NORTHUMBRIA UNIVERSITY
FRAMEWORK ASSOCIATE PROGRAMME SPECIFICATION
LOG OF CHANGES
Any changes made to an approved Programme Specification (other than typographical corrections) should be logged below and the sheet appended to the
Programme Specification. Subsequent changes can then be added. Where it is not practicable to change an existing Programme Specification, a new version
is required.
BSc: 21PCID-N/ SEH1 Grad: 19PCID-N/ SEH6
PROGRAMME LEADER:
Alan Gregg
1.
Menu of Inter-Professional Modules amended
2.
All reference to Ad Dip HE award removed
3.
Sexual Health Option Modules menu amended
AC 286 Addressing Sexual Difficulties in Practice
Removed
Programme
code(s)
affected by
change
Programme title(s)
21PCID-N/
SHE1
Practice Development (Sexual Health)
Change takes
effect
Date of approval /
amendment
Brief summary of change to Programme
Specification
(including section number)
Nov 07
SLT
Semester/
academic year
e.g. S2;05/06
PROGRAMME CODE:
Stage/year of
programme
e.g. Year 3
BSC (Hons) Practice Development (Sexual Health)
Admin change1
Y/N
NAME OF PROGRAMME:
Sem 1
2007/8
1
Administrative changes are defined in section of Approval Processes for Taught Programmes and Modules
http://northumbria.ac.uk/sd/central/ar/lts/approval/
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1.
Title of Award (Please add specialist focus)
BSc (Hons) Practice Development (Sexual Health)
BSc: 21PCID-N/ SEH1 Grad: 19PCID-N/ SEH6
2.
Framework on which this Programme Specification is Based
Inter-professional Continuing Professional Development Framework
(Health and Social Care settings)
3.
4.
a) Confirm Existence of Full Framework Programme
Specification
Yes
x
No
b) Is this associate programme specification listed in
framework programme specification
Yes
x
No
a) QAA Subject Benchmark Group (if relevant, subject
benchmarks are used as a useful reference point)
Nursing, Midwifery, Health Visiting, Physiotherapy, Occupational Therapy,
Dietetics, Orthoptics, Podiatry
b) Indicate most probable mix of professional groups
(This should not be interpreted as excluding any
professional group)
Nurses, Midwives, Doctors, Social Workers
c) PSRB accreditation (if relevant)
5.
Educational Aims of the associate award These should relate to framework aims and be specified in terms of the general intentions as well as
distinctive characteristics. They should also be consistent with any relevant benchmarks. A brief account of the professional/employer/government
rationale for the award should be given.
Sexual health has been defined as:
“A state of physical, emotional, mental and social well-being related to sexuality; it is not merely the absence of disease, dysfunction or infirmity.
Sexual health requires a positive and respectful approach to sexuality and sexual relationships, as well as the possibility of having pleasurable and safe
sexual experiences, free of coercion, discrimination and violence. For sexual health to be attained and maintained the sexual rights of all persons must
be respected, protected and fulfilled. ”
(W orld Health Organisation, 2002)
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As sexual health cuts across all areas of practice, this pathway includes modules that are intended for practitioners in a range of practice settings, as
well as modules specific to the needs of practitioners in sexual health care services. At present, some sexual health services are provided separately,
such as genitourinary medicine, contraception, & sexual health promotion. The National Strategy for Sexual Health & HIV (DOH 2001, 2002) envisages
integrated services or “one stop shops”. The educational provision aims to mirror and support this integrated service provision.
The provision also reflects the core competencies for sexual health nurses deemed essential by the joint working party of the British Association for SH
& HIV, Genitourinary Nurses Association, London Standing Conference Sexual Health Working Group, Royal College of Nursing, National Association
of Nurses for Contraception and Sexual Health, Faculty of Family Planning & Reproductive Health Care. FPA (2004, To be updated 2007) The first
three modules in the pathway are designed to facilitate development of knowledge and skills commensurate with the definition of a senior registered
practitioner in the competency framework document, provided they are supported by relevant practice learning and experience. They are:



Foundation of sexual health practice (core module)
Sexually transmitted infection management
Contraception in practice
The General Medical Services Contract (2003) identifies sexual health provision as an enhanced service in Primary Care. General Practices wishing to
offer an enhanced sexual health service will require those involved demonstrate contemporary knowledge, and competence in practice. The service
specification outlined for such enhanced sexual health services http://www.nhsconfed.org/docs/37_shealth.pdf is reflected in the educational provision
offered.
Sexual health has been successfully used as a pilot area for Continuing Inter-Professional Development at Northumbria University over the past 2
years, with the Northumberland Vocational Training Scheme for General Practitioner Registrars learning with and from Sexual Health Nurses, Sexual
Health Advisors, and Practice Nurses with responsibility for sexual health, and Public Health Nurses.
The provision addresses the educational recommendations to support the Recommended standards for NHS HIV and Sexual Health services (Medical
Foundation for AIDS and Sexual Health, endorsed by Department of Health, British HIV Association & National Association of NHS Providers of AIDS
Care and Treatment, 2003, 2005) The cervical cytology and screening module reflects national guidance from the NHS Cervical Screening Programme
and National occupational standards..
The provision also takes into account the four levels of training for sexual health recommended as a result of the mapping exercise commissioned by
DOH (Dixon & Adams 2002, Appendix 4, p 36) The foundation module is core to the pathway, and addresses the values base of practitioners and the
potential impact on practice of attitudes and communication about sexual health matters. It is suitable for anyone involved in sexual health work, and
should facilitate partnership working through a shared understanding of the core concepts of sexual health. The involvement of generic practitioners
from areas such as mental health, learning disability, care of the older person, cancer care, youth services, and community development will broaden
the perspective of the module, and help with the governmental target of mainstreaming sexual health, which in turn reduces stigma associated with
sexual health service provision (DOH National Strategy for Sexual Health and HIV 2001).
The foundation module allows those with responsibility for service provision in various settings to identify personal and professional development
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needs, and use the modules provided, or other mechanisms such as the accreditation of work based learning (AWBL) to develop their practice.
Students may select another two modules from a menu of six, to achieve a named award. Some modules are generic, in that they are suitable for
students from a range of practice settings. Others, where practice competencies are required, are intended for those with a clinical remit for sexual
health care, either in a sexual health service or in a setting where sexual health is an aspect of service provision, for example, the prison service,
midwifery, primary care.
The option modules are as follows:
Sexually Transmitted Infection Management – AC0613Competency assessed
Contraception in Practice – MW0159 Competency assessed
Partner Notification – AC0611 Competency assessed
Cervical Cytology – MW0122 Competency assessed
Meeting the Health and Social Needs of those with HIV – AC0610
6.
Learning Outcomes of Associate Award (120 level 6) – Sexual Health
Specified in terms of performance capabilities to be shown on completion of 120 credits at level 6 including 30 points of credit for inter professional
modules and 30 point dissertation module. These outcomes are intended to be applied in the context of the specialist focus of this award.
a)
Knowledge and Understanding – Sexual Health
1.
2.
3.
4.
5.
6.
Demonstrate a critical analysis of the key concepts and theories upon which their practice is predicated.
Debate the relevant psycho-social, political, technical and professional factors that influence the environment of their practice
Review the roles of fellow practitioners/professionals employed within their field of practice and debate the contributions that a range of
professionals can make to practice
Evaluate their own practitioner/professional role in the context of multi-professional practice
Critically evaluate the nature and forms of evidence, which uphold their practice.
Analyse the concepts of equity and discrimination as they apply to their practice
b)
Intellectual Skills– Sexual Health
1.
2.
3.
4.
Select, retrieve and evaluate relevant evidence, data and information which can inform and improve professional practice
Demonstrate logical analytical thinking which leads to reasoned and appropriate problem solving and decision making
Employ reflection which contributes towards increased self awareness and reflective practice
Apply intellect in addressing potential inequities and discrimination in practice
c)
Practical Skills– Sexual Health
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1.
2.
3.
4.
5.
Integrate knowledge, understanding and intellectual skills derived from theory and practice, to inform sustainable developments in practice
Contribute effectively to uni-professional, multi-professional and inter-professional developments with the goal of improving the experience of
service users, clients and their families/carers/significant others
Exercise judgement to facilitate change and improvement, demonstrating skills of negotiation, prudence and integrity
Within the context of a range of professional roles develop methods and techniques to review, consolidate and extend their sphere of practice
Demonstrate critical application of legislation, professional guidelines and ethical principles to practice
d)
Transferable/Key Skills– Sexual Health
1.
2.
3.
4.
5.
Relate leadership and management concepts to their practice
Formulate strategies to develop their own lifelong learning and the practice of others
Engage in the effective use of IT to facilitate personal, professional and organisational development and communication.
Demonstrate the cognitive, analytical and creative skills necessary to plan, implement and evaluate developments/improvements in practice
Critically evaluate, arguments and abstract concepts and appropriately articulate information and ideas to varying audiences.
Learning outcomes (60 level 6) Graduate Certificate– Sexual Health
Specified in terms of performance capabilities to be shown on completion of 60 credits at level 6 with a defined professional focus.
These outcomes are intended to be interpreted in the context of the specialist focus of this award.
a)
Knowledge and Understanding– Sexual Health
1.
2.
3.
4.
Demonstrate a critical analysis of the key concepts and theories upon which their practice is predicated.
Debate the relevant psycho-social, political, technical and professional factors that influence the environment of their practice
Appraise the various sources of evidence, research, data and information which upholds their practice.
Analyse the concepts of equity and discrimination as they apply to their practice
b)
Intellectual Skills– Sexual Health
1.
2.
3.
Select, retrieve and evaluate relevant evidence, data and information which can inform and improve professional practice
Employ reflection which contributes towards increased self awareness and reflective practice
Apply intellect in addressing potential inequities and discrimination in practice
c) Practical Skills– Sexual Health
1.
Apply knowledge, understanding and intellectual skills derived for theory and practice, to discuss relevant areas for sustainable developments in
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2.
3.
practice
Within the context of a range of professional roles develop methods and techniques to review, consolidate and extend their sphere of practice
Demonstrate critical application of legislation, professional guidelines and ethical principles to practice
d) Transferable key skills– Sexual Health
1.
2.
3.
7.
Demonstrate a commitment to lifelong learning which meets the requirements of the individual, the practice and relevant PSRB’s
Engage in the effective use of IT in the acquisition and dissemination of information and in efficient and effective communication
Use a variety of means of securing data, evidence and information which has potential to inform and improve practice
Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and demonstrate the above learning outcomes. Needs to
relate to overarching framework but should also reflect any distinctive characteristics of learning, teaching and assessment strategy which may relate to
specialist focus of award
The National Strategy for Sexual Health and HIV (DOH 2002) stresses the importance of multidisciplinary/ multi agency teaching and learning in
sexual health. It also acknowledges the need to mainstream sexual health, as it is a part of the holistic care of people in all aspects of health and
social care. Professionals therefore need to address sexual health, yet are often ill prepared to do so in initial professional preparation. The strategy
acknowledges that a strong knowledge base and core skills such as communication are needed, and suggests education should address values and
attitudes; raise awareness of sexual health inequalities and discrimination.
This pathway therefore has a core module, foundation of sexual health practice, where the emphasis will be on exploring the concept of sexual
health, and developing the comfort level of the student in addressing sexual health issues with their client group. Experiential methods will be used to
develop skills, apply learning to practice contexts and consider the impact of personal values on care. Knowledge acquisition will be developed
through independent and directed study, and sharing of learning resources via blackboard, with seminar work to assist reflection. E-learning and the
use of blackboard as a learning platform will be used where appropriate.
Modules with a strong interpersonal component will use reflective practice, and practice supervision as the main learning and teaching approach.
Case studies will be used to strengthen application of theory to practice, and allow exploration of legal, ethical and practice dilemmas.
In line with national frameworks, modules with practice competencies will have academic learning supplemented by practice experience, in order to
develop the relevant competencies, and assessed by their practice mentor..
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FRAMEWORK ASSOCIATE PROGRAMME SPECIFICATION
8.
Mapping of Learning Outcomes
Please utilise this matrix to indicate the relationship between programme learning outcomes and module learning outcomes. . KEY: *** Fully integrated **
Partially integrated * Some conceptual development
MODULE
Core /
Option
a) Knowledge & Understanding
1
Analysing
Knowledge for
Practice (30)
Assessing Need
for Health & Social
Care (20)
Contemporary
Policy Contexts of
Health & Social
Care (20)
Decision Making
in Practice (20)
Leadership in
Inter-Professional
Practice (20)
Practical
Application of
Evidence Based
Practice (20)
Promoting Health
& Wellbeing (20)
Effective patient /
Client Focused
Team Working
(10)
Quality
Assurance and
Governance (10)
2
3
C
***
**
O
**
***
O
*
O
4
b) Intellectual Skills
5
6
1
2
*
***
*
***
***
**
*
**
*
*
**
***
*
***
*
***
*
**
**
**
*
*
***
***
***
O
**
**
***
**
**
O
***
**
**
*
***
O
**
***
***
**
O
**
**
***
O
**
*
**
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3
c) Practical Skills
4
**
1
2
3
*
***
**
*
***
**
***
**
***
***
*
**
***
**
***
*
*
*
***
***
*
**
**
**
**
***
*
*
**
**
*
**
**
d) Transferable Key Skills
4
*
5
1
2
**
3
4
5
***
***
***
*
**
**
**
**
*
**
*
*
***
**
***
**
**
*
**
**
***
**
**
***
***
*
*
**
***
**
*
**
***
*
***
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*
**
**
*
***
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**
**
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*
**
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**
*
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***
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**
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*
**
*
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**
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*
**
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***
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**
**
**
*
**
**
**
*
**
**
**
***
**
**
*
**
**
**
**
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FRAMEWORK ASSOCIATE PROGRAMME SPECIFICATION
Working in new
ways: Partnership
with user and
carers (10)
Facilitating
Learning and
Assessment in
Practice (20)
Practice Teaching
(30)
Informing
Professional
Practice
safeguarding
Adults and Mental
Capacity (20)
Safeguarding
Children and
Young People (20)
Independent
Nurse Prescribing
(10)
Supplementary
Prescribing for
Nurses and Allied
Health
Professionals (30)
O
***
***
***
***
*
***
**
**
***
**
**
0
***
*
*
***
***
*
***
***
***
*
***
0
***
**
***
***
***
**
***
***
***
**
***
0
***
***
***
***
*
***
**
**
***
**
0
***
***
***
***
*
***
**
**
***
0
**
***
***
**
*
**
***
*
0
***
***
***
***
*
***
**
**
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**
***
***
**
**
*
**
**
***
***
**
*
***
**
**
***
**
***
***
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***
**
***
***
**
**
*
**
**
**
***
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FRAMEWORK ASSOCIATE PROGRAMME SPECIFICATION
MODULE
Core/
option
Grad Cert
a) Knowledge &
Understanding
b) Intellectual Skills
c) Practical Skills
d) Transferable Key Skills
1
2
3
4
1
2
3
1
2
3
1
2
3
C
***
***
***
***
*
***
***
***
**
***
**
**
**
O
***
***
***
***
***
*
*
***
***
***
**
**
**
O
***
***
***
***
***
***
***
***
***
***
**
**
***
O
***
***
**
**
***
***
**
***
***
***
**
**
**
O
***
***
***
***
***
**
*
***
*
*
**
**
**
O
***
***
**
***
***
***
***
***
**
***
**
**
**
(60 level 6)
Foundation of
Sexual Health
Practice
AC0612
Sexually
transmitted
infection
management
AC0613
Contraception
in Practice
MW0159
Partner
notification
AC0611
Cervical
cytology
MW0122
Meeting the
health and
social needs of
those with HIV
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MAPPING OF MODULE CONTENT AGAINST THE COMPETENCY FRAMEWORK FOR NURSES WORKING IN THE SPECIALITY OF SEXUAL AND
REPRODUCTIVE HEALTH ACROSS THE UNITED KINGDOM 2004, AND THE NHS KNOWLEDGE AND SKILLS FRAMEWORK
SEXUAL AND
REPRODUCTIVE
HEALTH DIMENSIONS
NHS KSF
Dimensions
Foundation of sexual
health practice –
AC0612
Sexually transmitted
infection managementAC0613
Contraception in
practice – MW0159
Cervical cytology MW0122
Client assessment
7.Assessing health
and wellbeing needs
***
Registered
practitioner
***
Senior Registered
practitioner
***
Senior Registered
practitioner
Registered
practitioner
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Clinical examination
and specimen
collection
7.Assessing health
and wellbeing needs
16.Biomedical
investigation and
reporting
***
Senior Registered
practitioner
***
Senior Registered
practitioner
Registered
practitioner
Interpretation and
provision of findings
Provision and
treatment of therapies
7.Assessing health
and wellbeing needs
16.Biomedical
investigation and
reporting
8. Addressing health
and wellbeing needs
***
Senior Registered
practitioner
***
Senior Registered
practitioner
Registered
practitioner
***
Senior Registered
practitioner
***
Senior Registered
practitioner
Health Promotion
8. Addressing health
and wellbeing needs
9. Improvement of
health and wellbeing
10. Protection of
health and wellbeing
**
Registered
practitioner
***
Senior Registered
practitioner
***
Senior Registered
practitioner
Registered
practitioner
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