Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 6 Modules

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Visiting Speakers 

Practice staff are involved in teaching, simulated learning, workshops and assessment. The contribution of visiting speakers is an essential and integral part of the course where care or differing perspectives are offered to students for discussion and debate. The course team have strong professional relationships with expert clinicians in practice and these will contribute to the delivery and maintenance of the course.

Work-based Learning 

CA4D013/CA4D012/AU4D013- Students who undertake these modules generally work full or part time in environments where they provide and lead care. The modules consider the assessment, diagnostic interventions and medicines management of patients, and as part of the modules students have to spend time, in their own or other clinical environments, where their skills can be further developed and consolidated by working alongside other clinicians.. 

Employer Forums 

The Faculty has a strong track record of engaging with practice partners/employers/stakeholders due to the nature of health and social care. Quarterly meetings are held with University Health Boards, Welsh Ambulance Service and the independent sector to consider the support of students from their employer. It is envisaged that most students will be employed whilst undertaking the course and supported by their employer in terms of finance or study leave. In terms of international students, they will access the course via the full-time route but would not be employed as registrants in the UK.  

Other 

Students on this course will be employed as healthcare professionals and will have prior varied skills, knowledge and experience that they will bring to the academic discussion and debate within the course.   

Means of Assessment

• Time constrained assessment 

• Research Proposal

• Presentation

• Essay

• Dissertation

• Project Output 

• Poster

• OSCE

• Classroom test/ MCQ 

• Classroom test/ Closed book 

• Work-based assessment 

• Open book examination 

• Written examination 

• Case Study 

Learning Support

Induction 

A comprehensive Induction programme will be offered to include a series of sessions by the Study Skills and Study Development Service, for example Electronic searching, Paraphrasing and Plagiarism, Critical Analysis, Reflective Writing and Referencing. International students will be encouraged to participate in activities organised by International Student Advice (IISA) 

Personal Academic Coach1 

Personal Tutor arrangements will be outlined in the Course Handbook. All students will be allocated a Personal Tutor who will be an academic member of their course. The Personal Tutor will meet the students as a group during the induction period and provide one-to-one meetings at strategic points during the year. The Personal Tutor will signpost to other services as required e.g. Advice Zone; Disability and Dyslexia Service; IISA. 

Learner Analytics  

USW uses a learning analytics system which can track engagement with the VLE, i.e. log in attempts and can also students’ attendance. These weekly STEAM reports can be accessed by module leaders and course leader. They can access this information and can identify if there is any concern about participation or student engagement. Subject Support Officers can also assist in determining engagement and provide support when and where needed. 

Office hours 

Office hours are communicated to the students at the start of each academic year and within each module induction This is further highlighted within the course handbook The academic day generally extends from 09.00hrs to 17.00hrs. On occasions due to room availability and availability of the Clinical Simulation Centre session times may need to be extended beyond 17:00 

Tutorials 

Tutorials will take the form of small group work which are facilitated by module staff which encourages independent development. The format of the tutorials are flexible and tailored to work with students’ needs.  

e.g. Tutorials are used within AU4D015 Professional Practice Project and AU4T003 Dissertation to enable information-sharing on specific topics relating to management of change. These tutorials provide opportunity for the student group to participate in active learning to generate ideas, reflect and gain understanding around the key components rather than being passive learners. 

Seminars 

Many modules use seminars which will be provided to small groups to aid points of discussion from a range of modules and will be effective in enabling  students to share their progress and opinions as well as learn from each other’s’ input, enabling the student to contextualise subject matter approach to their own professional practice. 

Formative Assessment 

Modules within the course incorporate formative learning and assessment in order to support an ongoing dialogue with students as they develop their knowledge, skills and proficiency. Simulated activity in the Clinical Simulation Centre provides opportunity for students to become proficient in skills and procedures and to rehearse decision making and prioritising skills in authentic practice-based settings.  

Progress meetings 

Linked to the personal tutoring system discussed above, the Course Leader will also arrange to meet with students in each academic year. Course Leader / Personal Tutors will utilise Feedback SNOB analysis (University of Salford). This is a constructive and feedback-oriented adaptation of a SWOT analysis which provides a clear, simple and structured framework for student reflection on the feedback received on an assignment in relation to the work undertaken. The student is encouraged to consider feedback to identify their Strengths - the things that they did well and should continue to do in future assessments; Needs - things that they think they need to do before the next assessment to give them the best chance of improving their marks; Opportunities - things that they got wrong or missed that could have helped them to gain more marks and Barriers - what they think could make it difficult to do the extra things they consider necessary. They will be assisted to use the points emerging to develop an Action Plan for future development. 

Research Supervision 

Students undertaking the Research Methods module will be allocated a Supervising Tutor. Students undertaking the Dissertation module will be supervised by an individual member of staff with the relevant subject knowledge and expertise where appropriate. 

Online Resources 

Each module has its own BlackBoard site. In accordance with University policy, the Module Leader will ensure that the VLE is populated to minimum standards approved by the University. Panopto (for lecture capture) and Blackboard Collaborate will be utilised. 

Advice Zone 

The role of the Advice Zone and how to make an appointment will be outlined in the course handbooks and USW website for both home and international students. Students are able to self-refer or be directed to the USW Advice Zone The Student Advice Zone is located in the Learning Resource Building on the Glyntaff campus. Staff within the ‘Zone’ are able to offer advice about the circumstances where extenuating circumstances are offered. Students can also seek advice about the complaint's procedure, if necessary. 

Disability  

The Disability service provides a confidential and professional service where students can discuss individual requirements relating to disability. Advice and support are available for all students who have additional learning needs or those that require reasonable adjustments to be made. Students are encouraged to discuss additional needs or support with personal tutors, module and course leader. The Disability service is located in the Library on the Treforest campus and offers regular drop-in sessions. Students are also signposted to the advice zone to explore any relevant screening for conditions such as Dyslexia / Dyspraxia and support with pre-existing conditions. 

IT/Library 

Students have access to all USW resources both on and off campus. The Health subject area of the Faculty has a subject specialist librarian available to help and support students. Students have access to Findit, online resources and hard copy reservation. In addition, the Faculty provides a range of learning resources in sites across its partner health service provider  

Library induction will be included within the Induction Programme and within the initial starting of modules.

Course Exit Points

Progression Route

PhD study.

Students will be prepared for a wide range of further career opportunities in health and social care and there is potential for progression to PhD study.

However, a nurse graduating with MSc Professional Practice who can demonstrate working at an advanced level of practice in the NHS or Independent Sector may apply for formal recognition of their level of expertise. This evaluates skills in clinical practice, leadership, education and research through the process of credentialing. This process is offered by Royal College of Nursing . Nurses will require a relevant Masters qualification, an NMC recordable prescribing qualification, active membership of the NMC and a relevant job plan which shows a typical week and reflects the four pillars of advanced practice: clinical practice, leadership, education and research (https://www.rcn.org.uk/professional-development/professional-services/credentialing)

Entry Requirements

Admission to the course is typically through the following qualifications:

Applicants need to be a healthcare registrant with one of the UK’s regulating bodies. International students need to a recognised healthcare professional from their home country .i.e. nurse, physio dentist, doctor. 

Admission to the course will be in accordance with the University entry requirements for postgraduate courses and includes English language requirements for international students. The course welcomes international applicants and requires an English level of IELTS 6.5 with a minimum of 5.5 in each component or equivalent. 

Potential students should normally have an honours degree 2:2 or above and be a professionally qualified health or social care practitioner.  

Consideration will be given through Recognition of Prior Learning mechanisms to any applicant who does not possess an undergraduate degree. Currently those students without a degree are provided with an alternative offer to study Research Methods as an Associate Student. On successful completion of the module, they can reapply to complete the full award.

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A