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MSc Advanced Nurse Practitioner
Post Graduate Diploma Advanced Nurse Practitioner
Programme Specification
PART 1: COURSE SUMMARY INFORMATION1
Awarding body University of Brighton
School School of Nursing and Midwifery
Faculty Health & Social Science
Partner institution(s)
Course status Validation/Franchise/Joint2
Host Department Location of Study/campus Falmer
Professional, Statutory and Regulatory Body
N/A
Award and titles Award Title
Final award MSc Advanced Nurse Practitioner
Intermediate award PG Diploma Advanced Nurse Practitioner
Intermediate award Intermediate award
Mode of study Duration of study
(standard)
Maximum registration period Full-time
Sandwich
Part Time 3-6 years 6 years
Distance
Start date for programme (month/session)
September 2009 Course codes/categories
JACS code UCAS code
QAA Subject Benchmark Nursing Midwifery and Health Visiting.
CATS points for course MSc ANP
180 level 7 credits or 150 level 7 credits and 30 level 6 credits (Supplementary Prescribing Module)
or
PG Dip ANP
120 level 7 credits or 90 level 7 credits and 30 level 6 credits (Supplementary Prescribing Module)
Admissions Agency UCAS
GTTR NMAS
Direct to School Yes
Approval/start dates
Start date (month/session) September 2009
Approval date Review date
Validation 2002 2008
Programme Specification Republished Sept 09 following
Periodic Review. Numerous changes and updates made. Republished Sept 10 with generic PG Health. PART 2: COURSE DETAILS
AIMS AND LEARNING OUTCOMES
Aims: The aims of the programme are:
To develop the knowledge and skills for the extended and advanced role of nurse practitioner in relevant settings
To offer a flexible course which enables students to meet their specific learning requirements
Students should be registered with the Nursing and Midwifery Council in the UK
Students should have a minimum of three years post registration experience
Students should be working for a minimum of 15 hours a week, in a role which is suitable for their development as an advanced nurse practitioner
Students would normally be expected to hold a first degree or demonstrate an ability to benefit from level 7 study
Applicants who meet the admission criteria will also normally be required to attend an interview Accreditation of prior and experiential learning (AP(E)L) is available to all students enrolled on educational programmes within the School of Nursing and Midwifery. It is an established process requiring an academic judgment on previous learning and recording of the assessment outcome at an examination board. Students provide evidence of prior
achievement for accumulation and transfer of credit in accordance with GPHSS regulations to a maximum of 60 credits for the PG Diploma and 90 credits for the MSc, 30 of which may be at level 6
( Independent and Supplementary Prescribing) Contacts
Course Leader (or Course Development Leader)
Ms Annie Chellel SNM
Admissions Tutor Annie Chellel SNM
Examination and Assessment
External Examiner(s) Helen Rushforth from September 2009 Examination Board(s)
(AEB/CEB)
PG Diploma Advanced Nurse Practitioner MSc Advanced Nurse Practitioner Mandatory
Advanced Physical Assessment Adult Or
Advanced Mental Health Assessment Or
Advanced Physical Assessment Child 20 credits
Mandatory
Advanced Physical Assessment Adult Or
Advanced Mental Health Assessment Or
Advanced Physical Assessment Child 20 credits Mandatory
Advanced Nurse Practitioner Studies
20 credits
Mandatory
Advanced Nurse Practitioner Studies 20 credits Mandatory Research Module 20 credits Mandatory Research Module 20 credits 3 Optional Modules eg:
Advanced Respiratory Care Case Management
Independent and Supplementary Prescribing Clinical Decision Making
60 credits
Mandatory
Dissertation 60 credits
3 Optional Modules eg: Advanced Respiratory Care Case Management
Independent and Supplementary Prescribing Clinical Decision Making
60 credits Total 120
credits
LEARNING, TEACHING AND ASSESSMENT Learning
and teaching
Activities aim to integrate and challenge theory & practice by using the students’ own & simulated experiences. Critical debate is encouraged, particularly on ethical dilemmas and the effects of policy implementation in practice. Students are encouraged to be innovative and creative as well as critically reflective of their own abilities and their advancing knowledge. Methods such as self-evaluation, critical incident techniques and reflective practice groups are used to draw out these aspects of learning.
Critical problem solving and critiques of decision making processes are also a key feature of advanced practice and will be explored through problem based learning, self-directed learning, role modelling and demonstration, particularly in the practice setting.
Students are expected to develop their own independent learning strategies congruent with their individual learning styles. In the practice setting they are expected to negotiate their own learning needs and where relevant develop contracts with mentors and produce a portfolio of their learning experiences and their own personal growth and development.
Some aspects of learning will be guided by focused study of articles and research reports in order to further develop critical appraisal skills and engage with knowledge from the forefront of professional practice and academic scholarship.
Objective Structured Clinical Examination will be used to assess the development of advanced assessment, diagnostic and, where appropriate, prescribing skills.
Assessment The main methods of assessment and links to learning outcomes are as follows: Dissertation – advancing knowledge and developing the professional knowledge base, demonstrating higher levels of autonomy, increased independence of view, demonstrating critical awareness of current problems and/or developing new insights at the forefront of their field of study/area of professional practice. Critical Incident Analysis and Case Studies – developing advanced clinical skills, professional knowledge and practice, developing a critical understanding of ethico-legal frameworks in practice and accountability in an extended role Personal and Practice Development Plans – managing change, leadership, independent learning, negotiating learning needs, innovation in practice and service delivery, critical understanding/analysis of policy context and potential nature and scope of extended roles
Seminar Presentation – advancing professional knowledge, critical
understanding of nurse practitioner role, developing advanced clinical skills, professional knowledge and practice, developing team leadership /integrated working.
Assignments – critically explore current research, concepts, competing arguments, the nature and scope of evidence based practice, policies and strategies currently used and an opportunity to assess their contribution to the evolving modernisation agenda.
Clinical skills assessment
OSCE and a portfolio of practice evidence - provide evidence of the application of advanced technical expertise, skills and knowledge critically to provide holistic care. Assessment of competence in current performance and demonstrate capability in developing the advanced knowledge and skills necessary for advanced professional practice and life long learning.
Regulations The course regulations are in accordance with the University's General Examination and Assessment Regulations (available from the school office or the Registry).
This course follows the requirements of GEAR (regulations from September 2009 apply)& GPHSS specific assessment regulations
GPHSS Assessment Regulations - applies as of September 2009
N.B. Only students starting their award from September 2009 will be eligible for merit awards as described. All students will be eligible for the new distinction awards irrespective of their start date.
Each module will be independently assessed Below 50% refer/fail
50%-59% pass 60%-69% merit Above 70% distinction
To achieve a merit or distinction at PG Cert or PG Dip level an aggregate mark of between 60%-69% for merit or 70% or above for distinction must be
achieved. To gain merit at Masters level an aggregate mark of 60%-69% in the taught component plus a mark of 60%-69% in the dissertation must be
achieved. To gain a distinction at Masters level an aggregate mark of 70% or over must be achieved in the taught component plus a mark of 70% or over in the dissertation.
When students are unable to progress to their original masters, PG Diploma or PG Certificate award as they have not attained the mandatory modules for that award or they fail to progress and wish to exit with some recognition of the 60 academic credits they have achieved, there is the possibility of these students transferring to the generic PG Certificate Health within this award
PROFESSIONAL AND STATUORY BODY DETAILS (optional)
If a course is accredited by a PSB, full details of how the course meets those requirements, and what students are required to undertake should be included here
LEARNING SUPPORT
Central support: all students benefit from: University induction week
Student Handbook Course Handbook
Extensive library facilities
Computer pool rooms (indicate number of workstations by site) E-mail address
Welfare service
Personal tutor for advice and guidance
Course specific: in addition, students on this course benefit from: Use of Student Central
Module handbooks Skills/Practice handbooks Mentors Module leaders Course leader Peer support
Action Learning groups Nurse Practitioner web site ADDITIONAL INFORMATION
More detailed information about the course can be found in a range of documents, including Definitive Course Document
Student Handbook Student Intranet
University Student Handbook
General Examination and Assessment Regulations for Taught Courses QUALITY INDICATORS
This section details external indicators of the quality of the provision QAA Subject Review
outcome and date
2005
The education provision offered by the University of Brighton and partner NHS Trusts was judged to be at the highest level in all categories across Nursing, Midwifery and Health Visiting.
The reviewers recorded complete confidence (highest grade) in academic and practitioner standards across Nursing, Midwifery and Health Visiting.
The reviewers recorded that the quality of learning opportunities related to teaching; the quality of learning opportunities related to student progression; and the quality of learning opportunities related to learning resources were all judged to be of the highest grade - ‘commendable’.
Professional accreditation: