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
University of Central Lancashire
3. University School/Centre
School of Health Sciences
4. External Accreditation
N/A
5. Title of Final Award
MSc Professional Practice (Research and Development)
6. Modes of Attendance offered
Part Time
7. UCAS Code
8. Relevant Subject Benchmarking
Group(s)
9. Other external influences
10. Date of production/revision of this
form
QAA Benchmarks Nursing, Health Visiting, Midwifery,
Occupational Therapy, Allied Health professional
(e.g.Physiotherapy, O.T.) Paramedic Practice
Department of Health (2013) The Education Outcomes
Framework The National Health Service Frameworks
(various dates) NHS, London.
UKCRN (2007) Developing The Best Research
Professionals.
QAA (2001) Framework for Higher Education
Qualifications in England, Wales and Northern Ireland.
UK Quality Code for Higher Education: General
introduction (2011). QAA, London
HEFCE (2013) Research Excellence Framework. Higher
Education Funding Council, London.
Jan 2014
11. Aims of the Programme


The Course aims to develop practitioners to function at an advanced level of practice and provide
leadership in the planning, development and evaluation of improvements in health care and
contemporary practice.
To develop a knowledgeable practitioner who is able to critically appraisal research evidence to
inform their specialist area of practice.
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
Successful students will be able to:
A1. Critically evaluate current problems and tensions surrounding practice
A2. Demonstrate systematic understanding of knowledge at the forefront of professional practice
A3. Demonstrate originality in the use of forms of knowledge to create new insights and solutions for
problems in practice
A4. Manage decision making in complex and unpredictable situations
A5. Establish a broader perspective on practice, taking into consideration the wider context of health
care both locally, nationally and internationally
A6. Able to critically review and evaluate their personal ability to act as a leader and to promote interprofessional collaboration
A7. Critically evaluate the methods, processes and products of research and scholarly enquiry
A8. Review the techniques of research and scholarly enquiry in order to create and interpret new
knowledge in the discipline
A9. Establish creativity, initiative and personal responsibility for continued educational, professional
and practice improvement
Teaching and Learning Methods
The emphasis within the programme will be upon the creation of a challenging learning environment
with rapid transition to a student-led approach, as this is essential to facilitate development to an
autonomous and proactive learner. As mature practicing professionals, participants have much to
contribute to the learning process. It is believed that an interactive and creative experience will enable
them to develop their own strategies to identify independent perspectives and develop conceptual
understanding of practice with a critical perspective.
The demands and requirements of postgraduate study require an emphasis upon informal methods of
learning and the promotion of independence in the planning and organisation of learning. Such methods
will include:
Formal lectures providing a focus and stimulus for other forms of learning; (e.g. seminars, discussion,
directed and independent study and use of e-platforms). The emphasis of the teaching and learning
strategy is student-centred and aimed at utilising and maximising participants own experiences to assist
the learning process.
Assessment methods
Assessment will include:
Essays, presentations, journal article development and production of a dissertation (20,000 words)
B. Subject-specific skills
Successful students will be able to:
B1. Function at an advanced level of practice
B2. Undertake a lead role in the planning and evaluation of improvements in health care
B3. Foster a creative approach to the development of skilled professional practice based on critical
reflection and the application of specialist knowledge.
B4. Gain experience in the use of systematic methods to apply and evaluate existing knowledge in
practice and in the creation of new knowledge to enhance future practice.
B5. Critically appraise standards of good research practice in relation to Ethics and Governance.
Teaching and Learning Methods
The diversity of experience enables the use of a variety of approaches to teaching and learning
particularly the use of lecture, problem-based learning, experiential learning, computer based learning,
seminars, debate and research supervision. Some of this learning may take place on-line, the
Blackboard platform will be used to support learning and other interactive methods.
Guest speakers will also be invited to contribute to some of the modules in order to ensure both
employer involvement and the utilisation of practitioners operating within the current practice
environment.
Assessment methods
Assessment will include: Essays, development of papers for potential submission to peer reviewed
journals, production of a dissertation (20,000 words).
C. Thinking Skills
Successful students will be:
C1. Active learners, able to participate in student-centred and student-led activities throughout their
period of study
C2. Able to demonstrate curiosity about and challenges to contemporary knowledge and practice
C3. Able to use analytical skills grounded in theoretical frameworks and evidence-based practice
C4. Able to balance the demands of their personal and professional lives and nurture their selfawareness to encompass personal and professional growth throughout their programme of study.
Teaching and Learning Methods
Students should not only learn, but should discover how best to learn. This course has been
designed to offer and facilitate student development of a range of learning experiences from which
they can continue to learn well and independently. This will equip them to be lifelong, independent
learners, who have an awareness of other interdisciplinary groups. They will apply their learning by
the deployment of a range of thinking skills. The course will facilitate them to develop both their
capacity and performance in thinking as well as in learning. Such approaches will include reflection,
critical reading, problem based learning activities, directed study, discussion groups, peer reviewing
and defending proposed research designs.
Assessment methods
Assessment will include: reflexive accounts, presentations, peer reviewed case study, seminars
D. Other skills relevant to employability and personal development
Postgraduate education builds on and extends current knowledge and skills and facilitates service
development/delivery of improved health care. This course aims to enhances the healthcare
professional’s ability to:
D1. Take responsibility.
D2. Achieve the objectives of the organisation.
D3. Set the pace and direction of change.
D4. Facilitate innovative and best practice.
D5. Ensure that policy is up-to-date and were necessary have an awareness of international
Perspectives.
D6. Demonstrate expertise in their field.
D7. Design, improve, implement and deliver high quality services.
D8. Capture and understand user of healthcare experience, with aim to improve and evaluate
sustaining improvement.
D9. Act as a resource within the wider care team.
D10. Actively participate in development & implementation of care bundles/pathways/policies at local,
national and were pertinent international levels.
Teaching and Learning Methods
Students will be active learners, participating in student-centred and student-led activities throughout
their period of study. Different healthcare professionals will bring distinctive contributions to their
programme of study (this course is accessed by a range of health care professionals (e.g. nurses,
physiotherapist, O.T.’s, paramedics). Students will bring current knowledge, practice skills and
expertise that can be enhanced to ensure that as practitioners they become a credible focus for
practice enhancement within their own settings. They will use analytical skills grounded in theoretical
frameworks and evidence and experienced- based practice.
Assessment methods
Assessment will include: Essays, journal article production, reflective essays, a dissertation (20,000
words).
13. Programme Structures*
Level
Module
Code
Module Title
Level 7
NU4073
NU4074
Evidence for Practice
Improving Delivery of Services
through Implementation Science
Writing and presentation skills
NU4005
NU4025
NU4026
HP4006
Level 7
NU4053
NU4073
NU4074
NU4005
NU4025
NU4026
HP4006
Level 7
NU4073
NU4074
NU4005
Introduction to Postgraduate
Research
Advanced Research Methods
Research Ethics and Governance
Dissertation
Evidence for Practice
Improving Delivery of Services
through Implementation Science
Writing and presentation skills
Introduction to Postgraduate
Research
Advanced Research Methods
Research Ethics and Governance
Evidence for Practice
Improving Delivery of Services
through Implementation Science
Writing and presentation skills
14. Awards and Credits*
Credit
rating
20
20
Masters Degree
Requires 180 credits at Level 7
20
20
20
20
60
20
Postgraduate Diploma
Requires 120 credits at Level 7
20
20
20
20
20
20
20
Postgraduate Certificate
Requires 60 credits at Level 7
20
15. Personal Development Planning
According to QAA (2009), 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
QAA state that “the ultimate responsibility for deriving benefit from PDP should rest with each
student”.
Students will be supported in this process by a series of negotiated discussions and interactions
which will help them to explore and record their development and to set goals and devise action plans
to meet their needs and extend their personal and professional opportunities.
Reference
Quality Assurance Agency for Higher Education (2009) Recommendations for policy on PDP.
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/PDPguide.pdf
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.
Candidates will be expected to hold a relevant professional qualification. They will normally be expected to have
a Bachelor Degree with Honours at lower second class or above or be able to demonstrate the ability to study at
that level via production of a portfolio or demonstration of recent post-registration study.
17. Key sources of information about the programme
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Department website
Postgraduate prospectus
Business development unit fact sheets and flyers
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
LEVEL 7
Module
Level Code
Module Title
NU4073
Evidence for Practice
NU4074
Improving Delivery of Services
through Implementation Science
Writing and presentation skills
NU4005
Core (C) or
Option (O)
Compulsory
Compulsory
Compulsory
Compulsory
NU4026
Introduction to postgraduate
research
Advanced research methods
Compulsory
HP4006
Research Ethics and
Governance
NU4025
NU4053
Dissertation
Compulsory
Compulsory
Knowledge and
understanding
A1
A2
A3 A4
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Subject-specific Skills
B1 B2 B3
B4 B5
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18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Programme Learning Outcomes
LEVEL 7
Module
Level Code
Module Title
NU4073
Evidence for Practice
Compulsory
NU4074
Compulsory
NU4005
Improving Delivery of Services
through Implementation Science
Writing and presentation skills
Introduction to postgraduate
research
Compulsory
NU4025
NU4026
Advanced research methods
Compulsory
Compulsory
HP4006
Research Ethics and
Governance
NU4053
Note:
Core (C) or
Option (O)
Dissertation
Compulsory
Compulsory
Thinking Skills
C1
C2 C3 C4
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personal
Other skills relevant to employability and
development
D1 D2 D3 D4 D5 D6 D7 D8 D9 D10
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Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
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