Please note that from January 2005
 Where a programme is delivered in more than one mode:
o a full Programme Specification is completed for what is deemed to be the main mode
o details of other modes (part-time, franchise deliveries etc.) are entered onto a Delivery Supplement which is attached to the main document
o one or more delivery supplements may be included at the time of validation, or added when an additional mode of delivery is subsequently approved.
 Any changes made to an approved Programme Specification are indicated on a Log of Changes sheet, and appended.
Sections 1-10 below indicate all modes of delivery and attendance, with the main mode highlighted by the use of bold type; sections 11-20 refer to the main mode of
delivery.
1.
Programme Title and Award
Master of Clinical Practice
Master of Clinical Practice (Advanced Critical Care Practice)
Master of Clinical Practice (Advanced Paediatric Critical Care Practice)
Post Graduate Diploma Clinical Practice (Advanced Critical Care Practice)
Post Graduate Diploma Clinical Practice (Advanced Paediatric Critical Care Practice)
Post Graduate Certificate in Advanced Clinical Skills
2.
External Admissions Code if applicable
3.
Northumbria Programme Code
14MCP-N AEM6, 15FDCP-N AED6
ie SITS route code
4.
5.
Mode(s) of Delivery please indicate the main mode of
Classroombased
x
Distance Learning
Blended
delivery in bold
Mode(s) of Attendance please indicate the main delivery
Full-time
x
Sandwich
Part-time
x
in bold
Other please specify
Practice placement based for competence and clinical learning Part time at dissertation phase.
6.
Location(s) of Delivery if other than Northumbria
Practice placement based for competence and clinical learning
7.
Collaborative Provision if applicable
Franchised
Partner Institution(s)
8.
Date(s) of Approval/Review
9.
QAA Subject Benchmark Group if applicable
10.
PSRB accreditation if applicable
Validated
Joint
Dual
Newcastle Hospitals Acute Trust
TBC
Sections 11 – 20 relate to the main delivery as indicated in bold above.
11.
Educational Aims of the Programme Specified in terms of the general intentions of the programme and its distinctive characteristics; these should be consistent with any relevant
benchmark and with the Mission of the University.
This framework enables a series of awards as Master of Clinical Practice In Advanced Critical Care Practice (ACCP) and the new development of an award
Advanced Paediatric Critical Care Practice (APCCP)
The changing nature of health care provision has created new roles within critical care in response to variations in recruitment and retention patterns for medical
staff and the impact of Working Time Directive. The advanced practitioner role is a new non-medical role in critical care designed to contribute to the care and
management of critically ill patients and their families, as well as offering structured clinical career progression for members of the critical care team. This is a new
way of working for non-medical health professionals within critical care that acknowledges a crossing of professional boundaries of many functions within critical
care, including medicine, nursing, technical roles, physiotherapy and clinical pharmacology.
STRATEGIC CONTEXT for Paediatric Advanced Critical Care Practitioners
The need to consider alternative roles is to ensure current standards of care can and will be delivered in spite of the existing and future medical staffing difficulties
and the predicted increased demand for services. The proposed paediatric programme will build on the National Education and Competence Framework for
Advanced Critical Care Practitioners, which was used to develop the adult programme and provide a comprehensive set of competencies for training. The Paediatric
Intensive Care Society supports the use of advanced practitioners working at middle grade rota level within paediatric ICU.
This proposal for a partnership in service development compliments the partner Trust’s commitment to continuing effective improvement and growth of their
reputation as a national and international service provider.
CLINICAL CONTEXT
From a clinical point of view this partnership and programme development is a significant service development. Introduction of these roles, following education and
training will facilitate the delivery of care to the paediatric critical care population via a new type of autonomous practitioner and has proven success in the adult
critical care setting within the Trust. (and other new trust partners) The APCCP role delivers safe, timely care minimising delays. The APCCP role delivers effective
implementation of protocols and guidelines. Efficiency is built into the APCCP role reducing length of stay, increasing quality, preventing readmission, enhancing
outreach care and junior medical training and will assist with continued Working Time Directive compliance. The care delivered is equitable and patient centred.
DEVELOPING A PAEDIATRIC ADVANCED CRITICAL CARE PRACTICE PROGRAMME
APCCPs will be fit for purpose following education and training to work at a middle grade doctor level, and therefore contribute to this full shift rota, working under
the supervision of the Medical Consultant For PICU. They will develop the skills, knowledge, attitudes and behaviour as outlined in ‘A Framework of Competencies
for Level 3 Training in Paediatric Intensive Care Medicine’2.
This approach is acknowledged in PICS standards (appendix 12) where ‘equivalent other staff members’ can be part of the resident middle grade team. As
permanent members of staff, APCCPs will be an integral part of the PICU workforce and provide continuity of service and complement the skills of the rotating
medical staff. APCCPs will be expected to contribute to education, training and research. They should actively be involved in guideline development, clinical
governance and quality improvement initiatives.
The Master of Clinical Practice (ACCP) was created locally between Northumbria University and this Trust (NUTH) and this proposal is for a bespoke paediatric course
within that framework.
Public confidence in new professions relies upon the introduction of a robust regulatory framework that ensures national education and practice standards are in
place, adhered to and monitored. The purpose of the NHS National Education and Competence Framework (DH 2008) is to make the standards explicit and thus
have informed the training and educational framework and programme, and the educational and practice outcomes that must be met.
The aims for the programme align with the validated adult route and also adopt the key points from the National Education and Competence Framework (DH 2008)





Adopting recommended theoretical components that underpin the clinical role.
Adopting core competencies associated with preparation for a role in practice.
Identifying key clinical skills that must be acquired to fulfil the expectations of the award.
Identifying core learning outcomes, a clinical supervision process for practice learning and an assessment process that addresses the requirements of the
clinical role and the level of university award.
Developing a consultation process to identify the scope of practice for the practitioners, including limitations of the role.
These key aims are associated with the development of common standards of clinical practice (DH 2008).
The (APCCP) development is a partnership with a local acute Trust, committed to the recruitment of 5 paediatric critical care posts initially with the potential to add
neonatal critical care posts at a later date. The role delivers elements of medical practice and can provide a means to close the knowledge and skills gap anticipated
from a planned reduction in medical trainee numbers ( due to shortened training time ) as well as also providing a highly proficient supporting role to the senior
medical team. In recruiting to these posts the Trust has demonstrated a commitment to this educational programme. The Trust is also committing to the
supervision of the trainees in placement by qualified medical staff and this is important because of the important focus on developing competence within this
curriculum.
The Masters of Clinical Practice is a new award. There are similar titles such as Masters of Advanced Clinical Practice in other institutions but these awards are for
existing practitioners deepening their professional knowledge base and are not intended for post-graduate preparation for a new role.
The proposal addresses aims within the Universities Corporate Plan and the Faculty of Health and Life sciences who have specific links with, locally Health Education
North East, and nationally the National Health Service (NHS). The framework provides the opportunity of relevance to student learning experience that fulfils the
needs of employers, and associated stakeholders. As a key provider of health care education, and the development of the curriculum for the ACCP in the northern
region, the Faculty is well placed to make a national contribution to these developing roles.
12.
How Students are Supported in their Learning/Employability/Career Development eg curriculum design, personal development plans, placements, fieldwork, practical
projects.
The Master of Clinical Practice fulfils the requirements of the Modular Framework in terms of level and credits as it is made up of 30 level 6 credits, and 150 level 7
credits. The 150 level 7 credits include a 60 credit dissertation module. The framework addresses the requirement to provide a masters award that includes new
clinical skills to prepare for a role as a new type of health professional. A substantial part of the programme is devoted to the development of specific skills and the
remainder accommodates the acquisition of a bio-medical and practice related knowledge base required for the role. For this reason research and other forms of
evidence are integrated within the practitioner specific modules and within clinical practice. While the effectiveness of the teaching and learning around
methodology and relevance of research results will be comparable to other post-graduate programmes the form of the dissertation will steer students towards a
reflective process and examination of their developing professional capacity.
The Master of Clinical Practice reflects a unique focus on mastery of clinical (health care practice) theory and skills and unlike other post-graduate programmes it
requires an assessment of clinical competence on which the award is contingent. As a result the breadth of knowledge introduced will be limited when compared to
existing MSc or MA programmes within postgraduate studies and focused instead on knowledge that is imperative for clinical practice. For these reasons this new
award that links postgraduate study to clinical work is proposed.
The duration of the Master of Clinical Practice is three years. The final year will be undertaken on a part time basis and study for the Post Graduate Diploma will be
full time over 2 years. The programmes are presented as a series of linked awards to ensure flexibility for students and to provide a Post Graduate Certificate for
critical care nurses. The two year, full time element of the programme is designed to equip experienced critical care practitioners with advanced critical care
competencies for patients, as outlined by the Department of Health (2008) in the National Education and Competence Framework for Advanced Critical Care
Practitioners; also to develop their analytical skills to a standard associated with Post Graduate Diploma. Feedback from the critical care development sites indicates
that the two year programme provides the minimum period of ‘training’ necessary and therefore employers, in partnership with Northumbria have developed and
continued to support a programme of this duration in order to achieve role competencies and exit at this point fit for role. The two year programme that provides
training provides funded employment posts for students. Students can progress to a Master’s degree (DH 2008) by undertaking a dissertation.
The Framework design of the programme is directed at the developmental needs of the students and because of this modules will run concurrently. Students will
engage theory and practice within modules that adopt an integrated approach to teaching and learning in the development of skills and practice knowledge. The
academic year is 45 weeks to support the clinical learning element of the programme. It is proposed that there is a 70/30 per cent split in favour of workplace
learning, the majority of which will be undertaken in adult or paediatric critical care clinical environments. The clinical competence requirements of the programme
will be achieved within the Post Graduate Diploma
Recruitment and Selection is via application and interview with Trusts appointing to post and Northumbria University. All applications to the Programmes must be
supported by the applicants’ manager/practice training and education manager. The university will retain the right to interview candidates for this programme.
Student Information
Induction
Students are provided with an induction programme which introduces them to the practical/theoretical elements as well as essential information regarding
University ‘Rules and Regulations’ and Assessment Regulations for Northumbria Awards.
Student support
Guidance tutors
Each student has a designated academic guidance tutor from Northumbria who supports them throughout the programme, monitoring academic and professional
progress and providing pastoral support as appropriate. Further to this they will provide students with an academic link during practice placement. An educational
supervisor (medical specialist) is essential to teach and assess clinical learning. For the advanced critical care practitioner programme this will be a medical
consultant working in the clinical area. Support and preparation for this role is developed at Northumbria alongside this programme development. Tripartite
meetings with the student, educational and academic supervisor will be required to monitor programme learning outcomes are being acquired. The educational
supervisor will delegate student supervision as appropriate in practice.
Other members of academic team
In addition, other academic staffs provide support for the students including the Programme Leader who is the contact person regarding the programme structure,
placements, demands on students, student needs and expectations for that year. The Module Tutor manages the day to day operation of a module, working with
the Programme Manager and the staff team to ensure appropriate timetabling and staffing as well as effective and efficient management of assessment process.
Student Services including Library Services
Students also have access to specialised services provided by the University. Students are introduced to the library during the induction period and a resource pack
helps them develop the skills needed to take full advantage of the information and services available. The Library offers open access computer facilities and library
staff. A further learning resource is provided by the Clinical Skills Centre and other specialised Coach Lane Campus facilities which enable students to practice
clinical skills in a safe and supported environment.
13.
Learning Outcomes of Programme Specified in terms of performance capabilities to be shown on completion of the programme. Please identify numerically to correspond to the
map of learning outcomes in section 18.
a)
Knowledge and Understanding
On completion of the programme students will be able to:
1. Articulate enhanced knowledge and critical understanding of anatomy and physiology and critical application to the competencies that need to be achieved
by an Advanced (Paediatric)Critical Care Practitioner for the identified practice area.
2. Develop specific knowledge of critical illness and therapeutics for critically ill patients
3. Extend clinical skills in the treatment of critically ill patients
4. Demonstrate competence in the role of the Advanced Critical Care Practitioner for the identified practice area
5. Debate the legal, professional ethical parameters that inform ACCP and related governance issues
6. Evaluate the role and function of the ACCP/APCCP in a variety of contexts
b) Intellectual Skills
On completion of the programme students will be able to:
1.
2.
3.
4.
5.
6.
Select, retrieve and evaluate relevant evidence, data and information which can inform and improve Advanced Critical Care Practice for their client group
Generate logical analytical thinking which leads to reasoned and appropriate problem solving and decision making
Incorporate reflection to contribute towards increased self-awareness and practice development
Apply intellect in addressing potential inequities and discrimination in practice
Evaluate the outcomes of research studies giving due regard to issues of reliability, validity, rigour, trustworthiness and reflexivity
Judge the outcomes of studies giving due regard to applicability of the study and its potential translation to clinical practice.
c)
Practical Skills
On completion of the programme students will be able to:
1.
2.
3.
4.
5.
Integrate knowledge, understanding and intellectual skills derived from enhanced engagement with theory and practice, to inform advanced skills
development, professional decision making, and organisational development
Appraise the uni-professional, multi-professional and inter-professional dimensions of advanced critical care practice and relate this to 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 the ACCP/APCCP 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 emergency care practice
d) Transferable/Key Skills
On completion of the programme students will be able to:
1.
2.
3.
4.
Utilise effective communication skills including clear, accurate concise verbal and reporting.
Demonstrate effective team working within the study group and the multi-professional work team.
Develop excellent project management skills in relation to managing workload, coursework and personal study and development.
Utilise IT skills to obtain relevant resources and to access the services and support available to student, also demonstrating familiarity with
Trust patient record systems.
5. Incorporate academic skills in relation to analysis, synthesis and reflection associated with the development of personal practice knowledge.
6. Exhibit skills in presentation, negotiation, marketing and networking that are essential for professional development.
14.
Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and demonstrate the above learning outcomes.
The assessment strategy is designed to reflect and demonstrate the achievement of the range of module learning outcomes.
The teaching, learning strategies used will be creative and varied. Students will experience lectures, debates, seminars, group work, case studies, problem-solving
exercises, skills development, project related work (facilitated by tutorials), directed and independent learning. Where appropriate visiting specialist lecturers will
contribute. The eLearning portal will play a significant role in the students’ experience. Learning resources and material from class-based sessions will be available
through the virtual classroom. Students will also be encouraged to communicate with each other and staff via the eLearning portal.
Simulation of clinical scenarios forms an essential component of the learning on this programme. Objective Structured Clinical Examination (OSCE) is used as a
method of assessment for clinical competence demonstration and because of this students will have an opportunity to rehearse in the clinical simulation
environment. Reflection on feedback from simulation and OSCE for an essential component to ensure personal, professional and practice development.
Competence is assessed in clinical practice by the educational supervisor and designated co-supervisors.
15.
Programme Structure The Modular Framework for Northumbria Awards2 allows programmes to be validated with up to 30 Level 6 credits. Possible stages/awards are indicated;
please delete rows as required. Diagrams can also be used to demonstrate the structure.
Programme Structure -See attached diagrams A and B
Postgraduate
Certificate
20 credits at Level 6
Introduction to Biomedical Clinical Life Science L6 20
Clinical Life l Science for Practice or Clinical Life Science for paediatric practice L7 20
History Taking and Examination or History Taking and Examination in paediatrics L7 20
40 credits at Level 7
2
The Modular Framework for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/framework/
Postgraduate Diploma
Introduction to Clinical Life Science Biomedical Science L6 20
Clinical Life l Science for Practice or Clinical Life Science for paediatric practice L7 20
History Taking and Examination or History Taking and Examination in paediatrics L7 20
120 credits at Level 7
Clinical Skills for Practice 1:Assessment and management of the immediate phases of critical illness or Clinical Skills for Paediatric Critical
care Practice 1:Resuscitation and Initial Stabilisation L7 30
Clinical Skills for Practice 2: Definitive management of critically ill patients or Clinical Skills for Paediatric Critical care Practice 2:
Definitive management of critically ill patients L7 30
Level 7
Master of Clinical Practice
Dissertation (options)
AC0721 Practice Evaluation Dissertation (Option)
PP0191 Systematic Appraisal (Option)
PP0190 Practice Project (Option)
180 credits at Level 7
PP0189 Empirical Project (Option)
16.
Lower Level Awards Credit Structure and Programme Learning Outcomes for Lower Level Awards.
Please delete or add rows as appropriate, with reference to the Assessment Regulations for Northumbria Awards3 . Learning outcomes should be specified for each lower level award
in accordance with the QAA Framework for Higher Education Qualifications4 which also provides generic qualification descriptors for each level. The standard credit structure for each
award is given below. The Modular Framework for Northumbria Awards2 allows postgraduate taught programmes to be validated with up to 30 Level 6 credits.
Award
Programme Learning Outcomes may be completed with reference to section 13.
Postgraduate Certificate
60 credits at Level 7
Postgraduate Diploma
120 credits at Level 7
17.
2
Post Graduate Certificate in Advanced Clinical Skills
Post Graduate Diploma Clinical Practice (Advanced Critical Care Practice)
Post Graduate Diploma Clinical Practice (Advanced Paediatric Critical Care Practice)
Variation from Assessment Regulations or the Modular Framework Provide details of any approved variations from the Assessment Regulations for Northumbria Awards (ARNA) 3 or
the Modular Framework for Northumbria Awards2.
The Modular Framework for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/framework/
The Assessment Regulations for Northumbria Awards available from http://Northumbria.ac.uk/sd/central/ar/lts/approval/assess/
4
There is a link to the QAA Framework for Higher Education Qualifications at http://Northumbria.ac.uk/sd/central/ar/lts/approval/
3
2
Master of Clinical Practice (Advanced Critical Care Practice)
Master of Clinical Practice (Advanced Paediatric Critical Care Practice)
18.
Mapping of Learning Outcomes will need updating
This section shows how the individual modules (with module learning outcomes as written in the module descriptor) together contribute to programme learning outcomes. It should be presented as a
matrix of programme learning outcomes (as identified numerically in section 13), against modules. Where a module contributes to a programme learning outcome it should be flagged. Standard practice
will be for a single symbol to indicate a learning outcome addressed in the module. See guidance notes for discussion of alternative practices. The following matrix is for a programme structure with 6
learning outcomes in each of the categories of section 13, with rows for modules. See guidance notes for a discussion of the treatment of option modules. The matrix should be extended as required.
MODULE CODE
Programme learning document 1-Personal
development process.
Core/
option
a) Knowledge &
Understanding
C/0
1
2
3
c
b) Intellectual Skills
4
5
6
1
x
x
x
x
2
3
5
x
Programme learning document 2Programme Competence framework
c
x
x
x
Module 1
Introduction to Clinical Life Science AC0686
c
x
x
x
c
x
x
x
x
c
x
x
x
x
x
x
x
c
x
x
x
x
x
x
x
L6 20 Credits
Module 2
Clinical Life Science for Practice AC0717
4
c) Practical Skills
x
x
6
1
x
x
2
d) Transferable Key Skills
3
4
5
1
2
3 4
5 6
x
x
x
x
x
x
x x
x x
x
x
x
x
x
x
x
x
x
x
x
x
x x
x x
(L7) 20 Credits
Clinical Life Science for Paediatric Practice
Module 3
History Taking & Examination AC0718 or
x
x
x
x
x
x
x
x
x
x
x x
x x
x
x
x
x
x
x
x
x
x
x x
x
History Taking & Examination in Paediatrics (L7)20
Credits
Module 4
x
x
Clinical Skills for Practice 1: Assessment and
management of the immediate phases of critical
illness or Clinical Skills for Paediatric Critical Care
Practice 1: Resuscitation and Initial Stabilisation
30 Credits (L7)
Module 5
c
x
x
x
x
x
x
x
x
x
c
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x x
x
x
x
x
x
x
x
x
x
x
x x
x x
Definitive management, review and discharge of
critically ill patients or
Clinical Skills for Paediatric Critical Care Practice2:
Definitive Management of Critically Ill Patients
(L7) 30 credits
Module 6
Dissertation (L7) 60 credits
19.
x
Admission Requirements Please give details of specific programme requirements including approved arrangements for admission with advanced standing, where appropriate.
Students will be selected upon the following criteria:
1.
2.
3.
Degree in related subject and potential to study at Masters level (Normally).
Professional registration and working in employing Trust
English language score of at least IELTS 6.5 where English is not the student’s first language.
Non-standard entry to the course will be considered. However, in such cases criteria 2 and 3, will continue to apply.
20.
Application Procedure The approved procedure should be indicated
Additional application processes to usual PGS requirements are necessary to fulfil the employment or placement expectations of the Trust. Joint interviews with
Trust employers and Director of Programme or Programme Lead of the programme will determine approval to access the programme of study.