University of Bradford:
Postgraduate Programme specification
UNIVERSITY OF BRADFORD
School of Health Studies
Division of Dementia Studies
Programme title: Postgraduate Certificate in Dementia for
Practitioners with a Special Interest
Awarding and teaching
institution:
University of Bradford
Final award:
Postgraduate Certificate
[Framework for Higher Education Qualifications
level 7]
Programme title:
Dementia for Practitioners with a Special Interest
Programme approved /
accredited by:
N/A
Relevant subject benchmark
statement(s):
N/A
Duration:
1-year part-time
Date produced:
January 2012
Last updated :
January 2014
Introduction
This innovative Postgraduate Certificate in Dementia for Practitioners with a Special
Interest is designed for practitioners from a variety of clinical backgrounds (GPs,
Nurse Prescribers etc) working in health care settings where diagnostic services and
ongoing support for people with dementia are or are planned to be provided. It is
currently the only postgraduate programme of this nature in England. The
programme will equip you with the knowledge and skills to undertake person-centred
assessment, diagnostic, prescribing and ongoing support/management duties for
people with dementia, commensurate with your role and in accordance with current
best practice guidelines. It will equip you to seek local recognition as a Practitioner
with a Special Interest in Dementia, where a recognition scheme of this type is
operational.
The programme is delivered by research active members of academic staff from the
Bradford Dementia Group, Division of Dementia Studies and the Bradford School of
Pharmacy. The Bradford Dementia Group has an international reputation for
excellence in dementia education, research, training and consultancy. Staff hold
research grants from funders such as the ESRC, MRC and the National Institute for
Health Research. Our cutting edge research and practice development expertise
directly informs our education programmes. The Bradford School of Pharmacy (BSP)
has a national reputation for the education of pharmacists who are fully equipped to
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practise within a dynamic healthcare system. Its highly regarded Professional
Practice team work closely with the NHS in BSP’s programme of education and
practice-based research.
Early diagnosis and support for people with dementia is cost-effective and is a
governmental priority (Department of Health 2009). Early diagnosis of dementia
enables people with dementia and their families to work alongside clinicians to plan
their future needs more effectively and can improve quality of life for the person with
dementia and their carers (Relkin 2000). Early diagnosis enables more timely access
to support services and treatments and thus is one strand to reducing the costs of
dementia care in England through delaying entry to long term care (Audit
Commission 2000). However, there is a significant gap in diagnosis with only around
one third to a half of people who have dementia ever being formally diagnosed
(National Audit Office 2007) and delays in receiving a diagnosis for those accessing
diagnostic services. The National Dementia Strategy for England (2009)
recommends that specialist services should be commissioned locally to provide a
high-quality single point of access for diagnostic and intervention services. Such
services need to be staffed by relevant skilled practitioners and should see people
outside of hospital settings. In order to increase diagnosis rates, reduce the length
of the diagnostic process and improve the diagnostic experience and ongoing
support for people with dementia, it is important to increase the number of
practitioners with the knowledge and skills to undertake this role. Therefore, this
programme aims to provide the knowledge and skills to practitioners who wish to
develop a specialist interest in the diagnosis and ongoing support of people with
dementia.
This programme combines study and assessment of theory alongside its application
within a clinical setting. Study is through a blended learning approach. it includes two
days of face-to-face lectures/tutorials per module alongside independent study,
guided by a distance learning study guide. The study guide includes relevant
required readings and a range of guided activities including on-line tutorials via a
virtual learning environment, clinical work-based learning and mentor supervision.
Assessment of the programme includes theoretical as well as clinical competence
assessment. We are currently working with the Royal College of General
Practitioners to seek approval for this programme.
To successfully undertake this programme you will need to work within a service that
provides or is planning to provide diagnostic and ongoing support services for people
with dementia and their families. You should currently be working in, or have your
employers support to commence working in, a role where dementia diagnosis and
ongoing support, including prescribing, forms a component of the work. You will also
need access to a computer with broadband connection and the ability to download
software such as Skype and access a variety of internet sites including social
networking sites. You will also be provided with an appropriately qualified and
experienced, local Clinical Mentor/Assessor for each module who will provide clinical
supervision and undertake clinical based assessments of competence.
Programme Aims
The programme is intended to:
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
Support you to develop high level skills in assessment, diagnosis, clinical
management and ongoing support for people with dementia and their
carers.

Enable you to gain appropriate knowledge and skills to seek local approval
to work as a Practitioner with a Special Interest (PwSI) in Dementia, where
PwSI schemes are operational.
Programme Learning Outcomes
When you have completed the programme you will be able to:
1. Accurately diagnose dementia using appropriate screening measures and
assessments, in accordance with current guidelines, or determine when
referral onto a specialist diagnostic service is required.
2. Demonstrate mastery in applying a person centred approach to the
assessment, diagnosis and ongoing support of people living with dementia
and their carers.
3. Critically appraise and apply evidence about the early and ongoing
experiences of adjusting to, and coping with, living with dementia including
the associated implications for help seeking and help provision in primary
care.
4. Synthesise and critically apply evidence-based best practice to the
pharmacological and non-pharmacological/psychosocial support and
treatment of people living with dementia, including the prescribing and
ongoing management of anti-dementia drugs, and support in relation to
behaviours others find challenging.
5. Apply critical reasoning to the complexities of prescribing for people with
dementia in the context of polypharmacy, and acute and ongoing comorbidities.
6. Demonstrate mastery in communication with people living with dementia
and their families in relation to diagnosis, and treatment or support options.
7. Practise critical and effective problem solving and decision making in
complex and unpredictable situations, including exercising personal
responsibility for decision making.
8. Work and learn independently
Curriculum
Postgraduate Certificate
Module
Code
Module Title
Type
Credits
Level
Study
period
HD-7001T
Assessment and diagnosis of
dementia in primary care
Core
30
7
Sem 1
ORsem2
HD-7000T
Pharmacological and psychosocial
support for people with dementia in
primary care
Core
30
7
Sem 2
ORsem1
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The curriculum may change, subject to the University's programme approval,
monitoring and review procedures.
The curriculum is organised into two 30-credit modules. One module will be studied
each semester. Each module combines theory with application to clinical practice.
The first module covers assessment and diagnosis of dementia. The second module
examines ongoing assessment, treatment and support, including prescribing of antidementia drugs, and non-pharmacological/psychosocial and pharmacological
treatments for aspects of dementia, such as behaviours others find challenging. The
modules also examine the impact of a diagnosis of dementia on coping and
adjusting throughout the journey with the condition, and the help and support people
with dementia and their families may need from primary care and other sources.
Optionality on the programme is offered through the choice of assignment topics.
By the end of this stage you will be able to effectively assess and diagnose dementia
or understand when to refer onto a specialist service. You will also be able to
undertake ongoing assessment and support for people living with dementia in
accordance with best practice guidelines, including the prescribing, ongoing
management and withdrawal of anti-dementia drugs, use of nonpharmacological/psychosocial and pharmacological supports for other symptoms
and behaviours experienced in dementia, including behaviours others find
challenging and consider the complexities of prescribing in the light of polypharmacy
and acute and ongoing co-morbidities.
You will be eligible for a Postgraduate Certificate awarded from the School of Health
Studies.
The curriculum may change, subject to the University's programme approval,
monitoring and review procedures.
Teaching and Assessment Strategies
Study is through a blended learning approach which includes two days of face-toface lectures/tutorials per module alongside independent study guided by a distance
learning study guide and readings, on-line tutorials via a virtual learning environment,
clinical work-based learning and mentor supervision. The design of the programme
permits flexible study that can be undertaken alongside working. The teaching,
learning and assessment approaches chosen are designed to help you apply theory
directly to your own practice and to help you to tailor work-based learning to your
own specific learning needs.
The supporting annexes to this document indicate how the modules map to the
programme learning outcomes (Annex 1); how the different modes of assessment
map to each module (Annex 2); how the teaching methods for each module are
mapped (Annex 3); and how the curriculum maps to the School statement on
Education for Sustainable Development (Annex 4).
The teaching and learning strategies utilised are designed to help you to meet the
programme learning outcomes. Teaching and learning approaches include face-toface teaching sessions which will include some short lectures on key module topics
(learning outcomes 1, 3, 4, 5), an assignment preparation and advice session
(outcome 8), critical case study reviews in small groups (outcomes 2, 4, 5, 7) as well
as opportunities to discuss key guidance, practice guidelines and other issues
identified by students (outcomes 1, 2, 3, 4). The distance learning study guide will
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guide you through completion of selected required reading alongside completion of
exercises that will help you to apply learning to your practice (outcomes 1, 2, 3, 4, 5,
6, 7, 8) and to prepare for your assignments. This will be supported by on-line forum
discussions for the whole group based on the exercises, plus two to three Skype
tutorials on key issues at set points during each module (outcomes 2, 3, 4, 5). You
will also undertake 30 hours of clinical work-based learning per module (outcomes 1,
2, 3, 4, 5, 6, 7, 8). This may be observation or participation within a specific service
outside of your own workplace (for example visiting a local memory clinic) or
individual supervised practice within your own workplace, undertaking activities
specific to the modules. The composition of the work-based learning will be
negotiated between yourself, your clinical mentor and the module leader, based on
your existing role, experience and learning needs. You will be allocated a clinical
mentor/assessor for each module. They will provide you with ten hours of tutorial
support during the module (outcomes 1, 4, 5, 7). You can access this face-to-face, or
by telephone or Skype. These tutorials will provide you with an opportunity to discuss
your own clinical experiences during the module, and support you to demonstrate
how you have met the module learning outcomes. Your clinical mentor will also
conduct assessments of your clinical competence in relation to the module learning
outcomes, based on observation of your practice.
Each module includes up to two components of assessment. The assignments are
designed to relate directly on the clinical work-based learning you undertake. Both
modules include a portfolio of clinical practice, which will include critical case
examples, assessments by your clinical mentor and personal reflections on aspects
of your clinical practice. The module Pharmacological and psychosocial support for
people with dementia in primary care also includes a one-hour on-line, open book
examination.
Assessment Regulations
This Programme conforms to the standard University Assessment Regulations for
Postgraduate Programmes which are available at the following link:
http://www.bradford.ac.uk/aqpo/ordinances-and-regulations/
Admission Requirements
The University welcomes applications from all potential students regardless of their
previous academic experience; offers are made following detailed consideration of
each individual application. Most important in the decision to offer a place is our
assessment of a candidate’s potential to benefit from their studies and of their ability
to succeed on this particular programme.
Entrance requirements for each
programme will vary but consideration of your application will be based on a
combination of your formal academic qualifications and other relevant experience.
If you have prior certificated learning or professional experience which may be
equivalent to parts of this programme, the University has procedures to evaluate this
learning in order to provide you with exemptions from specified modules contained
within the curriculum. Please talk to us if you do not fit the standard pattern of entry
qualifications.
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We are continually reviewing and developing our practices and policies to make the
University more inclusive, but if you are disabled we may need to make some
adjustments to make sure that you are not disadvantaged. We would advise you to
contact the programme leader before you apply to discuss these.
Usual entry requirements to the programme include:

A good first degree (2:2 or above) or equivalent qualification in a relevant
subject area.

Current registration with a professional body.

Have a recorded qualification in prescribing or be a medical practitioner.

Where English is not your first language you should have an IELTS or
equivalent score of 7.0 or above.

To be currently working within a service that provides or intends to provide
diagnostic and ongoing support services for people living with dementia, to
ensure requirements for module assignments and practice experience can be
achieved.

Currently working in a role, or support from employer to move into a role
where diagnosis and ongoing support for people with dementia comprises
part of the role for the duration of the programme.

Support from your employer to undertake this programme of study.

Access to a computer with a broadband connection and ability to download
software to this (e.g. Skype) and to access on-line resources including social
networking sites.

Have computing skills commensurate with the demands of the programme.
Learning Resources
The JB Priestley Library provides a wide range of printed and electronic resources to
support your studies. Subject librarians for each School provide training sessions
and individual guidance in finding the information you need for your assignment, and
will help you organise your references properly. These can be conducted by
telephone or Skype.
Most of our online journals are available on the internet (both on and off campus),
and you can also access your University email account, personal information and
programme-related materials this way. Staff are on hand during the daytime to help
you via telephone or e-mail if you get stuck, and there is a 24/7 IT helpline available.
The University has dedicated Distance Learning librarian and staff throughout its
Learner Support Services who understand the specific needs that distance learners
may have. They can provide learning support via phone, e-mail and Skype. There is
also a dedicated distance learner web-page on the University of Bradford web-site,
which offers direct links to the learning support and other resources relevant to
distance learning students.
We have developed a specific induction programme designed to meet the needs of
distance learning students. This has been developed through on-going feedback
from our students about what they would find helpful in preparing for study. Induction
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commences at the point of acceptance of your place onto the programme, at which
point you will be sent part one of our induction guide, containing activities that will
help you to prepare for commencing your programme. Your will be sent part two of
the induction guide in early September. This will induct you into University resources
such as e-mail, library resources and Virtual Learning Environments that only
become available once you have fully enrolled.
The University also utilises a number of on-line learning resources to support
studying at a distance, including Virtual Learning Environments (VLEs) such as
Blackboard and Elluminate as well as free software such as Skype. These VLEs will
be used to support your effective learning and to facilitate contact with other students
and programme tutors throughout the duration of your studies.
Student Support and Guidance
Programme Team
Support for you personally and in your programme of study, will be provided by local
mentors and the University based programme team. The University based
programme team comprises of academic lecturers and expert clinical tutors. You will
be allocated a personal tutor who is someone with whom you will be able to talk
about any academic or personal concerns. The School will ensure that there is
someone available with whom you feel comfortable to help and support you. You
will be provided with a comprehensive series of handbooks that you can consult on a
range of learning issues and your programme tutors will be available to consult on
subject specific queries.
The local mentors are experts in diagnosis and ongoing support for people with
dementia and will provide local face-to-face or telephone based support for the
actions and facilitation of activities of the clinical components of your study. They will
have been trained by the University of Bradford to undertake their role.
Students’ Union
We value the feedback provided by students. The Students’ Union and the University
of Bradford work in partnership to provide confidential counselling and welfare
services where you can get help with any aspect of your personal or academic life.
This can be provided at a distance by telephone. We also seek feedback from
students formally via end of module and year on-line evaluations as well as
informally through e-mails seeking student feedback sent each semester. We also
encourage students to feedback to their module leaders on an on-going basis to
permit us to act swiftly where action on feedback is required. Students can also input
feedback to the programme team or Programme Management Team via the student
representatives.
Employability and Career Development
The University is committed to helping students develop and enhance employability
and this is an integral part of many programmes. Specialist support is available
throughout the programme from Career Development Services.
Since you need to be in employment to undertake this programme of study, there is
no careers input directly into the programme. However, advice on applying for
Practitioner with a Special Interest status within your locality will be provided as part
of the application process for this programme, by your local sponsor or
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commissioning team. You are also able to access the University careers advice at a
distance if you wish to explore other career opportunities at any stage.
Learner Development Unit for Academic Skills Advice
For postgraduate students on taught programmes who are looking to improve their
marks during their time at university, study skills and maths advice is available to all
regardless of degree discipline. Students can access a programme of interactive
workshops and clinics which is delivered throughout the year. This is in addition to
our extremely popular face-to-face guidance from our advisers, who also offer a wide
range of online and paper based materials for self-study.
http://www.bradford.ac.uk/learner-development/
Disability
Disabled students will find a supportive environment at Bradford where we are
committed to ensuring that all aspects of student life are accessible to
everyone. The Disability Service can help by providing equipment and advice to
help you get the most out of your time at Bradford and is a place where you can
discuss any concerns you may have about adjustments that you may need, whether
these relate to study, personal care or other issues. For more information contact
the Disability Service by phoning: 01274 233739 or via email:
disabilities@bradford.ac.uk
University policies and initiatives
Ecoversity
Ecoversity is a strategic project of the University which aims to embed the principles
of sustainable development into our decision-making, learning and teaching,
research activities campus operations and lives of our staff and students. The focus
of the modules and award pathways held within the framework is to facilitate your
continuing development as lifelong learners who have developed critical thinking and
analysis skills which you can apply into your work place. Inherent within the learning
outcomes for the modules and awards are the values we aspire to in providing high
quality education to support high quality care whatever professional discipline, sector
or organisation you work for.
The core work of the School of Health studies is the focus on health and wellbeing
and developing professionals such as yourselves who
can work within
multidisciplinary teams, work across care sectors and different types of organisations
using clinical, educational, research or management and leadership skills to improve
practice, services or improve organisations and their cultures and influence change.
The modules within this programme are taught by a multidisciplinary team with a
range of different backgrounds and experiences, in addition to the variety of
backgrounds that students undertaking this programme may come from. This
combined focus enables your education to have a sustainable component in terms of
your future career as well as the sustainability of your services by maintaining and
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improving what you provide for your local communities. For more information please
go to http://www.brad.ac.uk/health/ecoversity/ or www.bradford.ac.uk/ecoversity/
Further Information:
For further information, please check the University prospectus or contact
Admissions.
The Admissions Office
The Admissions Office
The University of Bradford
School of Health Studies
Richmond Road
The University of Bradford
Bradford, BD7 1DP
Horton A Building
UK
Richmond Road
Bradford, BD7 1DP
UK
+44 (0)1274 233054
+44 (0)1274 236367
http://www.brad.ac.uk/courses/
soh-recruitment@bradford.ac.uk
http://www.brad.ac.uk/health/
The contents of this programme specification may change, subject to the University's
regulations and programme approval, monitoring and review procedures.
Further in information on the Postgraduate Certificate in Dementia for practitioners
with a special interest can be found here
http://www.bradford.ac.uk/health/courses/postgraduate-cpd-professional/dementiaolder-people/pgcertindementiaforpractitionerswithaspecialinterest/
References
Audit Commission (2000). Forget Me Not: mental health services for older people.
London, Audit Commission.
Department of Health (2009). Living well with dementia: A National Dementia
Strategy. London, Department of Health.
National Audit Office (2007). Improving services and support for people with
dementia. London, The Stationary Office.
Relkin, N. (2000). "Screening and early diagnosis of dementia." American Journal of
Managed Care 6: 1111-1124.
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Annexes:
Annex 1: Programme learning outcomes and their assessment within modules
This table shows which programme learning outcomes are formally assessed within
each module.
Modules
LO1
Assessment
and diagnosis
of dementia in
primary care
Prescribing
and ongoing
psychosocial
support for
people with
dementia in
primary care
LO2
LO3
LO4
LO5
  
LO6
LO7
LO8
  
   
 
Annex 2: Assessment map
This table shows the methods of assessment used across different modules
1. Clinical portfolio
2. Open book on-line examination
Modules
1
Assessment and diagnosis of
dementia in primary care

Prescribing and ongoing
psychosocial support for
people with dementia in
primary care

2

Annex 3: Teaching map
This table shows the teaching and learning methods used across the different
modules
1. Face-to-face lectures and seminars
2. On-line discussion forums using a VLE
3. Clinical supervision with clinical mentor
4. Self directed study
5. Distance learning study guide
6. Work-based learning
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Modules
Teaching methods
1
2
3
4
5
6
7
Assessment and diagnosis of
dementia in primary care
  


 
Prescribing and ongoing
psychosocial support for people
with dementia in primary care
  


 
Annex 4: Mapping the School of health Studies statement on Education for
Sustainable Development (ESD)
Assessment
and
diagnosis
Prescribing
and ongoing
support
ESD
1
demonstrate respect and understanding of the
different cultural, socioeconomic needs of their
patients and client groups to support a strong,
healthy and fair society


ESD
2
understand and embrace interprofessional and
multidisciplinary team working as well as service
user involvement to promote the sharing of
knowledge and also fair and good governance
within healthcare as well as the local community


ESD
3
think critically; problem solve and inform their
practice by using sound evidence and science
responsibly


ESD
4
develop new ways of delivering health care to
sustain locally relevant health services and
seamless care by working and living within
environmental limits whilst promoting a
sustainable economy for the future


promote the importance of health and wellbeing
by improving personal as well as community
awareness and to develop personal
responsibility as well as contribute to a
sustainable workforce


have a solid foundation, based on shared
competences highlighted in the Knowledge and
Skills Framework to support the development of
new roles and services for the future of health
care provision


ESD
5
ESD
6
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