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.
1. Awarding Institution / Body
University of Central Lancashire
2. Teaching Institution and
Location of Delivery
University of Central Lancashire- Preston Campus
Also at: Ashworth Hospital, Mersey Care NHS Trust
3. University School/Centre
School of Nursing
4. External Accreditation
None
5. Title of Final Award
Certificate: Introduction to Personality Disorder
6. Modes of Attendance offered
Part Time
7. UCAS Code
Not applicable
8. Relevant Subject
Benchmarking Group(s)
Personality Disorder www.personalitydisorder.org.uk
No longer a Diagnosis of Exclusion and Breaking the
Cycle of Rejection (NIMHE/DH 2003)
PD Capability Framework (NIMHE/DH 2003)
Recognising Complexity (DH 2009)
NICE guidelines BPD, ASPD (2009)
9. Other external influences
No Health Without Mental Health (2011)
Ten Essential Shared Capabilities for Mental Health
(Department of Health) (2004)
High Quality Care for All (the Darzi Report)(2008)
Francis report 2013
Closing the Gap 2014
16th October 2013
10. Date of production/revision of
this form
11. Aims of the Programme
The aim of the programme is to enable students to explore current perspectives of
personality disorder and apply their knowledge and skills in their practice. Students will
consider the needs of service users and their carers and the needs of the multidisciplinary
team
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
A1. Apply current theories and models when interacting with service users with personality
disorder
A2. Understand national policy and legislation related to personality disorder and deliver
appropriate care strategies
Teaching and Learning Methods
Use of lead lectures/presentations, staff led workshops, facilitated role play and provision of
directed reading and reflection. Promote work based supervision systems to support
engagement with practice issues. Students will be required to present a current case to
promote shared learning and positive attitudes towards to people with personality disorder.
This will enable a formative feedback opportunity. This module is supported with elearn and
students will be directed to specific study skill sites to support the development of their case
study and oral presentation skills A service users contributes to the development of teach of
teaching and learning strategies.
Assessment methods
Case Study
B. Subject-specific skills
B1. Appraise a range of risk assessment and management strategies to ensure the safety of
the service users and staff
B2 Explore professional boundaries, ethical practice and the conduct of the therapeutic
relationship to enhance insight into the dynamics of the helping relationship.
B3. Recognise behaviours presented by individuals with personality disorders in order to
minimise the impact on members of the multidisciplinary team.
C. Thinking Skills
C1. Clarify personal and professional beliefs, values and attitudes in order to establish
personal presence and influence whilst maintaining personal integrity.
C2. Articulate appropriate values and responsible attitudes in order to promote social
inclusion of people with personality disorder.
Teaching and Learning Methods
Use of lead lectures/presentations, staff led workshops, facilitated role play and provision of
directed reading and reflection. Promote work based supervision systems to support
engagement with practice issues. Students will be required to present a current case to
promote shared learning and positive attitudes towards to people with personality disorder.
This will enable a formative feedback opportunity. This module is supported with elearn and
students will be directed to specific study skill sites to support the development of their case
study and oral presentation skills. Service users contribute to the development of the
teaching and learning strategies.
Assessment methods
Case Study
D. Other skills relevant to employability and personal development
D1. Support practice development within the multidisciplinary team and across agencies to
improve the service user pathway of care towards recovery
Teaching and Learning Methods
Use of lead lectures/presentations, staff led workshops, facilitated role play and provision of
directed reading and reflection. Promote work based supervision systems to support
engagement with practice issues. Students will be required to present a current case to
promote shared learning and positive attitudes towards to people with personality disorder.
This will enable a formative feedback opportunity. This module is supported with elearn and
students will be directed to specific study skill sites to support the development of their case
study and oral presentation skills. Service users contribute to the development of the
teaching and learning strategies.
Assessment methods
Case study
13. Programme Structures*
Level
Module
Code
NU2045
Module Title
Level
Introduction to Personality
5
Disorder
15. Personal Development Planning
14. Awards and Credits*
Credit
rating
20
Certificate
Requires 20 credits at Level 5
According to QAA (2004), Personal Development Planning (PDP) is:
 A structured process that is integral to higher level learning
 Concerned with learning in an holistic sense (academic and non-academic)
 Something done with guidance and support
 A process that involves reflection, creation of personal records, planning and
monitoring progress towards achievement of personal objectives
 Intended to improve the capacity of the individual to communicate their learning to
others who are interested in it (academic staff/ employers)
This is a multi-agency course that pre-dominantly attracts students from health and social
care who bring with them models of support and supervision in their workplace. All students
are appraised annually within their employment. In order to enhance individual personal
development planning students will be encouraged to develop their learning contract with
their chosen mentor identifying areas for development during and after the course. During
the course students will be supported in this process through negotiated discussions,
tutorials, interactions and assessments. This will help them to explore and record their
progress and to set goals and devise action plans to meet their needs thus extending their
personal and professional development.
6. 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.
This module will admit any employee from the field of health and social care. They
must have the support of their line manager and be able to demonstrate on the
application form that they have access to people suffering from a personality
disorder. Independent practitioners are welcome and may be asked to provide a
reference.
17. Key sources of information about the programme


Fact sheet University of Central Lancashire website
CPD prospectus
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
e.g. LEVEL 5
Module
Level Code
Module Title
NU2045 Introduction to
personality disorder
Core (C),
Compulsory
(COMP) or
Option (O)
core
Knowledge and
understanding
A1
A2


Subject-specific Skills
B1

B2

B3

Thinking
Skills
Other skills
relevant to
employability and
personal
development
C1
C2
D1



Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks