Principles of Advanced Clinical Practice
| Module title | Principles of Advanced Clinical Practice |
|---|---|
| Module code | HPDM128 |
| Academic year | 2021/2 |
| Credits | 30 |
| Module staff | Ms Lucy Banfield (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 2 | 1 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
This module will develop your knowledge base and your understanding and appreciation of the impact of advanced clinical practice on your own professional role and within the wider community. You will be able to critically evaluate your own practice and to reflect on the extended role of the advanced practitioner in the wider context of healthcare policy and provision. You will explore the four pillars of advanced clinical practice, which in addition to your own clinical specialty will also encompass leadership and management, education and research and how these elements blend with your own profession and clinical role.
This module will allow you to gain an understanding of performance measures as relevant to your profession and identify how these may be influenced to improve outcomes. The learning and teaching will support you in the consideration of current legislation and in your understanding of relevant research and theory in the context of advanced practice. There will be opportunity for collaborative learning and engagement with other allied and health care professionals in a multidisciplinary setting
Module aims - intentions of the module
This module aims to support you in developing a deep and systematic understanding of the role of the advanced practitioner. This is essential in order to provide you with the skills to demonstrate effective leadership and to allow you to work collaboratively in a multidisciplinary environment. It will introduce you to the skills required to drive service improvements, to educate others and to further develop your area of expertise in order to improve patient care.
It will also promote your ability to undertake critical reflection with regards to your own professional development within the framework of your professional role. The enhanced leadership skills will enable you to identify and manage risk appropriately; use research and implement audit skills to lead service improvement in your clinical practice.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Make valid connections to local and national policies and procedures, codes of conduct as relevant to your own profession and the importance of working within boundaries of practice.
- 2. Understand the importance of leadership in the delivery of healthcare services with regard to quality, service improvement, and clinical governance and the methods and systems which can be implemented to measure the impact of advanced practice
- 3. Critically evaluate theories, models and techniques which can be deployed in a healthcare setting in order to affect change at differing levels
- 4. Evaluate and audit own practice, selecting and applying valid, reliable methods and demonstrating an understanding of the importance of effective governance systems and methods
- 5. Understand the application of teaching and learning theories and models in health and care; how to identify learning needs and the importance and impact of organisational culture in learning and development
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Work effectively within professional, ethical and legal frameworks, reflecting upon own practice and that of others and take responsibility for own professional practice.
- 7. Recognise and evidence knowledge of the wider responsibilities associated with advanced practice including principles of health promotion and prevention; the range of health promotion tools available.
- 8. Demonstrate a critical understanding of autonomy, professional scope of practice and the importance and impact of peer review and evaluation in advanced clinical practice
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. Identify, evaluate and maintain qualities to support effective communication in a range of complex and specialised contexts.
- 10. Exercise initiative and personal responsibility for independent learning and continuing professional development.
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
Awareness of accountability and standards of safe and efficient practice and legal, ethical and professional policies as applicable to your own practice
Understanding of the importance and impact of peer review, quality standards and methods and techniques to evaluate interventions in order to drive service development
Leadership theories, models and techniques; the importance of effective leadership, how it is integral to advanced practice and its application across professional boundaries.
Explore the expectations and professional responsibilities associated with a higher level of practice; effecting change at individual team and organisational levels
Education; the application of teaching and learning including education theory and roles and responsibilities of peers and relevant health professionals within the multidisciplinary setting
Principles of health promotion and prevention; motivational theory and the importance of therapeutic communication and behaviour change
Understanding of the importance and impact of organisational culture in learning and development
Critical evaluation; of current literature with regard to effective audit and governance processes and measures of safe working standards
Assessment of impact measures relative to advanced clinical practice
Exploration of current research and how this may be evidenced in order to shape and guide clinical practice
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 270 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching activities | 30 | Lectures and seminars - delivered by a variety of practitioners over 6 university contact days. Each contact day will be split into 3 hours in the morning and 2 hours in the afternoon and will entail a combination of lectures, seminars and small group work.In light of Covid-19, face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities - Small-group discussion in seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board |
| Guided independent study | 120 | Guided reading |
| Guided independent study | 150 | Assessment prep |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Oral Presentation. Presentations (e.g. PowerPoint-based presentation to group in face-to-face setting) may be replaced by PowerPoint-based presentation to the group using Teams/Zoom; or submission of a narrated PowerPoint may be used should attendance be impacted by Covid-19 | 10 mins (+5 mins for questions) | 1,4,5,7,9 | Oral and written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Case study report - practice development | 70 | 1,500 words | 1-10 | Written |
| Presentation. Presentations (e.g. PowerPoint-based presentation to group in face-to-face setting) may be replaced by PowerPoint-based presentation to the group using Teams/Zoom; or submission of a narrated PowerPoint may be used should attendance be impacted by Covid-19 | 30 | 20 mins | 1, 2, 4-7, 9 | Written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Case study report practice development (70%) | case study report - practice development (1500 words) | 1-10 | Typically within 6 weeks of the result |
| Presentation (30%). Presentations (e.g. PowerPoint-based presentation to group in face-to-face setting) may be replaced by PowerPoint-based presentation to the group using Teams/Zoom; or submission of a narrated PowerPoint may be used should attendance be impacted by Covid-19 | 20 minute presentation of case study | 1, 2, 4-7, 9 | Typically within 6 weeks of the result |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Health and Health Care in Britain, Baggott R. (2004), (3rd edition), Palgrave Macmillan, ISBN 0-333-96159-5 (UL: 362.10941 BAG)
Principles of Organisational Behaviour, Fincham R. and Rhodes P. (1999), (r3d edition), Oxford Press, ISBN 0-19-877577-6 (UL: 658.3 FIN/X)
Management Concepts and Practices, Hannagan T. (2005), (4th edition), Financial Times Publishing, ISBN 661060164X (electronic bk.) 0273687689 (Paper) UL: 658 HAN)
Clinical Reasoning in the Health Professions, Higgs J. and others (2019), (4th edition), Edinburgh : Elsevier, ISBN 0702065056 (e-book) 9780702065057 (e-book) (UL: WB 141 CLI)
Delivering Excellence in Health and Social Care, Moulin M. (2002),Open University Press, ISBN 7-80335-20888-3 (UL: XXX)
Working Smarter, Roberts-Phelps G. (1999), Ashford Colour Press, ISBN 1-154181-47-5 (UL: 658.5421 ROB)
Management and Managing: Leadership in the NHS, Walton M. (1997), (n2d edition), Stanley Thomas Ltd, ISBN 9-9780748-73324-8 (UL: WX 135 WAL)
Quality and safety of care: the role of indicators. Braspenning, J., Hermens, R., Calsbeek, H. et al. (2013) In: R. Grol, M. Wensing, M. Eccles & D. Davis, eds., Improving patient care: The implementation of change in health care. pp.3-135, Oxford: Wiley Blackwell/ BMJ Books
Ovretveit, J. (2010). "Improvement leaders: what do they and should they do? A summary of a review of research." Qual Saf Health Care 19 (6): 490-492.
The Health Care Data Guide: Learning from data for improvement Provost, (2011) L.P & Murray, S.K. San Francisco, CA: Jossey-Bass
Taylor, M. J., C. McNicholas, C. Nicolay, A. Darzi, D. Bell and J. E. Reed (2014). "Systematic review of the application of the plan-do-study-act method to improve quality in healthcare." BMJ Qual Saf 23(4): 290-298.
Visualise this: the flowing data guide to design, visualisation, and statistics(2011) Yau, N.. London: John Wiley & Sons
Eraut, M. (2000) Non-formal learning and tacit knowledge in professional work. British journal of educational psychology,70(1), pp. 113-136.
Contemporary Theories of Learning (2009) Illeris, K. London:Routledge.
Indicative learning resources - Web based and electronic resources
ELE – http://vle.exeter.ac.uk/course/view.php?id=6298
| Credit value | 30 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | N/A |
| Module co-requisites | N/A |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 05/11/2015 |
| Last revision date | 24/11/2020 |
