Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
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Programme Title
Acute and Critical Care Practice
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Programme Code
NURU204 (Part-time)
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JACS Code
B700
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Level of Study
Undergraduate
5a
Final Qualification
Diploma
5b
QAA FHEQ Level
Intermediate
6
Intermediate Qualification(s)
None
7
Teaching Institution (if not Sheffield)
Not applicable
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Faculty
Medicine Dentistry and Health
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Department
School of Nursing and Midwifery
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Other Department(s) involved in
teaching the programme
None
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Mode(s) of Attendance
Part-time
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Duration of the Programme
Maximum of 5 years Part-time
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Accrediting Professional or Statutory
Body
None
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Date of production/revision
March 2014
15. Background to the programme and subject area
As a result of current changes in the NHS, the Department of Health (DoH, 2000) identified through national
audit that all aspects of acute and critical care are no longer restricted to specialised units. More seriously ill
patients are now cared for in all clinical settings. Consequently, a wider range of practitioners from various
professions and clinical environments need to access programmes or units that provide them with acute and
critical care skills in order to optimise patient care. The programme provided by the School of Nursing and
Midwifery has been developed to provide a more flexible educational framework to meet this need.
Sheffield School of Nursing and Midwifery has a long tradition of providing post-registration education for health
care practitioners in acute and critical care. There is a history of close collaboration between the School and the
local Trusts. This has led to the development of a dynamic and fluid post-registration curriculum designed to
meet the ever-widening range of specialist care within the acute field. Unit and Programme Leaders have both
a clinical and educational background commensurate with acute and critical care. Consequently all teaching is
evidence-based and orientated to care delivery.
A range of modules have been developed for five key areas (trauma, critical care, peri-operative care, cancer
care and cardio-vascular care) which are central to acute and critical care practice and which reflect current
changes in the NHS and national strategies. Practitioners will be able to choose units from any area pertinent to
their clinical specialism. One of the modules that may also be accessed as part of this programme is the Mentor
Preparation Unit. These modules can be accessed as stand alone or combined to constitute a Diploma or
BMedSci in Acute and Critical Care Practice. It is envisaged that this will increase flexibility for students and
managers and at the same time provide essential acute and critical care skills for practitioners from a variety of
clinical environments and professions.
The assessment of the modules varies. However on the whole a combination of theoretical and practice
assessment is adopted. The practice assessment consists of clinical competency. To complete the assessment
process practitioners must be employed in areas where the learning outcomes can be achieved.
Most modules are accessed by both Level 2 and Level 3 students. Shared learning enriches the experiences of
the group through the exploration and application of research to a variety of clinical practices.
There is an expectation that Health Care Practitioners will have the pertinent IT and study skills needed for this
level of study. Statutory bodies demand that Health Care Practitioners have the above skills in order to meet
the requirements of their registration. As a consequence these skills are not included in the modules that
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contribute to this programme. However there are resources available throughout the University to meet this
need on individual demand. Information relating to these resources can be found in the programme handbook.
In most cases it is necessary to have the support of the Clinical Manager prior to commencement of the
unit/programme.
Undertaking this programme has increased the career options for many students both locally and further afield.
Other students have used this programme to access higher level educational programmes.
16. Programme aims
The Diploma in Acute and Critical Care Practice has the following aims that reflect the Strategic Plan for the
School of Nursing and Midwifery:
1. to enable the Health Care Practitioner to deliver optimum quality care through the acquisition of specialist
skills, knowledge and expertise.
2. to provide a deeper and broader understanding of client/patient health needs within the context of changing
health care provision.
17. Programme learning outcomes
Knowledge and understanding: Having successfully completed the programme, students will be able to:
K1
analyse the physiological, pathological, psychological, sociological and cultural aspects which may
influence the care of their client group.
K2
analyse and appraise the use of a range of theories and models of professional practice to select
appropriate strategies for the management and delivery of care for their specific client group.
K3
analyse current practice to promote change in the delivery of care in the light of research findings specific
to their client group.
Skills and other attributes: Having successfully completed the programme, students will be able to:
S1
provide care which applies specialist knowledge and skills to meet the needs of their specific client
population, together with a broader understanding of health promotion and health care provision.
S2
analyse the use of professional and clinical decision making skills in order to create and maintain an
environment in which carers and clients are enabled to make informed choices.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
Development of the learning outcomes is promoted through the following teaching and learning methods:
1. Lectures: are used where the essential aims is to impart knowledge relating to K1-3, S1-2 above.
2. Seminars: which are either staff-led or student-led are used throughout the programmes, however, the use
of seminars will vary depending on the unit undertaken. They are designed to reinforce information
imparted through lectures by allowing students to work through, analyse, understand and respond to that
information. They are used to enable students to make the link between theory and clinical practice.
Seminars thus contribute to the achievement of knowledge and understanding (K1-3, S1-2).
3. Group Tutorials: are meetings arranged between a lecturer and a small group of students in order to clarify
a particular problem experienced by the student(s) in the understanding of material or to support the
student(s) in the process of preparation for a seminar or assessment (K1-3, S1-2).
4. Individual tutorials: are meetings arranged between a lecturer and an individual in order to clarify a particular
problem experienced by the student(s) in the understanding of material or to support the student(s) in the
process of preparation for a seminar or assessment. (K1-3, S1-2).
5. Independent Study: the amount of individual study will vary depending on the module(s) undertaken to
achieve the programme. This information is clearly set out in the individual module handbooks.
Independent study is used: to assimilate and clarify material explored in lectures; to prepare for seminars; to
prepare for assessments and to generally examine literature pertinent to the module outcomes (K1-3, S1-2).
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6. Problem-Based Learning: students will identify a case study/critical incident from clinical practice and
explore the issues arising in conjunction with appropriate literature (K1-3, S1-2).
7. Role play: the use of role play through video presentation or simulation to explore material pertinent to the
unit content will vary depending on the unit undertaken. Some modules use video preparation or simulation
as a form of non-threatening role play where students are encouraged to use the material examined in
lectures to develop a short scenario applied to clinical practice. This is then analysed either individually or in
small groups in light of current evidence/literature (K1-3, S1-2). Simulation is used formatively and
summatively where appropriate.
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
The summative assessment is designed to reflect the philosophy, rationale, aims and learning outcomes of the
programme. It is a central part of the process of teaching and learning, ensuring integration and cohesion
between theory and practice.
Assessment of Theory and Practice
The strategies adopted encompass summative processes based on the integration of theory and practice.
The achievement of learning outcomes for each module contributing to the programme is outlined with each
module details but is essentially assessed through a variety of styles, e.g.
Reflective essays based on practice incidents: students are required to identify an incident from clinical
experience that demonstrates good or bad practice. A literature search of the evidence available relating to the
incident is then undertaken and used to reflect upon the practice(s) identified within an essay format (K1-3, S12).
Research critique/literature review: students are required to critique a body of literature using the research
process and relate this to clinical practice (K1-3, S1-2).
Portfolio and clinical competence: some modules that contribute to the programme encompass formative and
summative processes based on the quality of evidence produced in the portfolios of learning that contribute
towards clinical competence achievement. The portfolio is a record of learning and outcomes of clinical
performance, demonstrating the progress and level of development of knowledge, skills and attitudes. This will
be dictated by the outcomes of the programme and units within it. The overall assessment strategy is designed
to assess the student’s ability to undertake practice which is safe and based on the best available evidence.
These reflect the learning outcomes. A clinical mentor will work alongside the practitioner whilst on clinical
placement to enrich their clinical experience, support them during this period of learning, and to assess their
competency. Mentors will have to meet educational standards as set by the Nursing and Midwifery Council (K13, S1-2).
Multiple Choice Questions (MCQ): an exam consisting of multiple choice questions relating to the module
undertaken (K1-3, S1-2).
Objective Structured Clinical Examination (OSCE): an examination of clinical skills using a structured process of
assessment (K1-3, S1-2).
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
Subject Benchmark Statements
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmarkstatements.aspx
Framework for Higher Education Qualifications (2008)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-educationqualifications-in-England-Wales-and-Northern-Ireland.aspx
University Strategic Plan
http://www.sheffield.ac.uk/strategicplan
Learning and Teaching Strategy (2011-16)
http://www.shef.ac.uk/lets/staff/lts
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Nursing and Midwifery Council www.nmc-uk.org
Department of Health National Service Frameworks
20. Programme structure and regulations
To attain a Diploma in Acute and Critical Care, the student must accumulate 120 credits through completion of
an appropriate number of the modules from any of the pathways. In some circumstances modules provided by
other departments in the School of Nursing and Midwifery can be integrated into the Diploma programme.
However, a minimum of 70 credits must be obtained from modules within the Acute and Critical Care Pathways.
The student is encouraged to construct a programme of learning pertinent to their clinical experience in
consultation with their clinical manager.
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
Within the Diploma programme modules may be undertaken in any order but must be completed normally within
a two year period but within a maximum of five years. As the student progresses though the programme there
is an increasing emphasis on student autonomy in learning. The teaching and assessment methods including
seminars, problem solving, essay writing and presentations encourage the student to utilise an analysis of the
literature to reflect upon clinical experience and identify practice development.
An element of assessment for a number of the modules involves clinical competencies. This provides the
student with the opportunity to demonstrate the application of theory to practice and proficiency in the skills
pertinent to their clinical area.
22. Criteria for admission to the programme
A person may be admitted to the programme who holds 120 credits (or the equivalent) at Level 1 obtained in the
University or in other institutions.
Detailed information regarding admission to the programme is available at http://www.shef.ac.uk/prospective/
23. Additional information
The School of Nursing and Midwifery is based at:
Barber House Annexe
3a Clarkehouse Road
Sheffield
S10 2LA
Telephone: 0114 222 2030
Email enquiries: snm.enquiries@sheffield.ac.uk
Information at: www.shef.ac.uk/snm
Units may be delivered at any site on the university campus
Different units may be delivered each year. The School produces information online identifying those that will be
available for students to access.
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