MSc
Integrated Professional Practice MSc
Integrated Professional Practice

Module Overview

The module will support students to deepen their understanding of qualitative and quantitative research approaches that can be used to address research questions in the health and social care sector. This will build understanding and appraisal of research in order to develop practice from being a consumer of evidence towards being a creator of knowledge.

Module Overview

This module focusses on utilising existing clinical experience and knowledge from previous modules to learn how to manage a patient with a critical illness and lead the delivery of contemporary evidenced-based critical care provision for that patient.

Module Overview

This module is designed to enable all health and care professionals to work effectively with people who have diabetes and their families. This module will enable students to develop the core knowledge necessary to apply an evidence-informed, holistic approach to individualised care for people at risk of or living with diabetes. Students will then be supported to explore how this impacts on their own practice and present their perspectives to their peers, deepening interprofessional understanding and enabling collaboration.

Module Overview

This module aims to provide learners with an introduction to public health systems, policy and strategy. Students will have the opportunity to develop knowledge of the four domains of public health and develop a deeper understanding of the public health outcomes framework, as well as build on their skills in collaboration and interprofessional working.

Module Overview

The module will meet the training requirements for a new role of Approved Mental Capacity Professional ( AMCP). This role has been created by changes to the Mental Capacity Act 2005 which occurred in 2019. Part of the previous act - The Deprivation of Liberty Safeguards- have been replaced by Liberty Protection Safeguards ( LPS) and the role of Best Interests Assessor (BIA) has been replaced by AMCP.

Module Overview

A forty day placement is central to AMHP training. Whilst supervised by an experienced AMHP, the placement allows the practitioner to observe and then undertake Mental Health Act Assessments and to be exposed to all of the other elements of day-to-day AMHP practice. Practitioners are expected to compile a portfolio of evidence which enables them to demonstrate the competencies for AMHP practice set out in The Mental Health (Approved Mental Health Professionals) (Approval) (England) Regulations 2008.

In addition to practice-based work, a number of university-based classroom days are scheduled at intervals throughout the placement, to allow for consolidation of knowledge.

Module Overview

This module will examine the principles and practice of assessment and feedback and encourage you to reflect on the assessment methods you use and how these might be developed to support learning. We will discuss the challenges of making judgements about student learning and practice competence and the techniques that can be used for both assessment and feedback in different learning environments.

As well as looking at how we assess student learning, this module will also explore ways we can assess and evaluate our own teaching practice. In addition to models of reflection, we will look at a range of sources of information and what these can tell us about teaching, learning and the student experience. Quality assurance and enhancement processes will be examined and we will discuss the ways in which these are used to ensure continual improvement in learning, teaching and assessment practice.

Module Overview

This module is designed to prepare professionals to carry out best interest assessments of individuals residing in local authority and Primary Care Trust premises, and who may be at risk of being deprived of their liberty. For this module there is a minimum requirement of two years’ in-post experience.

Module Overview

Situations giving rise to the need for prehospital critical care will be looked at in terms of frequency and the hazards of scenes encountered. By its nature prehospital care can be hazardous, involving practitioners at scenes which have often been the cause of significant harm to others, and there are good reasons for preserving the safety of responders, both philosophical and economic (Calland, 2000). Making significant decisions quickly and accurately is important and these high complexity, high acuity situations must be prepared for (Collen, 2017). The process of making these decisions is important to consider whilst not under pressure within these situations and must be prepared for in advance using systems such as the Joint Emergency Service Interoperability Programmes’ (2021) principles. Human factors, crew resource management and command and control will also be covered, as there is frequently a disparate team of people involved in the care of a patient from many different backgrounds and potentially with competing principles. Being able to command such a team is a skill important in prehospital critical care to work collaboratively in the interests of the patient. This also helps reduce the stress of the incident for all concerned (Davis, 2014) as can temporary relief to recover cognitive bandwidth to enhance performance (Prottengeier et.al., 2019). There will be a significant focus on leadership throughout and a focus on enhancing situations to provide better care and optimised results for patients.

Module Overview

This module allows students who are registered healthcare professionals to develop a deeper understanding of the fundamental skills required for effective practice as a General Practice Nurse. Adopting a population-health approach, students will work alongside supervisors in their practice area to apply their knowledge and demonstrate increasing competence in the workplace. Alongside these practical skills students will learn related theory and professional approaches to service delivery, preparing them to work effectively in the General Practice Nurse role.

Students who undertake this module must be employed in a Primary Care setting for a minimum of 20 hours a week and have a nominated Primary Care clinical supervisor in order to be able to meet the occupational competencies.

Module Overview

Advanced Mental Health Practitioners (AMHPs) have to make decisions which can have far reaching consequences for vulnerable individuals and for families and communities. AMHPs are required by statute to bring a 'social perspective' to this decision making process. This module provides an opportunity for an in-depth scrutiny of the evidence relating to social perspectives, and of the most-up-to-date evidence about human decision-making, particularly in situations of uncertainty.

Risk assessment and risk management are central to much of practice in mental health services. These concepts will be critically assessed and set within the framework of values and legal requirements which AMHPs are required to follow.

Module Overview

This module focusses on using a structured approach to patient assessment. Learners can build upon their existing knowledge and understand how to create evidence-based plans of care which consider the holistic needs of a critically ill patient. Learners will demonstrate application of theory to practice by working alongside a Practice Assessor.

Module Overview

This year long module has been designed to challenge and enable participants to develop their teaching and learning practice through reflection and evaluation. In addition, we will examine concepts of leadership in education, inter-professional working and explore how learning, teaching and assessment can be developed and facilitated in an online environment.

The module will adopt a blended learning strategy combining both face-to-face and online learning opportunities, this will be supplemented by teaching observations to encourage and develop reflective practice and individual tutorials throughout the year. Emphasis will be placed on autonomous learning and developing the skills for continuing professional development beyond the end of the programme.

Module Overview

The module provides existing health professionals with the opportunity to consolidate and advance their knowledge of ECGs. The module refreshes the students’ knowledge around cardiac anatomy, histology and physiology. It visits the general principles of the normal ECG and provides a systematic approach to ECG interpretation before taking an in depth look at a range of cardiac arrhythmias commonly encountered in practice. The module will enable a deeper understanding of clinically relevant abnormalities in order to improve the management of people presenting to care settings with suspected problems of cardiac origin.

Students undertaking this module must work in a setting where they are routinely recording and interpreting ECGs.

Module Overview

This module is designed to enable the practitioner to develop the requisite capabilities to work autonomously at an advanced level within the current context of acute mental health care services. The module will focus on the knowledge and skills required to promote recovery orientated care, within the established processes and constraints that exist within an acute care context.

Practitioners will develop their ability to reflect upon, develop and change their own practices, based on best evidence, as well as influence the practices of others’ within a multi-professional team.

Module Overview

Continuing Professional Development is a core activity for all working in health and care services. Development activities can take many forms outside of formal higher education programmes. Reflect on and re-evaluate developmental activities undertaken in your career in depth and apply personal development planning to work out the next steps in your progression with this individually focused module.

Module Overview

Continuing Professional Development is a core activity for all working in health and care services. Development activities can take many forms outside of formal higher education programmes. Reflect on and re-evaluate developmental activities undertaken in your career to date and apply personal development planning to work out the next steps in your progression with this individually focused module.

Module Overview

This module is designed to provide a sound underpinning knowledge base in relation to pharmacology, pharmacokinetics, and pharmacodynamics. The emphasis is on applied therapeutic interventions, essential for safe, competent prescribing within the student’s scope of practice and professional competence.

Pre-existing knowledge and skills will be built upon to develop consultation skills and styles. Students can explore and develop effective communication and evaluation of evidence-based practice and shared decision making to ensure safe, meaningful, and concordant relationships with patients and carers.

Students may further develop an understanding and application of legal, ethical, and professional perspectives to inform future prescribing practice related to their own specialist field and clinical area. Learning in practice is central to the module with the formulation of a portfolio of practice learning to demonstrate achievement of the Royal Pharmaceutical Society competency framework and provide a tool for future continued professional development. The module has been mapped to the RPS Competency Framework.

Module Overview

Contemporary health and care practice rely on effective communication and collaboration between a wide range of professionals, increasingly working with complex needs and circumstances. This module allows exploration of the shared values and cross-cutting approaches needed to effectively safeguard recipients of services across the life course. The impact of early adverse experience throughout the lifespan will be acknowledged, alongside the potential for intergenerational impact and the need for ‘joined-up’ approaches. Building on learning from high profile case reviews it will examine themes such as vulnerability, holism, professional competency and curiosity to deepen understanding of safeguarding regardless of occupational role.

Module Overview

This module provides an opportunity for all programme participants to engage in critical inter-disciplinary thinking about the direction of travel for their own profession and others in changing and developing health and social care landscapes, structures, services, and practices

Module Overview

The Mental Health Act (2007) is central to the processes with which Approved Mental Health Professionals must engage, including mental health act assessments, compulsory admissions to psychiatric hospitals, applications to court, and production of reports for review tribunals. This module aims to develop detailed knowledge of and guidance to the Mental Health Act and related legislation.

Module Overview

The module seeks to facilitate individual responsibility for learning and evaluation of progression within the planned activity, fully embracing the concept of ‘Student as Producer’ of their own knowledge. Students will be required to discuss their ideas for the area of study with the programme lead prior to beginning the module to ensure access to suitable support. Students will share their learning in a live assessment allowing them to evidence application of learning to practice.

Module Overview

This module provides an opportunity for all programme participants to engage in critical inter-disciplinary thinking about the direction of travel for their own profession and others in changing and developing health and social care landscapes, structures, services and practices.

Module Overview

This module explores the fundamental and key aspects of assessing, managing and treating children and young people who present to a range of primary and acute healthcare settings. The module aims to further develop healthcare practitioners’ skills and knowledge relating to the specific issues inherent in clinical decision-making, organisation and escalation when working with children and young people and their families.

Module Overview

Students will begin to analyse their own practice in light of the information imparted and discussed within the module and also become ready to embark on further training towards practical competency in some areas, where applicable.

All students will become familiar with the indications, contra-indications, and methods of prehospital emergency anaesthesia (PHEA). The National Institute for Health and Care Excellence recommends PHEA should be available to patients in need within 45 minutes of their injury (NICE, 2016), but PHEA carries a high risk of death or harm if carried out incorrectly (Hooper and Lockey, 2013). PHEA should be undertaken by highly skilled operators and specially trained assistants, in practice this is usually a physician and paramedic team (Caruana et.al. 2015), often with tasks shared between the physician and the paramedic or other such assistant (Price et.al., 2022).

Time-critical illness or injury can strike almost anyone at almost any time. It is important for students of this field of practice to be familiar with the patient populations they may encounter and the injury or disease progressions that may have led to the patient being in need (Boylan and Nutbeam, 2013). It must be borne in mind that, in this context, students will already have significant experience of their own and this requires augmenting to this field, rather than ab-initio education to complex health needs.

The evidence base for many prehospital critical care interventions is marginal (Hepple et.al., 2019) but improving, as is the methodology being used (Lyons et.al, 2021) and it is important that practitioners are able to justify their practice appropriately and utilise the evidence base effectively. Similarly, there are a plethora of devices, equipment, and diagnostics that are being manufactured to be practical to use out-of-hospital, but their use must be considered in a rational and patient-centred way (Fevang et.al., 2011)

High quality evidence such as the randomised control trials which, when meta-analysed, inform so much practice in health and medicine, are impractical for many of the situations practitioners in prehospital care may find themselves and much is made of this area of medicine being more used to guidance rather than protocol, with consensus statements being used routinely in areas of routine practice (Faculty of Prehospital Care, 2017).

In this way, it is anticipated that on completion of this module students will have received a significant amount of evidence and instruction on current, state-of-the-art thinking on how to care for patients in need of critical care in the prehospital arena. Students will be able to apply their skills and knowledge to their own practice and potentially be aspirant in their approach towards becoming clinically competent in certain procedures relative to their position; a doctor undertaking this programme may use this programme as part of a portfolio demonstrating readiness for a certificate of anaesthetic competency, for example, or a paramedic towards being authorised within their system of governance to carry out thoracostomies autonomously.

Module Overview

Cancer is an umbrella diagnosis for many diseases caused by cellular change and involving a variety of causative factors, affecting as many as 1 in 2 people at some point in their lives. This module explores how cancer affects people and their families from a range of perspectives, allowing health and care professionals to increase collaboration and integrated team working. This module is designed for health and care professionals who are working with people with a cancer diagnosis at any stage in their condition.

Module Overview

This module has been designed to give you the opportunity to develop an in-depth yet practical understanding of how to plan and deliver effective and inclusive teaching sessions. We will examine the multitude of factors that influence our approach to planning in both academic and practice settings and apply the principles of constructive alignment and active learning to guide choices in relation to learning and teaching methods and assessment techniques.

You will be encouraged to evaluate a range of methods for supporting student learning, from strategies to meet individual need, to the Universal Design approach which aims to make learning accessible to all. There will be an emphasis throughout the module on reflecting on, and applying the evidence base to your own area of practice.

Module Overview

This module aims to equip practitioners with the necessary skills, values and knowledge to enable them to become effective Practice Educators. The concepts of learning and teaching are core to this. The module involves an examination of key areas in developing the learning partnership, including: roles, responsibilities, preparation, planning, and managing the practice learning opportunity.

For this module there is a minimum post qualification experience requirement of two years. Students must have a social work student on placement with them during this module. One observation of practice is required.

Module Overview

In this module, students will be encouraged to examine, reflect on and consider their experiences of being practice educators from within the context of their agencies, making use of feedback from observations. The module focuses on: reflexive practice, the ‘learning organisation’, and contemporary issues in practice education.

Practice Education 2 looks to build on Practice Education 1 and meets the requirements for becoming a ‘Stage Two Practice Educator’ under the Post Qualifying Practice Education Framework. Only Stage Two Practice Educators will be able to take final placement students.

For this module there is a minimum post qualification experience requirement of three years. Students must have a social work student on placement with them during this module. One observation of practice is required.

Module Overview

This module has been designed to provide individuals working in Health and Social Care with a solid understanding of the principles of learning, teaching, and assessment. These principles can help participants to effectively carry out their educational duties in both academic and practice settings, to both peers and service users. The content has been mapped to the UK Professional Standards Framework (UK PSF) for teaching and supporting learning in higher education (2011) and the Academy of Medical Educators (AoME) Professional standards for medical, dental, and veterinary educators (2014).

Module Overview

This module provides the practitioner with the knowledge and skills required to proactively support the holistic care and treatment of individuals with long term health and social care needs, within their field of professional practice. The module will focus on enabling individuals to take greater control of their care and offering opportunities for better health and wellbeing, through personalised care planning, increased prevention strategies and supported self-care (NHS, 2014).

Students will be expected to independently synthesise and apply their clinical skills and knowledge to the context of their own professional practice.

Module Overview

Primary care is an increasingly complex environment where professionals need to be able to work collaboratively and make effective decisions. The NHS Long Term Plan (2019) and People Plan 2020-21 cement the development of the multidisciplinary workforce in such settings in order to provide person centred care. This module discusses what influences contemporary primary care practice and how that affects those choosing to work in the sector, allowing exploration of new and established roles that contribute to safe and effective person centred care.

Module Overview

This module aims to develop the knowledge and skills required to systematically evaluate an area of service delivery within your field of professional practice.

The module will provide you with the opportunity to critically examine current practices and conduct a literature review to find alternative ways of working, based on best evidence. You will then be expected to prepare a proposal for change within your service area.

Module Overview

Situations giving rise to the need for prehospital critical care will be looked at in terms of frequency and the hazards of scenes encountered. By its nature prehospital care can be hazardous, involving practitioners at scenes which have often been the cause of significant harm to others, and there are good reasons for preserving the safety of responders, both philosophical and economic (Calland, 2000). Making significant decisions quickly and accurately is important and these high complexity, high acuity situations must be prepared for (Collen, 2017). The process of making these decisions is important to consider whilst not under pressure within these situations and must be prepared for in advance using systems such as the Joint Emergency Service Interoperability Programmes’ (2021) principles. Human factors, crew resource management and command and control will also be covered, as there is frequently a disparate team of people involved in the care of a patient from many different backgrounds and potentially with competing principles. Being able to command such a team is a skill important in prehospital critical care to work collaboratively in the interests of the patient. This also helps reduce the stress of the incident for all concerned (Davis, 2014) as can temporary relief to recover cognitive bandwidth to enhance performance (Prottengeier et.al., 2019). There will be a significant focus on leadership throughout and a focus on enhancing situations to provide better care and optimised results for patients.

Module Overview

The provision of health and care services is increasingly entwined with the use of digital systems and assistive devices to enable care closer to home and to support independent living. This module will support deeper understanding of how technology can be used to support service users and to work towards improved health and social care experiences.

Module Overview

This module is designed to assist students in developing a solid underpinning knowledge base in relation to pharmacology and pharmacokinetics, essential for safe, competent prescribing within their own field of expertise and clinical practice. The module investigates the main theoretical perspectives associated with effective consultation, exploring the interpersonal skills required, and promoting the concept of concordance, including shared decision-making and establishing a meaningful partnership with the service user.

Module Overview

Mental health legislation has explicit statutory guidance which requires an Approved Mental Health Professional to apply a 'social perspective' in any Mental Health Act assessment in which they are involved. This module provides the underpinning theoretical and practice knowledge to enable the AMHP to thoroughly understand and critique the medical perspectives which will be brought to the assessment by the assessing doctor, and to offer a well-informed social perspective.

Module Overview

The Research Methods module is designed as an introduction to research for healthcare professionals working at the level of advanced clinical practice. The module aims to develop students’ skills and knowledge in engaging in research activity and adhering to good research practice guidance. The module seeks to enable participants to critically evaluate and develop evidence-based strategies which can lead to enhanced quality, safety, productivity, and value for money in their clinical practice.

Module Overview

This practice-focused module aims to equip students with the skills and knowledge to take a comprehensive patient history and thorough physical and psychological assessment. It also allows students to recognise the interconnectivity of pathophysiology, physical symptoms, and psychological responses.

Developing these skills can allow you to meet the core and generalist capabilities in practice for a broadly based advanced healthcare professional. It may also enable you to contribute autonomously to the holistic management of acute and chronic disease states in both primary and generalist secondary care practice.

By the end of the module, you should feel comfortable to clinically examine the major systems of the body, assess psychological state, and develop an initial impression to inform clinical decision making.

Module Overview

This module focusses on utilising existing clinical experience and knowledge from previous modules to learn how to manage a patient with a critical illness and lead the delivery of contemporary evidenced-based critical care provision for that patient.

Module Overview

This module aims to provide learners with an introduction to public health systems, policy and strategy. Students will have the opportunity to develop knowledge of the four domains of public health and develop a deeper understanding of the public health outcomes framework, as well as build on their skills in collaboration and interprofessional working.

Module Overview

This module will examine the principles and practice of assessment and feedback and encourage you to reflect on the assessment methods you use and how these might be developed to support learning. We will discuss the challenges of making judgements about student learning and practice competence and the techniques that can be used for both assessment and feedback in different learning environments.

As well as looking at how we assess student learning, this module will also explore ways we can assess and evaluate our own teaching practice. In addition to models of reflection, we will look at a range of sources of information and what these can tell us about teaching, learning and the student experience. Quality assurance and enhancement processes will be examined and we will discuss the ways in which these are used to ensure continual improvement in learning, teaching and assessment practice.

Module Overview

This module will cover two key areas of higher education practice: assessment of learners and assessment of teaching practice. Both will be grounded in a thorough exploration of the wider context of higher education, and quality assurance mechanisms and processes to help learners develop an understanding of the academic and administrative functions of assessment. This module will have a strong emphasis on self-assessment and evaluation leading to consideration of continued professional development for participants beyond the end of the programme.

The delivery will be a mixture of synchronous and asynchronous methods in the classroom, via online platforms or through directed learning activities. A variety of teaching styles and methods will be employed to create a range of opportunities for engaging with the learning material and sharing best practice with experts from across the University. The module assessment strategy has two summative components which will be supported by formative opportunities embedded within the weekly delivery pattern.

Module Overview

This module is designed to prepare professionals to carry out best interest assessments of individuals residing in local authority and Primary Care Trust premises, and who may be at risk of being deprived of their liberty. For this module there is a minimum requirement of two years’ in-post experience.

Module Overview

This module seeks to help senior leaders develop a systematic understanding and knowledge of the importance of effective team working and understand how effective teamwork can enhance safeguarding processes.

Module Overview

This module focusses on using a structured approach to patient assessment. Learners can build upon their existing knowledge and understand how to create evidence-based plans of care which consider the holistic needs of a critically ill patient. Learners will demonstrate application of theory to practice by working alongside a Practice Assessor.

Module Overview

This year long module has been designed to challenge and enable participants to develop their teaching and learning practice through reflection and evaluation. In addition, we will examine concepts of leadership in education, inter-professional working and explore how learning, teaching and assessment can be developed and facilitated in an online environment.

The module will adopt a blended learning strategy combining both face-to-face and online learning opportunities, this will be supplemented by teaching observations to encourage and develop reflective practice and individual tutorials throughout the year. Emphasis will be placed on autonomous learning and developing the skills for continuing professional development beyond the end of the programme.

Module Overview

This module is designed to enable the practitioner to develop the requisite capabilities to work autonomously at an advanced level within the current context of acute mental health care services. The module will focus on the knowledge and skills required to promote recovery orientated care, within the established processes and constraints that exist within an acute care context.

Practitioners will develop their ability to reflect upon, develop and change their own practices, based on best evidence, as well as influence the practices of others’ within a multi-professional team.

Module Overview

Continuing Professional Development is a core activity for all working in health and care services. Development activities can take many forms outside of formal higher education programmes. Reflect on and re-evaluate developmental activities undertaken in your career to date and apply personal development planning to work out the next steps in your progression with this individually focused module.

Module Overview

Continuing Professional Development is a core activity for all working in health and care services. Development activities can take many forms outside of formal higher education programmes. Reflect on and re-evaluate developmental activities undertaken in your career in depth and apply personal development planning to work out the next steps in your progression with this individually focused module.

Module Overview

This module is designed to provide a sound underpinning knowledge base in relation to pharmacology, pharmacokinetics, and pharmacodynamics. The emphasis is on applied therapeutic interventions, essential for safe, competent prescribing within the student’s scope of practice and professional competence.

Pre-existing knowledge and skills will be built upon to develop consultation skills and styles. Students can explore and develop effective communication and evaluation of evidence-based practice and shared decision making to ensure safe, meaningful, and concordant relationships with patients and carers.

Students may further develop an understanding and application of legal, ethical, and professional perspectives to inform future prescribing practice related to their own specialist field and clinical area. Learning in practice is central to the module with the formulation of a portfolio of practice learning to demonstrate achievement of the Royal Pharmaceutical Society competency framework and provide a tool for future continued professional development. The module has been mapped to the RPS Competency Framework.

Module Overview

This practice-focused module aims to equip students with the skills and knowledge to take a comprehensive patient history and thorough physical and psychological assessment. It also allows students to recognise the interconnectivity of pathophysiology, physical symptoms, and psychological responses.

Developing these skills can allow you to meet the core and generalist capabilities in practice for a broadly based advanced healthcare professional. It may also enable you to contribute autonomously to the holistic management of acute injuries in both primary and generalist secondary care practice.

By the end of the module, you should feel comfortable to clinically examine patients in the context of their injuries, assess psychological state, and develop an initial impression to inform clinical decision making.

Module Overview

The module seeks to facilitate individual responsibility for learning and evaluation of progression within the planned activity, fully embracing the concept of ‘Student as Producer’ of their own knowledge. Students will be required to discuss their ideas for the area of study with the programme lead prior to beginning the module to ensure access to suitable support. Students will share their learning in a live assessment allowing them to evidence application of learning to practice.

Module Overview

This module explores the fundamental and key aspects of assessing, managing and treating children and young people who present to a range of primary and acute healthcare settings. The module aims to further develop healthcare practitioners’ skills and knowledge relating to the specific issues inherent in clinical decision-making, organisation and escalation when working with children and young people and their families.

Module Overview

Cancer is an umbrella diagnosis for many diseases caused by cellular change and involving a variety of causative factors, affecting as many as 1 in 2 people at some point in their lives. This module explores how cancer affects people and their families from a range of perspectives, allowing health and care professionals to increase collaboration and integrated team working. This module is designed for health and care professionals who are working with people with a cancer diagnosis at any stage in their condition.

Module Overview

This module has been designed to give you the opportunity to develop an in-depth yet practical understanding of how to plan and deliver effective and inclusive teaching sessions. We will examine the multitude of factors that influence our approach to planning in both academic and practice settings and apply the principles of constructive alignment and active learning to guide choices in relation to learning and teaching methods and assessment techniques.

You will be encouraged to evaluate a range of methods for supporting student learning, from strategies to meet individual need, to the Universal Design approach which aims to make learning accessible to all. There will be an emphasis throughout the module on reflecting on, and applying the evidence base to your own area of practice.

Module Overview

This module has been designed to provide individuals working in Health and Social Care with a solid understanding of the principles of learning, teaching, and assessment. These principles can help participants to effectively carry out their educational duties in both academic and practice settings, to both peers and service users. The content has been mapped to the UK Professional Standards Framework (UK PSF) for teaching and supporting learning in higher education (2011) and the Academy of Medical Educators (AoME) Professional standards for medical, dental, and veterinary educators (2014).

Module Overview

This module provides the practitioner with the knowledge and skills required to proactively support the holistic care and treatment of individuals with long term health and social care needs, within their field of professional practice. The module will focus on enabling individuals to take greater control of their care and offering opportunities for better health and wellbeing, through personalised care planning, increased prevention strategies and supported self-care (NHS, 2014).

Students will be expected to independently synthesise and apply their clinical skills and knowledge to the context of their own professional practice.

Module Overview

This module explores key safeguarding concepts including ethics, policies and processes for children, young people and at risk adults in order to understand the impact on people who are affected by them.

Module Overview

This module addresses the fundamentals of service delivery in health and social care in the context of local and national strategic policy and practice. The module aims to develop knowledge of the processes underlying evaluation and transformation of services, including leadership, change management, evidence-based service innovation, and delivery of high quality health care.