| CHILDRENS PALLIATIVE AND END OF LIFE CARE | NSC-M29F | 20 |
| This module focuses on children’s palliative and end of life care: this is an expanding area of child health care provision but one that, as yet, lacks sufficient numbers of skilled practitioners to meet the needs of these children and their families. This module aims to develop practitioners’ skills and knowledge in the delivery and management of palliative care for children and the care of children at the end of life to extend their expertise and their effectiveness. To achieve this aim the module will focus on content relating to managing grief and bereavement, relevant policy and legislation, interagency working and the meeting of complex care needs (with specific emphasis on symptom management). All of these areas have been identified as key areas of knowledge and skills for practitioners in this field. |
| ECONOMIC EVALUATION IN HEALTH CARE | MED-M12E | 20 |
| The pre-requisites for this 20-credit module are MED-M07D Health Economics and MED-M31D Introduction to Research Methods, or experience and knowledge of health service research methods and health service experience or a relevant qualification. The objectives are to enable students: to understand and critically appraise economic studies of health care interventions; to understand the range of evaluation techniques and appropriate circumstances for application; to appreciate links between economic evaluation and economic theory, health service research and decision making and to have confidence to conduct further economic evaluation studies. |
| FURTHER QUALITATIVE RESEARCH METHODS | MED-M33E | 20 |
| The purpose of this module is to build on the coverage of qualitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: gain further knowledge of the conduct of qualitative studies 2: negotiate and acquire the practical skills needed in the planning and design, the data collection, the data analysis, and the data interpretation of a qualitative study. |
| FURTHER QUALITATIVE RESEARCH METHODS | MED-M33F | 20 |
| The purpose of this module is to build on the coverage of qualitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: gain further knowledge of the conduct of qualitative studies 2: negotiate and acquire the practical skills needed in the planning and design, the data collection, the data analysis, and the data interpretation of a qualitative study. |
| FURTHER QUANTITATIVE RESEARCH METHODS | MED-M32E | 20 |
| The purpose of this module is to build on the coverage of quantitative methods and critical appraisal skills that were introduced and described in the Introduction to Research Methods module. The skills to be developed further include being able to 1: add depth to the basic knowledge already acquired in that module on measurement, survey instruments, trial design and statistics, 2: begin to acquire a basic understand of the concept of systematic reviews and meta analysis. |
| INDEPENDENT AND SUPPLEMENTARY PRESCRIBING | NSC-M16F | 40 |
| This module will prepare non-medical practitioners to meet the competencies for Independent and Supplementary Prescribing as laid down by the Nursing and Midwifery Council (NMC) and RPSGB. The programme will comprise 26 theory days and 12 supervised practice days - NMC 2006. Once students have completed the programme they will be expected to maintain their prescribing competence according to the requirements of their professional body. |
| LEADERSHIP AND MANAGEMENT IN PRACTICE | AHP-M45F | 20 |
| Overview The learning outcomes for the course have been developed to enable the students to extend and integrate their knowledge and practical skills of leadership within the heath care sector to an advance level. The learning outcomes are mapped against the Leadership framework within the NHS Knowledge and Skills framework (October 2004) which is used by NHS staff to review and develop their career progression and the national Leadership Qualities Framework (LQF). Objectives • To provide education on leadership and management skills for health professionals who are involved in the care of patients during their rehabilitation phase. • To encourage interdisciplinary learning and provide a multidisciplinary educational programme. • To enable clinicians to critically analyse complex problems and issues within practice related to policy, planning and leadership. • To develop personal leadership skills including problem solving and the development of service improvement packages through evidence based practice. Learning outcomes At the end of the module the student will be able to; • Demonstrate the ability to critically evaluate and discuss complex leadership, management and organisational issues in healthcare relevant to their own organisation and the influence of these on quality and performance to employees, service users and stakeholders. • Critically appraise their leadership and management qualities and capability and develop these skills required for professional success within the healthcare sector. • Respond to changing situations using appropriate and effective personal leadership styles to manage risk, protect staff, service users and stakeholders. • Critically examine the underlying theories, concepts, nature and approaches to team work and apply knowledge of relevant team work skills to work situations. • Critically examine the meaning, nature and source of organisational development, culture, conflict and change. • Develop appropriate strategies for managing organisational conflict and change that improves quality in practice performance related to employees, service users and stakeholders. • Apply critical evaluation skills to assess risk associated with aspects of management and leadership related to change. • Develop, articulate and disseminate a service improvement plan of new and innovative methods and practices which improves quality of healthcare though evidence based practice. |
| Medicines management in Mental Health Care | NSC-M27F | 20 |
| This module provides the required preparation and access for a mental health practitioner undertaking the Independent and Supplementary Prescribing for Nurses, Midwives and Pharmacists at M level (Level 4), but may also be taken by students undertaking the MSc Mental Health programme who are not intending to undertake prescribing, but whose patient care and its safety and effectiveness would be enhanced by an in-depth knowledge of medicines and their management in mental health. The module will help you to promote safer and more effective medicines management, drawing on current research related to service user perspectives and approaches to enhance concordance and medication adherence. The teaching team includes active researchers and prescribing practitioners as well as expert pharmacists. The module can be taken on a free-standing basis. • Promoting evidence-based practice to support concordance and empowerment of clients including using motivational interviewing techniques • Enhancing the effectiveness of medicines management • The national and local policy and legal context and guidelines; with specific reference to local policy, use of PGDs and protocols and the law relating to prescribing, supply and administration of medicines in relation to the MHA and compulsory detention • Physiology related to the nervous system and cell biology and the specific pharmacokinetics and pharmacodynamics of drugs commonly used in mental health. • Mental health content focused on the pharmacology and management of medication for people with: schizophrenia, depression, bipolar disorder, , anxiety disorders including post-traumatic disorder, sleep disorders etc. • Medications and Older People including dementing illnesses and the use of anticholinergics • Service user perspectives including the use of Advanced Directives • Pharmacovigilance, patient safety and medicines reconciliation |
| PRACTICE BASED TEACHING, LEARNING AND ASSESSMENT | AHP-M36F | 20 |
| By the end of this module, students will be able to: 1 Identify a key aspect of their clinical supervision/mentorship/assessment practice; 2 Analyse, critically, theoretical literature pertinent to identified developmental need; 3 Provide an evidence based learning contract; 4 Demonstrate the agreed strategy has been implemented; 5 Evaluate, critically, the success of that straategy; 6 Demonstrate effective and proficient mentorship and feedback skills. |
| Promoting Behavioural Change and Lifestyle Improvement | NSC-M31E | 20 |
| The module will offer a coherent approach to a range of behaviour change models, psychological and sociological approaches and evidence, with an emphasis on application to patient care and practice. There will be six study days, offered as full days of study once per fortnight. Key themes: 1. Introduction to psychology and health psychology including humanistic approaches and current evidence. 2. Sociological perspectives and current evidence. 3. Theory of planned behaviour; common sense self-regulation model (CSSRM). 4. Cognitive Behaviour Therapy (CBT) and psychological approaches to interventions. 5. Motivational Interviewing. 6. Effective assessment and formulation (incorporated into themes 4 and 6) 7. Stress management and links to depression management. 8. Application of interventions to case load/patient care (integrated into other themes). 9. Adherence/concordance - including how people with depression make treatment choices. 10. Pain perception. |
| SELF-DIRECTED LITERATURE REVIEW | AHP-M15E | 20 |
| The purpose of this module is to provide an opportunity for students to select an area of professional relevance and interest in order to explore the contemporary (or historical) literature involved. Students are able to use this module to undertake self-directed and self-determined study within the taught MSc programme. The skills to be developed include being able to 1: undertake a review and critical analysis of literature; 2: independently study an area of self-chosen content or subject material 3: demonstrate how the study informs the student's particular professional practice It should be noted that this module is NOT designed to teach critical analysis of literature. |
| SYSTEMATIC REVIEWS AND RESEARCH SYNTHESIS | AHP-M46E | 20 |
| Findings from systematic reviews have been increasingly used by health policy makers, clinicians and patients for making decisions. A systematic review of available evidence is also often required for developing new research, and for interpreting findings from a primary study. The module will include the following contents; 1. Introduction, framing questions, inclusion/exclusion criteria 2. Sources of evidence and literature search strategy 3. Data extraction, and validity assessment 4. Synthesizing evidence from qualitative studies 5. Synthesizing evidence from quantitative studies 6. Quality of systematic reviews, and overview of reviews 7. Recent development in research synthesis methods 8. Systematic review protocol. Learning outcome: Provides students with the skills and understanding to appraise and interpret published systematic reviews, to develop a protocol and undertake a systematic review. By the end of the module, students will be able to: • Frame questions appropriate for a systematic review • Design an appropriate literature search strategy • Assess the relevance and quality of primary studies • Qualitatively and quantitatively synthesize data from primary studies • Appropriately interpret findings of a systematic review and meta-analysis • Understand common pitfalls in systematic reviews and meta-analysis • Become familiar with recent method research relevant to systematic reviews. |
| TEACHING AND LEARNING AND ASSESSMENT IN HEALTH CARE SETTINGS | AHP-M25E | 20 |
| This module is designed for Health Care Professionals whose practice includes teaching and learning and who would like to develop their interest, skills and confidence in this subject. The focus of the module is on practice in the workplace. In order to examine their own learning, students will be required to draw on that experience permitting exploration of theory through active learning. Emphasis will be placed on student-centred learning. |
