Enhanced Practice
| Module title | Enhanced Practice |
|---|---|
| Module code | PYC3134 |
| Academic year | 2024/5 |
| Credits | 20 |
| Module staff | Miss Eve Bampton-Wilton (Convenor) Mrs Katie Lockwood (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 6 | 4 |
| Number students taking module (anticipated) | 16 |
|---|
Module description
As services delivering low-Intensity CBT continue to expand, Psychological Practitioners are required to enhance their clinical practice within the boundaries established by their role competencies and within the evidence-base. Enhancements in practice are best espoused through emerging Positive Practice Guides. These address areas such as working effectively with different groups of patients, addressing areas informed by an increasing low-intensity evidence-base or enhancing practice associated with different low-intensity CBT approaches. Furthermore, as services evolve tailored best practice to their community’s needs, it is recognized there will also be challenges encountered by Senior Practitioners from an organizational perspective, and at times obtaining support for intervention delivery. The role of a Senior Practitioner will be to keep team competencies and knowledge contemporaneous with developments and in doing so enhance their role as an expert clinician, supervisor and leader. This module will help ensure you are kept up to date with the latest developments in low-intensity CBT practice and enable you to maintain your competencies in emergent competencies and knowledge arising from curriculum revision. It will also support you with disseminating this knowledge to your teams and building up knowledge and confidence to translate this into practice with their patients.
Module aims - intentions of the module
The aim of this module is to develop enhanced knowledge and clinical practice skills to work with a more diverse range of patients, with potentially more complex and therefore challenging presenting problems/surrounding contexts, while adhering to the low-intensity evidence-base. It will also help you consider how you can develop these skills in your PWP workforce.
Module delivery will consist of an initial session introducing you to features associated with enhanced practice that will complement content addressed within all other modules available within the Grad/PG Diploma.
This will be followed by a choice of 4 one-day workshops, the content of which are responding to preferences stated by services and/or individual practitioners. Workshops currently include:
- Adapting to Autistic Spectrum Disorder at Step 2
- Supporting low-intensity CBT interventions in a group format.
- Perinatal Mental Health.
- Supporting low-intensity CBT for Panic Disorder.
- CBT for Insomnia.
- Supporting low-intensity CBT for Obsessive Compulsive Disorder.
- Enhanced assessment.
- Enhancing resiliency at the level of the Practitioner and service level.
A final day will help you reflect on learning along with your fellow trainees to demonstrate how you have embedded learning into individual practice or at the level of the service. To facilitate reflection-on-practice it is expected you will work with at least 2 patients where you have an opportunity to apply competencies learnt in the workshops.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Appreciate characteristics associated with enhanced practice and how these can be implemented whilst recognizing the need for boundaries associated with the Practitioners role.
- 2. Examine the evidence-base and literature associated with attended workshops.
- 3. Evaluate the concept of enhanced step 2 assessment and develop advanced skills to develop own practice and develop these skills in others.
- 4. Apply knowledge gained from masterclasses attended to demonstrate enhanced practice in low-intensity CBT.
- 5. Understand and support service level infrastructure to provide effective community support for patient groups forming the focus of the masterclasses.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Address complex problems regarding adaptations to your practice which may be framed within unpredictable contexts, working independently, and appreciate some of the complexities of the issues.
- 7. Evaluate and analyze the evidence-base to assess the reliability of competencies established within masterclasses attended.
- 8. Formulate information regarding the presenting features of a patient with additional complexities, relevant to masterclasses attended in order to provide effective assessment and treatment.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. Identify gaps in knowledge and clinical competency and reflect on how this learning can inform focus of continuing professional development.
- 10. Appreciate ways to consolidate your practice using service led peer-supervision.
- 11. Consider ways to effectively transfer competences developed within the workshops to the wider Practitioner workforce.
Syllabus plan
The module will run over 6 taught days, which includes a day for your presentation. It will be run across 2 terms, to enhance personal reflection and ongoing embedding of learning and putting competencies into practice. Time in class will be a combination of theoretical teaching, case discussion, working with case studies, clinical simulation, peer supervision and reflective practice. Module content will cover an Introduction to Enhanced Practice, as well as a choice of the specific workshops listed above. A final day will facilitate consolidation of learning through reflection alongside learning from assessed presentation given by other trainees.
Teaching sessions will cover the following:
-Background literature drawn from psychological therapies regarding working with the specified patient groups listed in the description.
-Development and enhancement of clinical competency for different patient groups, for example revising goals, problem solving, using the COM-B model to inform treatment planning, accessing evidence-based information and adapting practice.
-It will also focus on other key elements of enhanced low-intensity practice, specifically facilitating psych-educational groups and conducting enhanced step 2 assessments.
-Utilising community-based support for perinatal and Autistic Spectrum Disorder patients.
University-based teaching around declarative course content will be supplemented by a computer-mediated learning approach that includes required reading and activities to support directed independent learning to inform the University based teaching days.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 36 | 164 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 15 | Lectures |
| Scheduled Learning and Teaching Activities | 9 | Seminars used to explore, debate and reflect upon issues |
| Scheduled Learning and Teaching Activities | 8 | Practical classes used to develop clinical competency |
| Scheduled Learning and Teaching Activities | 4 | Supervision group-based clinical skills supervision to reflect upon learning |
| Guided Independent Study | 80 | Engaging with online learning approach to prepare and read directed learning set by teaching team |
| Guided Independent Study | 24 | Independent role playing/practice with colleagues and supervisors |
| Guided Independent Study | 60 | Personal and blogged reflection to develop competency and support course-based supervision |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Reflective Commentary Structure | 500 words | 1-11 | Written |
| Overview of slide presentation and content | Draft Powerpoint slides | 1,2,4,6-8 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 50 | 0 | 50 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Reflective Portfolio, which includes a 2000 word reflective commentary | 50 | 3000 words (including 2000 word reflective commentary) | 1-11 | Written |
| Presentation *The cases used for the reflective commentary and the presentation should be based on learning from two separate masterclasses* | 50 | 20 minutes (15 presenting, 5 questions) | 1,2,4,6-8 | Written and completed marking criteria. |
| 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 |
|---|---|---|---|
| Reflective Portfolio, which includes a 2000 word reflective commentary | Reflective Portfolio, which includes a 2000 word reflective commentary | 1-11 | Four weeks from the date that feedback was provided |
| Presentation *The cases used for the reflective commentary and the presentation should be based on learning from two separate masterclasses* | Presentation | 1, 2, 4, 6-8 | Four weeks from the date that feedback was provided |
Re-assessment notes
2 assessments are required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within four weeks from the date that feedback was provided.
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 40%.
Indicative learning resources - Basic reading
Core reading:
-Reading associated with individual Masterclasses will be provided closer to the time, depending on your choices.
Wider reading:
-Addis, M. E., & Waltz, J. (2002). Implicit and untested assumptions about the role of psychotherapy treatment manuals in evidence-based mental health practice. Clinical Psychology: Science and Practice, 9(4), 421-424.
-Layne, C. M., Steinberg, J. R., & Steinberg, A. M. (2014). Causal reasoning skills training for mental health practitioners: Promoting sound clinical judgment in evidence-based practice. Training and Education in Professional Psychology, 8(4), 292–302. https://doi.org/10.1037/TEP0000037
Additional resources to support a computer-mediated learning approach will be made available via a link from ELE. This includes additional material covered in the tutorials, the required readings, information about assessment and additional material.
| Credit value | 20 |
|---|---|
| Module ECTS | 10 |
| Module pre-requisites | PYC3019, PYC3020, PYC3021 |
| Module co-requisites | N/A |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 15/06/2022 |
| Last revision date | 05/09/2022 |
