Advanced Skill Development
| Module title | Advanced Skill Development |
|---|---|
| Module code | HPDM132 |
| Academic year | 2024/5 |
| Credits | 45 |
| Module staff | Dr Alexandra Picts (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 13 | 12 | 12 |
| Number students taking module (anticipated) | 15 |
|---|
Module description
Advanced Clinical Practitioners are experienced clinicians who are able to manage defined episodes of care independently within their scope of practice. This module will develop your knowledge and skills to equip you for autonomous practice in areas such as patient assessment, clinical decision-making and exercising professional judgement in planning, delivering and evaluating routine and complex episodes of care based on contemporary and high-quality evidence. Your workplace-based experience will be extended through supervised practice.
Entry to this module requires you to be an experienced, registered clinician working within a hospital,  community or primary care setting. In addition, you will be expected to have identified an area of clinical practice in which to develop your clinical skills and have up-to-date clinical knowledge relevant to your intended area of practice. Applicants must identify an appropriately qualified clinical supervisor before commencing this module. You will also be required to demonstrate how you take responsibility for your own continuing professional development and reflect on your own performance.
Successful completion of this module contributes towards fulfilling the NHS requirements for demonstrating capability in clinical practice, as described in the Multi-professional framework for Advanced Clinical Practice in England (NHS, 2017).
Module aims - intentions of the module
This module allows you to explore an area of advanced clinical practice in which you wish to develop. Undertaking a mixture of university-based sessions and placement-based learning you will identify an advanced clinical skill and work towards developing this under the supervision of a clinical mentor in addition to writing reflectively on this within your portfolio. This module will further develop understanding of the complexities of introducing / advancing knowledge within practice whilst considering any relevant ethical issues and will enable students to explore strategies to improve the integration / translation of knowledge to improve healthcare.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Gain a variety of perspectives when working with patients and be able to reflect on and evaluate a variety of options for shared decision making
- 2. Perform holistic clinical assessments with patients to support and justify treatment and management strategies using a biopsychosocial approach
- 3. Work competently and autonomously within the legal and ethical frameworks.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Evaluate the role of different types of evidence (e.g. publications, media, patient / staff experience), to inform public and professionals.
- 5. Provide recommendations for your specific work area to improve integration of knowledge to improve practice / patient experience.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Contribute, collaborate and communicate accurately and effectively with peers, colleagues and service users.
- 7. Critically reflect on personal practice to allow for personal development and change
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
- Group discussion within the student's workplace or work-related clinical skill development
- Identification of particular areas for study within the module relating to practice
- Refining of ideas / discussion of techniques of critical analysis
- Identifying different types of evidence relating to the topic area
- Discussion of portfolio plan
- Student presentation to group of preliminary progress (formative assessment)
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 112 | 338 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching activities | 30 | Learning/professional group discussion, seminars, journal clubs and lectures |
| Scheduled learning and teaching activities | 82 | Online learning using a variety of interactive learning resources and discussion forums t |
| Guided independent study | 50 | Preparation for formative and summative assessments |
| Guided independent study | 288 | Engage in own clinical environment to advance chosen clinical skill using independent critical analysis / evaluation developing recommendations / writing portfolio |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Presentation - Oral | 15 mins | 3-7 | Verbal from peers and module team |
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 |
|---|---|---|---|---|
| Portfolio (pass/fail) | 10 | 5000 words: A collection of work-place based activities to evidence a specific competency or multiple competencies | 1-7 | Written |
| Infographic | 30 | 1 powerpoint slide in poster format, max 500 words | 1,4-6 | Written |
| Reflective essay | 60 | 3000 words | 1-7 | Written |
| 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 |
|---|---|---|---|
| Portfolio (10%) | Portfolio (5000 words) A collection of work-place based activities to evidence a specific competency or multiple competencies | 1-7 | Typically within 6 weeks of the result |
| Infographic (30%) | Infographic (1 powerpoint slide) max 500 words | 1,4-6 | Typically within 6 weeks of the result |
| Reflective essay (60%) | Reflective essay (3000 words) | 1-7 | Typically within 6 weeks of the result |
Re-assessment notes
All items of assessment must be passed in order to pass the module. In the event of you failing either of the assessments, the module will be capped at 49 until the assessment is passed.
- All assessments for this module are non-condonable.
- In any assessment, a failure to identify a serious problem or an answer which would cause the patient harm will result in overall failure of the module.
- To pass the Portfolio assessment you are required to obtain your clinical supervisors signed approval for the Statement of Competence.
- If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
- If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 50%.
- If you fail re-assessments taken as a result of referral (i.e. following initial failure in the assessment), you will be failed in the module.
- In addition, all assessments are required to be passed for successful completion of the whole module.
Indicative learning resources - Basic reading
Textbook based resources
Macleod's Clinical Examination: With STUDENT CONSULT Online Access, 13e Paperback – 21 Jun 2013 by Graham Douglas BSc(Hons) MBChB FRCP(Ed) (Author)
Primary Care for Paramedics – Class Professional Publishing – in press
Hopcroft & Forte (2014). Symptom sorter, 5th Ed. London, Radcliffe.
Clinical Skills by T.A. Roper – 2nd Edition
Cooper, N. & Frain, J (2017) ABC of Clinical Reasoning. West Sussex, John Wiley & Sons
Trenoweth, S & Moone, N (2017) Psychosocial assessment in Mental Health. London, Sage
Indicative learning resources - Web based and electronic resources
Web based and electronic resources:
There are numerous Free Online Access to Medical Education (FOAMEd) resources. Whilst many of these resources may not be peer reviewed, there are some that have excellent peer review and are making their way into mainstream education. Examples include:
Emergency Medicine Case - https://emergencymedicinecases.com/
Geeky Medics - https://geekymedics.com/
East Midlands Emergency Medicine Educational Media - https://em3.org.uk/
Stat Dose Podcast - http://statdosepodcast.co.uk/
Life in the Fast Lane - https://litfl.com/
RCEM - https://www.rcemlearning.co.uk/foamed/
EMCrit - https://emcrit.org/
Other e-Resources
Kumar & Clark's clinical medicine [electronic resource] / edited by Parveen Kumar, Michael Clark
Oxford handbook of clinical examination and practical skills / edited by James Thomas and Tanya Monaghan
Stockley's drug interactions pocket companion 2016 [electronic resource] / edited by Claire L. Preston
Primary Care and Urgent Care RAP Podcast
NICE Core Knowledge Summaries
British National formulary - https://bnf.nice.org.uk/
Acute GP - https://www.acutegpcornwall.com/
| Credit value | 45 |
|---|---|
| Module ECTS | 22.5 |
| Module pre-requisites | N/A |
| Module co-requisites | N/A |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 03/02/2020 |
| Last revision date | 28/06/2023 |
