UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme Specification provides a concise summary of the main features of the programme
and the learning outcomes that a typical student might reasonably be expected to achieve and
demonstrate if he/she takes full advantage of the learning opportunities that are provided.
Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
University of Central Lancashire
2. Teaching Institution and Location
of Delivery
Preston (main campus) and Alder Hey Children’s NHS
Foundation Trust
3. University School/Centre
Nursing
4. External Accreditation
N/A
5. Title of Final Award
Post Graduate Certificate in Paediatric Critical Care
6. Modes of Attendance offered
Part Time
7. UCAS Code
N/A
8. Relevant Subject Benchmarking
Group(s)
N/A
9. Other external influences
Paediatric Intensive Care Society
10. Date of production/revision of this
form
28 March 2013
11. Aims of the Programme




To facilitate the student to develop the clinical skills required to safely and effectively manage
the care of neonates, children or young people in a paediatric intensive care unit.
To enhance the skills and knowledge of the student to enable him/her to implement evidence
based, safe and innovative care as part of the multi-professional team in the paediatric
intensive care setting.
To facilitate the student to critically reflect on their own experiences, challenge assumptions
and consider alternative courses of action to support the development of a high quality
service that takes appropriate account of service/carer/user views.
To develop skills of the student in evaluating the impact of interventions, leading change and
supporting innovation in paediatric intensive care practice
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A.
A1.
A2.
A3.
Knowledge and Understanding
Critically analyse holistic approaches to care for the child requiring intensive care and their family
Critically evaluate and demonstrate the assessment of critically ill neonates/children/young people
Demonstrate and critically evaluate effective communication within the multi-disciplinary team in
paediatric intensive care practice
A4. Critically analyse strategies to enable and empower children, their carers or family, as
appropriate, to become partners in their care
A5. Critically analyse the contemporary knowledge base influencing the management and care of
patients in the paediatric intensive care setting within a changing National Health Service
A6. Synthesise findings of contemporary evidence to support innovation in paediatric intensive care
Teaching and Learning Methods
In order to facilitate this learning, a number of learning and teaching strategies are utilised. Direct
University classroom contact includes key lectures, group discussion, practice based scenarios and
seminars. Practice based sessions will be undertaken in skills labs and will facilitate the application of
theory to practice.
The specialist nature of the course content will also facilitate the student to apply the knowledge and
understanding within the paediatric intensive care unit. Professional development is achieved through
critical analysis of practice and supervised practice with a paediatric intensive care practitioner.
Assessment methods
The assessment methods used are chosen to ensure that students are able to demonstrate their
knowledge and understanding. Written examinations and evidence based case presentations are
utilised to ensure students have the required knowledge base and are able to link this theory to
practice. OSCE, viva, oral case presentations in practice and assessment of clinical competencies
enable students to demonstrate appropriate application of theory in practice.
B. Subject-specific skills
B1. Demonstrate in-depth analysis of the altered physiological processes of specific disease
processes and provide rationales for their impact in clinical practice.
B2. Critically analyse and synthesise the data obtained through clinical assessment, monitoring and
surveillance to inform, evaluate and develop clinical interventions.
B3. Critically evaluate the specialist evidence base so as to influence care provision in the paediatric
intensive care unit.
B4. Critically reflect on the contribution of the multi-disciplinary team, service users/ family/carers in
the delivery of effective high quality care in the paediatric intensive care setting.
Teaching and Learning Methods
A range of learning and teaching strategies are utilised to ensure that students are able to develop
these subject-specific skills. Direct University classroom contact includes key lectures group
discussion and practice based scenarios.
For level 7 students, seminars are facilitated to encourage in-depth critical analyse and synthesis of
finding from a complex range of theoretical material from both national and international sources.
Practice-based sessions include skills practice in skills labs and supervised experience in an
alternative practice area. Service users are involved in practice based learning and assessment for
the programme.
The development of subject-specific skills related to this course requires the student to apply
knowledge and understanding within the paediatric intensive care unit setting. This will facilitate
critical analysis of practice with the support of a mentor within the paediatric intensive care practitioner
setting.
Assessment methods
The assessment methods used are chosen to ensure that students are able to demonstrate all the
required subject-specific skills. Written examinations and evidence based case presentations are
utilised to ensure students have the required knowledge and evidence base to underpin the subject-
specific skills and are able to demonstrate critical evaluation of this through independent thinking.
OSCEs, oral case presentations in practice and assessment of clinical competencies enable students
to demonstrate these skills and provide rationales for their use.
C. Thinking Skills
C1. Critically evaluate key research and synthesise practice findings in order to challenge the
evidence base influencing practice
C2. Actively engage in critical reflection and further develop the skills of reflective practice
C3. Effectively influence decision-making in the management of critically ill neonates/children/young
people
C4. Utilise problem-solving skills to support safety and innovation in practice.
Teaching and Learning Methods
The course has been designed to equip the student with the skills to be a lifelong, independent
learner who can use their skills in critical analysis to synthesise ideas and identify development
opportunities in practice. Fundamental to this is a range of thinking skills, which the teaching and
learning methods used will facilitate. These include critical reflection, critical reading, critical
evaluation of practice based scenarios, debate, observation and critical evaluation of clinical practice.
Assessment methods
Assessment of thinking skills is undertaken through written examination, clinical practice, OSCE, viva,
oral case presentation and evidence based case presentation.
D. Other skills relevant to employability and personal development
D1. Communication skills: written and verbal
D2. IT skills including use of on-line classroom technology
D3. Working with and influencing others as well as working independently
D4. Problem Solving
D5. Personal development planning
D6. Identifying and developing innovation opportunities
Teaching and Learning Methods
Each module will adopt a range of learning and teaching strategies that aim to promote personal and
professional development. This will include class room based discussion to enable student to reflect
on their own practice and share ideas with others. It will also include group work activity which will
utilise problem solving exercises and case studies to enable students to identify potential innovation
opportunities. Activities which require the students to undertake reflection and identify learning needs
/ development needs will be incorporated both in the classroom-based sessions and as part of the
practice-based learning. IT skills will be developed through the use of on-line or electronic resources
such as Blackboard and Adobe Connect.
Assessment methods
The development of these transferable skills will be assessed by a range of assessment methods.
Written examination will assess written communication skills and problem solving. The evidence
based case presentation will require students to develop skills in IT, such as use of power-point. The
review of clinical practice, OSCE, viva and oral case presentation will assess verbal communication,
independent and team working skills and problem solving. The reflective elements of the clinical
practice assessment and the evidence based case presentation will enable assessment of personal
development planning.
13. Programme Structures*
Level
Level 7
Module
Code
NU4701
Module Title
Assessing and Responding to
the Critically Ill Child
14. Awards and Credits*
Credit
rating
40
Post Graduate Certificate in
Paediatric Critical Care
Requires 60 credits at Level 7
Level 7
NU4702
Paediatric Intensive Care:
Advances in Care Management
20
15. Personal Development Planning
Students are encouraged to develop skills of reflection through the use of a reflective diary which will be
utilised to develop a learning contract and personal development plan. This will ensure the student is
able to set goals and identify the required actions which are directly relevant to their learning and
developmental needs. Students will be supported in this process by a named personal tutor and by a
named mentor in practice. The identified learning needs will be revisited regularly by the student and
the mentor to ensure they are being met.
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications,
together with appropriate experience and skills required for entry to study. These criteria may be
expressed as a range rather than a specific grade. Amendments to entry requirements may have been
made after these documents were published and you should consult the University’s website for the
most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
Students must be working within the paediatric intensive care environment at the point of applying for
the course. There are specific requirements relating to paediatric experience. The following are eligible
to apply:


Those nurses who have been qualified for 18 months and over and have worked for the last
year of practice in paediatric intensive care
Those nurses qualified for 18 months and all the 18 months have been within paediatric
intensive care
Students must also have a recognised UK honours degree.
Students must have completed Paediatric Intensive Care Unit (Paediatric Intensive Care Society, 2010)
orientation competencies prior to application.
It is essential that students obtain the support of their managers to be released from work to attend
study sessions and to be provided with appropriate learning opportunities.
Students are responsible for identifying an appropriate mentor
17. Key sources of information about the programme


Course Information on UCLan website (course searches)
Course Leader
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
Core (C),
Other skills relevant
Compulsory
to employability and
Module
(COMP) or
Knowledge and
personal
Level Code
Module Title
Option (O)
understanding
Subject-specific Skills
Thinking Skills
development
LEVEL 7
A1
Assessing &
Responding to the
NU4701
Critically Ill Child
Paediatric Intensive
NU4702 Care: Advances in Care
Management
Note:
A2
A3
A4
A5
B1
B2
B3
B4
C1
C2
C3
C4
D1
COMP
COMP
Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
D2
D3
D4
D5
D6