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
Clinical Supervision for Inpatient and Complex Care Settings
(by Distance Learning)
2
Programme Code
PSYT33
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JACS Code
C810
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Level of Study
Postgraduate
5a
Final Qualification
Postgraduate Certificate in Clinical Supervision for Inpatient
and Complex Care Settings (by distance learning)
5b
QAA FHEQ Level
Graduate Certificate = 6
6a
Intermediate Qualification(s)
None
6b
QAA FHEQ Level
Not applicable
7
Teaching Institution (if not Sheffield)
Not applicable
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Faculty
Faculty of Science
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Department
Psychology
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Other Departments involved in
teaching the programme
None
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Mode(s) of Attendance
Distance Learning
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Duration of the Programme
1 year Part-time
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Accrediting Professional or Statutory
Body
Not applicable
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Date of production/revision
December 2015
15. Background to the programme and subject area
Clinical supervision is an essential component in ensuring safe and accountable practice in mental health
services and settings and is identified as a mandatory professional skill across all the mental health professions.
The Postgraduate Certificate in Clinical Supervision for Inpatient and Complex care settings (by Distance
Learning) is the first of its kind to address the supervision training needs of complex care/ inpatient staff. It has
been created to meet the learning needs of nursing and other multidisciplinary staff and to develop a specific
learning product that integrates the reality and demands of 24 hour inpatient/complex care/ward working with an
up-to-date theoretically informed academic accreditation.
The Clinical Psychology Unit, (alongside contributions from a multidisciplinary reference group) have designed
the Certificate course to integrate academic theory and practitioner knowledge of supervisory process with the
challenges and dilemmas of delivering effective supervision in complex care and in patient settings. Unit staff
who will be providing both teaching input and the tutorial support to the course participants are experienced
mental health clinicians (clinical psychologists) who have an established record in delivering post qualification
supervision training. Thus the knowledge and skills to provide advanced supervision skills training for staff
working in demanding and challenging complex care environments has been used to develop this new
supervisory accreditation.
The Certificate also makes use of focussed teaching blocks, distance learning methods and telephone and
group tutorials to better meet the adult learning needs of applicants.
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16. Programme aims
This course is run with the emphasis on applied adult learning, tailored to meet the academic and clinical needs
of a multidisciplinary workforce who are working clinically with the most vulnerable members of our society. The
Certificate fits within the strategic plan of the Department (2012-2017) through the development of an
innovative teaching and learning qualification aimed at meeting the learning needs (in the first instance) of a
local workforce. This new course runs alongside the University’s strategic mission that aims to integrate and
apply academic knowledge to achieve to real benefit to individuals and society.
The course is firmly based in addressing the question – ‘How do people learn and how can we develop our skills
to meet the challenge of working within complex care settings?’ The aims are:
1. To train health and social care professionals as effective, self-reflective and safe supervisors.
2. To offer a scheme of training which encompasses the use of psychological theories and methods to
inform the task of supervision in complex care and inpatient settings.
3. To develop and enhance the knowledge base of supervisors in the task of supervision.
4. To promote exposure to and experience of a wide range of theoretical orientations, approaches and
applications. To systematically evaluate, review and develop the course to meet the needs of a clinical
workforce in the delivery of clinical supervisory skills.
5. To inform and promote self–reflective and self-critical learning as an underpinning of effective clinical
supervision and to thereby enhance the work performance of course participants.
17. Programme learning outcomes
Knowledge and understanding:
Candidates for the PG Certificate will:
K1
Be able to undertake a process of review and reflection of their supervisory practice.
K2
Have knowledge of creating a safe learning environment for supervisees and self and be aware of ethical
principles and issues in clinical supervision such as ‘due process’, ‘vicarious responsibility’, and
‘confidentiality’ and work within an ethical frame.
K3
Have knowledge of and be able to apply a number of frameworks for understanding and managing the
supervisory process in complex care and inpatient settings.
K4
Have knowledge and skills in methods of facilitating the learning of supervisees in the context of
complex/care inpatient settings.
K5
Be able to consider and work with issues of difference and diversity in supervision.
Skills and other attributes:
S1
Have experience of creating a safe learning environment for supervisees and to attend to the emotional
needs of supervisees.
S2
Be able to negotiate and keep under review a contract for the supervision that appropriately involves all of
the relevant stakeholders.
S3
Have knowledge of and skills in constructive challenge, evaluation of and providing formative feedback to
supervisees.
S4
Be able to critically and flexibly adapt the supervision knowledge base to be maximally useful within
complex care and inpatient settings in order to enhance safe clinical practice.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
Teaching materials will include self-directed learning based on activities outlined in the materials supplied to
candidates which will include specially written Units, recorded audio and visual material and directed readings.
Learning will be supported by a variety of methods -online tutorials via MOLE or Skype or telephone tutorials.
The mode of tutorial support will be determined by the needs of the course participant.
Students will be required to attend two 3-day periods of study at the Clinical Psychology Unit, one at the
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beginning of each of the two semesters. These will involve both knowledge and skill-based workshops and
practical sessions which have a number of aims:

for course participants to meet their tutors and tutorial group and therefore begin the learning
relationship;

to introduce the curriculum for the semester and the course materials;

to introduce the assessment method;

to introduce e-learning tools, access and use.
Tutorials will provide further space for critical discussion of the links between the academic literature and
practice.
In order to register for the course, candidates will need to be currently active supervisors since the activities and
course work assignments will require them to apply their developing knowledge in practice. This should not
present a problem for the students as the learning materials for the Certificate is aimed at a group of
practitioners who as an everyday part of their clinical duties provide supervision for others.
The learning outcomes will result from candidates undertaking reflective practice based on the concept of the
adult learner (Kolb, 1984) and applying knowledge in action in the context of a demanding, complex and
sometimes threatening work environment.
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
Candidates will complete one coursework assignment for each module of the course, this will amount to two
assessed submissions. Each submission will draw upon the specific learning materials of the module.
Submission 1 is a recording of a supervision session accompanied by a written evaluation of the session against
a selected theoretical framework. This will demonstrate the candidate’s capability to establish a working
relationship with a supervisee through the supervisory contracting process and the creation of a supportive
learning context. Learning outcomes K1 to K3 will be assessed at the end of semester 1 and learning outcomes
K4 and K5 at the end of semester 2.
Submission 2 is a 6,000 word case study focussed on the development of a supervisee including a critique
about how ethical issues (including diversity and difference) have arisen and been managed. This details how
the candidate has attended to the supervisee’s learning, emotion at work and any ethical issues that have arisen
including any issues of difference that have arisen between the supervisor, supervisee and the supervisee’s
clients. Learning outcomes S1 to S4 will be assessed via the case study submission.
In addition, a learning portfolio that the candidates will keep for personal/professional reflections on their
learning throughout the course will be kept as a course requirement. This will form an example of the
development/ enhancement of adult learning practice through on going self-reflection thereby promoting
professional development. A submission will be required but will not be formally assessed. Rather, it will form a
development review within the tutorial discussions.
The recording/critique and the 6,000 word case study together will be 100% of the marks.
Assignments will be evaluated against set assessment criteria. There will be a 2-stage submission process.
Following the initial submission there will be a discussion with course tutors. There will be a re-draft for final
marking on a 100 point scale.
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
HM government (2011) No health without mental health: A cross government mental health outcomes strategy
for people of all ages.
Strategically it fits within the NHSLA Risk Management Standards 2012-2013, the Nursing and Midwifery
Council (2008) Clinical supervision for registered nurses and the Royal College of Psychiatrists (2010) position
statement Self-harm and risk: a summary.
British Psychological Society Division of Clinical Psychology, Continued Supervision Policy Document (July
2006); available at http://dcp.bps.org.uk//document-download-area/documentdownload$.cfm?restart=true&file_uuid=D4CE2C2B-1143-DFD0-7E8C-C0F57E9231AA
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Sheffield Health and Social Care NHS Foundation Trust Supervision Policy for Staff in Health and Social Care
Practice (Nov 2010); available at http://shsc.nhs.uk/wp-content/uploads/2014/10/SupervisionPolicy.pdf
Post-Registration Education and Practice (Prep) Handbook, Nursing and Midwifery Council (NWC), October
2011.
Continuing Professional Development: Guidance for Doctors, GMC June 2012.
20. Programme structure and regulations
The course is designed to be taught over a year in two interlinked modules. Each Module will be worth 30
credits. Any student completing any of the modules but not completing the course will receive an appropriate
short course certificate.
A candidate shall take:
1. Advancing Supervision Skills 1
(30 credits)
2. Advancing Supervision Skills 2
(30 credits)
A candidate who has been awarded 60 credits in respect of the units listed above shall be eligible for the award
of the Postgraduate Diploma in Clinical Supervision for Inpatient and Complex Care Settings (by distance
learning)
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
Candidates will complete one coursework assignment for each module of the course. The two-stage
submission process enables a focus on assessment for learning (Afl) in addition to summative development.
Students are entitled to up to an average of half an hour a week of input from their personal/academic tutor
throughout the course either through online or face-to-face tutorials/Skype or telephone contact. Development
is also acquired through the reflective exercises and practical tasks detailed in the self-directed course
materials.
The Postgraduate Certificate emphasises the value of life long learning and professional adaptability through the
development of critical and self –reflective learning skills.
Delivering an accredited high quality conjoined academic and clinical practice course provides specific learning
opportunities for professional accreditation through a combination of tutorial support and specific self-directed
modules. Such learning would contribute to continuing professional development requirements (CPD) for
nurses as specified by the Nursing and Midwifery Council, the Health and Social Care Professions Council (the
mandatory regulatory bodies for a number of health and social care professions) and the General Medical
Council.
22. Criteria for admission to the programme
Detailed information regarding admission to programmes is available from the University’s On-Line
Prospectus at http://www.shef.ac.uk/courses/.
23. Additional information
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 http://www.shef.ac.uk/ssid.
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