UACert Critical Care
01 Sep 2023 - 31 Aug 2029
| Course Leader | Pamela Davies |
|---|---|
| Course Team | Bridie Jones, Martin North, Christopher Nash |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Part Time |
Document Version
| Version | 1 |
|---|---|
| Valid From | 01 Sep 2023 |
| Valid To | 31 Aug 2029 |
QAA Benchmarks
Educational Aim
Provide an understanding and an in-depth knowledge of the complex nature of acute and critical illness and its impact upon the individual patient and those around them.
Enable the student to plan and deliver appropriate caring interventions in an acute and critical care context, which are holistic in nature, clinically effective and evidence based.
Enable the student to develop professional self-awareness and encourage the development of a questioning approach in relation to the theory and practice involved in the delivery of acute and critical care.
Develop a greater understanding of the legal and professional issues relevant to treatment and associated care of patients who are deemed acutely or critically ill.
Provide the educational basis for students to develop skills for lifelong learning and to autonomously identify learning performance.
Develop a greater understanding of the psychological consequences relevant to treatment and associated care of patients who are deemed acutely or critically ill.
Develop an understanding of complex dynamics associated with developing practice.
Develop an ability to synthesise and analyse relevant knowledge needed to acquire new skills in advancing current practice.
Learning Outcomes
| A1 | Demonstrate a sound knowledge of the scientific and theoretical concepts underpinning professional practice in relation to critical care. |
| A2 | Evaluate and synthesise current knowledge and practices in relation to critical care. |
| A3 | Develop a critical approach to the investigation and utilisation of evidence and research. |
| A4 | Demonstrate skill and confidence in managing the complex needs of patients in critical care contexts, in doing so, acting as an exemplary role model for the multi-disciplinary team. |
| B1 | Analyse the implications of critical care and its management from the perspective of the patient, the family and the professional |
| B2 | Evaluate research and contemporary thinking and their relevance to clinical practice in the context of critical care. |
| B3 | Develop a critical approach to reflection in and on practice, appraising own performance. |
| B4 | Conceptualise and present own ideas to appropriate professional and educational standards. |
| B5 | Demonstrate enhanced clinical judgement, diagnostic reasoning and skills necessary to lead decision-making processes in the clinical environment. |
| C1 | Demonstrate an understanding of knowledge and skills appraising own growth and development within own clinical environment. |
| C2 | Demonstrate confidence and skill when communicating with patients, family and other professionals regarding issues related to critical care. |
| C3 | Respond effectively to developments within own clinical area thus improving clinical outcomes of the acute and critically ill patient. |
| C4 | Extend and expand own knowledge and skills in the application of theory to practice, including decision making, clinical judgement and the ability to plan and evaluate the care provided to the acute and critically ill. |
| C5 | Demonstrate an innovative approach to practice and the ability to create systems of working to facilitate therapeutic, dynamic healthcare environments. |
Course Structure
Level 6 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| AU3S120 | MOD013359 | Advancing Assessment and Management of the Critically Ill | Running | 20 | core |
| AU3S121 | MOD013360 | Contemporary Issues in Critical Care | Running | 20 | core |
| AU3S122 | MOD013358 | Applied science to the assessment of the critically ill patient | Running | 20 | core |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Visiting Speakers
Practice staff will be involved in teaching, simulated learning, workshops and practice assessment. The contribution of visiting speakers is an essential and integral part of the course where highly specialised 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
The requirement of the course is that students will be employed within critical care and need to achieve Step 2 and Step 3 critical care competencies as part of their learning. This will take place within their own work environment.
Employer Forums
The Faculty has a strong track record of engaging with practice partners/employers due to the nature of healthcare. Quarterly meetings are held with University Health Boards, Welsh Ambulance Service and the independent sector to consider the support students require from their employer. All students will be employed within critical care whilst undertaking the course and supported by their employer in terms of finance or study leave. Students will also have allocated practice assessors from their employing Health Board who will determine the achievement of the Steps 2 and Steps 3 practice competencies.
Other
Staff are members of the All Wales Critical Care Education Network who meet on a regular basis discussing issues affecting critical care provision in Wales. Some staff still work clinically within critical care and aware of the contemporary nature of this specialism.
Means of Assessment
Formative Assessment
Modules throughout the course incorporate formative learning and assessment in order to support an ongoing dialogue with students as they develop their knowledge, skills and Steps 2 and Steps 3 competencies. Simulated activity in the Clinical Simulation Centre provides opportunity for students to become proficient in assessment skills and specific critical care procedures and to rehearse decision making and prioritising skills in authentic practice-based settings.
Learning Support
Induction
An induction day will be provided which will allow students to understand the requirements of the course, settle as a group and get to know other students from differing Health Boards as well as the academic staff.
Personal Academic Coach
All students will be allocated a Personal Academic Coach (PAC) who is there to discuss any issues relative to their academic progress. The PAC will also advise the student on how to seek support for any personal matters arising that are affecting their studies.
Learner Analytics
The course team will actively engage with learner analytics software such as STEAM to monitor ongoing engagement with the programme, and trigger appropriate action where necessary.
Office hours
Office hours will be communicated to the students at the course induction. This is further enforced within the course handbook The academic day generally extends from 09.00hrs to 17.00hrs, on occasions to 21.00 hrs. On occasions due to room availability and availability of the Clinical Simulation Centre session times may need to be extended beyond 17:00.t.
Progress meetings
Progress meetings will be integrated into tutorial sessions, formative assessments and personal academic coaching sessions.
Research Supervision
Supervisors will be allocated for each piece of academic work in order to facilitate the academic and personal relationships needed to allow the student to maximise their potential during the course. Students will be encouraged to be active in the supervision process and will be supported by a number of different academics as they move through modules.
Online Resources
All modules are linked to UniLearn, the USW integrated system, which supports assessment, learning and teaching activities through technology. The majority of the course will utilise asynchronous teaching and learning activity such as Video capture, podcasts, short video clips and Panopto sessions to supplement face to face simulated components of the course, providing context and additional learning to support student’s development.
Advice Zone
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 complaints procedure, if necessary.
http://unilife.southwales.ac.uk/pages/3024-advice-zones.
Instruction on the services available and how to make an appointment will be included in course handbooks and on the USW website.
Disability
The Disability and Dyslexia Service (DDS) provides a confidential and professional service where students can discuss individual requirements relating to disability and difficulties in learning.
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.
http://dds.southwales.ac.uk .The DDS is located in the Library on the Treforest campus and offers regular drop-in sessions.
IT/Library
Students have access to all USW resources both on and off campus. The Faculty has a health 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 premises.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| University Advanced Certificate | University Advanced Certificate Critical Care 60 credits which minimum 40 are at level 6 | Final |
Progression Route
None- although numbers are expected to be small, however this could be used as evidence of achievement of recent learning to allow entry into the MSc Professional Practice or MSc Enhancing Clinical Practice.
Entry Requirements
Admission to the course is typically through the following qualifications:
Applicants MUST be currently employed within a critical care environment and remain in that employment throughout the duration of the course.
The Course Leader will use discretion to accept applications based on previous experience aligned to Step 1 and Step 2 competencies confirmed by line manager or education lead from the named Health Board.
Applicants can only do this course with the permission and support of their employers.
Applicants MUST hold a professional registration with the NMC or HCPC and be active on that said register.
Applicants MUST have completed Step 1 competencies.
Applicants will normally have 18 months critical care experience. Applicants with a minimum of 12 months experience will be considered if appropriate evidence of professional development is provided (e.g. completion of Step 1 Competencies).
Applicants whose first language is not English are normally required to have IELTS 6.5 (preferably with a high mark in the written component).
Applicants MUST have a RELEVANT diploma.
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
Methods Of Quality Standards
N/A
Quality Of Standards Indicators
N/A