example non-physiotherapists undertaking
modules from the Physiotherapy portfolio).
Pathway aims
The MSc Nursing and MSc Health Studies (Clinical Practice) is designed to meet the needs of nurses
and other health and social care professionals who are practising in clinical environments and who are
working at or working towards an advanced level of practice and are continuously striving to improve
patient care and the patient’s journey within the clinical environment.
Pathway structure
For the pathway award, students are required to undertake a programme of modules leading to 180
level 11 credits. This comprises:
1x research
1x professional
Critical
Appraisal Skills
for
Practitioners
OR
Developing
Research and
Evaluation
Skills
Leadership
OR
Quality and
Clinical
Governance
OR
Risk and Patient
Safety
OR
Learning,
Teaching and
Assessment in
Practice
OR
NMP*
At least 1x
module from the
list below
Clinical
Assessment for
Advanced
Practice
OR
Contemporary
Practice in Acute
and Critical Care
OR
Non-medical
Prescribing (if
not taken as
professional
core)
OR
Current
Perspectives in
Cardiovascular
Disease
OR
67
1x option module
(depending on core
module)
ANY module from the
postgraduate
portfolio (subject to
meeting the prerequisites)
Dissertation
Relating to
clinical practice
relevant to the
student’s practice
area
Clinical Decision
Making for the
Musculoskeletal
Therapist
OR
Clinical Decision
Making in
Neurological
Rehabilitation
*NMP is not available to all students but where it has been taken by an appropriate student it will be
counted as a professional module.
68
MSc Nursing (Infection: Prevention and Control) and MSc Health
Studies (Infection: Prevention and Control)
Target group
This is a multi-disciplinary pathway for nurses and other health professionals who have a responsibility
for prevention and control of infection/infectious diseases
Pathway aims
To enable students to understand the microbiological and environmental factors that contribute to
the incidence, prevalence, transmission and control of healthcare-associated and communicable
infection; to assist students in the development of advanced skills, knowledge and understanding
required to function effectively in infection prevention and control practice and enhance patient and
public safety; and to empower students to enhance professional leadership, research and practice
skills and in order to enable practice development, multi-professional teamwork and collaboration
Pathway portfolio
For the pathway award, students are required to undertake a programme of modules leading to 180
level 11 credits. This comprises:
1x research
Critical Appraisal
Skills for
Practitioners
OR
Developing
Research and
Evaluation Skills
1x professional
2 out of 3 core modules
Dissertation
Leadership
Applied Microbiology and
Focusing on
OR
Evidence-based Precautions for
infection
Quality and Clinical Infection Prevention and Control
prevention and
Governance
AND
control
OR
Improving Quality and Safety in
Risk and Patient
Infection Prevention and Control
Safety
OR
OR
Communicable Disease Control
Learning, Teaching
and Assessment in
Practice
OR
NMP*
*NMP is not available to all students but where it has been taken by an appropriate student it will be
counted as a professional module.
69
MSc Nursing (Leadership, Quality and Governance) and MSc Health
Studies (Leadership, Quality and Governance)
Target Group
The pathway is suitable for local, national and international students who are currently working in a
role or setting which will support and enable achievement of the pathway aims and outcomes.
Suitability will be considered on an individual basis.
Applicants will normally be expected to have a health/social care related degree. However, for those
applicants whose 1st degree is not health/social care related applications will be considered on an
individual basis.
Those students undertaking the MSc Nursing award must be a registered nurse.
Pathway aims
Central to this pathway is the recognition that within high quality, safe and effective organisations,
there needs to be effective leadership and influencing capabilities at all levels. Responding to this
need, the pathway offers students the opportunity to explore the related quality, patient safety and
governance agendas, to gain a better understanding of their role within these and to understand the
challenging contexts within which leadership is enacted. The pathway offers flexible, inclusive and
contemporary content which is relevant to students across international settings and is suitable for
students undertaking either the award of MSc Nursing or MSc Health Studies.
Pathway structure
For the pathway award, students are required to undertake a programme of modules leading to 180
level 11 credits. This comprises:
1x research
2x professional
1x option module
Critical Appraisal Leadership
ANY
module
from
the
Skills
for
postgraduate portfolio (subject to
AND
Practitioners
meeting pre-requisites)
Quality and Clinical
OR
Governance
Developing
OR
Research
and
Risk and Patient
Evaluation Skills
Safety
(OR BOTH)
70
Dissertation
Focusing
on
leadership,
quality
and/or
governance
MSc Nursing (Long Term Conditions) and MSc Health Studies
(Long Term Conditions)
Target group
The target group for the pathway would be for nursing or other health and social care professionals
working with adults with long term conditions (also known globally as non-communicable diseases).
Pathway aims
To extend and deepen students' knowledge and understanding of the culture and context of care
delivery for patients with progressive and life limiting conditions and to develop students' ability to
critically analyse and apply evidence to caring for patients with long term conditions at an individual
and service level.
Pathway structure
For the pathway award, students are required to undertake a programme of modules leading to 180
level 11 credits. This comprises:
1x research
Critical
Appraisal Skills
for
Practitioners
OR
Developing
Research and
Evaluation
Skills
1x professional Ix core module
1x option module Dissertation
Leadership
Long Term
ANY module from Focusing on an
OR
Conditions (Non- the postgraduate
issue relating to
Quality and
Communicable
portfolio (subject
the care of adults
Clinical
Diseases)
to meeting the
with long term
Governance
pre-requisites)
conditions
OR
Risk and Patient
Safety
OR
Learning,
Teaching and
Assessment in
Practice
OR
NMP*
*NMP is not available to all students but where it has been taken by an appropriate student it will be
counted as a professional module.
71
MSc Nursing (Mental Health) and MSc Health Studies (Mental
Health)
Target group
This multi-disciplinary award pathway is suitable for health, social and psychology candidates who are
seeking to advance their academic and clinical mental health capabilities. If not engaged actively in
working within a health or social care post, candidates will need to consider how they can achieve this
(volunteering, honorary contracts) as assessments are specifically designed for students to relate
theoretical content to the context of practice. Candidates should note that engaging in these modules
does not provide a route to professional registration for practice in mental health.
Pathway aims
Internationally, contemporary mental health care is challenging the traditional roles, knowledge and
capabilities of all disciplines. The MSc Nursing/ Health Studies (Mental Health) pathway consequently
seeks to respond to these challenges through offering flexible, inclusive, person-centred and
contemporary content relevant to students’ practice environments, across international settings.
Topics studied will include
 Politics, ethics and philosophies of mental health care
 Emotional intelligence
 Discourse and global mental health policy
 Contemporary themes and issues in mental health care
Pathway structure
For the pathway award, students are required to undertake a programme of modules leading to 180
level 11 credits. This comprises:
1x research
Critical Appraisal
Skills for
Practitioners
OR
Developing
Research and
Evaluation Skills
1x professional
2x core modules
Dissertation
Leadership
Contemporary
Focusing on
OR
Challenges in Mental
mental health
Quality and Clinical
Health
Governance
AND
OR
Person Centred
Risk and Patient Safety
Approaches to Mental
OR
Health Care
Learning, Teaching and
Assessment in Practice
OR
NMP*
*NMP is not available to all students but where it has been taken by an appropriate student it will be
counted as a professional module.
72
MSc Nursing (Older Person) and MSc Health Studies (Older
Person)
Target group
The target group for the pathway would be for nursing or allied health care professionals working with
older people in a range of health and social care contexts. Pre requisites are possession of a relevant
1st degree or equivalent, and relevant practice focus.
Pathway aims
To extend and deepen students' knowledge and understanding of the culture and context of care
delivery for patients who are older.
To develop students' ability to critically analyse and apply evidence to caring, at an individual and
service level, for patients who are older.
Pathway structure
For the pathway award, students are required to undertake a programme of modules leading to 180
level 11 credits. This comprises:
1x research
1x professional
Ix core module
Critical
Appraisal Skills
for
Practitioners
OR
Developing
Research and
Evaluation
Skills
1x option
module
ANY module
from the
postgraduate
portfolio
(subject to
meeting the prerequisites)
Dissertation
Leadership
Meeting the
Focusing on care
OR
Needs of the
of the older
Quality and
Older Person in
person in the
Clinical
Diverse Settings
relevant practice
Governance
setting
OR
Risk and Patient
Safety
OR
Learning,
Teaching and
Assessment in
Practice
OR
NMP*
*NMP is not available to all students but where it has been taken by an appropriate student it will be
counted as a professional module.
73
MSc Midwifery/Maternal and Infant Health
Target group
The MSc Midwifery/Maternal and Infant Health is appropriate for anyone working in or with an
interest in maternal and infant health and who aim to influence health outcomes for this population.
It would be suitable for, although not limited to, midwives, obstetric nurses or nurse midwives, health
visitors, medics, breastfeeding counsellors, doulas and neonatal nurses. Only registered or licenced
midwives will qualify for the MSc Midwifery award.
Pathway aims
The MSc Midwifery/Maternal and Infant Health is designed to promote critical awareness of the
challenges of improving maternal and infant health in a range of contexts, thereby improving
outcomes and reducing health inequalities.
Pathway structure
For the pathway award, students are required to undertake a programme of modules leading to 180
level 11 credits. This comprises:
1x research
1x professional
Critical Appraisal Leadership
Skills
for
OR
Practitioners
Quality
and
OR
Clinical
Developing
Governance
Research
and
OR
Evaluation Skills
Risk and Patient
Safety
OR
1 x pathway core
1x option module
Contemporary
Issues
in
Maternal
and
Infant Nutrition
ANY appropriate Focusing
on
module from the maternal
and
postgraduate
infant health
portfolio (subject
to meeting the
pre-requisites)
OR
Dissertation
Global
Perspectives of
Maternal
and
Infant Health
(OR BOTH)
Learning,
Teaching
and
Assessment
in
Practice
OR
NMP *
*NMP is not available to all students but where it has been taken by an appropriate student it will be
counted as a professional module.
74
MSc Health Studies (Physiotherapy)
Target group
The award pathway is suitable for physiotherapists seeking to advance their academic and clinical
skills, with the emphasis on clinical reasoning at advanced level. This is to assist in the development
for advanced clinical positions such as extended scope practitioners and consultant therapists. The
information included is equally appropriate for local, national and international therapist roles.
Although the pathway is in physiotherapy the individual modules that are core to the pathway are
suitable for other therapists, nurses and doctors working within musculoskeletal therapy and
neurology
Pathway aims
The aim of this pathway is to enable therapists to develop advanced levels skills in reflective practice
and clinical decision making by exploring:





Musculoskeletal therapy
Clinical reasoning, reflection, motivational interviewing skills and chronic pain
management
Patient focused management
Neurological development, management, analysis and outcome measures for evaluation
Mechanical diagnosis and therapy related to the McKenzie method of patient
management
Access to a clinical caseload would be useful due to the method of assessment but is not essential
Pathway structure
For the pathway award, students are required to undertake a programme of modules leading to 180
level 11 credits. This comprises:
1x research
1x professional
Critical Appraisal Leadership
Skills
for
OR
Practitioners
Quality
and
OR
Clinical
Developing
Governance
Research
and
OR
Evaluation Skills
Risk and Patient
Safety
1x pathway core
1x option module
Dissertation
Clinical Decision
Making for the
Musculoskeletal
Therapist
Any appropriate
module from the
postgraduate
portfolio (subject
to meeting the
pre-requisites)
Focusing
on
contemporary
physiotherapy
practice
OR
Clinical Decision
Making
in
Neurological
Rehabilitation
OR
OR Mechanical
Diagnosis
and
Learning,
Teaching
and Therapy*
Assessment
in
Practice
75
APPENDIX 13
TEACHABILITY AUDIT
76
Appendix 13
Teachability Audit – Module/Programme Approval and Review
Module/Prog: MSc /Postgraduate Diploma / Postgraduate Certificate
School: Nursing and Midwifery
Date: 4th April 2014
1. What are the core skills and knowledge that all students must acquire to successfully
complete the module/Programme (including any requirements set by external professional
bodies)?
See module rationale and specifications
2. How is the module/Programme delivered and assessed? What scope is there for flexibility
in the teaching and assessment methods (e.g. alternatives to computer-based assessment)?
The Programme is delivered by using the University’s VLE hosted by Blackboard. There
are some face-to-face workshops depending on the module. Assessment methods are
flexible and allow for a high degree of student choice. Face to face modules are generally
designed for and available to the local market. The programme is designed to be highly
flexible in terms of order of modules, choice of programme entry and exit points, and
named awards.
3. What materials/resources are students expected to utilise?
Students will be expected to access a range of electronic resources including e-books,
journal articles and online resources. Students will be required to access materials
remotely and to participate in a range of activates including tutorials
Students will be expected to use teaching resources and materials available to them in
their own situations and are encouraged to use their own local library facilities to
augment their learning opportunities.
4. What arrangements are in place to provide alternative formats of materials/resources if
required?
Font size, colour, background colour can be readily changed on the student’s PC or 3G /
4G phone. Materials are printable and also viewable on Tablets.
For university-based work: buildings meet accessibility requirements and are fitted with
induction hearing loops. Support and equipment is available from the University’s
Disability Services.
77
5. What are the attendance requirements of the module/Programme, if any? What scope is
there for flexibility in attendance requirements?
There are no attendance requirements. For relevant modules tutorial attendance will be
encouraged but it is not generally compulsory or necessary for successful completion of
the Programme.
6. Is the module/Programme available on a full-time, part-time, and/or distance learning
basis? What scope is there for flexibility in mode of study?
Part-time basis; distance learning possible. A full time option will considered as part of
the programme development plan.
7. What scope is there for module choice within the Programme?
Students must undertake one of two research modules, a professional module from a
choice of four and the module core to their chosen pathway. Students undertaking
Infection: Prevention and Control or Mental Health will have slightly less flexibility owing
to the requirements of the pathway.
8. What scope is there for transfer to alternative modules/Programmes?
As the programme is modular and semesterised there are opportunities to access
modules from other programmes and also to transfer credits through the RPL/APL
processes available in the university. Students on this programme can access any
available module from the School’s portfolio as their option module, depending on their
programme.
9. Are there any physical access issues for the buildings in which the module is delivered? If
so, what arrangements are in place to enable access to learning and teaching-related
“services”?
There are no physical access issues for the building in which this programme is delivered
or for library or student services buildings.
78
Additional Questions for Module/Programme Review:
10. What reasonable adjustments have been made to meet the needs of disabled students
on the module/Programme?
As above. Additional adjustments will be made in response to requests by the
University’s Disability Service.
11. What feedback has been received from disabled students?
Feedback has been positive with few adverse comments. As most of the programmes
are delivered through online distance learning and therefore adaptable to the students’
needs, there have been no issues identified by disabled students. If there is a practice
component to the chosen programme the individual student will already be employed in
the area so it is presumed that reasonable adjustments will have been made as required.
Students will not be required to undertake activities out with their normal capabilities.
12. What issues have arisen, if any, in the provision of an accessible curriculum for disabled
students? What action needs to be taken to address these issues?
No specific issues have been raised.
79
APPENDIX 14
PROGRAMME MONITORING REPORTS
80
Appendix 14
PROGRAMME MONITORING REPORTS: MSc ADVANCED PRACTICE
Programme details
MSc Advanced Practice
Academic Year
2009 - 2010
School
School of Nursing & Midwifery
Programme Leader
Dr Jo Corlett
Student recruitment
The number of students entering the framework
increased again for the third successive year with a
total of 144 students recruited to the programme.
This included 4 full time and 4 part time overseas
students. A number of students undertook a stand
alone module, overall there were 44 FTEs entering the
framework.
Student retention
Student progression
The pass rate for the majority of modules was over
80%, with a significant number achieving a 100% pass
rate. There were two exceptions to this:
1)
2)
Clinical Decision Making for Musculoskeletal
Therapists (71.5%). The lower pass rate here is
reflective of the international students who
undertook this module and who struggled in
general with Masters level study.
Methods of Enquiry (77%). Also undertaken by
international students. This module continues to
be challenging for students, but the pass rate has
improved from last year as a result of the module
team reorganising the delivery and support of
students undertaking the module.
The Critical Appraisal Skills for Practitioners module in
particular achieved an excellent pass rate with 98% of
the 66 students undertaking this module achieving a
pass.
Thirty three students progressed to the dissertation
stage of their studies.
Student achievement
Graduate destinations
Student placements*
Four students entering initially on a stand alone basis
continued onto the full MSc programme
11 students graduated with the full MSc, 7 students
exited with PGDiploma and 13 with PGCE
N/A Most students are already in full time
employment
N/A
81
Feedback and observations
External examiner(s)
Outcomes of annual module
monitoring
Other (where relevant)*
Evaluation of past changes*
Proposed future changes*
Student evaluation rates vary from module to module
and the team will need to think how to improve this.
In general comments are very positive, although a
very small minority of students still appear
uncomfortable with the e-learning approach.
External examiner comments also continue to be very
positive with reference being made on several
occasions to the high standard of feedback provided
to students. External examiners also commented that
where they have made a recommendation or
suggestion to a module team this has been acted on,
to the benefit of students.
Discussed below under proposed future changes
N/A There were no external reviews required by
NMC,HPC, CSP or COR
No major changes were identified within last years
report, although concern at the continuing increase in
student numbers and the implication of this on
available resources was highlighted. This continues to
be a concern. However, module teams have
developed new ways of supporting students on
modules with large student numbers which have been
successful. For example the CASP team organised a
rota for monitoring emails allowing the team to
respond quickly to student queries and this was
appreciated in the student feedback received.
However, there is still a considerable workload
implication for the staff within this particular module
and others which also have an increasing recruitment
and this will require careful monitoring.
The MSc Advanced Practice framework continues to
thrive and attract increasing numbers of students. The
main focus within the next academic year will be on
ensuring there are adequate resources available to
support this increasing activity and that the most
efficient use is made of existing resources (for
example streaming students into two groups within
the CASP module). The issue of resourcing is being
managed via the workload model recently
implemented within the school.
A number of staff not previously involved with
teaching at postgraduate level have expressed an
interest in developing these skills and these
individuals will undertake an observatory, monitoring
role within modules delivered in the next session,
prior to becoming full module members. Staff
development workshops will also be organised to
support staff supervising students at dissertation
stage of their studies. There are also plans to explore
82
Other comments*
further use of technologies designed to support an elearning delivery such as Adobe Connect.
In line with University strategy, the team has sought
to attract overseas students to the programme, with
8 international students recruited during 2009/10.
However, this has resulted in new challenges being
presented to staff in terms of how to support
international students who often come with different
needs to home students. The needs of overseas
students and how best to support these will be
reviewed within the next academic session as part of
the student experience theme within the post
qualifying strategy currently under construction. The
integration of the DLC, with their experience of
delivering distance learning programmes to overseas
students will be very useful within this.
N/A
Certification
Jo Corlett 1/12/10
83
Programme details
MSc Advanced Practice
Academic Year
2010/11
School
School of Nursing and Midwifery
Programme Leader
Dr Elaine Lee
Student recruitment
In 2010-11, the number of students successfully
applying for the MSc Advanced Practice programme
remained stable at 142 (compared with last year’s
figure of 144).
Student retention
Students undertake stand alone modules, PG
Certificates, PG Diplomas and the full MSc. Retention
of students is not measured as progress through the
framework is flexible.
Student progression
For the majority of modules maintained a pass rate
of over 80%. Seven modules achieved a 100% first
attempt pass rate. There were two modules which
experienced problems.
1.
2.
Students on the Children and Families module
experienced some problems in relation to
support in the clinical area, resulting in a higher
fail rate than expected, although there was a
100% pass rate by the end of the module. This
issue was identified early and liaison with the
relevant clinical environments seems likely to
lead to an improvement next year.
Reflecting Midwifery had a high first attempt fail
rate including 2 non-submissions (38%). Only one
student passed the second attempt. Two
students undertaking the PG Cert in Midwifery
were given third attempts to enable them to
complete their programme. The final pass rate is
not yet known. The module evaluation indicates
that the assessment guidelines were probably
the reason for the high fail rates and that these
have been reviewed for the next run of the
module.
There were 20 students progressing to dissertation
across a range of programmes.
Student achievement
There were 13 students graduating with the full MSc,
11 PG Diploma and 20 with the PG Certificate.
84
Graduate destinations
Most of the students undertaking the Advanced
Practice programme do so on a part time basis while
continuing to work. The majority will stay in this
employment on completion of the programme as they
are undertaking it to support their clinical practice.
Student placements*
Not applicable
Feedback and observations
There continues to be significant variation across
modules in relation to the quality and quantity of
feedback. Clinical Image Reporting, for example, had
no responses to formal evaluation but was evaluated
through verbal feedback. Overall modules are
evaluated well. Where specific changes had been
made at module level, for example the introduction of
an online assessment into Clinical Assessment, these
were responded to positively. Feedback for this
module has also resulted in a change to the
submission dates for the module.
Students comment favourable in relation to academic
support
External examiner(s)
There are a number of external examiners associated
with the programme owing to the range of pathways.
External examiners were happy that the individual
named awards are of good quality. The School meets
the quality standards expected for any post-graduate
programme of study and external examiners felt the
marking and moderation process was fair and
transparent.
There were some operational points noted such as
timeliness of information in relation to moderation or
exam board dates.
Outcomes of annual module
monitoring
Discussed under evaluation of past changes.
Other (where relevant)*
The Non-Medical Prescribing module was monitored
by the Health Professions Council and was found to
have met the required standards.
Evaluation of past changes*
Some changes were made to the way that modules
were resourced and delivered. As the largest module
in the portfolio, Critical Appraisal Skills for
Practitioners was given additional staff resource
85
although this will be reviewed for the 2011/12
academic year.
The introduction of innovative ways of maintaining
student support appears to have been effective. Use
of Adobe Connect to support distance learning
students on some modules has improved the student
experience. This technology was used to set goals and
learning outcomes rather than providing ongoing
support.
The academic team was reorganised, following last
year’s report, with new members taking on module
leadership and teaching. A new programme lead role
was developed for the MSc Advanced Practice and
this has helped to streamline some of the academic
processes.
Methods of Enquiry has been reapproved as
Developing Research Skills in order to be more
appropriate to the student market. It was also noted
that the method of student support was changed for
this module, possibly resulting in the higher pass rate.
Proposed future changes*
There are no major changes to the programme
planned in this academic year. The evaluation of
student support for overseas students is ongoing.
The programme resource remains a challenge but the
programme has a committed team of academic and
support staff who will continue to work together to
deliver a high quality programme.
There are moves to improve marketing to the
programme in order to capitalise on the overseas
market and the online delivery of the programme.
Other comments*
NA
Certification
Dr Elaine Lee
Programme details
MSc Advanced Practice
Academic Year
2011/12
School
School of Nursing and Midwifery
Programme Leader
Dr Elaine Lee
86
Student recruitment
In 2011-12 there was a reduction in recruitment of
new students which was to be expected given the
global economic context. There were 73 applicants for
the MSc with an additional 62 students undertaking
standalone modules.
Two pathways did not recruit sufficient numbers of
students to run. These were Practice Education and
Medical/Diagnostic Imaging. This was seen as most
likely being a temporary reduction in applications.
Clinical Assessment, and Infection: Diseases,
Prevention and Control, recruited strongly,
maintaining high numbers.
Student retention
Students undertake stand alone modules, PG
Certificates, PG Diplomas and the full MSc, although
only the PG Cert Practice Education is a named award.
This means that all students taking more than one
module must enrol on the MSc and this potentially
skews retention figures. Retention of students is not
measured as progress through the framework is
flexible with a number of exit points.
Student progression
With one exception, all modules achieved pass rates
of over 80%. Four module achieved pass rates of
100%. Attrition occurred partly through academic
failure but also through withdrawal for personal
reasons. Most students were able to progress at least
by the second attempt with a very small percentage
failing twice. One module, Practice Development:
Independent Study had an uncharacteristically poor
pass rate of 40% although the number of students was
small.
Student achievement
There were 25 students graduating with the full MSc
including three with distinction, 36 with a
Postgraduate Certificate and 13 with a Postgraduate
Diploma.
Graduate destinations
Most of the students undertaking the Advanced
Practice programme do so on a part time basis while
continuing to work. The majority will stay in this
employment on completion of the programme as they
are undertaking it to support their clinical practice.
Student placements*
Not applicable
87
Feedback and observations
Completion rates to module evaluations varied, with
the percentage not always being recorded by module
leaders.
Overall, students are satisfied with the support they
receive and the feedback for assessments. Modules
generally meet the expectations of the students and
the students note the value added to their practice.
Some students and academic staff commented on the
volume of discussion board postings that were
irrelevant to the module. An example of this was
Critical Appraisal Skills for Practitioners. This
observation has led to a change in the way that
students will be directed to use the discussion board
in the next run of the module.
The electronic submission of coursework was a
change introduced in this academic year and this was
commented on by students and staff. While most felt
this was an improved approach to submission given
the international student population, however a
number felt they had not been given sufficient
information on how to do this successfully. Students
who had undertaken modules with us using the old
system found the change more difficult. A common
request was for acknowledgement that the
assignment had been received. One way to deal with
this would be to have an automated
acknowledgement message. It is hoped that as the
system becomes the norm over the next academic
year it should run more smoothly.
External examiner(s)
There are a number of external examiners associated
with the programme owing to the range of pathways.
As in previous years, the external examiners are
confident that the individual named awards are of
good quality. The examiners confirmed that the
School continues to meet the quality standards
expected for any post-graduate programme of study
and external examiners felt the marking and
moderation process was fair and transparent.
Feedback was noted as being particularly strong
although variable in some modules. The external
examiner for Non-Medical Prescribing was
88
particularly complimentary in terms of the feedback
given by markers.
There were some operational points noted such as
timeliness of information in relation to moderation or
exam board dates.
One external examiner noted a failure to respond to
concerns raised. This issue is being addressed for the
academic year 2012/13.
Outcomes of annual module
monitoring
Some changes for future module delivery were noted.
A number of these are outlined below.
In Developing Modern Cancer Care the module team
plan to structure Unit 1 in a way that does not
overwhelm the students in relation to the volume of
reading.
In Critical Appraisal Skills for Practitioners the team
plan to direct introductory discussion board postings
to the Café to discourage non-module related
discussion on the other boards.
The module team for Fundamental Skills for
Practitioners of Infection Prevention and Control plan
to restructure the learning materials slightly to reduce
the number of discussion board postings required in
the 2 weeks before assessment submission.
Developing Research Skills was amended as part of
the MSc Quality Improvement programme approval
and will become Developing Research and Evaluation
Skills in 2012/13. This module will also have new
module leader.
Other (where relevant)*
A number of re-approvals were undertaken in this
academic period. Non-Medical Prescribing was
reapproved through a joint process with the NMC and
university. This was approved with no conditions. The
Postgraduate Certificate in Practice Education was
also reapproved for a further five years.
This year, the SPQ Infection Control programme was
monitored by the NMC. Some specific risks were
initially identified as being insufficiently managed,
however subsequent changes made to the process of
89
recruitment and identification of mentors were
deemed to demonstrate good control of risk.
Evaluation of past changes*
There were very few changes identified in the last
reporting cycle. However, an unplanned change which
did occur in this academic year was the move to
electronic submission and marking of coursework.
This was deemed more equitable for overseas
students and better for the planning by academics of
time allocated to marking. By the time of completing
this report the system has run twice.
Proposed future changes*
A virtual induction sited in My Dundee has been
developed for the academic year 2012/13 and MSc
Advanced Practice students will be included in this
project. The aim of this is to improve access to
induction materials for all students. In the past the
induction has been face to face which has meant that
only local students could access this support. The
virtual induction aims to recreate the induction
process in a way that can be accessed by all students
regardless of location, while retaining the personal
communication element through the use of avatars.
This will be evaluated through a structured evaluation
project. It is hoped that the virtual induction will
support the students through the transition into the
university and school systems.
A new system of evaluations is also being developed
for introduction in 2012/13. The hope is that there will
be an increase in the number of students completing
evaluations as well as an increase in the range of
information being collected.
Other comments*
NA
Certification
Dr Elaine Lee
90
Annual Programme Quality Enhancement Report
1. Programme details MSc Advanced Practice
2. Academic Year
2012/13
3. School
School of Nursing and Midwifery
4. Programme Leader Dr Elaine Lee
5. Student recruitment
Student recruitment in this academic year was similar to previous years. As most of the
modules in the programme are delivered through online there are no limits on places. All
applications are considered individually and places offered as appropriate.
89 students commenced the MSc Advanced Practice across semesters 1 and 2
56 students commenced standalone modules across semesters 1 and 2
When continuing students are included there were a total of 436 students on modules in this
academic year.
It was not necessary to withdraw any pathways this year.
6. Student retention
The vast majority of students undertake the programme on a part time basis. Students
undertake standalone modules, PG Certificates, PG Diplomas and the full MSc, although only
the PG Cert Practice Education is a named award. This means that all students taking more
than one module must enrol on the MSc and this potentially skews retention figures.
Retention of students is not measured as progress through the framework is flexible with a
number of exit points.
7. Student progression and achievement
Module pass rates at first and second attempt were generally within the accepted norms for
the School. There were, however, some exceptions to this.
PN50047 Practice Development: Independent Study, which runs in both semesters, had a poor
set of results in semester 1 but improved in semester 2. In semester 1 there were 14 students
but only 8 (57%) passed at first attempt. One student withdrew and two failed the second
attempt. In Semester 2 there were 6 students, 5 of whom passed at first attempt and the
remaining student passed at second attempt. The high fail rate for the semester 1 intake could
be related to the student profile but might be a single event. This will be monitored in the next
academic year.
PN50054 Clinical Governance: Is it Making a Difference had a high fail rate at first attempt
(60%) but 100% pass rate at second attempt. The module leader felt that student engagement
with the discussion board activities was particularly poor this year which resulted in the higher
91
failure rate. This module generally has very high levels of student participation. The reason for
this was unclear as only one student completed a module evaluation.
As the programme is generally undertaken part-time, it is difficult to evaluate the trends in
terms of module or programme completion rates from one year to the next. However, it does
appear to be the case that students who undertake programmes on a full time basis do not
achieve such good results, and the failure rate is quite high. For example, of the three students
who undertook Medical Imaging/Diagnostic Imaging, one withdrew after semester 1, one
double failed two modules and another had to retrieve one assessment although passed at
second attempt.
21 students graduated with the MSc Advanced Practice (plus award)
11 graduated with a PG Diploma in Advanced Practice
9 graduated with a PG Certificate in Advanced Practice
There were 3 distinctions.
8. Communication of information to students
All students have access to a programme –specific handbook as well as to module information
in My Dundee.
Information about module choices, assessment results and any changes was communicated
through the established approach of email, evision and module sites. Students are required
and encouraged to use their UoD email accounts for communication as this is where key
information is sent. There are some known issues with the NHS network and accessibility to
external websites and this has been raised with the University computing committee. Work
was undertaken on the programme website to improve clarity of information but this is not a
primary source of information.
The programme lead is always available to answer questions as well as the relevant module
leaders.
The handbook has been updated for the 2013/14 academic year.
Work is being undertaken in the School to look for more formal ways of feeding back
information about the way that student feedback has been addressed.
9. Outcomes of annual module reviews
Module evaluation rates remain variable with some module monitoring forms containing very
little direct student feedback while others obtain extensive evaluation. For example, PN50054
(see above) received almost no student feedback but this correlated with the students’ overall
engagement with the module. However, rates for completion of student evaluation are not
routinely reported.
There have been few changes to the modules in the last academic year and none that impact
on the Advanced Practice programme as a whole. As we move towards re-approval in
February 2014 all modules will be undergoing close scrutiny over the next 12 months.
92
10. Module choices and graduate skills/attributes
The School offers a range of modules to students within the limitations of the requirements
for whichever named award they pursue. The MSc Advanced Practice has the greatest
flexibility of all the School of Nursing and Midwifery postgraduate programmes as all modules
are available as options. Some modules are limited to specific groups of students such as
Clinical Assessment for Advanced Practice, Non-Medical Prescribing, Meeting the Needs of
the Older Person in Diverse Settings and Contemporary Issues in Acute and Critical Care which
are only offered to more local students.
11. Graduate destinations
This is difficult to evaluate as the majority of students undertake the programme part-time
while working. Most students remain in their roles although some move into more senior roles
as a result of undertaking the MSc. Some students graduate with professional modules such
as Non-Medical Prescribing which enable them to undertake specialist roles.
12. Evaluation of the operation of the programme
External examiner feedback was generally positive this year. Although levels of feedback were
again praised by a number of external examiners, there were some questions raised about
feedback in Non-Medical Prescribing and the Physiotherapeutic Practice portfolio. Both
module teams have reviewed their feedback forms in the light of these concerns.
The external examiner for the MSc Advanced Practice (Medical/Diagnostic) Imaging raised
concerns about the teaching resource available for this programme, given that this comprises
one 0.5 member of staff. This is being considered within the programme review.
Student feedback has generally been positive although postgraduate students do not
participate in the NSS so formal quantitative and comparative feedback is limited.
13. Approach to teaching, assessment and feedback
All of the modules within the Advanced Practice portfolio are delivered online through My
Dundee although a few use a blended approach. These are for local students only. The
programme is approved as distance learning.
The learning and teaching methods utilised across the programme are appropriate for the
student population which is generally part-time and recruited across the UK and
internationally. A School of Nursing and Midwifery e-learning strategy is currently being
developed which will include staff development and the dissemination of good and/or
innovative approaches. Learning through use of electronic resources, facilitated study and
student directed learning are all appropriate for postgraduate learners and enable them to
apply their learning across a much wider range of practice areas than possible with more
directed learning. However, the use of blended learning for local students is also appropriate
in meeting local NHS needs. Much of this work is related to CPD needs rather than just
academic credit.
Over the past academic year some module teams have worked with the LLC to develop more
effective methods of student feedback. This includes a more structured and transparent
93
approach designed to increase student understanding of what is expected and reduce
variation across marking teams. This work is still being refined but does appear to be effective.
This work will be developed further both through the programme review and through further
work with module teams in sharing good practice.
When considering deadlines for assessment, these are at the end of each module. Students
who pass at first attempt and have no reasons for extension tend to cope well with the
workload as would be expected. It is those students who fail assessments or have life events
requiring extensions to coursework who become overwhelmed with the assessment load. This
is not only the result of having more than one assessment due at the same time but often
because they are struggling for other reasons.
14. Student placements*
Not applicable
15. Accreditation and PSRB and/or QAA subject benchmarking*
Non-Medical Prescribing is the only module with PSRB accreditation and as this is also a
programme in its own right, the programme lead reports on it separately. Annual monitoring
was undertaken by the HCPC.
The Specialist Practitioner Qualification (SPQ) in Infection Control is no longer being offered
within the School.
16. Collaborative arrangements*
Not applicable
17. Inclusive nature of the curriculum
As the programme is delivered through online distance learning, accessibility issues are
limited. My Dundee is adaptable by students to meet their individual needs if required. All
members of the programme team will have undergone the University’s mandatory equality
and diversity training. There are no specific equality issues relating to the Equality Act 2010.
18. Evaluation of past changes*
The virtual induction has now been embedded for all new students commencing the
programme. The effectiveness of the induction is under review and the evaluation is on-going.
In the last annual report, the module Developing Modern Cancer Care was due to be revised.
However, this module was withdrawn.
See above re SPQ Infection Control
19. Quality enhancement and future changes
The MSc Advanced Practice is currently undergoing period review and will be presented for
re-approval in February 2014. There are likely to be several changes made at that time.
20. Other comments
94
Using an online approach to induction for the students on this programme and others has
been a priority. Aligning the induction approach to the overall learning approach has been
seen as a natural development within the programme and those students who live at a
distance now have access to significantly more induction material than in the past. More
importantly, there is now an equitable approach to induction for all students. This also helps
us to ‘trouble shoot’ in terms of the students’ abilities to use the learning technologies
provided.
The smooth functioning of learning technologies and electronic resources in the university
library is something that continues to be a challenge. The programme is highly dependent on
My Dundee and the library so if students encounter problems it can cause significant
problems. When it occurs early in the programme it can cause students to leave. When it
occurs later on it can affect assessment. Although the University is well aware of the
importance of the technology to all students in the university, the programme team still needs
considers this a priority area in relation to the potential challenges of providing the
programme.
21. Certification:
Dr Elaine Lee 7th October 2013
95
PROGRAMME MONITORING REPORTS: MSc NURSING
Programme details
Post graduate programme delivered via Distance learning.
Master of Nursing
Academic Year
2009 - 2010
School
School of Nursing and Midwifery
Programme Leader
Pauline Horton
Student recruitment
Students have started the programme
4 USA
Student retention
The ongoing work of reviewing the student learning
experience continues. Future developments include
developing an evidence base for the impact of the course on
their practice during the course of study
Student progression
PGCert PC UK &ROW = 12 USA = 11 Kenya = 1
PGDip PC
UK &ROW = 6 USA = 6 Kenya = 25
Dissertation UK &ROW = 0 USA = 3 Kenya = 2
Total active students as of Sept 2010 = 62
Student achievement
Exit points
PGCert 2
PGDip
2
Masters 3
2 students failed at Dissertation and subsequently exited with
a PGDip
Graduate destinations
Student placements*
Feedback and observations
External examiner(s)
Outcomes of annual module
monitoring
Students remain in the work place during their course of study.
The Dissertation stage is often a trigger in developing their
practice from a career perspective.
Students undertake this programme whilst in full time
employment. The students are required to examine their
current practice and as such do not need specialised
placements.
Students continue to provide stakeholder feedback on the
programmes through individual module completion
evaluations.
The two External Examiners agreed to extend their
appointments for 1 year.
As part of the approval process the modules have undergone
a name change in line with the minor alterations to module
content for the taught element of the programme.
The new module names are
MN1 = Orientation to learning from practice to practice
96
MN2 = Learning from practice for practice: Understanding
research evidence in nursing.
MN3= Practice based learning: Engagement with practice
based learning.
MN4= Practice based learning: Consolidation of learning from
practice for practice.
MN5 = Practice based learning: Synthesis of learning from
practice for practice.
MN 6 Remains unchanged as the Dissertation Module
MN5 now has two different assignments – if a student is
progressing to Dissertation then they require to complete the
Research Proposal option.
MN2 content and assignment have adjusted in response to
evaluation feedback from both student and module tutors.
Other (where relevant)*
Nothing of note to say
Evaluation of past changes*
Integration of the DL programme into the School has increased
the involvement of non-DL staff in programme delivery during
the taught modules especially in Midwifery practice.
Proposed future changes*
Planning with Postgraduate Manager increasing the
involvement within the school at the Dissertation stage of the
MN to meet the conditions of the NLNAC.
Other comments*
During this academic year the MN has gained re-approval by
undergoing the American NLNAC accreditation process.
The period of approval by the NLNAC is for 5 years subject to
two conditions being met in the next two year period. One
relates the impact of their studies on their practice and the
second relates to the number of “Faculty” with an earned
doctorate involved in programme delivery
Business and marketing opportunities continue to be explored.
A funding bid with the Commonwealth scholarship fund has
reached the final stage of review. The expectation is that a
“cluster of scholars” will be sponsored from East Africa in
partnership with AMREF and the Gloag Foundation
Certification
PJ Horton Programme Lead
97
Programme details
Post graduate programme delivered via Distance learning.
Master of Nursing
Academic Year
2010 - 2011
School
School of Nursing and Midwifery
Programme Leader
Pauline Horton
Student recruitment
Three students have started the programme
1 UK, 1 Canadian and 1 Saudi arabia
Student retention
The ongoing work of reviewing the student learning experience
continues. Future developments include developing an evidence
base for the impact of the course on their practice during the course
of study
Student progression
PGCert PC UK &ROW = 4 USA = 7 Kenya = 0
PGDip PC
UK &ROW = 7 USA = 6 Kenya = 24
Dissertation UK &ROW = 0 USA = 4
Kenya = 8
Total active students as of Sept 2010 = 48 taught element and 12
at Dissertation
Student achievement
Exit points
PGCert 0
PGDip
0
Masters 3 (CSF Scholars) + 1
Graduate destinations
Students remain in the work place during their course of study. The
Dissertation stage is often a trigger in developing their practice from
a career perspective.
Student placements*
Students undertake this programme whilst in full time employment.
The students are required to examine their current practice and as
such do not need specialised placements.
Feedback and observations Students continue to provide stakeholder feedback on the
programmes through individual module completion evaluations. In
future these will be completed utilising the School system
External examiner(s)
The two External Examiners have completed their appointment
extensions this academic year. To date one replacement has been
identified.
Outcomes
of
annual The NLNAC accreditation of the programme continues to ensure that
module monitoring
this programme is pertinent both nationally and internationally.
Other (where relevant)*
In order to achieve alignment with other post-graduate programmes
operated by the School of Nursing future changes for
implementation during Academic Year 2011 -2012.
98
1. The programme will move to on-line delivery being the
normal mode of delivery. Textbooks will no longer be
provided as standard.
2. The assessment word count will align with the other
postgraduate programmes in the school.
3. Marking and moderation will conform to the School systems
and protocols.
4. Module and programme evaluation will be integrated into
the School system of documentation and reporting.
Evaluation
changes*
of
past The programme web pages will be amended to reflect the
modification to the programme at re-approval and the module
names which are
a.
MN1 = Orientation to learning from practice to practice
b.
MN2 = Learning from practice for practice: Understanding
research evidence in nursing.
c.
MN3= Practice based learning: Engagement with practice
based learning.
d.
MN4= Practice based learning: Consolidation of learning
from practice for practice.
e.
MN5 = Practice based learning: Synthesis of learning from
practice for practice or MN5 Research Proposal
f.
MN 6 Remains unchanged as the Dissertation Module
(As an option the MN5 now has two different assignments – if a
student is progressing to Dissertation then they require to complete
the Research Proposal option.)
Proposed future changes*
Changes to the PGDip phase of the programme will required to be
introduced to bring that phase into alignment the programme with
the other postgraduate programmes in the school i.e. move from 20
Scotcat modules to 30 Scotcat modules.
Conditions of NL:NAC approval will need to me during academic Year
2011-2012
Other comments*
Business and marketing opportunities continue to be explored.
The CSF scholarship bid failed to proceed beyond the expression of
interest.
Certification
PJ Horton Programme Lead
99
Programme details
Post graduate programme delivered via Distance learning.
Master of Nursing
Academic Year
2011- 2012
School
School of Nursing and Midwifery
Programme Leader
Pauline Horton
Student recruitment
Six students have started the programme
5 USA, 1 Kenya.
Student retention
The ongoing work of reviewing the student learning experience
continues. Future developments include a review of the diploma
phase of the programme. Development of the on-line learning
environment. Moving to the generic module for research proposal
development for all Masters Programmes. These changes will
improve retention on the programme. To help students cope with
the changing learning environment a copy of the student handbook
which details the new systems and protocols is available in each of
the MyDundee module and when appropriate students are referred
to sections in the handbook.
Student progression
The MN programme was run over three academic terms. The
numbers are therefore a total for the academic year. (Please note
that there was recruitment only for Semester 1 and Semester 2)
MN1 = 5 passed 1 failed to submit and 1 failed to start. (84%)
MN2 = 5 all passed (100%)
MN3 = 7 passed with 2 fails and subsequent exiting (78%)
MN4= 14 passed (100%)
MN5 (Research proposal) = 9 passed and 9 failed (50%)
MN5 (Alternate) = 1 passed (100%)
In total 53 modules were delivered over the academic year with a
78% in total pass rate. The poor performance in the Research
proposal module impacted significantly upon this figure.
Dissertation 3 graduated
At the end of the academic year 33 students are at the dissertation
stage and 11 students are in the taught phase of the programme.
100
Student achievement
During this academic year
2 students are at Certificate stage of the programme
5 students moved to the Diploma stage of the programme
+ 4 students are at the Diploma phase
9 students moved to the Dissertation of the programme
Exit points
PGCert
2
PGDip
1
Masters 3
Graduate destinations
Students remain in the work place during their course of study. The
Dissertation stage is often a trigger in developing their practice
from a career perspective.
Student placements*
Students undertake this programme whilst in full time employment.
The students are required to examine their current practice and as
such do not need specialised placements. An evaluation has
occurred during this period of graduate destinations.
Feedback and
observations
Students continue to provide stakeholder feedback on the
programmes through individual module completion evaluations.
Student evaluations are now consistent with the School system.
Student completion rate is poor for these evaluations.
External examiner(s)
Two external Examiners have been appointed, one of whom has
proven difficult to engage with the programme. The lack of
engagement with the External Examiner role has been brought to the
attention of the Convenor of the Exam Board. Admin has since
reported an improvement. Comments remain positive from the
External examiners in terms of content and relevance to practice.
Outcomes of annual
module monitoring
The NLNAC accreditation of the programme continues to ensure that
this programme is pertinent both nationally and internationally.
Other (where relevant)*
In terms of the 50% pass rate for the MN5 research proposal module
the intention is move to the new module “Developing research and
evaluation skills”. As an interim measure, the module lead, for MN5
research proposal will develop the on-line facility and resources for
this module. Students will also be advised of the importance of
engaging with their individual module tutors and of the implications
of failing this module.
101
Evaluation of past
changes*
In order to achieve alignment with other post-graduate
programmes operated by the School of Nursing these changes were
implemented during Academic Year 2011 -2012.
1. The programme moved to on-line delivery being the normal
mode of delivery. Textbooks will no longer be provided as
standard. This has been problematical due to student’s
level of expectation in terms of the fees they are paying are
unchanged.
2. The assessment word count now aligns with the other
postgraduate programmes in the school.
3. Marking and moderation now conforms to the School
systems and protocols.
4. Module and programme evaluation will be integrated into
the School system of documentation and reporting.
Conditions of NLNAC approval have been met during academic Year
2011-2012
Proposed future changes*
Carried over from the previous session are the changes to the
PGDip phase of the programme. These still require to be introduced
to be brought into line the other postgraduate programmes in the
school i.e. move from 20 Scotcat modules to 30 Scotcat modules.
One outcome of this will be that that student will be able to
complete the Diploma phase of their studies over two terms rather
than the current three terms.
Other comments*
Business and marketing opportunities continue to be explored.
The CSF scholarship bid failed to proceed beyond the second stage
Certification
PJ Horton Programme Lead
102
Annual Programme Quality Enhancement Report
1. Programme details
Post graduate programme delivered via Distance learning Master of Nursing
2. Academic Year
2012 -2013
3. School
School of Nursing and Midwifery
4. Programme Leader
Pauline Horton
5. Student recruitment
Total 9 students.
7 based in the USA | 1 based in Middle East |1 based in the UK
Conversion of applicants to offers was impacted upon by a lack of financial resources to
sponsor students. No students will recruited after Aug 2013
6. Student retention
Students undertaking this programme are usually in full time employment.
The stressors of work, family life and studying sometime only become evident once their
studies start. Two students withdrew from their studies during the first module when their
work commitments changed.
One of the students who withdrew for health reasons hopes to return in the next academic
year.
7. Student progression and achievement
The MN programme was run over two academic terms for the first time. All modules during
this academic year ran in both semesters
PN50104 Orientation to learning from practice for practice (MN1)
9 started 3 passed (33%) 1 fail (10%) 3 withdrew / 2 temp withdrawals
PN50105 learning from practice for practice: understanding research evidence in practice
(MN2)
7 started 3 passed (49%) 2 fail (28.5%) 2 withdrew
PN50047 Practice development: Independent study (PD:IS)
103
4 started 2 passed (50%) 2 referred at 1st attempt and did not resit (subsequently exited)
PN 50098 Developing research and evaluation skills (DRES)
7 started 5 passed (71%) 1 fail (14%) 1 withdrew
DL50010 Research proposal
4 started 4 passed (100%)
DL 5005 Practice based learning: synthesis of learning from practice for practice (MN5
Alternate)
1 started 1 passed (100%).
In the taught phase of the programme 28 modules were delivered. An overall pass rate of 50
% was achieved. There was though a significant number of withdrawals i.e. 6 students which
impact upon the numbers for delivery of future modules. The reasons for this level of attrition
is attributed to changes in the individuals work circumstances resulting in a lack of available
time for studying, 5 of the six who left the programme did so in the first two modules.
During this academic year
3 students moved to the Post graduate Diploma phase of the programme
5 students moved to the dissertation phase
8 students graduated of which 3 were CSF scholars
8. Communication of information to students
The main means of communication is via email and on-line discussion boards.
All programme and module information is posted on-line in MyDundee. The generic post
graduate SNM handbook is linked to each individual module.
Contact information for staff delivering the module including their availability is posted in each
module. In addition how to contact school admin through generic email addresses and ICS.
Completion of end of year evaluations by the students enables data to be collected that
relates to all aspects of communication. Policies and protocols are in place for the information
to be fed into the school system e.g. programme boards
9. Outcomes of annual module reviews
The change to the Diploma phase of the programme has been of benefit in terms of teaching
resourcing. The PD:IS module assignment has been flagged up as an issue for monitoring
especially for the international cohort of students.
It should be noted that a School decision has been made to run out this programme starting
Sept 2013
104
10. Module choices and graduate skills/attributes
This is a process orientated degree programme. The student brings their own individualised
content to the framework. Students are not able to repeat a module using different content
so failure with result in their discontinuation from the programme.
11. Graduate destinations
All students are in full time work. Evidence from Graduate evaluations would suggest that the
potential to obtain promotion has been increased with an MN on their CV.
12. Evaluation of the operation of the programme
Over the past 3 years this programme has moved from an individualised paper based delivery
to an on-line programme delivery. The intensity of labour in the delivery and operation of the
programme has changed similarly i.e. reduced. The programme is moving towards the
adoption of a systematic plan of evaluation.
Reports from the External Examiner are complimentary on the level of feedback provided to
the student. This is consistent across the module team for each of the modules.
Students have raised some concerns in their end of year evaluations that require to be
resolved. These will be addressed by the Academic secretary and the Head of the post
graduate division in an action plan.
13. Approach to teaching, assessment and feedback
These modules are delivered on-line using a Socratic teaching style. As the student develops
their thinking they are proactively assisted to develop their critical thinking skills but retain
ownership of their course work.
14. Student placements*
As an on-line programme the student remains in their place of work and as such is able to
draw upon these experiences as part of their course work.
15. Accreditation and PSRB and/or QAA subject benchmarking*
The MN is accredited by the ACEN (formerly the NLNAC) as an outcome of the last site
approval visit two conditions was imposed. These have now been addressed with the
explanation of how the conditions were met subject to a FUR.
Following a detailed benchmarking exercise of the programme to CSF guidelines we have
again secured full funding 15 students through the programme commencing Sept 2013.
16. Collaborative arrangements*
See previous comments about ACEN and CSF
17. Inclusive nature of the curriculum
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18. Evaluation of past changes*
These have been effective over the past year.
19. Quality enhancement and future changes
None are envisaged. This module will run for the last time this Sept 2013
20. Other comments
21. Certification:
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APPENDIX 14
TRANSITIONAL ARRANGEMENTS
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Transitional plan for existing postgraduate students
Background
This period programme review of the MSc Advanced Practice and Master of Nursing has resulted in
the presenting for approval of a single new MSc framework. However, students up to the January 2014
intake will be enrolled on existing programmes. No student on an existing programme will be required
to transfer to the new programme and all students on existing programme will be able to complete
the relevant named award. However, it is recognised that a number of students will want to transfer
from one programme to the other and the School is keen to facilitate such a transition.
The process requires consideration of plans to enable seamless continuation or transition for existing
students. The following is a proposal to support existing students.
Issues for consideration
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There is a need to offer appropriate core modules to enable students to complete the
programme they originally commenced
Plans must enable students on existing programmes to transfer to the new programme if
appropriate
Plans must recognise that students on existing programmes have a range of time constraints
in relation to completion, depending on year of commencement
It will not be possible for all students to meet the requirements of the new programme and
transfer from one to the other for some students will not be possible.
Proposed plans
All students who wish to graduate with the MSc Advanced Practice named award for which they are
currently studying will be able to do so (see module mapping) and all students who are studying for a
named award that will no longer be offered have already completed the relevant award cores. This is
particularly relevant for the MSc Advanced Practice (Diagnostic/Medical Imaging). There is no need
for students to routinely transfer from one to the other.
Where students have completed up to one third of their programme or less (60 credits) it will be
possible for them to apply to transfer onto one of the new awards and pathways subject to meeting
the requirements of that award. A comparison table has been produced (see below) which makes
explicit the relationship between existing and new modules to enable direct comparison across
pathways.
Any student wishing to transfer across programmes will need to meet the requirements of the
programme i.e. they must be able to undertake a research core, a professional core, and the requisite
core modules for their award.
It will not be possible for existing students to exit with a named award at Postgraduate Certificate level
as they will have already completed the PG Cert level of the programme although students transferring
with 30 credits will be able to do so, assuming they meet the award requirements.
Students who have completed more than 60 credits of the current programme will not be able to
transfer to the new programme as the balance of module credit must be in favour of the new
programme.
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Any student on the Master of Nursing who wishes to complete the MSc Nursing must exit from the
MN and apply for the MSc (transferring up to 60 credits) as MN1 and MN2 have no equivalence in the
MSc Advanced Practice or the new MSc. The student will be required to undertake the relevant core
modules.
Any student who transfers from an existing programme onto the new programme will be subject to
the general regulations at the time of application. This is particularly relevant in terms of length of
programme and progression to dissertation.
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Existing and new modules comparison table for transition plan
Module code and title (existing)
PN50046 Critical Appraisal Skills for Practitioners
PN50098 Developing Research and Evaluation Skills
PN50048 Leadership in Advanced Practice
PN50058 Learning, Teaching and Assessment in Practice
PN50057 Non-Medical Prescribing
PN50054 Clinical Governance: Is it Making a Difference?
PN50027 Risk and Accountability
PN40070 Fundamental Skills for Practitioners of IPC
PN50068 Clinical Assessment (double)
PN50055 Clinical Decision-Making for MSK Therapists
PN50056 Clinical Decision-Making for Neurological Rehabilitation
PN50063 Reflecting Midwifery
Module code and title (new)
PN50111 Critical Appraisal Skills
PN50098 Developing Research and Evaluation Skills
PN50112 Leadership
PN50113 Learning, Teaching and Assessment in Practice
PN50057 Non-Medical Prescribing
PN50114 Quality and Clinical Governance
PN50115 Risk and Patient Safety
PN50116 Applied Microbiology etc
PN50117 Clinical Assessment (double)
PN50118 Clinical Decision-Making for MSK Therapists
PN50119 Clinical Decision-Making for Neurological Rehabilitation
Either PN50122 Contemporary Challenges in Maternal and Infant Nutrition
AND/OR PN50127 Global Perspectives in Maternal and Infant Health
PN50121 Contemporary Challenges in Healthcare Ethics
PN50123 Contemporary Challenges in Mental Health Care
PN50124 Contemporary Practice in Acute and Critical Care
PN50125 Current Perspectives in Cardiovascular Disease
PN50126 Current Trends in Long Term Conditions
PN50127 Global Perspectives in Maternal and Infant Health
PN50128 Improving Quality and Safety in IPC
PN50129 Mechanical Diagnosis and Therapy
PN51130 Managing the Needs of the Older Person in DS (online)
PN50107 Meeting the Needs of the Older Person in DS (local)
PN50131 Person-Centred Approaches to Mental Health Care
PN50132 Practice Development: Independent Study
PN50133 Managing Workforce Planning and Development in the Practice Setting
PN50135 Academic Recognition for Accredited CPD
PN50134 Dissertation
PN50121 Contemporary Challenges in Healthcare Ethics
PN50065 Contemporary Challenges in Mental Health
PN50109 Contemporary Practice in Acute and Critical Care
NB30048 Current Perspectives in Cardiovascular Disease (only level 9)
PN50095 Maternal and Child Health
PN50043 Advancing Skills in the Practice of IPC
PN50064 Mechanical Diagnosis and Therapy
PN51130 Managing the Needs of the Older Person in DS (online)
PN50107 Meeting the Needs of the Older Person in DS (local)
PN50066 Advancing Therapeutic Interactions in Mental Health Care
PN50047 Practice Development: Independent Study
NB30018 Managing Workforce Planning and Development in the Practice Setting (L9)
PN50001 Dissertation
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