Code
Title
Status
PN50049
Demonstrating Competency at Advanced Levels of Practice
MSc Advanced Practice/Stand Alone
Credit rating
College
School
Module
Leader
Student effort
level
volume
11
Medicine, Dentistry and Nursing
School of Nursing and Midwifery
Linda Carruthers
Module Aims

Provide a supportive learning environment that will stimulate,
enlighten, and empower students to demonstrate emancipatory
thinking, so that the student integrates research, learning and
experience to demonstrate their development of higher or
advanced nursing practitioner role.

Encourage students to analyse the concepts of practice
expertise, research, reflection and clinical supervision.

Enable students to explore, analyse and demonstrate their own
practice using reflection to generate and synthesis new higher
level practice insight.
Intended
learning
outcomes
30
300 hours
1. Explore the literature and debate the characteristics of
specialist/expert practice.
2. Discuss critically the factors and assumptions, within and out
with the profession that are influential in the expression and
understanding of the different concepts of expertise.
3. Demonstrate higher level analytic reflective skills by examination
of the students own practice, thus identifying practice expertise.
4. Analyse how clinical supervision or reflective partnerships help
practitioners to explore and challenge their work effectiveness.
5. Evaluate critically leadership models and reflect on their
leadership behaviours and personal effectiveness as a change
agent within the planning and management of local
initiatives in the context of statutory and non-statutory
frameworks
6. Demonstrate a high level of understanding of the nature of
evidence and the relationship between evidence and work-based
learning.
7. Produce a folder of evidence which displays the achievement of
the key elements of the specialist/ advanced practitioner role.
Indicative
content
Advanced reflection skills
Espoused theories v theories on action, Carper’s ways of knowing,
Marks-Maran and Rose’s model of reflection, Schon’s model for
reflection, Mezirow’s approach to reflection, Taylor’s types of
reflection, critical thinking and clinical reasoning
Role change and development
Concepts of enlightenment, empowerment and emancipation,
defining specialist/expert practice, enabling factors and attributes of
practice expertise, role development in the workplace, Benner’s
novice to expert, Oda’s role identification/transition/confirmation,
Hamric and Taylor’s seven phases of role development, Evens role
acquisition model, extended and expanded roles, McGee’s roles of
specialist practitioner.
Defining evidence that demonstrates critical thinking and
specialist practice
The nature of evidence and its sources, quality of evidence,
evidence based practice, Tulloch & Venter’s model of evidence
generation for work-based learning, evidence from and through
reflection, verifying evidence, creating a folder of evidence of
learning and competency
Developing practice expertise, clinical supervision skills and
Leadership
Mezirow’s process of critical reflectivity attributes of clinical
supervision, enabling factors of clinical supervision, mentorship,
Titchen’s critical companion, therapeutic relationships, leadership
styles and behaviours, transformational leadership, collegiality,
therapeutic team
Assessment
A variety of assessment methods, utilising online discussion and
group work and reflective essays will be used in this module. This
mixed module will develop the student’s cognitive abilities,
communication, writing and team working skills.
The student will submit two pieces of written work and a reflective
folder of evidence of learning and practice at higher/advanced
practice level.
A mentor’s report which verifies students’
performance, is submitted with the folder of evidence.
On-line
work/Key
paper
(20%)
group On-line group work brainstorming practice
attributes expertise, from this and the VLE
discussions the student will develop a
1000 word paper on the key attributes of
specialist expertise. This part of the
assessment strategy is aligned to Unit 2,
accounts for 20% of the module marks,
and suggested submission is week 6.
Incident analysis
(30%)
Folder of Evidence
(50%)
Strategy and
Rationale
Select an incident from practice and using
the “Model of evidence generation for
work based learning work” follow the
guidelines and work through the incident
to produce a 1250 word paper. This part
of the assessment strategy is aligned to
Unit 3, accounts for 30% of the modules
marks and suggested submission is week
9.
Folder of evidence of learning and
practice, including mentor’s report, that
demonstrates the key elements of
specialist/advanced practice. This part of
the assessment accounts for 50% of the
module marks and is submitted at the end
of the module, equivalent to 2250 words.
Students must pass both academic and
practice requirements.
The assessment requires analysis, synthesis and application of
theory to practice that articulates the qualities and skills required for
higher advanced nursing practice. These assessments will enable
the student to demonstrate reflective critical thinking and evidencebased clinical judgment. The assessments are aligned with the
course work; this stages the submission of work over the module
and aids the student’s identification, processing and development of
evidence for the folder of learning and practice
The assessments allows the student to demonstrate the module
outcomes, that of critically exploring the nature of clinical expertise
and demonstrating their acquisition of the necessary skills for higher
or advanced practice.
Clinical
assessment
Practice-
The development team has had considerable experience in
assessing folders of evidence and have use with success an
external examining model. A framework that maps key role
statements to the module outcomes will be used in a practice based
verification process.
Mentor report
A supportive mentor report that indicates
performance has reached the required level
Folder of evidence
based
Learning
Teaching &
learning
Semester
when taught
Modes of
delivery &
student
participation
Pre-requisites
of entry
requirements
Online learning materials and individual and collaborative activities.
The online activities will assist the students with the summative
assessment and to develop the folder of evidence of practice at
specialist practice level
Semester 2
E-learning
Internet access.
Must be in post for one year
Evidence of theoretical underpinning for their particular area of
clinical practice, at levels 9/10 and/or 11, or equivalent.
To arrange for a mentor who is a recognised specialist or advanced
practitioner.
Accessibility All staff are committed to providing access to a full teaching and
learning programme for disabled students. The School Disability
for students
with disability Support Officer (Tel: 01382 388515) will liaise with the University's
Disability Services and the Module/Programme leader to determine
the most appropriate way to include disabled students in all aspects
of the module/programme and to ensure that they are not
disadvantaged by the working environments. Specific adjustments
can also be arranged to better meet individual students’ needs.
Further details of the University’s provision for disabled students are
available at http://www.dundee.ac.uk/disabilityservices. Disabled
applicants are encouraged to contact and the University’s Disability
Services
Department.
(Tel:
01382
385402,
email
disability@dundee.ac.uk) in confidence in order to discuss their
support requirements.
Co-requisites
Antirequisites
Books
None
None
Argyris, C & Shon, D (1974) Theory in Practice: Increasing
professional Effectiveness. Boston Ma; Addison Wesley
Benner, P (1984) From Novice to Expert: Excellence and Power in
Clinical Nursing Practice. Menlo Park Ca; Addison Wesley
Castledine, G & McGee eds. (1998) Advanced and Specialist
Nursing Practice. Oxford; Blackwell Scientific.
Conway, J (1996) Nursing Expertise and Advanced Practice.
Salisbury; Mark Allan publisher.
Hamric, A.B & Taylor, J.W eds. (1989) The Clinical Nurse Specialist
In Theory and Practice. 2nd. ed. Philadelphia; WB Saunders
Higgs, J & Titchen, A. eds. ( 2001)Practice knowledge and expertise
in the health professions. Oxford; Butterworth-Heinemann
Hinchcliff, S. and Rogers, R. (2008) Competencies for Advanced
Nursing Practice. London: Hodder Arnold
Marks-Maran, D & Rose, P (1997) Reconstructing Nursing: Beyond
Art and Science. London; Bailliere Tindall.
Rolfe. G., Freshwater. D., and Jasper, M. (2008) 'Critical reflection
for nursing and the helping professionals a user's guide' Palgrave
MacMillan. London.
Schober, J.E. & Hinchcliff, S.M eds. (1995) Towards advanced
nursing practice: key concepts for health care. London; Arnold 252 280
Tolson, D& West, B (2002) An exploration or role development in
nursing and midwifery in Scotland. Edinburgh; Scottish Executive
NMPDU
Journals
Websites
University of Dundee Library
(print)
(electronic)
()
()
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Journal
of
Advanced
Nursing
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Journal
of
Nursing
Education
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Journal
of
Clinical
Nursing

Nurse
Education
Today
Site Address
www.rcn.org.uk
www.show.scot.nhs.uk/hps
www.elib.scot.nhs.uk
www.nmc-uk.org
NHS Library
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Brief Description