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
1
Programme Title
Professional Health Care Practice
2
Programme Code
NURR51
3
JACS Code
B700
4
Level of Study
Postgraduate
5a
Final Qualification
DMedSci
5b
Position in the QAA Framework for
Higher Education Qualifications
Doctoral level
6a
Intermediate Qualification(s)
Postgraduate Certificate/Postgraduate Diploma/Master of
Professional Healthcare Practice
6b
Position in the QAA Framework for
Higher Education Qualifications
Certificate, Diploma and Masters level
7
Teaching Institution (if not Sheffield)
Not applicable
8
Faculty
Medicine, Dentistry & Health
9
Department
School of Nursing & Midwifery
10
Other Department(s) involved in
teaching the programme
Not applicable
11
Mode(s) of Attendance
Full-time or Part-time
12
Duration of the Programme
3 years Full-time, Normally 6 Years Part-time
13
Accrediting Professional or Statutory
Body
Not applicable
14
Date of production/revision
December 2006
15. Background to the programme and subject area
The School of Nursing and Midwifery is noted for its professionally focused graduate programmes. The
programme seeks to respond to several issues for the benefit of the School, the Faculty, and the University as
whole and ultimately potential and current students. The doctorate in professional practice builds upon the
portfolio of established programmes currently offered and provides a new approach to doctoral study designed
to meet the needs of busy professional staff. It represents an important development, which offers experienced
professionals, with a broad range of interests, a challenging opportunity to pursue doctoral level study with a
group of colleagues working together. It provides an alternative route towards the PhD degree alongside the
thesis only route. The programme relates to the Government’s Health Care reforms that rely on a well-educated
health care profession (DoH 1999) with its emphasis on life long learning.
The programme contributes to the portfolio of the School of Nursing and Midwifery. It contributes to a framework
for lifelong learning that extends from pre-registration Advanced Diploma programmes, through BMedSci and
MMedSci, to doctoral level provision. This development is consistent with the aims and intentions of the School
of Nursing and Midwifery that constitute it as outlined in the following strategic aims :

the meeting of employment and occupational need, particularly in evidence-based care and the
Government’s intention to increase the role and function of the health care practitioner in care delivery, care
management and policymaking

ensuring congruence with those health and social care policy developments that inform quality agendas and
intentions of educational consortia
However, the new programme format is intended to broaden the recruitment market as it emphasises relevance
to a range of careers, rather than a narrower orientation towards nursing and midwifery and an academic
career. At the same time it is not intended to be a specialist qualification but a professionally focused, flexible
research-based preparation for a range of professional, managerial and teaching careers. It is anticipated that
students will be employed within an appropriate area and have the support of their manager to access the
programme.
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It is important that students should undertake a programme which meets their career aspirations, preferred
mode of study, and range of commitments.
The programme commenced in October 2005 and will run at the same time each year.
16. Programme aims
The programme aims to:

foster explicit links between research and practice and provide a framework for integrating professional
research, theory and knowledge.

enable students, through advanced scholarship, to create and interpret new knowledge, of a quality to
satisfy peer review and extend the forefront of the discipline and merit publication.
17. Programme learning outcomes
Having successfully completed the Postgraduate Certificate students will be able to :
Knowledge and understanding: SNM6022 / SNM6023
K1
Develop a rigorous approach to the acquisition of knowledge underpinning research methodology.
K2
Articulate the principles underlying approaches to research and their potential links to practice.
K3
Employ the range of skills required to design, conduct and disseminate research.
Skills and other attributes:
S1
Ability to develop a research project underpinned by appropriate philosophy.
S2
Exercise judgement in planning, selecting and presenting information to peers and others.
S3
Assume responsibility for learning and organise work for self and others.
Having successfully completed the Postgraduate Diploma students will be able to :
Knowledge and understanding: SNM6022/ SNM6023/ SNM6024/ SNM6025
K4
Formulate ideas through the analysis of information and concepts in developing a well designed research
project.
K5
Formulate appropriate responses to well defined problems by developing a theoretical framework
underpinning their field of study.
K6
Analyse information regarding health economics and consider the implications for own field of study.
K7
Demonstrate the potential ability to advance own professional practice.
Skills and other attributes:
S4
Demonstrate a range of skills required to conceptualise written material.
S5
Demonstrate the ability to creatively utilise written material to develop ideas that will advance practice.
S6
Utilise diagnostic and creative skills to develop a literature review and project proposal that reflects the
principles of originality and rigour.
S7
Accept responsibility for ideas and beliefs by peer review.
Having successfully completed the MA students will be able to:
Knowledge and understanding: SNM6022/ SNM6023/ SNM6024/ SNM6025/ SNM6026/ SNM6027 /
SNM6028
K8
Demonstrates mastery in the level of understanding required to develop an empirically based literature
review which informs a research proposal.
K9
Demonstrate understanding of the concepts underpinning complex data analysis and interpretation.
K10
Demonstrates a developing expertise in chosen field.
K11
Able to design and apply appropriate research methodologies.
K12
Able to articulate and communicate research ideas to peers.
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Skills and other attributes:
S8
Demonstrates skills in complex data analysis techniques.
S9
Ability to communicate ideas and beliefs to others.
S10
Skills in the design of research projects and associated ethical considerations.
Having successfully completed the whole programme (DMedSci) students will be able to:
Knowledge and understanding: All above and thesis specific outcomes below
K13
Demonstrates a significant contribution to the body of knowledge.
K14
Demonstrates an understanding of the range of issues associated with research methodologies and their
epistemological underpinning.
K15
Demonstrate a command of highly specialised research skills.
Skills and other attributes:
S11
Able to articulate a command of methodological issues underpinning chosen research.
S12
Ability to communicate research through presentation and publication.
S13
Engages in critical dialogue with peers and supervisors.
S14
Accepts accountability for outcomes of research.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
The approach to teaching and learning is student-centred and a variety of teaching and learning strategies are
employed designed to address the learning outcomes of the programme. The learning philosophy is that of
adding to and extending knowledge closely related to the students’ practice interest.

using a combination of practice based case studies (K1, K2, S3)

formal lectures (K1, K2, K3, K4, S1, S6, S8, S10, S13)

student-led discussions (K2, K5, K7, K10, K12, S2, S3, S4, S7, S9)

presentation of seminars (K1, K2, K3, K6, K8, K9, K14, S2, S3, S7, S9, S13)

peer and teacher review of presentations (K2, K5, K7, K10, K11, K12, S2, S3, S4, S7, S9)

poster presentations (K3, K7, K12, K15, S4, S5, S9)

preparation of conference papers (K2, K7, K10, K12, K13, S2, S7, S9, S12, S13, S14)

discussion groups (K2, K12, K14, S4, S9, S11, S13)

In addition, some support material is available on-line (K15, S8,)
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Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
Ways of Knowing and Being (6000) word essay to establish the philosophical debates which surround
knowledge production in the students’ substantive area of interest.) K1, K2 & S1.
Methods of Inquiry (1&2) (6000) word essay that debates the issues surrounding research methodology and
demonstrates a sound rationale for the selection of a particular methodological approach. K1, K3, S2, S3.
Health Economics (6000) word assignment that will relate to the course material and be worked based. K4, K6,
S4, S6.
Evaluation & Outcomes Research (6000) word critique of an instrument of data collection) K8, K11, K12, S8,
S10.
Advancing and Developing Practice 1 (6,000 words literature review that underpins the proposed research)
K5, K7, K8, K10, S4, S5, S6, S7.
Advancing and Developing Practice 2 (3000) word proposal for the main study) K8, K10, K12, S6, S9, S10.
Understanding & Applying Data (3000) word analysis and evaluation of a data set. K9, K10, K11, S8, S10.
Thesis (50,000 words) K13, K14, K15, S11, S12, S13, S14.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
The programme seeks to respond to recent developments in health by preparing professionals to meet the
many policy imperatives such as:

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

Engaging in strategic planning, commissioning and evaluation of services (DoH, 1997);

Delivering evidence-based care to patients/clients (DoH, 1997; NHS Executive, 1999);

Developing leadership skills in research, practice, education and management (DoH 1999b); and
preparation for new roles requiring a ‘higher level’ of practice (DoH 1999a; DoH, 1999b).

The proposed framework relates to the governments healthcare reforms that rely on a well, educated
nursing and midwifery profession (DoH 1999) with its emphasis on lifelong learning.
The quality of the research undertaken and presented for examination is expected to be equivalent in these two
programmes although the thesis in the Doctorate of Professional Healthcare Practice may be somewhat shorter
to compensate for the taught content of the programme. The ways in which this programme differs from a PhD
are as follows:

the programme has a particular focus on the practice of health and, thus, is particularly relevant to those
wishing to make a research career within the health service while also providing an academic preparation
entirely suitable for those aiming for an academic career.

it has a major emphasis on theory development and aims to contribute to theory development specifically
within health;

it is a more structured programme than the PhD and, as such, is particularly attractive to a number of parttime students.
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20. Programme structure and regulations
The programme of study and research shall be pursued for not less than three years full time or not less than six
years part time.
The programme has two-parts: Part 1 is the taught component and students will be required to undertake seven
units (180 credits). A full time student is expected to complete the taught part of the programme within one year.
A part time student is expected to complete the taught part of the programme within two years. Part 2 is nontaught and will be the production and defence of an empirically based study related to the broad theme of
Advancing Practice. The time-limit for the presentation of the thesis shall be four years in the case of a full-time
candidate and eight years for a part-time candidate.
Year of Study
Part 1: Year 1, Semester 1
Year 1, Semester 2
Year 2, Semester 1
Year 2, Semester 2
Part 2: Years 3 – 6
Programme Component
(a) Methods of Inquiry (1)
(b) Ways of Knowing & Being
(c) Methods of Inquiry (2)
(d) Health Economics
(e) Advancing & Developing Practice (1)
(f) Evaluation & Outcomes Research
(g) Advancing & Developing Practice (2)
(h) Understanding & Applying Data
(i) Thesis and viva voce
Credits
*
30
30
30
30
30
15
15
360
* Methods of Inquiry (1&2) unit will run through Year 1 as a ‘double unit’
Students who successfully complete the programme components a, b & c can achieve the Postgraduate
Certificate.
Students who successfully complete the programme components a, b, c, d & e can achieve the Postgraduate
Diploma.
Students who successfully complete the programme components a, b, c, d, e, f, g & h can achieve the Master of
Arts.
Students who successfully complete the programme components a, b, c, d, e, f, g, h & i can achieve the
DMedSci.
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
Students will be expected to attend the taught part of the programme over a period of 1 year full time or two
years part time. Each of the taught units are separately assessed. Candidates are expected to reach doctoral
standard. In this instance doctoral standard is defined as that standard of review and critique expected in the
text of a doctoral thesis or for publication in a refereed journal. In practice, of course, the word lengths of the
units puts some limits on the issues under consideration and so the equivalent background criteria would be the
standards expected in a paper of that length to be published in a refereed journal. This is consistent with the
programme aims as assessments will enable students to demonstrate a range of research and practice
improvement skills including critical analysis through essay; report writing; group work; oral presentations;
project development, management and completion; publication of work.
At the end of the taught part of the programmes students will attend an upgrade interview prior to
commencement of the research part of the programme. The upgrade interview will be facilitated by the
Programme Director, Post Graduate Tutor and a Senior Academic (Professor) and will provide the student with
the opportunity to present their proposed project. Advice will be given to the candidate at this time regarding
development of the proposal, ethical considerations and supervision. Approval to proceed into part II of the
programme will be given. Students will be allowed to proceed into part II of the programme only, upon
successful completion of the work required in the units during part I. Students attending the research part of the
programme will be expected to comply with the regulations for PhD study within the University of Sheffield. At
the end of the taught part of the programme students are expected to undertake an upgrade interview similar in
purpose to the MPhil/PhD system. Candidates are required to demonstrate that their work and intentions are of
a standard acceptable to proceed to the thesis element. The 50,000 word dissertation will be examined under
the same conditions as for a PhD. Students are expected to present their work to a specified (peer or non-
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professional audience) and prepare one paper for publication or presentation once per year. This new hybrid
(taught and research) degree programme has been developed as a ‘generic’ award, with the intention that it
might ultimately be offered by each of the Faculty’s four Schools.
22. Criteria for admission to the programme
Currently, the recommendations state that candidates should be on an appropriate professional register; hold a
recognised diploma and a minimum of 5 years professional experience, or a masters degree or,
Holds a qualification recognised by the Board of Examiners and Faculty as equivalent
This does not change with the proposed amendments. Each applicant will be viewed individually and faculty
approval sought where alternate qualifications, APEL/APL warrant additional enquiries regarding meeting entry
requirements
Detailed information regarding admission to the programme is available at http://www.shef.ac.uk/prospective/
23. Additional information
This programme provides an alternative to the traditional route of doctoral level study for students who may wish
to study at doctoral level whilst maintaining their focus firmly in professional health care practice (clinical,
managerial, educational and research). Further information can be obtained via the School of Nursing &
Midwifery web page. Further information on the course as it presently stands can be found on
http://www.sheffield.ac.uk/snm
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can
be accessed via our Student Services web site at www.shef.ac.uk/ssid.
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