BSc (Hons) Advanced Nurse Practitioner

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School of Health and Social Care

BSc (Hons) Advanced Nurse

Practitioner

BSc (Hons) Advanced Practice

PROGRAMME SPECIFICATION

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2008 © Bournemouth University Document distribution date May 2008 Circulation: General

Bournemouth University undertakes to encourage the recognition, protection and exploitation of intellectual property rights generated by participants in this programme, to the benefit, as appropriate, of students, staff, industrial/other third parties/partners and the university.

School of Health and Social Care Bournemouth University

17 Christchurch Road Bournemouth

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CONTENT

1 Basic Programme Data

2. Academic & Professional Contexts

3 Aims of Programme

4 Programme outcomes

A Subject Knowledge and understanding: Learning and teaching methods and strategies Assessment

B Intellectual skills:

Learning and teaching methods and strategies Assessment

C Subject specific skills:

D Transferable skills:

5 Matrix Table

6 Programme Diagram

7 Admission Regulations

8 Programme Regulations

9 Points of Reference for Programme Design 10 Programme Profile

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1 Basic Programme Data

Originating institution School of Health and Social Care

Award and programme Title BSc (Hons) Advanced Practice

BSc (Hons) Advanced Nurse Practitioner

Place of delivery Bournemouth University

University Centre Yeovil,

Mode(s) of delivery Part Time

Minimum 2 years

Maximum 4 years

Credit Structure 120 Credits at Level H (60 ECTS)

Date of first intake October 2008 (Bournemouth)

January 2009 (Yeovil)

Initial target Intake 15-23 students per intake

2 x year (Bournemouth) 1 x year (Yeovil)

Placements Within employment

Professional Accreditation BSc (Hons) Advanced Nurse Practitioner -

Royal College of Nursing Advanced Nurse Practitioner Award

Version 5

This Programme Specification was revalidated in April 2008 following a review of the programme by Academic Standards Committee. It takes effect from September 2008 and applies to all new enrolments.

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2. Academic & Professional Contexts

The advancement of traditional health care professionals’ roles has been an important feature within the health care services in recent years. Current legislation, including The NHS: Modern and Dependable (Department of Health 1997), The NHS Plan (Department of Health 2000), Liberating the Talent (Department of Health 2002), Knowledge and Skills Framework (Department of Health 2004) and Modernising Nursing Careers (Department of Health 2006) all recognize that some healthcare professionals require advanced knowledge and skills to provide high levels of care to groups of patients. These innovative part-time top-up degree programmes consisting of 120 level H credits, seek to prepare qualified/registered practitioners in all fields of health care for advanced practice roles.

The programme (then BSc (Hons) Nurse Practitioner) was first developed in 1997 to support registered nurses currently engaged in or developing nurse-led, autonomous client focused services. However, recent moves to make patient care, and the education of the carers, more inter-professional has led to this programme being re-developed to encompass the needs of all health care professional groups. In fact, two programmes are offered – one for Allied Health Professionals and one for nurses. They share the same unit specifications, but in the overall programme outcomes nurses will be required to achieve two extra outcomes which relate directly to the Advanced Nurse Practitioner title (A9, C8). Thus the BSc (Hons) Advanced Nurse Practitioner will still meet the requirements of nurse practitioner education and seeks accreditation by the Royal College of Nursing (RCN) - successful nursing students being eligible for the RCN Advanced Nurse Practitioner Award (see Appendix 2 Briefing Document). The Nursing and Midwifery Council’s approved Advanced Practitioner competencies are implicit throughout the programme, and when the new sub-register is decided nurses successfully completing this programme will be eligible to apply to register their award.

These programmes have been developed with the belief that professional practice should be underpinned by professional education. They will allow individuals to choose how they fulfil their needs and those of their employers, and includes providing evidence for achievement of the dimensions of the Knowledge and Skills Framework (KSF). The programmes’ philosophy, which reflects both the University’s and the complementary HSC mission statement, thus embodies the following features:

• A concern for the development of student’s professional capability and potential

• The provision of a challenging set of professional development opportunities enabling participants to be visionary and proactive change agents thus improving the provision of health care for clients

• The provision of opportunities for shared learning with other professionals and preparation for lifelong learning within a structured and enterprising environment

• Learning should be an on-going process in which theoretical study

complements reflective practice-based learning

The difference and uniqueness of these programmes when compared with other current degrees is that it focuses on an individual’s area of advanced practice. Unlike some other top-up degrees which centre on academic theory applied in

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practice, BSc (Hons) Advanced Practice / BSc (Hons) Advanced Nurse Practitioner not only have a defined body of knowledge and skills, but also allows for the application of practical skills to be applied in practice thus also allowing assessment of the student’s practical abilities.

3 Aims of Programme

The overall aims of the BSc (Hons) Advanced Practice / BSc (Hons) Advanced Nurse Practitioner programmes are the same:

• Support students in providing holistic, clinically-effective, evidence-based, client-focused care within their advancing role

• Evaluate the contribution of all professions to the care of clients

• Enable students to define and articulate their own learning needs in relation to their advancing role and client group

• Provide an educational framework which develops the students’ own understanding of, and the knowledge and skills needed, for their advancing role

• Facilitate students’ ability to critically appraise the outcomes of relevant evidenced based practice and research and apply them to improve practice

• Facilitate the students’ personal and professional development

• If a registered nurse - meet the standards required for registration on the professional sub-register

4 Programme outcomes

The programme outcomes for both BSc (Hons) Advanced Practice / BSc (Hons) Advanced Nurse Practitioner are the same, with the addition of A9 and C8 for students seeking the Advanced Nurse Practitioner award.

This programme provides opportunities for students to develop and demonstrate knowledge and understanding, and skills as follows:

A Subject Knowledge and understanding:

A1 Explore their current role and reflect upon their personal philosophy of care in relation to the needs of their clients/patients

A2 Critically appraise the issues surrounding the evolution of advanced professional practice

A3 Analyse how law, ethics and professional accountability relate to advanced professional practice

A5 Discuss the vision for their advancing health care role within the context of their practice setting and with reference to recent health care developments A6 Evaluate their legal and professional responsibilities in relation to

therapeutic/pharmacological treatments

A7 Demonstrate knowledge and understanding of pharmacokinetics and

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A8 Understand the nature of health and disease

A9 Nurse Practitioners only: Demonstrate relevant knowledge and

understanding to achieve the advanced practice competencies specified by the NMC/RCN

Learning and teaching methods and strategies

Throughout the programme students will be encouraged to take personal responsibility for their learning. A variety of directive learning strategies will guide self-managed study. In order to make the most of the range of experiences within the group, a variety of teaching and learning strategies will be utilised in the classroom setting. These will include seminars, workshops, lectures, discussions, debates, use of case studies and group work. Team members will facilitate the integration of theory to practice, reflection and professional collaboration with peers. Students will be expected to support the knowledge gained from their attendance at University by identifying and making effective use of the learning opportunities available within their own and related practice settings.

Assessment

Outcomes A1-A8 will be assessed in the programme assignments. A9 will be assessed within all assessment modes the programme offers.

B Intellectual skills:

B1 Explore the research base for health care and evaluate its application to advanced professional practice

B2 Analyse literature in relation to a range of evidence base treatment/s.

Appraise the choice of therapeutics/ pharmacological options with regards to efficacy, risks and benefits

B3 Devise and justify the criteria and methods of assessments chosen by which they will be assessed. Discuss validity and reliability of these chosen methods

B4 Advance their practice through critical reflection in their encounter using a reflective model

B5 Evaluate the findings in relation to the health history and underlying

pathological processes

B6 Critically evaluate frameworks for assessing health with a view to establishing therapeutic relationships that empower and inform clients through the selection and considered use of advanced communication skills B7 Appraise and advance their own practice through critical reflection on their

encounter with a client

B8 Demonstrate knowledge and skills in utilising literature and other sources of evidence as a basis to analyse a topic under investigation and to justify in practice/service

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B9 Critical reflection on managing and evaluating the change and learning achieved through undertaking the project

B10 Justify their choice of skill in relation to client needs and critically evaluate the evidence base for the new skill

In addition to the strategies described above further emphasis will be placed on facilitating active learning through discussion, debate and reflection on experience.

Assessment

Outcomes B1, B2, B8 will be demonstrated in assignments, B3, B7 via portfolio, B4 will be demonstrated by clinical assessment, B5, B6, B10 by clinical assessment and B9 by means of a clinical project.

C Subject specific skills:

C1 Systematically review the anatomy and physiology of the body systems C2 Accurately conduct a complete physical examination, justifying the findings

of the physical examination in relation to the relevant anatomy and

physiology.

C3 Distinguish normal findings from abnormal findings.

C4 Provide a detailed skill analysis that demonstrates the ability to plan and self-manage learning and explores indicators of competence

C5 Accurately conduct, and document the clinical examination of clients within a therapeutic encounter, critically appraising the actual and potential impact variations in life-span, sociocultural / family context and individual beliefs may have upon the health of their client

C6 Using a model of clinical reasoning make and justify a differential diagnosis of the presenting problem and formulate an appropriate and mutually agreed plan of action

C7 Devise and evaluate appropriate strategies for promoting optimal health C8 Nurse Practitioners only: Demonstrate relevant skills to achieve the

advanced practice competencies specified by the NMC/RCN

In addition to the strategies previously described practical sessions within the clinical skills laboratory will allow opportunity for the demonstration and observation of key assessment skills. Students will be expected to support the knowledge gained from their attendance at University by identifying and making effective use of the learning opportunities available within their own and related practice settings. These will be supported by facilitated reflective sessions in which students will be

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encouraged to explore their experience in expanding their practice within their own clinical settings.

Assessment

Outcome C1, C2, C3 will be demonstrated by MOSCE, C4 by portfolio and C5, C6, C7 via clinical assessment and C8 via all assessment methods above

D Transferable skills:

D1 Critically evaluate their communication skills within their client/practitioner relationship

D2 Critically reflect on the process of acquiring their competence by a variety of supporting evidence

D3 Advance their practice through critical reflection of their encounter using a reflective model.

D4 Demonstrate the ability to justify a change in practice that improves client care

D5 Evaluate factors to consider with a client when negotiating a mutually agreed plan of care

D6 Demonstrate the ability to manage and evaluate a practice/service development project within their own clinical area

Throughout the programme students will be encouraged to take personal responsibility for their learning. A variety of directive learning strategies will guide self-managed study. In order to make the most of the range of experiences within the group, a variety of teaching and learning strategies will be utilised in the classroom setting. These will include seminars, workshops, lectures, discussions, debates, use of case studies and group work. Team members will facilitate the integration of theory to practice, reflection and professional collaboration with peers.

Assessment

Outcomes D1, D5 will be assessed via a portfolio, D2, D4 via assignments, D3 through assignments and portfolio, and D6 by means of a clinical project.

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Matrix Table showing the relationships between the Intended Learning Outcomes for the BSC (Hons) Advanced Practice / BSC (Hons) Advanced Nurse Practitioner Programmes and their Constituent Units

Units A 1 A 2 A 3 A 4 A 5 A 6 A 7 A 8 A 9 B 1 B 2 B 3 B 4 B 5 B 6 B 7 B 8 B 9 B 10 C 1 C 2 C 3 C 4 C 5 C 6 C 7 C 8 D 1 D 2 D 3 D 4 D 5 D 6

Vision for Advanced Practice * * * * * * * * * * Physical Examination of the Adult * * * * * Advanced Clinical Skills Portfolio * * * * * * * * * Pathophysiology & Applied Therapeutics * * * * * * * * Applied Health Assessment * * * * * * * * * * Integration Unit * * * * * * *

A Subject Knowledge and understanding:

A1 Explore their current role and reflect upon their personal philosophy of care in relation to the needs of their clients/patients

A2 Critically appraise the issues surrounding the evolution of advanced professional practice A3 Analyse how law, ethics and professional accountability relate to advanced professional practice A5 Discuss the vision for their advancing health care role within the context of their practice setting and with reference to recent health care developments

A6 Evaluate their legal and professional responsibilities in relation to therapeutic/pharmacological treatments

A7 Demonstrate knowledge and understanding of pharmacokinetics and pharmacodynamics A8 Understand the nature of health and disease

A9 Nurse Practitioners only: Demonstrate relevant knowledge and understanding to achieve the advanced practice competencies specified by the NMC/RCN

B Intellectual skills:

B1 Explore the research base for health care and evaluate its application to advanced professional practice B2 Analyse literature in relation to a range of evidence base treatment/s. Appraise the choice of therapeutics/ pharmacological options with regards to efficacy, risks and benefits

B3 Devise and justify the criteria and methods of assessments chosen by which they will be assessed. Discuss validity and reliability of these chosen methods

B4 Advance their practice through critical reflection in their encounter using a reflective model B5 Evaluate the findings in relation to the health history and underlying pathological processes

B6 Critically evaluate frameworks for assessing health with a view to establishing therapeutic relationships that empower and inform clients through the selection and considered use of advanced communication skills B7 Appraise and advance their own practice through critical reflection on their encounter with a client B8 Demonstrate knowledge and skills in utilising literature and other sources of evidence as a basis to analyse a topic under investigation and to justify in practice/service

B9 Critical reflection on managing and evaluating the change and learning achieved through undertaking the project

B10 Justify their choice of skill in relation to client needs and critically evaluate the evidence base for the new skill

C Subject specific skills:

C1 Systematically review the anatomy and physiology of the body systems

C2 Accurately conduct a complete physical examination, justifying the findings of the physical examination in relation to the relevant anatomy and physiology.

C3 Distinguish normal findings from abnormal findings.

C4Provide a detailed skill analysis that demonstrates the ability to plan and self-manage learning and explores indicators of competence

C5 Accurately conduct, and document the clinical examination of clients within a therapeutic encounter, critically appraising the actual and potential impact variations in life-span, sociocultural / family context and individual beliefs may have upon the health of their client

C6 Using a model of clinical reasoning make and justify a differential diagnosis of the presenting problem and formulate an appropriate and mutually agreed plan of action

C7 Devise and evaluate appropriate strategies for promoting optimal health

C8 Nurse Practitioners only: Demonstrate relevant skills to achieve the advanced practice competencies specified by the NMC/RCN

D Transferable skills:

D1 Critically evaluate their communication skills within their client/practitioner relationship

D2 Critically reflect on the process of acquiring their competence by a variety of supporting evidence

D3 Advance their practice through critical reflection of their encounter using a reflective model. D4 Demonstrate the ability to justify a change in practice that improves client care

D5 Evaluate factors to consider with a client when negotiating a mutually agreed plan of care D6 Demonstrate the ability to manage and evaluate a practice/service development project

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6 Programme Diagram

BSc (Hons) ADVANCED PRACTICE / BSc (Hons) ADVANCED NURSE

PRACTITIONER

BSc (Hons) Advanced Practice / BSc (Hons) Advanced Practice (Nurse

Practitioner)

Progression Requirements

Requires 60 credits at Level H

Learning Outcomes

A 1, A2, A3, A4, A5, B1, B3, B4, B10, C1, C2, C3, C4, D1, D2, D3 (NP = A9, C8)

Exit Qualification:

Requires 120 credits at Level H

BSc (Hons) Advanced Nurse Practitioner

with

RCN Advanced Nurse Practitioner accreditation or

BSc (Hons) Advanced Practice Learning Outcomes

A6, A7, A8, B2, B4, B5, B6, B7, B8, B9, C5, C6, C7, D3, D4, D5, D6 (NP = A9, C 8)

Stage 2/ Level H

Compulsory Units

Advanced Clinical Skill Portfolio (20) Physical Examination of the Adult (20) Vision for Advanced Practice (20)

Compulsory Units

Integration Project (20)

Applied Health Assessment (20) Pathophysiology & Applied Therapeutics (20)

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7. Admission

Regulations

Entry requirements

The regulations for this programme are the University’s Standard Undergraduate Admission regulations with the following approved additions:

• Be registered with the Nursing and Midwifery Council or Health Professions Council

• have 3-years post qualifying experience

• be currently engaged in practice, normally a minimum of 20 hours/week

where they are supported and are able to undertake assessing and examining skills

All nurses will be enrolled on BSc (Hons) Advanced Nurse Practitioner programme. All other professions will be enrolled on BSc (Hons) Advanced Practice programme. Applicants will be required to provide written evidence in the form of a pre-course learning contract that all parties - sponsoring managers, clinical mentors and students, are actively committed to an advanced practice role and the level of investment required in terms of time and resources.

Potentially suitable applicants may be interviewed so that their interest and motivation can be assessed.

AP(E)L

Credit can be awarded to students who demonstrate that they have met the learning outcomes of units of the programme up to a maximum of 40 level H credits.

8 Assessment Regulations

The regulations for these programmes are the University’s Standard Undergraduate Programme Regulations with the following approved exceptions:

8 .1 Period of registration

The maximum period which a student may take to complete these programmes, from first registration, is normally as follows:

Award Part-time maximum

BSc (Hons) Top-up 4 years

8.2 Pass Mark

The pass mark for each unit will be 40%. Where the unit is assessed by a combination of formally defined separate elements of assessment a pass will only be awarded where the student achieves at least 40% for each part of the assessment

8.3 Physical Examination of the Adult Unit: In order to pass the MOSCE the student must gain a pass mark (40%) in both Station 1 and Station 2. If a student fails more than one body system in Station 1, no overall pass for this station can be given and the student will therefore fail the MOSCE. If a student is required to make a second attempt it will be necessary to undertake both

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8.4 Compensation

There is no compensation for units on these programmes. Students must pass all units.

8.5 Provision for intermediate awards

There are no intermediate awards within these programmes

8.6 Bachelors Degree

There is no award of Bachelors degree for these programmes – students must pass all units of the programme

9. POINTS OF REFERENCE IN PROGRAMME DESIGN

The programmes’ design meets the various issues raised in recent NHS documents - The NHS: Modern and Dependable (Department of Health 1997), The NHS Plan (Department of Health 2000), Liberating the Talent (Department of Health 2002), Knowledge and Skills Framework (Department of Health 2004) and Modernising Nursing Careers (Department of Health 2006) in that it enables Health Care workers to develop their knowledge, skills, and attitudes, and enhance client care in the fast changing world in which they operate. It also draws on the dimensions of the Knowledge and Skills Framework (Department of Health 2004).

These programmes have an interprofessional approach and will thus meet the requirements of the NHS Modernisation agenda for continuing professional development with an interprofessional focus.

The principles of The Lifelong Learning Framework for the NHS – Working Together – Learning Together (November 2001) have been met in that the programmes – these are:

• Patient-centred;

• an integral part of the NHS Quality Framework with employers’ strategies and plans closely linked to clinical governance plans;

• meeting local service needs as well as the individual’s personal and professional development needs;

• focused on the development needs of clinical teams, across traditional professional and service boundaries;

• robust and assures both quality and equality of opportunity;

• work-based with the focus of ‘competence in doing’;

• encouraging core knowledge and skills to support the skills escalator approach at this level;

• making use of a full range of development approaches and methods to

teaching and learning, rather than rely solely or largely on formal programmes;

• modular and attracts academic credit.

Professional Body Competencies:

The Advanced Nurse Practitioner programme is based on the Nursing and Midwifery Councils and the Royal College of Nursing’s competencies for advanced practice (see appendix 1 Briefing & Resource Document), which require the practitioner to be able to exercise higher levels of judgement, discretion and decision making. These fall into four broad areas – Clinical Practice; Care and Programme Management; Clinical Practice Development and Clinical Practice Leadership all of which means the practitioner undertakes a full assessment, plans and implements care, leads advanced

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programme also takes into account the NMC (2002) Report of the higher level of practice pilot and project.

The Health professional Council have not yet developed standards for Advanced Practice, although the outcomes of the programme demonstrate transferability to Operating Department Practitioner roles (Advanced Surgical Practitioners, Post Anaesthetic Care, High Dependency Unit and Intensive Care Unit roles).

QAA Benchmarks:

The subject specific skills, transferable skills, knowledge and understanding for Health Studies degree programmes as published by the Quality Assurance Agency for Higher Education (2002), have been met in that the programme focuses on aspects of health in the widest remit. It has an interprofessional basis and ensures research is the focus for the course. Alongside this the teaching and learning strategies enable the development of a reflective and critical approach to the study of health, whilst the diverse assessment strategies not only reflect the intended learning outcomes but also ensure that the content of the programme makes a positive contribution to the student's learning experience.

QAA qualifications framework:

Honours degrees are awarded to students who have demonstrated:

i a systematic understanding of key aspects of their field of study, including acquisition of coherent and detailed knowledge, at least some of which is at or informed by, the forefront of defined aspects of a discipline;

ii an ability to deploy accurately established techniques of analysis and enquiry within a discipline;

iii conceptual understanding that enables the student:

•to devise and sustain arguments, and/or to solve problems, using ideas and techniques, some of which are at the forefront of a discipline; and

•to describe and comment upon particular aspects of current research, or

equivalent advanced scholarship, in the discipline;

iv an appreciation of the uncertainty, ambiguity and limits of knowledge;

v the ability to manage their own learning, and to make use of scholarly reviews and primary sources (eg refereed research articles and/or original materials appropriate to the discipline).

Typically, holders of the qualification will be able to:

a apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects;

b critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem;

c communicate information, ideas, problems, and solutions to both specialist and non-specialist audiences;

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d qualities and transferable skills necessary for employment requiring:

• the exercise of initiative and personal responsibility;

• decision-making in complex and unpredictable contexts;

and

• the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Relationship with HSC Mission:

These programmes meet in full issues included in the HSC Mission in that it will:

• Promote high quality teaching and develop the full potential of students and staff in enterprising and stimulating learning environments

• Enable students to develop the knowledge and skills to facilitate scholarship through applied research and consultancy in order to change, develop and evaluate professional practice

• Prepare proactive and challenging individuals, who are continually learning and are confident and equipped to handle change

Educational activities and working in partnership with agencies and students help to continually improve Health and Community Care Services primarily in the local region, but also nationally and internationally.

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10 PROGRAMME PROFILE

Date profile completed: 29 April 2008