FACILTY OF HEALTH AND SOCIAL CARE CONTINUING PROFESSIONAL AND PERSONAL DEVELOPMENT 2012 - 2013 pdf

Perspectives in Child and Adolescent Care Adolescent Mental Specialist Module Health Awareness Specialist ModuleOptional Module from the Children’s or Adult Nursing portfolio Students wh

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Faculty of Health and Social Care 1

the brighter choice

Health and Social Care Continuing Professional

and Personal Development

Sept 2012 – Sept 2013

Faculty of

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6 How to use this Prospectus

8 Centre for Learning Support

24 Applying for your Course

26 Allied Health Sciences

46 Children’s Nursing

80 Mental Health and Learning Disabilities

102 Adult Nursing

154 Midwifery and Women’s Health

166 Primary and Social Care

206 The Institute for Leadership and Service Improvement

218 Bands 1-4 Workers

226 Work-based Learning

232 University Contact Details

234 The University and You

236 Index

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4 Continuing Professional and Personal Development

brighter choice

and well deserved reputation for providing high quality

that makes a difference The Faculty has over

400 teaching/ research staff and a student body of over 7000 and have campuses in Southwark, South

The Faculty works with a variety of healthcare professionals including Bands 1-4 workers, Nurses, Midwives, Social Workers and many Allied Health professionals The CPPD Portfolio includes a range

of programmes, modules, study days and bespoke projects all meeting the needs of our service colleagues Our programmes are designed and implemented in collaboration with service colleagues supporting the development of a workforce that is not only it for the here and now but will be able to lead and innovate into the future.

Most of these programmes are clinically focused and are becoming increasingly work based Programmes, modules, study days and bespoke projects are designed to be lexible and offer a variety of delivery modes including e-learning, all underpinned by a robust research and practice based culture.

The Faculty has three research focused Institutes and supports over 40 research students supported by professors and readers The Faculty has an ever increasing Postgraduate and applied research portfolio

In 2011, we introduced a new on-line application system and CPPD Portal, enabling healthcare professionals to search and apply on-line at the click

of a mouse, saving both time and eliminating paperwork In 2012 we have introduced new top-up degrees for registered nurses in line with the drive for a graduate workforce

The mission of the Faculty is to be London’s irst choice provider of education for the health and social care workforce We hope you will ind that our CPPD portfolio enables you to achieve your goal of excellence in service delivery.

Judith Ellis, Executive Dean,

Faculty of Health and Social Care

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How to use this Prospectus

In all cases acceptance is conditional upon there being space on the programme, a written application, and approval of departmental staff.

NOTE – Where a minimum number of places stated

for a programme intake are not achieved the course will not run at that time but may be delayed to enable further places to be illed thus making the course educationally and inancially viable.

How to ind your Course/Module of Study

Modules and programmes in this prospectus are presented under one of the following departments:

• Allied Health Sciences

• Children’s Nursing

• Mental Health and Learning Disabilities

• Adult Nursing

• Midwifery and Women’s Health

• Primary and Social Care

• The Institute for Leadership and Service Improvement

• Bands 1-4 Workers

• Work-based Learning

Each department has its own colour coded section with its own index Within each section, larger programmes are presented irst, followed by smaller courses, single modules and inally study days relevant

to that speciality

Changes to Academic Credit Levels

The credit descriptors within this prospectus have been changed in accordance with the revised national Framework for Higher Education Qualiications published by the Quality Assurance Agency in 2008 The new levels and their correspondence to old levels are set out below:

Previous New Level is typical of the Description Description learning expected of

Apart from the set pathways leading to a speciic

award in some departments there is the opportunity

for students to build their own pathway by selecting

a range of individual modules, which collectively

amount to the required number for an award This

programme MUST be approved within the individual

department to ensure selection of appropriate

modules within set guidelines.

NOTE – It is vitally important that prospective students

wishing to follow this route contact University staff

within the relevant department for guidance to ensure

their choice of modules will be acceptable as a formal

programme This avoids inappropriate choices being

made, disappointments incurred and, in some cases,

course places being wasted.

Students selecting individual modules who already

have credits accrued from other studies should

consider registering for a set programme/award

before undertaking too many individual modules

As mentioned in the AP(E)L guide, only a limited

number of credits can be carried into a programme

when registering for it, and some modules already

undertaken could therefore not be eligible as part of

that programme.

Entry on to Courses

Students can access courses and modules either independently, by funding themselves, or by gaining approval to attend on a sponsored place through a contract with the local Strategic Health Authority.

Students wishing to access through an NHS contract agreement should apply to their line manager within their employing Trust, to seek approval before the request can be forwarded to the relevant contract manager/

senior nurse according to the individual arrangements within each Strategic Health Authority commissioning courses with London South Bank University.

No contract place can be accessed without prior agreement of the contract manager/senior nurse (varies with local arrangements).

Self-funding students should contact the University for further information on costs by telephoning, 020 7815 7815 or e-mail hsc@lsbu.ac.uk.

Entry into the programme may require one or any combination of the following:

• a selection interview

• portfolio submission

• evidence of ability to study at required level

• a prerequisite programme or professional qualiication

• entry test

• by application (contact course administrator).

The Faculty of Health and Social Care offers a number

of pathways/ programmes leading to a speciic award

within each of its departments

For these Awards there are a mixture of either core,

speciic or student selected modules of study varying

with each programme (see individual divisions for

further information on each programme).

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The Faculty of Health and Social Care is supported

by the University’s Centre for Learning Support and

Development (CLSD), which brings together a range

of services supporting the learning, teaching and

research needs of the university’s community

The Centre has a presence in several buildings

across all three LSBU campuses, and encompasses:

library services, student IT services, student advice

and guidance, academic skills support and learning

support These services are underpinned by over 1,200

study spaces in a mixture of environments including

silent and group areas.

Library Services

The university’s three libraries all support students

in the Faculty of Health and Social Care: the largest

is the Perry Library, the main university library based

on the Southwark campus There are smaller libraries

at both the Havering and East London campuses All

the libraries are currently open at weekends and in

the evenings throughout the year: check the website

for current opening hours All students enrolled on

LSBU courses, and all university staff members, are

members of the Library: access is with a current

staff or student identity card The library website

(http://www.library.lsbu.ac.uk) is the gateway to

all library resources and can be used to:

• Look for books.

• Find what journals are available and locate

electronic articles.

• Access databases and other e-resources.

• Check opening hours and details

of all library services.

Help and support is available at staffed desks and services points in all our libraries A range of helpsheets and guides is produced, all available

in print or online through the Library website The team of subject specialists, the Information Advisers, are available for more in-depth support by e-mail, telephone or personal appointment: there are Information Advisers dedicated to supporting the work of the Faculty of Health and Social Care.

IT Services

Student IT support is based in the Learning Resources Centre (LRC) on the Southwark Campus: over 300 networked workstations are available for student use, all with internet access and Microsoft Ofice

as standard, some with specialist software Each student’s IT account provides an allocation of networked data storage as well as a personal e-mail address and access to the library’s e-resources off- campus and access to Blackboard, the university’s virtual learning environment

Networked computers are also available for student use at the Havering and East London campuses Self- service printing is available on all campuses via either cash or a networked printing system There is also some wireless provision on the Southwark campus with internet hotspots in the Perry Library and the LRC:

more will be available through the year.

Help and support is available on all campuses from helpdesks and through a range of printed guides and helpsheets

Disability and Dyslexia Support

The team are based in the Perry Library at Southwark and also offer services at both the Havering and East London campuses, offering advice to students and staff on all matters relating to practical, personal and additional needs arising from all disabilities and dyslexia

Enhanced library and IT services, including specialist computing equipment and software, study booths, extended loan periods and put-asides are available

to students with a disability or dyslexia.

Skills for Learning

The team are based in Caxton house and provide

a wide range of workshops and one-to-one drop-in sessions across all campuses Basic maths and English classes are also available

The team also runs the popular Fast Track summer school for those about to start their courses at the university.

Student Advice and Careers Guidance

The team are based in Caxton House on the Southwark campus and provide advice and guidance service free of charge to all LSBU students and recent graduates across all the campuses, including everything from adapting to university life, student inance, personal development planning and careers and employability services.

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Faculty of Business

Although the primary function within the NHS

is providing health care, that provision and the

professionals working within it need to be managed

health care professionals may rise up through the ranks

formal leadership and management training

Professional leadership and

management training for health

care professionals can beneit both

you as an individual as well as the

organisation you work for As an

individual you will develop your

leadership skills, be better able to

motivate your staff and allocate

resources more effectively As a

result, the organisation will beneit

from increased productivity,

eficiency and better skilled staff

The Faculty of Business offers a

range of programmes, modules

and bespoke courses which

meet the needs of the healthcare

sector, some of which are detailed

on these pages Please visit the

website for further details:

http://bus.lsbu.ac.uk/

MSc/PG Diploma in International Health Services and Hospital Management

This course forms part of the portfolio

of courses for health services managers developed by the Department of Management We aim to develop management skills in public, private, military and voluntary health care organisations The course is primarily designed for an international clientele; for doctors, nurses, administrators holding senior management posts at central, district or hospital level It is now offered

on a part-time basis for home students

Applicants will normally require a degree

or equivalent qualiication together with appropriate senior work experience in a health service setting or A professional qualiication, recognised as being equivalent to degree level and appropriate senior work experience in a health services setting All applicants must demonstrate competence in English Language -normally

Applicants would normally have a irst degree and two years experience as a manager Applicants with considerable management experience and who have attended relevant management courses may be exempted from the requirement

to have a irst degree

Course Contact Nick Briggs

T 020 7815 7736 E briggsn@lsbu.ac.uk

Diploma in Management Studies (DMS)

The Diploma in Management Studies (DMS) is a natural progression from the

CM, with an emphasis on broadening the scope, and the strategic impact of students’

learning and professional practice

The usual entry route is through successful completion of the Certiicate

in Management, but there are other management qualiications, approved by the Chartered Management Institute (CMI)

at postgraduate level that are accepted

You may also be accepted directly to the DMS if you have a Master’s qualiication and a minimum of two years’ experience

An MPA is an internationally recognised qualiication seen as the public sector equivalent to the MBA There are three pathways to choose from: MPA, MPA Health Service Management (HSM), MPA Social Work Management (SWM) The programme offers you the opportunity to study ive core management modules over the irst three semesters, and then to opt either for the MPA route or the MPA-HSM route

Applicants should possess a good honours degree or equivalent, or a duly recognised post-graduate diploma (for example successful completion of CMI diploma level 5 for in Leadership and Management

or equivalent) All candidates must have competence in English at IELTS level 6.5

Course Contacts Chrissie Oldield

The Executive MPA endorses the key academic principles of MPA theory and in this respect, international recognition of this award It further reinforces an appreciation and understanding of the increasing Europeanisation and internationalisation

of public administration

Applicants should possess a good honours degree or equivalent and a minimum of three years managerial experience in the public sector or a duly recognised post-graduate diploma and a minimum of three years managerial experience in the public sector Mature candidates who are not able

to offer any of the above may be considered with relevant experience All candidates must have competence in English at IELTS level 6.5

Course Contacts Chrissie Oldield

T 020 7815 7835 E oldiec@lsbu.ac.uk

Level 5 Certiicate in Management Coaching and Mentoring

This course aims to empower managers and other people concerned with the learning and development of others It is intended for people who are committed

to growing their coaching and mentoring skills whether at work or in a professional

or voluntary work role It is fundamental

to the philosophy of the course that the diversity is valued and that improved performance and development of people can be achieved in ways that enhance individual well-being

The course is designed to be covered

in an intensive programme of sixteen three hour sessions, plus self-managed student learning A basic knowledge and understanding of the practice of management will be assumed; there are no formal entry requirements

Course Contact Nick Briggs

T 020 7815 7736 E briggsn@lsbu.ac.uk

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The APL procedure allows students enrolled on the Framework, and Postgraduate Award Schemes to receive

appropriate recognition for the knowledge gained as a result of prior learning, formal or informal where it

modules/programmes offered as part of those schemes.

Responsibility resides with the student to provide evidence to the programme leader that the knowledge gained is relevant and at the appropriate level

What is APL?

The accreditation of prior learning (APL) is a process

by which you can claim and gain credit towards a qualiication based on evidence of prior certiicated learning or evidence of learning from past experience

The evidence you present will be assessed and, if the APL claim is considered valid, credit will be awarded towards a qualiication There are two types of APL:

• Transfer credit – for students claiming credits for prior certiicated learning.

• Accreditation of prior experiential learning AP(E)L – for students claiming credit for learning that has not been formally assessed.

Accreditation of Prior Experiential Learning AP(E)L

Credit awarded for learning that has not taken place

in an educational setting and has not been formally assessed Credit is not awarded simply for experience;

it is awarded for what is learned from experience if you can demonstrate that this learning is equivalent,

in terms of level and outcome, to part(s) of a course

or programme of study There is a charge for the APEL process.

Credit

There are two types of credit: general and speciic.

General Credit

General credit deines the number of credits attached

to a course In some programmes students can claim for general credit against programme outcomes and gain exemption from optional or open modules.

Speciic Credit

Students are awarded speciic credit if they are successful in claiming exemption from a speciied module Their transfer credit or APEL claim must match the speciied module content, learning outcomes, and academic level.

Accreditation of Prior

Learning (APL) Opportunities

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General credit rating and speciic credit rating might

differ even for the same learning; you might have

undertaken a course in another institution that had a

general credit rating of 40 credits, but when making

an APL claim for transfer credit it might only attract

a speciic credit rating of 20 to count towards a

particular award All credit accrued on a course will

be recorded in a transcript.

Transcript

A document produced by the university detailing

the academic credits awarded for named modules

at a speciied academic level.

Why make an APL Claim?

By making an APL claim you can gain credit for

prior learning, if it is considered relevant to the

programme you want to study As a result, you could

access a course without meeting the formal entry

requirements, and/or you could progress to a later

stage of a course, or not have to undertake speciic

components of a course (sometimes referred to as

‘advanced standing’ and ‘exemption’).

Information on AP(E)L/APL

If you are enrolling on a programme and have prior

learning that you would like credit for, see the booklet

entitled ‘Making a Claim for AP(E)L’ which outlines the

procedure This booklet can be obtained from:

APL Co-ordinator Thomas Aird

T 020 7815 8482 E airdt@lsbu.ac.uk

New Opportunities

These new modules are designed to offer students

the opportunity to demonstrate formal continued

professional development through personal

achievement and the application of professional

knowledge in the workplace In addition they enable

students to undertake independent study within

their own workplace.

Accreditation of Continued Professional Development Activities (Level 6 and 7)Programme Ref WHN_6_098/WHN_7_098

Credit 20

Assessment Portfolio of evidence and a professional conversation

Assessment Date Intake 1: 11/01/2013 Intake 2: 31/05/2013

Dates Intake 1 Start Date 2012 Oct 22 Intake 2 Start Date 2013 Mar 11 Module Co-ordinator Thomas Aird

T 020 7815 8482 E airdt@lsbu.ac.uk

This module is designed to provide post-qualifying undergraduate and postgraduate students the opportunity to relect upon their continued professional development This will focus on non-accredited educational activities such as non-mandatory study days and conferences and aims to address some of the issues highlighted in the Department of Health (2008) report ‘A high quality workforce, for example the promotion of life long learning, lexible and clinically driven activities

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Inter-professional

Learning

Inter-professional Learning is a key imperative

is the preferred approach for commissioners and practitioners alike.

Inter-professional Learning is the opportunity for

different professional groups to study and learn

enable collaboration and enhance care by developing

By learning and working together and understanding the vital contribution each discipline makes to the overall management of care, the service provided will

be enhanced and care standards improved.

Inter-professional Learning Opportunities

Within the Faculty of Health and Social Care there are a variety of Inter-professional Learning activities which have been developed and you will ind in this prospectus These include:

• Courses which have been developed for different professional groups All staff in a particular area focus on a speciic client group and their needs, learning together to develop excellence

in care delivery.

• Modules within specialised programmes Many

of our courses focus on the needs of a particular discipline such as Children’s Nursing They provide opportunities for that particular professional group to develop specialist skills within their own area However within specialist courses you will ind modules in which students study alongside colleagues from other disciplines, focusing on an area of shared interest such as child and adolescent mental health awareness

• General modules across programmes As a health care professional, wanting to enhance your professional development but perhaps not wanting

to complete a whole course, you may wish to study individual modules Within the prospectus you will ind a large range of modules to choose from and many have been developed with a multidisciplinary audience in mind, for example Law and Ethics module

The courses/modules that are potentially relevant

to students from a number of disciplines include:

• Management and leadership

• Quality and organisational development.

• Teaching and assessing.

• Inter professional facilitation.

• Clinical supervision.

• Specialist client groups e.g adolescent, mental health, oncology, elderly care, etc

• Developing research skills.

Within this prospectus you will ind the following symbol which denote Inter-professional Learning opportunities:

Inter-professional learning

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Glossary AHP Allied Health Professions.

APL Accreditation of Prior Learning A route by which

credits earned during previous study may be used to gain academic credit towards a qualiication.

APEL Accreditation of Prior Experiential Learning

A route by which appropriate experience can gain academic credit against speciied module(s) of study.

Core Modules These are mandatory modules of study.

Distance Learning Modules and courses provided

at a distance to the University, which require no attendance.

Framework of Awards This is a set of rules and

regulations that encompass the modules offered

in post registration It allows the amalgamation

of modules in pathways to be given an award.

GSCC General Social Care Council.

Integrating Study This is the inal module(s) of study,

which draws together learning from all the modules studied At Diploma level, this is normally taken as a single module, but can be taken as a double module

in some circumstances At Degree level, this is always taken as a double module.

Health Professions Council (HPC) This new body

was established in 2002 The principle functions of the council are to establish standards of education training conduct and performance for members

of the relevant professions and to ensure the maintenance of those standards.

There are currently 13 professions covered by the HPC: Arts Therapists, Chiropodists, Clinical Scientists, Dieticians, Medical Laboratory Technicians, Occupational Therapists, Operating Department Practitioners, Orthoptists, Paramedics, Physiotherapists, Prosthetists and Orthotists, Radiographers and Speech and Language Therapists.

Nursing & Midwifery Council (NMC) This new

body was set up in April 2002 and has assumed responsibility for approving and assessing the quality of nursing, midwifery and health visiting programmes that lead to a designated recordable

or registerable qualiication.

Optional Modules These modules are available to

be taken within a pathway if required

Pathway This is a series of modules that are offered

together over a period of time to give a comprehensive programme of study that is usually related to an area

or specialism.

Postgraduate This term refers to study that is beyond

ordinary Degree There are three common levels:

PGCert – Postgraduate Certiicate PGDip – Postgraduate Diploma MSc – Masters of Science Post Qualiication This term refers to accredited

courses and modules taken by qualiied professionals after achieving entry to their professional register They are normally recorded in the individual’s Professional Portfolio.

Semester A timeframe within the University.

Semester 1: September to January Semester 2: February to July

Specialist Modules These are modules that are taught

in relation to a specialism.

Module A programme which requires 150 hours of

study, of which normally 40 hours are taught either

by block, day release or evening classes The remainder are self-directed study Most Modules are now valued

at 20 credits from 2011.

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Qualiications Available

in this Area of Study

PhD

Full Time: approximately 3 years;

Part Time: approximately 5 years;

Full Time: approximately 2 years;

Part Time: approximately 3 years;

PhD/MPhil

The Faculty of Health and Social Care at London South Bank University currently has around 25 full and part time MPhil/

PhD students, for whom there are monthly seminars, support groups and an annual Summer School at which students are expected to present their work There

is an equipped MPhil/PhD area within the Faculty and our students are actively encouraged to attend a rolling programme

of research methods courses

It is usual to register for an MPhil in the irst instance Graduates will then be asked to submit a First Progress Report approximately 10 months after their enrolment that undergoes Faculty scrutiny The Faculty encourages team supervision, and it is usual to have at least two supervisors

PhD students work on a wide variety

of research topics connected to health and social care Most fall into one of four different areas of research:

• the study of speciic aspects of clinical practice;

• the planning, management and delivery

of health and social care services in the

UK and overseas;

• public health and health promotion, including particularly a focus on the reduction of health inequalities;

• the health-related experience of particular population groups

Besides the doctoral programme, research

in the Faculty includes allied health, mental health, child health, leadership, advanced practice, workforce development, learning

in practice, public health, health promotion and evaluation studies in primary health care, and strengthening practitioner’s research base as well as cross-cultural research issues

In the 2008 Research Assessment Exercise the faculty received a research quality proile indicating that 35% of its work was of a quality that is world leading or internationally excellent and a further 45% was of a quality that is recognised internationally

Entry Requirements A good Honours degree in a relevant subject and two referees If researching abroad a local referee is essential

Location Southwark

Application Procedure Initially a proposal giving an idea of the research topic and possible research approach should be sent

to the Director of MPhil/PhD Research Programmes This will be reviewed by relevant staff in the Faculty If the proposal

is appropriate (of a suficient standard,

in an area appropriate to the Faculty and someone is available to be the lead supervisor) – the student will be invited for an informal interview

For further information

Prof Nicola Crichton

T 020 7815 6742 E crichtnj@lsbu.ac.uk

Research StaffProfessors Professor Nicola Crichton,

Health Statistics; Public Health

Professor Joan Curzio,

Director of Practice Development

Professor Pamela Eakin,

Occupational Therapy Director, Centre for Research in the Allied Health Professions

Professor Faith Gibson,

Children and Young People’s Cancer Care

Professor Mary Lovegrove,

Radiographic Studies/Imaging and Sonography; Allied Professions Workforce Development, Head of Department of Allied Health Professions

Professor Keith Popple,

Social Work; youth work and social policy

Professor Nicola Robinson,

Traditional Chinese Medicine (TCM) and Integrated Health

Professor Gill Rowlands,

General Practice; Public Health, Primary Care and Health Literacy, Director of Institute of Primary Care and Public Health

Professor Marcantonio Spada,

Cognitive Behavioural Therapy;

Mental Health

Professor Jane Wills,

Health Promotion; Public Health

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Institute of Primary Care and

Public Health (IPCPH)

The institute’s research focuses on

primary care and public health within

the following areas:

• Working with communities to promote

positive health and wellbeing, address

bias as well as inequality in health, social

care and social work

• Community based projects that

strengthen people’s capacity to

choose health and wellbeing

• Workforce research

Institute for Leadership and

Service Improvement

The Institute for Leadership and Service

Improvement was established in 2007,

building on the success of the Centre for

Leadership and Practice Innovation

The main focus of Institute research

is built around two themes:

evidence-based practice and leadership, workforce

development and service improvement

The Institute works in close collaboration

with the Institute of Primary Care and

Public Health and with the Faculty of

Business, on research, education and

training in applied ields of health and

social care

Centre for Research in Allied

Health Professions (CeRAHP)

The Centre was created in 1998 Research

themes are:

• Clinical and practice related research

undertaken by AHPs

• Research and development into the

organisation and delivery of health

services involving AHPs

• Research and development into

education and training for AHPs

Professional Doctorate in Nursing (D Nursing)

The D Nursing programme has been speciically developed for practitioners who have or intend to pursue professional careers such as Nurse Consultants, Advanced Nurse Practitioners, Clinical Nurse Specialists, Practice Development Nurses, Senior Nurse Managers, Lecturer-Practitioners and so on Participants will

be expected to identify professional issues for independent research which have the potential to make a signiicant contribution

to practice and/or improve service delivery and performance within their organisation

The programme is mixed mode, comprising

a two-year, part-time taught component, followed by a doctoral dissertation research project conducted over the following three to ive years (see further details in Centre for Leadership and Practice Innovation Section of this prospectus)

Entry Requirements Applicants should be

a Registered Nurse with at least 5 years experience, working a minimum of 15 hours per week with a clinical practice link, and should normally possess a master’s degree in nursing or health related subject

Applicants who do not possess a master’s degree in nursing or a health related discipline but who can demonstrate equivalent experience and academic preparedness may also be considered for entry to the programme Students undertaking a masters degree within the Strategic Leadership and Expert Practice framework at LSBU may be eligible for direct entry to the Professional Doctorate Programme

D Optometry; D Physiotherapy;

D Radiography)

The professional doctorate for allied health professions has been speciically developed for practitioners who intend

to pursue professional careers such

as Consultant Therapists, Advanced Practitioners, Clinical Specialists, Practice Development Professionals, Senior Allied Health Managers, Lecturer-Practitioners

Participants will be expected to identify professional issues for independent research which have the potential to make

a signiicant contribution to practice and/or improve service delivery and performance within their organisation

The programme is mixed mode, comprising

a two-year, part-time taught component, followed by a doctoral dissertation and research project conducted over the following three to ive years

Entry Requirements Applicants should

be registered with the Health Professions Council with at least 4 years experience and should normally possess a master’s Degree

in a health profession or health related subject Applicants who do not possess

a master’s degree in a health profession

or a health related discipline but who can demonstrate equivalent experience and academic preparedness may also be considered for entry to the programme

Location Southwark

For further information

Prof Pamela Eakin

T 020 7815 8043 E eakinpa@lsbu.ac.uk

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24 Continuing Professional and Personal Development Faculty of Health and Social Care 25

There are two ways that you can apply for any of the

Allied Health Sciences

Course Administrator Ross Matthews

T 020 7815 8443 E matthewr@lsbu.ac.uk

Children’s Nursing

Course Administrator Reena Varsani

T 020 7815 6268 E varsanir@lsbu.ac.uk

PGDip/MSC Children’s Advanced Nurse Practitioner:

Course Administrator Lelia Oniri

T 020 7815 8127 E oniril@lsbu.ac.uk

Mental Health and Learning Disabilities

Course Administrator Colin Monks

T 020 7815 5974 E monksc@lsbu.ac.uk

Adult Nursing

Southwark Campus contact:

Course Administrator Fahimeh Green

T 020 7815 7853 E greenf@lsbu.ac.uk

Havering Campus contact:

Course Administrators Colin Monks

Course Administrator Ross Matthews

T 020 7815 8443 E matthewr@lsbu.ac.uk The Institute for Leadership and Service Improvement Course Administrator Jo Gill

T 020 7815 5905/8458 E gilljm@lsbu.ac.uk Bands 1-4 Workers

Course Administrator Jean Ficken

T 020 7815 5960 E ickenje@lsbu.ac.uk Work-based Learning

Principal Lecturer Thomas Aird

T 020 7815 8482 E airdt@lsbu.ac.uk Course Administrator Colin Monks

T 020 7815 5974 E monksc@lsbu.ac.uk

1 Go to our online CPPD Portal www.lsbu.ac.uk/

hsc/cppd, where you can search for the latest

information and apply on-line at the click of a

mouse A video tutorial is available on the site to

assist you in completing the form

2 Download a paper application from

www.lsbu.ac.uk/hsc/courses/applying.shtml

and send it to the appropriate administrator.

Please note if you are being sponsored by your NHS Trust, you will need to discuss your application with your line manager irst, as they are required to authorise your application

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The department offers a wide ranging, lexible and responsive portfolio that includes both academic awards and many opportunities for Continuous Personal Professional Development which can be tailor made for individual service requirements through discussion with the Course Team.

Close liaison and discussion with service providers, plus innovative methods of delivery with lexible access demonstrates a commitment to meeting the needs of both students and service Many modules offer the opportunity from true multidisciplinary

study and networking Credit transfer plus accreditation and experiential learning will be considered Where appropriate, online and electronic modes of delivery are employed, supported by extensive staff expertise

Students can study a pre-determined set of modules leading to a named award or one or more stand alone modules.

It may be possible to incorporate work-based learning modules into your programme

For work-based options please see page 226.

You may also discuss your options with your programme leader.

Specialist Practice Awards:

• GradCert Adult Cardiac Catheter Laboratory Practice

• PGCert/PGDip/MSc Breast Imaging

• PGCert/PGDip/MSc Radiographic Reporting

• PGCert/PGDip/MSc Ultrasound Advanced Practice Awards:

• PGCert/PGDip/MSc Advanced Neuromusculoskeletal Management

• PGCert/PGDip/MSc Advanced Practice in Occupational Therapy

• BSc(Hons) Operating Department Practice Professional Doctorate Programme for Allied Health Professions

The Faculty offers a number of Foundation Degree pathways, please see the bands 1-4 workers section on page 218.

Head of Department

Dr Michelle Spruce

T 020 7815 7928

E m.spruce@lsbu.ac.uk Principal Lecturer Post registration Allied Health Sciences

Dr Heather Holder-Powell

T 020 7815 8369

E holderhm@lsbu.ac.uk Course Administrator

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Stand Alone Module Options

These modules may be taken as discrete courses or as part of a wider pathway to an award They are offered normally at Level 7 (Masters) with 20 credits and in some cases Level 6 (formerly higher education Level 3) Format for delivery varies according

to course requirements, however many

of these modules incorporate a blended learning and/or work based element

Details of the modules are described in the following sections related to (i) Specialist Practice Awards, page 30, (ii) Advanced Practice Awards, page 36 and (iii) Additional

‘Stand Alone’ modules These modules are listed below and detail follow on page 40

Advanced Neuromusculoskeletal Management – The Cervical Spine

Module Co-ordinator Peter Lageard

Advanced Neuromusculoskeletal Management of the Hip

Advanced Neuromusculoskeletal Management of the Knee

Advanced Neuromusculoskeletal Management of the Lumbar Spine and Pelvis

Medical Imaging in the Management

of Musculoskeletal Pathologies

Neuromusculoskeletal Triage

Leadership Skills for Allied Health Professionals

Module Co-ordinator

Dr Heather Holder-Powell

Practice Educators Course (2 days)

For all those involved in managing learning

in the workplace (free to those supporting students on our courses) This module is not assessed and carries no credit

Module Co-ordinator Penny Stewart

Teaching and Learning in Practice Settings

Module Co-ordinator Cheryl Angel-Wells

Advanced Group Skills for Occupational Therapists

Module Co-ordinator Sarah Maris-Shaw

Outcome Measures in Occupational Therapy

Module Co-ordinator Professor Pamela Eakin

Occupational Therapy for the Older Person

Module Co-ordinator Sally Beckwith

Exercise Physiology and Rehabilitation for the Critically Ill Patient

Module Co-ordinator Alison Jones

Therapeutic Exercise for People with Chronic Cardiac and Respiratory Disease

Module Co-ordinator Alison Jones

Intra-venous Administration of Pharmaceutical Substances for Diagnostic

or Therapeutic Purposes (Level 6)

Module Co-ordinator Kathy Dewar

Radiotherapy Patient On Treatment Review (40 credits)

Module Co-ordinator Noreen Sinclair

Understanding Cancer Care and Management for Allied Health Professionals (Level 6)

Module Co-ordinator Noreen Sinclair

Research Modules

The research and dissertation modules

Research in Health and Social Care Research Dissertation (60 credit)

www.lsbu.ac.uk/hsc/cppd Allied Health Sciences 29

28 Allied Health Sciences Introduction Faculty of Health and Social Care

The Department of Allied

Health Sciences

The Post-registration Scheme for Advanced

and Specialist Practice for Allied Health

Professions provides developmental

opportunities for allied health professionals

and other practitioners, offering a wide

ranging and lexible portfolio that includes

conventional academic study, blended

work-based learning, and opportunities

for Continuing Personal Professional

Development

In addition short course provision and

project work can be tailored to individual

or local service requirements through

negotiation and agreement

The content of modules is frequently

revised to ensure these meet the needs of

contemporary practice, please check web

pages www.lsbu.ac.uk/hsc/cppd for the

most recent information

The ‘Modularised’ Approach

The programme allows for real lexibility

in approach Students can study a

predetermined set of modules leading

to a named award or access one or more

individual ‘stand alone’ modules to meet

their needs Examples of such modules are:

Introduction to Counselling Skills; Teaching

and Learning in Practice Settings, Leadership

Skills for Allied Health Professionals; Business

Skills for Allied Health Professionals.

Awards Available in the

Post-registration Scheme for

Advanced and Specialist Practice

for Allied Health Professions

BSc(Hons)

A top up programme enabling those with

a Foundation Degree or Dip HE to progress

to graduate status: level 6, 120 credits

Masters Degree: Dissertation package

plus level 7(M), 180 credits (must normally

include modules in research methods)

Specialist Practice Awards:

• Adult Cardiac Catheter Laboratory Practice GradCert

• Breast Imaging PGCert/PGDip/MSc

• Radiographic Reporting PGCert/PGDip/MSc

• Ultrasound PGCert/PGDip/MScAdvanced Practice Awards:

• Advanced Neuromusculoskeletal Management PGCert/PGDip/MSc

• Advanced Practice in Occupational Therapy PGCert/PGDip/MSc

• BSc(Hons) Operating Department Practice

Professional Doctorate Programme for Allied Health Professions

CPPD and Work-based Learning

The Department of Allied Health Sciences has a commitment to the provision of effective professional development utilising both short course provision, where possible providing academic credit, and award bearing programmes

Our aim is to be lexible and responsive, meeting service and practitioner needs

in an evolving environment To do this we have established a programme that aims

to allow a negotiated approach to verify learning needs for individuals which is based around work-based learning We are able to tailor programmes to individual

or commissioner requirements based on workforce planning imperatives

Work-based learning enables individuals to learn and develop within their workplace,

at their own pace and in line with their own needs Work-based learning maximises access, relevance to practice and lexibility

Planning a Programme

Participants can opt for a full award bearing programme meeting a speciic practice need, negotiate a programme with speciic features, or choose from a range of discrete stand alone modules offering academic credit Non-credit bearing short courses are also available in an increasing range

of areas To explore options for planning

a programme to meet your speciic needs, contact in the irst instance:

T 020 7815 8369 E holderhm@lsbu.ac.uk

Accreditation of Prior Learning

In accordance with Faculty policy we will consider accrediting prior learning obtained in other institutions and through prior experience To discuss AP(E)L options contact:

PG Scheme Co-ordinator

Timing and Start Dates

Programme delivery follows a semester pattern Programmes will normally take place between September – January (Semester 1) or February – June (Semester 2) although work-based learning programmes may depart signiicantly from this Delivery of all programmes with include some e-learning/blended learning and the format will vary according

to the requirements of the programme

Programmes and may be day release, block release, seminar based or work-based (Pathway speciic details are outlined

in the corresponding sections)

Frequency of provision is dependent on demand Modules will run only if a viable cohort is available.

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Pre-requisites Suitable for registered

practitioners working in the Cardiac

This course conforms with the Department

of Health’s workforce reconiguration

strategy, developing an interdisciplinary

cardiac catheter laboratory workforce

It runs over a maximum of 9 months,

extending the knowledge and skills of

cardiac nurses, cardiac radiographers

and cardiac physiologists to:

• Acquire the knowledge and skills to

undertake a range of non-medical

clinical activities performed during

adult cardiac catheter laboratory

practice outside their traditional

professional domain

• Acquire the necessary practice

competencies within a Trust protocol

led framework

• Negotiate with other health care

practitioners and patients, in order

to respond effectively to patients

undergoing elective angiography

• Develop an ability to deliver

an effective cardiac catheter

laboratory service

The award comprises of 3 modules which

cannot be taken separately

Diagnostic Imaging in the Cardiac Catheter Laboratory

Assessment Objective Structured Clinical Examination, associated clinical competencies

Venue Southwark

Dates

2012 Oct Module Co-ordinator Roger Savill

T 020 7815 8082 E savillrj@lsbu.ac.uk

Clinical competencies have been deined and these will guide students and their clinical practice facilitators in the application of theory to practice in the workplace setting After successfully completing this course health professionals will demonstrate the ability to be safe and competent in the practice of diagnostic imaging in elective angiography

Understand the impact of varying the kV and mA selection with regard to image contrast and density Taught by formal and informal lectures, workshops, supported

Assessment 1 1/2 hour short answer examination Associated clinical competencies

Venue Southwark

Dates

2012 Oct Module Co-ordinator Dr Maria Caunce

T 020 7815 6754 E cauncemt@lsbu.ac.uk

This module covers relevant cardiovascular anatomy and physiology along with technical skills relevant to elective angiography The module purpose is to equip the student with the knowledge and skills to set up the physiological recording equipment and emergency equipment

in the laboratory Taught by formal and informal lectures, workshops, supported

Assessment 2,000 word relective case study Associated clinical competencies

Venue Southwark

Dates

2012 Oct Module Co-ordinator Philomena Corrigan

Programme Type Core Module

Pre-requisites Suitable for registered radiographers and practitioners working

in clinical areas where breast imaging

is undertaken Written conirmation of access to a suitable clinical environment must be established prior to acceptance

Students may also undertake u/s guided internventional procedures, breast u/s and x-ray guided breast biopsy procedures using work-based learning options

Assessment of modules is by examination, essay, clinical portfolio, objective structured clinical examination (OSCE)

the student must take the following:

• Mammography Theory (20 credits)

• Mammography Practice (20 credits)

• Option (20 credits)

PGDip in Breast Imaging

the student must take the following:

• Mammography Theory (20 credits)

• Mammography Practice (20 credits)

• Clinical Breast Examination and Communication (20 credits)

• Image Interpretation (40 credits)

• Option (20 credits)

PGCert in Breast Imaging (Mammography Image Interpretation) the student must take the following:

• Mammography Image Interpretation (40 credits)

• Option from the Scheme (20 credits)

PGDip in Breast Imaging (Ultrasound)

For those wishing to gain expertise in ultrasound imaging of the breast a work-based module is readily adapted to ensure the appropriate skill development

MSc in Breast Imaging the student must fulil the requirements of a PGDip and in addition take a 60 credit research option

Assessment The module is assessed by a four thousand word written assignment

Venue Southwark, King’s College Hospital

Dates

2012 Oct 8

2013 Apr 22 Module Co-ordinator Katie Pyne

T 020 7815 8366 E pynekj@lsbu.ac.uk

This module facilitates the acquisition

of a irm knowledge base relevant to the practice of mammography In combination with Mammography Practice, it fulils the requirements for the College of Radiographers Postgraduate Award in Mammography Delivery is through formal lectures, workshops and small group work over ive days’ attendance at London South Bank University and the King’s Breast Radiology Education and Training Centre

Assessment Assessment is by evaluation over a period of time of images produced,

by an Objective Structured Clinical Examination, and by a short piece

of relective writing

Venue King’s College Hospital

Dates Throughout the year commencing with Mammography Theory Module Co-ordinator Katie Pyne

This module facilitates clinical mammography training In combination with the module Mammography Theory,

it fulils the requirements for the College

of Radiographers Postgraduate Award

in Mammography It is taught by ive days’ clinical training at the King’s Breast Radiology Education and Training Centre

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32 Allied Health Sciences Programmes of Study Faculty of Health and Social Care Dates are subject to change, please check www.lsbu.ac.uk/hsc/cppd Allied Health Sciences 33

PGDip in Radiographic Skeletal Reporting

the student must take the following compulsory modules:

• Standards of Image Interpretation and Reporting (10 credits)

• Radiographic Skeletal Reporting:

Pathology (10 credits)

Appendicular Skeleton (40 credits)

Axial Skeleton (40 credits)

• Advances in Specialised Skeletal Imaging (20 credits)

MSc in Radiographic Skeletal Reporting

the student must fulil the requirements

of a PGDip and in addition take a 60 credit research option

Standards of Image Interpretation and Reporting

Programme Ref AHP_7_015

Radiographic Skeletal Reporting: Appendicular Skeleton

Credit 40

Pre-requisites Registered health professional with access to the appropriate clinical experience

Assessment Assessment is by essay, Objective Structured Clinical Examination and clinical portfolio

to achieve competence in the practice

of radiographic image reporting on radiographs of the Appendicular skeleton (to include shoulder girdle and pelvis)

Participants will be operating currently within the healthcare environment and must have access to the prescribed clinical practice

Radiographic Skeletal Reporting: Pathology

Credit 10

Pre-requisites Registered health professional with access to appropriate clinical experience

Assessment Assessment is by essay and clinical portfolio

Venue Southwark

Dates

2012 Oct 23*, Nov 20*, Dec 10*

2013 Jan 29, Feb 25*, Apr 29 Time *pm

Module Co-ordinator Jerry Hughes

of the Skeletal System

Radiographic Skeletal Reporting: Axial Skeleton

Credit 40

Pre-requisites Registered health professional with access to appropriate clinical experience

Assessment Assessment is by essay, Objective Structured Clinical Examination and clinical portfolio

Assessment Date OSCE 13/06/2013

Venue Southwark

Dates

2012 Oct 4, 14, Nov 11, Dec 2

2013 Jan 30, Feb 26, Mar 25, 26, May 1 Module Co-ordinator Jerry Hughes

T 020 7815 7984 E hughesj@lsbu.ac.uk

This module forms a key component of the programme enabling the participant

of radiographic image reporting on radiographs of the Axial skeleton (but will also include the pelvis) Participants will be operating currently within the healthcare environment and must have access to the prescribed clinical practice

Advances in Specialised Skeletal Imaging

Credit 20

Assessment by poster presentation/written assignment and on-line discussion group

of radiographic image reporting It will concentrate on the contribution of specialised modalities in conirming or contributing to the diagnosis and further investigation of musculoskeletal plain ilm reports

Mammography Image

Interpretation

Credit 40

Pre-requisites Registered radiographer

or practitioner with postgraduate

mammography award; access to

appropriate clinical experience

Assessment Assessment is by image test

set, portfolio of clinical experience, sample

reports, 4,000 word written assignment

This two- credit module provides the

range of clinical skills and knowledge

development required for practitioners

who are already experienced in

mammography and who wish to engage

in interpretation of and reporting on

mammographic images Learning takes

place via lectures, tutorials and workshops

during six days’ attendance at the King’s

Breast Radiology Education and Training

Centre, followed by extensive clinical

practice development at base

Clinical Breast Examination

and Communication Skills

Credit 20

Assessment Assessment is by portfolio

and written assignment

Venue King’s College Hospital

Dates

2013 Jun 24

Module Co-ordinator Katie Pyne

This module provides the range of

clinical skills and development required

for practitioners working within the

Breast Unit who wish to develop speciic

knowledge base and skills set in clinical

breast examinations and respond to the

communication needs of the patient

(female or male) requiring or requesting

breast care It provides important role

development in this area and facilitates

elements of advance practice in breast

imaging and breast care

Specialist Skills development:

Work Based learning (Breast Ultrasound)

is conirmed at the start point and the student will agree with the module Coordinator the process and objectives

in the context of existing acknowledged standards This module is valuable for those seeking skills development in esoteric

or small scale disciplines where practice arrangements may be locality speciic

GradCert/PGCert

Non-Medical Prescribing

Programme Ref 3245

Pre-requisites Suitable for qualiied radiographers with access to appropriate clinical practice Written conirmation of employer commitment to provide access to facilities and clinical experience including mentor/tutor support for at least three hours per week must be established prior

to acceptance

Assessment of modules is by examination, essay, viva, clinical portfolio, objective structured clinical examination (OSCE)

Venue Southwark

Dates

2012 Sep Comprising 2-3 day blocks periodically Course Leader Jerry Hughes

T 020 7815 7984 E hughesj@lsbu.ac.uk

This programme of study offers the participant a depth and scope of knowledge, which incorporates a high level of clinical skill in the practice of image evaluation and reporting of the skeletal system The modules fully integrate theoretical knowledge with practical skill, facilitating the student’s development as a competent and relective practitioner in the area addressed

PGCert in Radiographic Reporting

of the Appendicular Skeleton

the student must take the following compulsory modules:

• Standards of Image Interpretation and Reporting (10 credits)

Pathology (10 credits)

Appendicular Skeleton (40 credits)

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General Medical Ultrasound

Programme Ref AHP_M_017

T 020 7815 8328 E fordr3@lsbu.ac.uk

This module is offered as an introduction

to scanning the abdomen, pelvis, and small part structures It concentrates on the understanding of normal anatomy, anatomical variations and common pathologies seen in the adult with appreciation of paediatric appearances

Contents include choosing appropriate equipment for the general medical scan, patient communication, providing the service, the ultrasonic examination of abdominal organs and major vessels, breast, thyroid and testes and report writing The signiicance of the indings and communication of results are also included It is taught by means of formal lectures, student-and tutor-led seminars and professional studies

Gynaecological Ultrasound

2013 Jan 9, 16, 23, Mar 27 Module Co-ordinator Liz Parker

T 020 7815 8477 E parkere4@lsbu.ac.uk

This module forms part of the obstetrics and gynaecology route to an award Formal lectures will be supplemented by group work and seminars The content includes the menstrual cycle, basic scanning techniques (transvaginal and transabdominal), normal uterine and ovarian anatomy (including paediatrics), abnormal ovarian and uterinepathology, congenital abnormalities

of the uterus and ovaries, the role of ultrasound in subfertility, pathology of the nonreproductive pelvic organs, IUCDs and their ultrasound appearances, normal and

abnormal Doppler studies of the pelvis, studies of the pelvis, interventional pelvic examinations, 3D/4D applications and professional studies

Ultrasound Science and Technology

T 020 7815 8328 E fordr3@lsbu.ac.uk

This module is compulsory for any named award in clinical ultrasound and for all students studying modules containing clinical competencies It is taught by means of formal and informal lectures, interactive sessions and demonstrations It includes the physics relevant to ultrasound, equipment, the control and manipulation

of ultrasound, modern equipment design features, biological effects, safety aspects, artefacts, imaging and image recording, dosimetry, doppler ultrasound and quality assurance, new technologies, contrast and scanning ergonomics

PGCert/PGDip/MSc

Ultrasound

Pre-requisites Suitable for registered

healthcare professionals wishing to work in

clinical ultrasound Written conirmation

of access to a clinical ultrasound placement

for at least 2 days per week (14hrs) must

be established prior to acceptance

Assessment of modules is by examination,

essay, viva, clinical portfolio, objective

structured clinical examination (OSCE)

• Gynaecological ultrasound (20 credits)

PGCert in Gynaecological Ultrasound

the student must take the following

• General medical ultrasound (20 credits)

PGCert in General Medical Ultrasound

the student must take the following

• General medical ultrasound (20 credits)

• 1 option from the Post-registration Scheme (20 credits)

MSc in Ultrasound: the student must fulil the requirements of a PGDip and in addition take a 60 credit research option

1st Trimester Obstetric Ultrasound

2013 Jan 9, 16, 23, Mar 27 Module Co-ordinator Liz Parker

This module is taught over two semesters

by means of formal lectures supplemented

by group work, seminars and student presentations Content includes assessment of gestational age, normal and abnormal anatomical appearances and assessment of the fetus, multiple pregnancies, nuchal translucency scanning, screening for karyotypic abnormalities normal ultrasound appearances of the placenta, liquor assessment, Doppler investigations, recording results, giving bad news

2nd and 3rd Trimester Obstetric Ultrasound

Module Co-ordinator Liz Parker

Teaching and learning is by similar means to the above module and the content includes normal and abnormal anatomy, variations and abnormal anatomy and appearances

in the 2nd and 3rd trimesters of pregnancy, assessment of the foetus in cases of maternal disease, markers for aneuploidy, screening for karyotypic abnormalities in the 2nd trimester, abnormal ultrasound appearances of placenta and amniotic luid, assessment of abnormal foetal growth and weight, assessment of causes for abnormal fetal growth and weight, multiple pregnancies, Doppler studies and complications of the maternal abdominal organs during pregnancy

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36 Allied Health Sciences Programmes of Study Faculty of Health and Social Care Dates are subject to change, please check www.lsbu.ac.uk/hsc/cppd Allied Health Sciences 37

This series of modules is for clinicians with

at least 2 years post registration experience

working in the neuromusculoskeletal

ield These modules can be taken as

an award or individually. It is suitable

for any professional specialising in the

management of neuromusculoskeletal

problems Each module follows the same

pattern with a detailed consideration of

current anatomical and biomechanical

knowledge and the related development

of enhanced examination and treatment

skills The module assessment comprises a

written paper and a practical examination

(Assessment is optional if M level Credit

is not required.)It is expected that both

students and presenting clinicians will come

from a range of professions (eg chiropractic,

medicine, osteopathy, physiotherapy, sports

and rehabilitation/therapy)

PGCert in Advanced Neuromusculoskeletal Management: the student must take 3 speciic neuromusculoskeletal modules from the list below

PGDip in Advanced Neuromusculoskeletal Management: the student must take 6 modules The Cervical and Lumbar Spine modules are compulsory modules Of the remaining 4 modules at least 2 must

be specialised neuromusculoskeletal modules from the list below The optional and research modules are in the AHS Post Registration Framework

MSc in Advanced Neuromusculoskeletal Management: the student must fulil the requirements of a PGDip and in addition take a 60 credit research option

The speciic neuromusculoskeletal modules 20 credit modules are:

• Advanced Neuromusculoskeletal Management of the Ankle and Foot

• Advanced Neuromusculoskeletal Management of the Cervical Spine

• Advanced Neuromusculoskeletal Management of the Hip

• Advanced Neuromusculoskeletal Management of the Knee

• Advanced Neuromusculoskeletal Management of the Lumbar Spine and Pelvis

• Medical Imaging in the Management

of Musculoskeletal Pathologies

• Neuromusculoskeletal Triage

Advanced Neuromusculoskeletal Management – The Ankle and Foot

Credit 20

Pre-requisites 2 years post registration specialist practice in the neuromusculoskeletal ield

Venue Southwark

Dates

2013 tbc Module Co-ordinator Peter Lageard

T 020 7815 8353 E lageardp@lsbu.ac.uk

Advanced Neuromusculoskeletal Management – The Hip

Credit 20

Venue Southwark

Dates

Advanced Neuromusculoskeletal Management – The Knee

Credit 20

Venue Southwark

Dates

Medical Imaging in the Management of Musculoskeletal Pathologies

Venue Southwark

Dates

2013 April/May Module Co-ordinator Peter Lageard

This module aims to provide an overview

of the contemporary imaging modalities currently available to practitioners assessing and treating neuromusculoskeletal pathology There is a particular emphasis

on X-ray, diagnostic ultrasound, computer tomography and magnetic resonance imaging This module will beneit health professionals who prescribe imaging modalities or those who want to gain a greater insight into how the integration

of medical imaging can enhance decision making and patient management There is

a major work-based learning component in addition to the ive taught days so students are expected to already possess a range of

higher level clinical skills Students must also be able to identify and fulil their own learning needs in relation to the assessed written components

Neuromusculoskeletal Triage

Credit 20

Pre-requisites Neuromusculoskeletal practitioners who hold at least a BSc(Hons) 2(ii) Physiotherapy or Osteopathy or Chiropractic degree and have at least 2 years post graduation experience working

in the neuromusculoskeletal speciality at band 6 or above

Assessment Oral viva, essay, portfolio

Venue Southwark

Dates Intake 1 2012 Oct 5, Nov 9, Dec 7 Intake 2 2013 Mar 15, Apr 12,

May 10 Module Co-ordinator Peter Lageard

This short course facilitates the development of theoretical and practical skills needed to perform neuromusculoskeletal triage in an outpatient setting There is a strong emphasis on clinical reasoning As there is

a major work-based learning component

students will be expected to already possess

a range of high level clinical skills Students must be able to identify and fulil their own learning needs in relation to patient management and the assessed written component There are three days of taught material and a further half-day to complete the viva There are four weeks between each day of the course allowing for completion of work-based learning tasks

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Clinical Development Skills

Credit 20

Pre-requisites qualiied and employed ODP

on BSc(Hons) ODP Practice Studies

Assessment Weekly Journal equivalent

to 2000 words A report on chosen competency model

Assessment Date TBC

Venue Southwark

Dates 2012/2013

As part of BSc(Hons) ODP Practice Studies Module Co-ordinator Chris Mahoney

T 020 7815 6148

E chris.mahoney@lsbu.ac.ukThis module provides an opportunity to develop a speciic knowledge base and skills set in relation to the student’s own area of practice The student chooses the area to develop in conjunction with the Module Leader, and based on existing competency standards The module aims

to provide an opportunity to develop extended skill sets in response to speciic service needs, to facilitate the gaining

of competencies in a new skill set and to enhance the effectiveness and practice standards of clinical practitioners

Current Debates in Operating Department Practice

Credit 20

Pre-requisites Qualiied and employed

as ODP and on BSc(Hons) ODP Practice Studies course

Assessment collaborative group project 4,000 words

Venue Southwark

Dates 2012/13

T 020 7815 6148

E chris.mahoney@lsbu.ac.ukContinuous Professional and Personal Development (CPPD) is vital for the development of both clinical staff and clinical services This module provides the students with an opportunity to visit many

of the current debates in contemporary operating department practice This module aims to enable students to engage with a broad range of issues within contemporary clinical practice and to engage with these debates in the context

of operating department practice, for the beneit of patients/ clients, the service and the profession

Clinical Project

Credit 20

Pre-requisites Employed and qualiied ODP

on BSc(Hons) ODP Practice Studies course

Assessment A research proposal with literature review 8,000 words

Venue Southwark

Dates 2012/13

T 020 7815 6148

E chris.mahoney@lsbu.ac.ukThis module enables students to demonstrate their academic skills and the ability to apply academic learning to clinical practice in the form of a research proposal The aims of this module are to enable the students to undertake independent study,

to enable students to exercise their skills in the critical appraisal of published literature and demonstrate their understanding of research methods and processes and to enable the students to demonstrate the link between academic study and evidence-based clinical practice

Pre-requisites Suitable for ODPs who

qualiied with a Diploma

Dates

One academic year starting September 2012

Course Leader Chris Mahoney

T 020 7815 6148

E chris.mahoney@lsbu.ac.uk

The programme is designed to allow

qualiied health care professionals (who

qualiied at DipHE level) to study for

an LSBU BSc(Hons) award This is not a

clinically based course, but one that seeks

to develop students professionally and to

aid their future career pathway

All learning and teaching will be conducted

by eLearning, blended with some

face-to-face introductory sessions Clinical experts

will also deliver material via eLearning

technologies and in some face-to-face

lectures All marking, moderating and

external examining is conducted online

from LSBU using the standard academic

process for all taught courses Academic,

administrative and pastoral support all is

online from LSBU

The course will be delivered in two formats

The course will be delivered over a

12-month period for students who have the

capacity to do this, otherwise the majority

of students will take the traditional 24

month route The eLearning component

draws on a range of technologies to provide

an interactive, structured and engaging

environment for learning and teaching,

including weekly online tutorials for the

students as a cohort This is a cohort-based

course and it is not designed for individuals

to take at their own pace

The course consists of four 20-credit

modules and one 40-credit clinical project

module These modules run in parallel with

modules for other professional groups

allowing an element of interprofessional

learning and teaching

Expertise, Evidence and Research: Informing Clinical Practice

Credit 20

Pre-requisites Qualiied and employed ODP

on BSc(Hons) ODP Practice Studies Course

Assessment Literature review: 2,000 words Comparing research approaches:

2,000 words

Venue Southwark

Dates 2012/13

T 020 7815 6148

E chris.mahoney@lsbu.ac.ukExpertise, evidence and research all contribute to the development of clinical practice This module examines the role

of evidence-based practice and how expertise, evidence and research can be sourced and utilised to improve clinical practice The aim of this module is to enable students to locate sources of expertise, evidence and research and to analyse their value within the context of the student’s own clinical practice

Leadership for Allied Health Professionals (ODP)

Credit 20

Pre-requisites Employed and qualiied ODP

on BSc(Hons) ODP Practice Studies

Assessment Portfolio with literature review 2,000 words and organisational review (diagram) and 1,000 words

Venue Southwark

Dates 2012/13

T 020 7815 6148

E chris.mahoney@lsbu.ac.ukThe importance of leadership skills

as distinct from management skills is increasingly being recognised in health services Health care professional groups each have an identiied specialist skills set determined by their professional standards and scope of practice It is essential that those health care professionals with a leadership role or those aspiring to become leaders in the future are encouraged to develop appropriate skills to enable them

to perform as effective leaders The aims

of this module are to enable the students

to develop an understanding of leadership skills and to facilitate students to develop their criticality of thinking regarding leadership and their own leadership style

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Dates are subject to change, please check www.lsbu.ac.uk/hsc/cppd Allied Health Sciences 41

40 Allied Health Sciences Stand Alone Modules Faculty of Health and Social Care

Business Skills for Allied Health Professionals

This module is designed to provide the essential business practices and skills required for an Allied Health Practitioner

to be effective in an increasingly competitive market

Exercise Physiology and Rehabilitation for the Critically Ill Patient

Credit 20

Venue Southwark

Dates tbc Module Co-ordinator Alison Jones

T 020 7815 8049 E jonesap@lsbu.ac.uk

This module equips students with the advanced skills and knowledge to prescribe and carry out rehabilitation programmes for critically ill patients in intensive care/

high dependency The response to exercise

in health, disease and training will be studied in depth, along with practical skills of exercising acutely ill patients

Intravenous Administration

of Pharmaceutical Substances for Diagnostic or Therapeutic Purposes

T 020 7815 7905 E dewarkj@lsbu.ac.uk

This module provides training and skills development for (normally) radiographers requiring to practice intravenous administration It will be particularly suitable for those working in areas were the administration of radiological contrast agents, radio-pharmaceuticals or muscle relaxant drugs is required

Leadership Skills for Allied Health Professionals

It comprises 6 days as well as a signiicant work-based element All of which is assessed by a portfolio

Medical Imaging in the Management of Musculoskeletal Pathologies

Venue Southwark

Dates

2013 May Module Co-ordinator Peter Lageard

This module aims to provide an overview

of the contemporary imaging modalities currently available to practitioners assessing and treating neuromusculoskeletal pathology There is a particular emphasis

on X-ray, diagnostic ultrasound, computer tomography and magnetic resonance imaging This module will beneit health professionals who prescribe imaging modalities or those who want to gain a greater insight into how the integration

of medical imaging can enhance decision making and patient management The module will be delivered by experienced extended scope physiotherapists and radiographers There is a major work-based learning component in addition to the ive taught days so students are expected

to already possess a range of higher level clinical skills Students must also be able to identify and fulil their own learning needs

Stand Alone

Modules

Work-based Learning Modules

These modules are designed to facilitate

development in a work-based setting in

line with developing service expectations

Through these modules, participants can

develop a range of advanced practice or

multi-disciplinary skills related to local service needs

Here are some examples:

Diagnostic imaging Image reporting across

a range of areas; specialist procedures and

techniques such as barium studies, biopsy;

developing skills in e.g CT and MRI

Physiotherapy Emergency respiratory

work in A&E; aspects of diagnostic image

interpretation

Occupational Therapy Developing theoretical

frameworks to support clinical reasoning;

reviewing models of practice; developing

and analysing outcome measures

Participants will require the clear

commitment and support of their

employer and where necessary identify

This module will be of particular interest

to occupational therapists that aim to

advance their skills and knowledge of

groups as a treatment modality within

occupational therapy, to advance practice

and to improve quality standards It will

critically examine group theory and relate

group theory to occupational therapy

practice Through the use of case examples,

drawn from practice, students will examine

and critique intervention, the theory which

underpins this and enhance their own skills,

knowledge and service quality

Advanced Neuromusculoskeletal Management – The Ankle and Foot

Venue Southwark

Dates tbc Module Co-ordinator Peter Lageard

Advanced Neuromusculoskeletal Management – The Hip

Venue Southwark

Advanced Neuromusculoskeletal Management – The Knee

Venue Southwark

An Introduction to Counselling Skills for Health Care

Professionals

Credit 20

Pre-requisites Allied Health Professional

Assessment Written assignment

Those working in the health service are increasingly expected to take a more demanding role, often involving more intense contact and communication with their patients/clients Learning counselling skills may enhance and widen choices

of how to manage dificult situations and to increase their personal support

This module of study is not designed to equip the students with skills to act as a professional counsellors, but will provide practical counselling skills and knowledge

to enhance their role

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Radiotherapy Patient On-Treatment Review

Credit 40

Pre-requisites Registered therapeutic radiographer with access to appropriate clinical experience

Assessment A portfolio of cases, a case study and a self-relective commentary

Venue Southwark

Dates Intake 1 2012 Sep Intake 2 2013 Feb Module Co-ordinator Noreen Sinclair

T 020 7815 7968 E sinclana@lsbu.ac.uk

This double work based module will

be of particular interest to therapeutic radiographers who wish to develop their career through undertaking radiotherapy on-treatment review clinics The module will require participants to build on prior academic knowledge, to develop clinical skills and become competent and relective practitioners Clinical skills development will be achieved in the clinical environment under the guidance and supervision of an appropriate mentor Assessment comprises

a portfolio of cases, a case study and a refelctive commentary

self-Research Dissertation (60 Credit module)

Programme Ref TAR_7_010

Credit 60

Pre-requisites Normally a Bachelors Degree

or equivalent in an appropriate subject and completion of the relevant taught postgraduate modules equivalent to

to solve problems and the ability to take full advantage of new opportunities

These aims will be achieved by using

an approach that will enable students

to synthesise and integrate a number

of disciplines on subjects which could

be found in undergraduate studies, but whose treatment will be appropriate

to postgraduate students Particular emphasis will be placed on the need to provide evidence skills of critical analysis with respect to literature and research studies Students will be provided with an opportunity to identify major theoretical inluences on their salient practice concerns and set these within a critical framework Additionally, students will be encouraged to cultivate organisational and time management skills, which will

be required to successfully accomplish the Dissertation The Dissertation should be directly related to professional practice

Students will need to take responsibility for their own learning through self directed study; negotiated programmes; work experience made relevant; and supported, supervised Dissertation preparation and writing based on critical awareness and self-evaluation

Research in Health and Social Care (formerly Research Methodology and Strategy)

Assessment Assignment 4,000 words

Assessment Date 18/01/2013

Venue Southwark

Dates Intake 1 2012 Sep 24,

Oct 1, 8, 15, 22, 29, Nov 5, 12, 19, 26, Dec 3, 10 Intake 2 2012 Sep 26,

Oct 3, 10, 17, 24, 31, Nov 7, 14, 21, 28, Dec 5, 12 Module Co-ordinator Dr David Cowan

T 020 7815 8355 E cowand2@lsbu.ac.uk

The purpose of this module is to consolidate and extend students’ knowledge of research approaches and methods and enhance their ability

to be critical users of research evidence The module examines philosophical and theoretical perspectives underpinning health and social care research approaches including exploration of research design and key aspects of data gathering and interpretation of both qualitative and quantitative analyses The module will develop practical skills for identifying, critically reviewing and synthesising research evidence relevant

practitioners who hold at least a BSc(Hons)

2(ii) Physiotherapy or Osteopathy or

Chiropractic degree and have at least 2

years post graduation experience working

in the neuromusculoskeletal specialty at

band 6 or above

Assessment Oral viva, essay, portfolio

Venue Southwark

Dates

Intake 1 2012 Oct 5, Nov 9, Dec 7

Intake 2 2013 Mar 15, Apr 12,

May 10

Module Co-ordinator Peter Lageard

This short course facilitates the

development of theoretical and

practical skills needed to perform

neuromusculoskeletal triage in an

outpatient setting There is a strong

emphasis on clinical reasoning As there is

a major work-based learning component

students will be expected to already possess

a range of high level clinical skills Students

must be able to identify and fulil their

own learning needs in relation to patient

management and the assessed written

component There are three days of taught

material and a further half-day to complete

the viva There are four weeks between each

day of the course allowing for completion of

work-based learning tasks

Occupational Therapy for the Older Person

T 020 7815 6792 E beckwits@lsbu.ac.uk

This module will be of particular interest

to occupational therapists working with and/or have an interest in the health and well being of older people The module will examine the complex interplay of ageing and pathology and the interface of this with social, economic, legal and cultural factors

Outcome Measures in Occupational Therapy

Prof Pamela Eakin

Students will learn the principles of outcome measurement and explore a range of outcome measures relevant to occupational therapy Practitioners will develop the knowledge and skills required

to select the correct outcome measures for their area of practice and for the intervention used

Professional Development through Contract Learning (Allied Health)

Programme Ref TAR_M_056

Credit 15 or 30, currently under review

Pre-requisites Normally 2 years full time (or equivalent part time) post qualifying experience; or a minimum

of 4 years practice experience for competent practitioners who do not hold

a professional qualiication Professional Registration and in current employment

Assessment Learning Contract

Venue Southwark

Dates Start date negotiable according to need

One days attendance at start.

Module Co-ordinator Dr Martin Benwell

T 020 7815 8368 E benwelmj@lsbu.ac.uk

This module allows the student to investigate an area of their own choice, relevant to their ield of practice This module is delivered in the form of a learning contract and is largely student managed, with tutorial support from the module co-ordinator(s)

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Dates are subject to change, please check www.lsbu.ac.uk/hsc/cppd Allied Health Sciences 45

44 Allied Health Sciences Programmes of Study Faculty of Health and Social Care

AHP Research Context and Methods

Programme Ref PRD_8_004

Credit 90

Assessment 5000 word assignment – literature review 5000 word assignment – review of research methodologies

Venue Southwark

Dates

2012 Sep 19, Oct 3, 31, Nov 21

2013 Jan 30, Feb 27, Mar 20, Apr 17 Module Co-ordinator Prof Pamela Eakin

This module is speciic to the Allied Health Professions It provides the student with the opportunity to explore in depth their selected area of investigation and to complete the background work needed

to prepare the thesis proposal and application to register for a doctorate

in year three The module is divided into two parts: (i) literature review and developing the research question;

(ii) review of methodologies and design

of the proposed study

Delivering an Evidence Based Service (40 credit version)

Assessment 10,000 word written assignment

Venue Southwark

Dates

2012 Sep 26, Oct 3, Nov 7, Dec 5

2013 Jan 30, Mar 6, Apr 17, May 8 Summer School

2013 Jun 10-14 (09:30-16:30) Module Co-ordinator Elaine Pierce

T 020 7815 6157 E piercee@lsbu.ac.uk

In this module students will explore challenges inherent in delivering an evidence based health and social care service, which meets requirements for quality improvement and innovation

Key areas for appraisal will include interfaces between policy and research, change management in health and social care organisations and strategies to achieve service innovation and quality improvement Ethical and legal dilemmas will be explored as they relate to conlicts between delivery of quality services, user demand and cost containment The module will also provide opportunities for students to utilise appropriate research methods to assess local readiness for an evidence-based service change and to identify the tailored interventions which could maximise the chances of successful implementation Applications will be explored with particular reference to key themes of the professional doctoral programme and with respect to examples

of research which can provide the evidence base for service delivery and innovation

Doctoral Thesis

Programme Ref PRD_N_000

Pre-requisites Successful completion

of year 1 and 2 modules

Assessment Research Thesis

Assessment Date Duration 3 years (part-time)

Module Co-ordinator Prof Nicola Crichton

T 020 7815 6742 E crichtnj@lsbu.ac.uk

The modules in years 1 and 2 serve to underpin and prepare the student for their doctoral thesis of 40,000 - 50,000 words

The thesis should demonstrate the creation and interpretation of new knowledge

of the subject and/or its practice in a professional context and show evidence

of original work through factual evidence

or independent critical thinking The thesis should be of a quality to satisfy peer review, extend the forefront of the discipline and merit publication, so as to meet the national qualiication descriptors for a doctorate The thesis is undertaken after the taught elements of the course have been successfully completed The thesis is likely to address the research question or issue identiied in the research proposal developed in the year 2 modules In any event, the dissertation must address a professional issue which has the potential

to either enhance service delivery or lead to innovations or advancement

in professional practice

Issues in Knowledge Construction: Philosophy, Paradigms and Methods

Programme Ref PRD_7_001

Credit 20 (MSc) or 40 (Prof Doc)

Assessment 10,000 word critical appraisal (45 credit version) 4,000 word critical appraisal (20 credit version)

Venue Southwark

Dates

2012 Sep 26, Oct 3, Nov 7, Dec 5

2013 Jan 30, Mar 6, Apr 17, May 8 Summer School (40 credit version ONLY)

2013 Jun 10-14 (09:30-16:30) Module Co-ordinator Dr David Cowan

This module is concerned with the formulation and sharing of ideas about what research epistemology is and how it relates to professional practice It begins with a revision of theory construction, contemporary health and social care research philosophies, approaches and methods This module invites students

to engage in contemplating issues in research epistemology Students will

be encouraged to explore and question certain assumptions about what constitutes research knowledge and how such knowledge is generated, applied and perceived For example, is there a natural hierarchy of concepts relating

to research? Does the concept of the

‘metaparadigm’ or ‘paradigm’ dictate research philosophy or vice versa? When

we speak of evidence based practice, what constitutes evidence? Is there a natural hierarchy of evidence? Is it really feasible

to combine research approaches that have different theoretical and methodological underpinnings? How well do we synthesise knowledge based on evidence with knowledge derived from intuition and is there necessarily an explicit and natural dichotomy between the two? This module will seek to formulate and examine such questions from a philosophical perspective Furthermore, research terms are sometimes used interchangeably, with minimal qualiication or justiication This module will seek to explore and qualify this issue further

Teaching and Learning

Allied Health Professionals to demonstrate

Advanced Practice in facilitating learning

and development in others (primarily

pre-registration Allied Health students) in

the practice setting This module enables

Allied Health Professionals to gain Master’s

level credit with or without professional

accreditation It is only possible to take the

module without professional accreditation

if this has been gained within the previous

2 years

Therapeutic Exercise for

People with Chronic Cardiac

and Respiratory Disease

This module equips students with the

advanced skills and knowledge to prescribe

and carry out exercise programmes for

people with chronic cardiac, respiratory

and renal disease It provides sound

theoretical knowledge of exercise

physiology and practical skills of exercising

people with chronic cardio-respiratory

and renal conditions

Understanding Cancer Care and Management for Allied Health Professionals

of the disease process, the medical techniques and side effects associated with cancer treatment

Professional Doctorate for Allied Health Professions

Venue Southwark

Dates

2012 tbc Programme Leader

Prof Pamela Eakin

A part-time doctorate designed for practitioners in Occupational Therapy, Optometry, Physiotherapy and Radiography who wish to pursue professional careers at an advanced level

The programme is of 5 years duration, comprising three taught modules (years one and two), which are multidisciplinary, followed by a three year, profession-speciic research study culminating in a doctoral thesis Participants will identify professional issues for independent research which have the potential to make

a signiicant contribution to practice and/or improve service delivery and performance within their own organisation

or profession

Taught modules Year 1 Issues in Knowledge Construction:

Philosophy, Paradigms and Methods

Year 2 AHP Research Context and Methods

Years 3-5 Research Thesis

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The Department is responsible for the

design, development and delivery of a range of child and young people focused

philosophy of life long learning and continuous professional development

The staff in the Department all have links with clinical areas and the students and staff beneit from a number

of joint appointments with children’s specialist units

in a range of settings, as well as a tertiary children’s hospital A more recent joint appointment is that of a Clinical Professor in Children and Young People’s Cancer Care This appointment inluences scholarly activity throughout the Department as well as developing a community for clinical and educational research across the many clinical specialities in child health Thus placing the science of nursing and both the

development and use of evidence to inform clinical care

at the heart of our teaching.

Pathway options within the Post-Registration Framework: The Post-Registration Framework is designed to foster a purposeful and child centred approach that makes a real difference to children’s services and student career satisfaction Modules are delivered on a stand alone basis and nurses on the Professional Register may access a number of the Post Registration Framework modules of study within the children’s nursing portfolio An innovation is the introduction of a clinical pathway which means that you can make up the programmes with choice of clinical modules plus the Research module

You can incorporate work-based learning modules into your programme For more information, discuss your options with your programme leader.

• BSc(Hons) Professional Practice:

Children’s Nursing

• BSc(Hons) Child Health Studies

Childhood Cancer Nursing

Children’s Neuroscience Nursing

Paediatric Cardiac Critical Care Nursing

Paediatric Intensive Care Nursing

Children’s High Dependency Nursing

If undertaking a Children’s Nursing degree pathway students must be

RN (Child).

The Faculty offers a number of Foundation Degree pathways, please see the bands 1-4 workers section on page 218.

Head of Department Susan Mullaney

T 020 7815 8419

E sue.mullaney@lsbu.ac.uk Course Administration, Reena Varsani

T 020 7815 6268

E varsanir@lsbu.ac.uk MSc Course Administrator, Lelia Oniri

T 020 7815 8127

E oniril@lsbu.ac.uk Principal Lecturer, Maire Horstman

T 020 7815 8407

E horstmm@lsbu.ac.uk Professor Faith Gibson

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www.lsbu.ac.uk/hsc/cppd Children’s Nursing 49

48 Children’s Nursing Introduction Faculty of Health and Social Care

Study Days

In response to Trusts identifying education

needs to update their workforce a number

of study days have been organised The

following are examples of what the

Department can provide:

Introduction to Childhood Cancer –

organised by the Lecturer Practitioner for

the Childhood Cancer pathway, to equip

the workforce for caring for children and

young people with cancer This evaluated

very well

Introduction to Children’s Neuroscience

Nursing – organised by the Senior Lecturer

responsible for the Children Neuroscience

pathway The participants found this

extremely useful and relevant to their

practice

GradCert/BSc(Hons)

Professional Practice: Children’s Nursing

Optional module Optional module from the Children’s from the Children’s Nursing portfolio Nursing portfolioOptional module from the Children’s or Adult Nursing portfolio

Students who exit here can achieve the Graduate Certiicate

Optional module Research Methods from the Children’s and Processes (Child) Nursing portfolio (Core Module)Integrating Study (Child) or Integrated Work-Based Project or Optional Module

Students who exit here can achieve BSc(Hons) Professional Practice:

of children’s nursing practice

For pathway guidance, please contact

Course Director Maire Horstman

T 020 7815 8407 E horstmm@lsbu.ac.uk

This is an example pathway GradCert/BSc(Hons)

Professional Practice: Children’s Nursing

A proposed pathway for a children’s nurse caring for children and young people with life limiting conditions would be:

Perspectives in Caring for Children Adolescent Care and Young People (Optional Module) with Life-Limiting

Conditions (Optional Module) Optional module from Children’s or Adult Nursing portfolio

The Principles Research Methods

of Managing and Processes (Child) Children’s Pain (Core Module) (Optional Module)

Integrating Study (Child) or Integrated Work-Based Project (Child) or Optional Module

Students who exit here can achieve the Honours Degree BSc(Hons) Children’s Nursing

Child Health Studies

Optional module Optional module from the Children’s from the Children’s Nursing portfolio Nursing portfolioOptional module from the Children’s or Adult Nursing portfolio

Optional module Research Methods from the Children’s and Processes (Child) Nursing portfolio (Core Module)Integrating Study (Child) or Integrated Work-Based Project or Optional Module

Students who exit here can achieve the Honours Degree BSc(Hons) Child Health Studies

BSc(Hons)

Children’s Nursing Studies (Top Up Degree)

NHS Trusts have progressively becoming interested in supporting the workforce

to top-up their qualiication to honours degree level This is a top up degree to support students who have undertaken an unclassiied degree – BSc or an Advanced Diploma in Nursing as part of their pre registration nursing programmes to “top up” to BSc(Hons) in their respective ield

of nursing

Dependent on the pathway that students undertook as part of their pre registration nursing programmes, they will be required

to complete a further 60 (if studied an unclassiied degree) or 80 credits (if studied an advanced diploma) from the Faculty CPPD portfolio Upon successful completion of this top up, they will be awarded a BSc(Hons)

Students who have not undertook their initial awards at LSBU at pre registration level, will be required to study for at least 50% of the award in the Faculty of Health and Social Care More speciically, this will mean they will be required to study at least three modules of 20 credits each

For further information contact, Reena Varsani

T 020 7815 6268 E varsanir@lsbu.ac.uk

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Perspectives in Child and

Adolescent Care Adolescent Mental

(Specialist Module) Health Awareness

(Specialist Module)Optional Module from the Children’s or

Adult Nursing portfolio

Students who exit here can achieve

the Graduate Certiicate

Optional from Research Methods

from the Children’s and Processes (Child)

Nursing portfolio (Core Module)

Integrating Study (Child) or

Integrated Work-Based Project or

Optional Module

the Honours Degree BSc(Hons)

Professional Practice: Adolescent Care

Pre-requisites 240 Credit points of which

no more than 120 are at level 4 and no less than 120 at level 5 or equivalent In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 Credit points at level 5 or equivalent If undertaking Children’s Nursing degree pathway students must be RN (Child)

Assessment Level 6: 1 Practice Competencies 2 3,500 word Relective analysis

Level 7: 1 Practice Competencies

2 3,500 word Critical appraisal of interaction

Assessment Date Jan 24 2013

The focus is on adolescent theories of development including the physiology of adolescence and puberty, psychosocial aspects of the adolescent experience and the exploration of key contemporary issues relevant to the lives of young people The module adopts a psychodynamic, proactive, participative approach to learning

Child and Adolescent Mental Health Awareness

120 at level 5 or equivalent In exceptional circumstances if an individual has evidence

of recent professional learning they may enter with 60 Credit points at level 5 or equivalent If undertaking a Children’s Nursing degree pathway students must

be registered on Part 1 of the NMC Professional Register

Assessment Theoretical Assessment 4,000 words

Assessment Date tbc

Venue Southwark

Dates 2013-14 Module Co-ordinator Maggie Clinton

T 020 7815 8073 E clintom@lsbu.ac.uk

This module has been designed to develop

an increased awareness for professionals from health, education and social care settings of mental health needs related to children and adolescents Six core themes support this course content; these are child and adolescent development, working with families, assessment, ethical and legal issues, inter-professional working and contemporary mental health issues

Student will be required to actively participate in the learning activities which include discussion, presentations, relection from practice Students are asked

to keep a relective diary to identify issues for exploration during these sessions

Professional Practice:

Childhood Cancer Nursing

Programme Ref BH-PPCHCAN

Credit 120

Proposed pathway

Introduction to Continuing Care Childhood in Childhood Cancer Nursing Cancer Nursing (Specialist Module) (Specialist Module) Optional module from the Children’s or Adult Nursing portfolio

Optional from Research Methods from the Children’s and Processes (Child) Nursing portfolio (Core Module)Integrating Study (Child) or Integrated Work-Based Project or Optional Module

Students who exit here can achieve the Honours Degree BSc(Hons) Professional Practice: Childhood Cancer Nursing

Introduction to Childhood Cancer Nursing

Programme Ref WHS_6_810/WHS_7_810

Credit 20

no more than 120 are at level 4 and no less than 120 at level 5 or equivalent In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 Credit points at level 5 or equivalent If undertaking a Children’s Nursing degree pathway students must be RN (Child) and have undertaken a minimum of 6 months post qualiied experience in childhood cancer nursing

Assessment 1 Practice based competencies 2 Presentation

Assessment Date Apr 9, 10 2013

Venue Southwark, Great Ormond Street Hospital for Children NHS Trust

to the diagnosis of childhood cancer

Successful adaptation to the abrupt change to family life brought about by a diagnosis of childhood cancer requires skills

of facilitation from paediatric oncology nurses These aspects are relected in the content of this module This module will also explore current treatment modalities and the implications these may have on the child or young person and their family The nursing management of treatment and its side effects are analysed and application to practice will be debated

Continuing Care in Childhood Cancer Nursing

5 or equivalent If undertaking a Children’s Nursing degree pathway students must be

RN (Child) and have undertaken a minimum

of 6 months post qualiied experience in childhood cancer nursing Level 7: 120 at level 5 or equivalent and 120 at level 6 In exceptional circumstances 60 credits at level 6 or equivalent

Assessment 1 Practice based competencies 2 Theoretical assessment

Assessment Date Jul 24 2013

of childhood cancer requires skills of facilitation from paediatric oncology nurses These aspects are relected in the content of this module This module will also explore current treatment modalities and the implications these may have on the child or young person and their family The nursing management of treatment and its side effects are critically appraised and application to practice will be debated

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52 Children’s Nursing Programmes of Study Faculty of Health and Social Care Dates are subject to change, please check www.lsbu.ac.uk/hsc/cppd Children’s Nursing 53

Professional Practice: Neonatal Nursing

Programme Ref BH-PPNEO

Credit 120

Proposed pathway

Foundations in Enhancing Practice

in Neonatal Nursing in Neonatal Nursing:

The Sick Neonate (Specialist Module) Enhancing Clinical Skills for Neonatal Nurses (Specialist Module)

Optional module Research Methods from the Children’s and Processes (Child)

or Adult Nursing (Core Module) portfolio

Integrating Study (Child) or Integrated Work-Based Project or Optional Module

Students who exit here can achieve the Honours Degree BSc(Hons) Professional Practice: Neonatal Nursing

Foundations in Neonatal Nursing

Programme Ref WHS_6_814

Credit 20

no more than 120 are at level 4 and no less than 120 at level 5 or equivalent In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 Credit points at level 5 or equivalent Registration

on the NMC professional register

Assessment 1 Practice based competencies 2 3,500 word critical analysis

Assessment Date Dec 18, 2012

The major focus of this module of study will

be the holistic assessment of the preterm/

sick newborn infant and their family

Application of essential physiology of the major body systems and the systematic assessment of the preterm/sick newborn infant will be achieved by the students

in order to provide evidence based care

The student will be able to discuss the key factors which contribute to prematurity, illness and the outcome in the antenatal, intrapartum and postnatal period

Enhancing Practice in Neonatal Nursing: The Sick Neonate

if an individual has evidence of recent professional learning they may enter with

60 Credit points at level I (2) or equivalent Registration on Part 1 or Part 15 of the NMC register and a minimum of one year post-registration experience

Assessment 1 Practice based competencies 2 Mock Clinical Scenario

Assessment Date Mar 26/27 2013

be the holistic care of the sick neonate and their family Knowledge underpinning the systematic assessment of the sick neonate will be developed through a review of the relevant theory and research The reasons for a neonate becoming sick will be explored and appropriate interventions examined

At the end of the module the student will

be able to interpret physiological data and initiate appropriate action

Nursing – Acute Nursing – Long

Management Term Management

Optional module from the Children’s or

Optional from Research Methods

Integrating Study (Child) or

Integrated Work-Based Project or

Optional Module

Students who exit here can achieve the

Honours Degree BSc(Hons)Professional

Practice: Children’s Neuroscience Nursing

Principles of Children’s Neuroscience Nursing – Acute Management

Credit 20

on Part 1 of the NMC professional register and a minimum of 6 months post-registration experience in children’s neurological/neuroscience nursing

Assessment 1 Practice based competencies

2 Mock clinical scenario

Assessment Date Nov 28/29 2012

of anatomy and physiology of the nervous system and how this may be altered by an acute neurological problem Students will explore the impact of such conditions on the family as a whole A key aspect of this module is to enhance the student’s ability

to assess neurological emergencies and instigate appropriate care

Principles of Children’s Neuroscience Nursing – Long Term Management

Credit 20

Assessment 1 Practice Based Competencies 2 Theoretical Assessment 3,500 words essay

Assessment Date Apr 25 2013

of settings The module aims to enhance the student’s knowledge of the anatomy and physiology of the nervous system of the normal child and the impact of disease

on neurodevelopment The module also aims to encourage the students to explore the impact of long term conditions on the family as a whole A key aspect of this module is to enhance the student’s ability

to evaluate research which underpins nursing care

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Professional Practice: Paediatric Cardiac Critical Care Nursing

(Specialist Module)Developing Skills and Competence

in Professional Practice (Child) (Specialist Module)

a graduate certiicate

Optional Module Research Methods from the Children’s and Processes (Child) Nursing portfolio (Core Module)Integrating Study (Child) or Integrated Work-Based Project or Optional Module

Students who exit here can achieve the Honours Degree BSc(Hons) Professional Practice: Paediatric Cardiac Critical Care Nursing

Foundations of Paediatric Intensive Care Nursing

of 6 months post-registration experience

in paediatric intensive care nursing

Assessment Date Dec 5/6 2012

Dates

2012 Sep 12, 13, Oct 10, 11, Nov 14, 15 Module Co-ordinator Lorraine Highe

T 020 7815 8325 E highel2@lsbu.ac.uk

be the application of essential physiology

of the major body systems and the systematic assessment of the critically ill child or young person Underlying pathophysiology and reasons for admission

of the child to the paediatric intensive care unit will be explored Knowledge underpinning a systematic assessment will be developed through critical review

of relevant theory and relective accounts

of clinical experience

Care of the Child with Cardiac and Respiratory Compromise (PICU)

on Part 1 of the NMC professional register (RN Child) and a minimum of 6 months post-registration experience in paediatric intensive care nursing

Level 7: 120 at level 5 or equivalent and 120

at level 6 In exceptional circumstances 60 credits at level 6 or equivalent Registered

as an RN (Child) on the NMC professional register with two years experience in a paediatric intensive care area

Assessment 1 Practice based competencies 2 Oral presentation

Dates

2013 Jan 9, 10, Feb 6, 7, 27, 28 Module Co-ordinator Lorraine Highe

Level 6: The focus of this module is cardio-respiratory support therapy and nursing management of the child with cardiovascular and/or respiratory compromise Teaching and learning will explore conditions and situations leading to respiratory and circulatory compromise and its impact on the child and family There will be strong emphasis

on cardiovascular support and mechanical ventilation and its application in the clinical setting On completion of this module you should be able to apply theory to enhance your practice

on cardiovascular support and mechanical ventilation and its application in the clinical setting On completion of this module you should be able to apply theory to enhance your practice On completion of the module the practitioner will be able to support and guide less experienced members of the multidisciplinary team

Enhancing Clinical Skills for

Neonatal Nurses

Credit 20

Pre-requisites Level 6: 240 Credit points

of which no more than 120 are at level

C(1)and no less than 120 at level I (2) or

equivalent In exceptional circumstances

if an individual has evidence of recent

professional learning they may enter with

60 Credit points at level I (2) or equivalent

Registration on Part 1 or Part 15 of the NMC

register and a minimum of 6 months

post-registration experience

Assessment Level 6: 1 Practice based

competencies 2 1 hour clinical reasoning

examination Level 7: 1 Practice based

competencies 2 Case Study

Assessment Date Oct 2 2013

Dates

2012 May 14, 15, 21, 22, Sep 3, 4 Module Co-ordinator

Vivette Wallen-Mitchell

T 020 7815 8190 E wallenv2@lsbu.ac.uk

Level 6: The focus of this module is the care

of sick and premature infants with complex needs requiring intensive care nursing

The module will enable the practitioner

to take a key role in the management of infants requiring intensive care to include ventilation, cannulation and interpretation

of physiological data The programme will also explore the key national drivers that have an impact on local service delivery

On completion of this module the student will be able to apply theory to enhance their clinical practice to both patients and local service delivery

to take a lead role in the management of infants requiring intensive care to include ventilation, cannulation and interpretation

of physiological data The programme will also evaluate the key national drivers that have an impact on local service delivery

On completion of this module the student will be able to use the evidence available

to promote good practice for patients and delivery optimum service

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on cardiovascular support and mechanical ventilation and its application in the clinical setting On completion of this module you should be able to apply theory to enhance your practice On completion of the module the practitioner will be able to support and guide less experienced members of the multidisciplinary team

Nursing Interventions for the Child in Paediatric Intensive Care

on Part 1 of the NMC professional register and a minimum of 6 months post-registration experience in paediatric intensive care nursing

Assessment 1 Practice based competencies 2 3,500 word Clinical Guideline

Assessment Date Jul 10 2013

or young person and family may require will

be considered The profound impact that the paediatric intensive care experience may have on the child or young person

and family will also be examined Implicit throughout is the consideration of ethical, legal and professional issues

Level 7: This module will focus on the continuing management of the infant, child or adolescent requiring paediatric intensive care A systems based approach will be used to explore care pathways to manage the speciic physiological changes, which may be experienced by children or young people Discharge planning and the implications for ongoing care that the child or young person and family may require will be considered The profound impact that the paediatric intensive care experience may have on the child or young person and family will also be examined

Implicit throughout is the consideration

of ethical, legal and professional issues

On completion of the module the practitioner will be able to support and guide less experienced members of the multidisciplinary team

Advanced Clinical Skills

in Paediatric Ventilator Management – Level 6

Credit 20

no more than 120 are at level 4 and no less than 120 at level 5 or equivalent In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 Credit points at level 5 or equivalent Registered

Assessment 1 Clinical log book/

competencies 2 Oral examination

The major focus of this module of study

is the development of advanced nursing practice in the paediatric intensive care Through systematic assessment of the mechanically ventilated child, and the application of essential physiology to the assessment, the nurse will develop informed decision making skills regarding the therapeutic management of respiratory support, the weaning of mechanical ventilation and the possible extubation

of the child On successful completion

of this module the nurse will be able to manage a ventilated child or young person autonomously within the guidelines of the employing Trust The student will examine the professional and legal responsibilities

of performing extended roles

Foundations of Care of the Child

Paediatric Intensive with Cardiac and

Care Nursing Respiratory

(Specialist Module) Compromise (PICU)

(Specialist Module)Nursing Interventions for the

Child in Paediatric Intensive Care

(Specialist Module)

Optional Module Research Methods

or Adult Nursing (Core Module)

portfolio

Optional Module

Students who exit here can achieve the

Honours Degree BSc(Hons)Professional

Practice: Paediatric Intensive Care Nursing

Foundations of Paediatric Intensive Care Nursing

Credit 20

on Part 1 of the NMC professional register and a minimum of 6 months post-registration experience in paediatric intensive care nursing

Assessment Date Dec 5/6 2012

of the child to the paediatric intensive care unit will be explored Knowledge underpinning a systematic assessment will be developed through critical review

of relevant theory and relective accounts

of clinical experience

Care of the Child with Cardiac and Respiratory Compromise (PICU)

on Part 1 of the NMC professional register (RN Child) and a minimum of 6 months post-registration experience in paediatric intensive care nursing

Assessment 1 Practice based competencies 2 Oral presentation

Dates

2013 Jan 9, 10, Feb 6, 7, 27, 28 Module Co-ordinator Lorraine Highe

on cardiovascular support and mechanical ventilation and its application in the clinical setting On completion of this module you should be able to apply theory to enhance your practice

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Pre-requisites 240 credits of which

no more than 120 are at Level 4 and no less than 120 at Level 5 or equivalent In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 credits at Level 5 or equivalent Registered as an RN Child on the NMC professional register

Assessment 4000 word critical appraisal

Assessment Date Intake 1: Jan 17 2013 Intake 2: Jul 4 2013

Venue Southwark

Dates Intake 1 2012 Oct 18, 25,

Nov 8, 22, 29, Dec 6 Intake 2 2013 Feb 21, 28, Mar 21,

Apr 4, 18, May 2 Module Co-ordinator Jane Brett

T 020 7815 8303 E brettj2@lsbu.ac.uk

This module will build on students understanding of research in the nursing setting The focus will be on developing research awareness, knowledge of existing research and research priorities and examining the relevance of research and other sources of evidence to practice

Optional Modules

Credit 20

no more than 120 are at level 4 and no less than 120 at level 5 or equivalent In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 Credit points at level 5 or equivalent Registered

is the development of advanced nursing practice in the paediatric intensive care

Through systematic assessment of the mechanically ventilated child, and the application of essential physiology to the assessment, the nurse will develop informed decision making skills regarding the therapeutic management of respiratory support, the weaning of mechanical ventilation and the possible extubation

Caring for Children and Young People with Life- Limiting Conditions

60 Credit points at level 5 or equivalent If undertaking a Children’s Nursing degree pathway students must be RN (Child).Level 7: 120 at level 5 or equivalent and 120

at level 6 In exceptional circumstances

60 credits at level 6 or equivalent If undertaking Children’s Nursing degree must be RN (child) Registered as an RN (Child) on the NMC professional register

Assessment 1 4,000 word summative assessment

Assessment Date Jul 17, 2013

Venue Southwark

Dates

2013 May 22, 23, Jun 5, 6, 19, 20 Module Co-ordinator Liz Crighton

T 020 7815 7976 E crightol@lsbu.ac.uk

Level 6: This inter-professional module will provide professionals from health, education and social care disciplines who are caring for children and young people with life-limiting illnesses with the knowledge and skills necessary to work collaboratively to provide best possible outcome This module considers the holistic approach to the management

of children with life-limiting illnesses

to include the nature of life-limiting conditions, living with a child or young person within a family in the acute, community or hospital setting The nature

of counselling, bereavement and spiritual support will also be analysed

Level 7: This inter-professional module will provide professionals from health, education and social care disciplines who are caring for children and young people with life-limiting illnesses with the knowledge and skills necessary to work collaboratively to provide best possible outcome This module critically analyses the holistic approach to the management

Nursing Assessment Management

and Stabilisation of of the High

the Acutely Ill Child Dependency Child

Optional module from the Children’s or

Optional Module Research Methods

Optional Module

the Honours Degree BSc(Hons)

Professional Practice: Children’s

High Dependency Nursing

Nursing Assessment and Stabilisation of the Acutely Ill Child

Oct 2, 9, 16 Intake 2 2013 Jan 15, 16, 22, 29,

Feb 5, 12 Module Co-ordinator Fiona Horrox

T 020 7815 8020 E horroxf@lsbu.ac.uk

This module will provide practitioners caring for children in high dependency, ward environments, ambulatory care and accident and emergency departments, with the knowledge and skills required

to systematically assess and stabilise the acutely ill child, in collaboration with the inter-professional team The holistic needs

of the child and family during this time will also be examined

Management of the High Dependency Child

Credit 20

Pre-requisites 240 credit points of which

no more than 120 are at level 4 and no less than 120 at level 5 or equivalent In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 credit points at level 5 or equivalent If undertaking a Children’s Nursing degree pathway students must be registered on Part 1 of the NMC professional register

Students will normally have completed the Nursing Assessment and Management

of the Acutely Ill Child or the equivalent

Assessment 1: Practice Assessment Relective Log 2: Theoretical Assessment 3,500 word case study

Dates

2013 May 7, 8, 21, 22, Jun 11, 12 Module Co-ordinator Fiona Horrox

This module will provide practitioners caring for children in high dependency ward environments, ambulatory care and accident and emergency departments, with the knowledge and skills required to provide optimum high dependency care in collaboration with the inter-professional team The aim of this module is to equip the practitioners with the ability to provide safe evidence based interventions for the acutely ill child The holistic needs of the child and family during this time will also

be examined

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Dates are subject to change, please check www.lsbu.ac.uk/hsc/cppd Children’s Nursing 61

60 Children’s Nursing Optional Modules Faculty of Health and Social Care

Nursing Assessment and Stabilisation of the Acutely Ill Child

Assessment 1: Practice Based Competencies 2: Mock Clinical Scenario

Assessment Date Intake 1: Nov 6/7 2012 Intake 2: Mar 5/6 2013

Dates Intake 1 2012 Sep 11, 12, 25,

to systematically assess and stabilise the acutely ill child, in collaboration with the inter-professional team The holistic needs

of the child and family during this time will also be examined

Stand Alone Modules

Venue Southwark

Developing Skills and Competence in Professional Practice (Child)

60 Credit points at level 5 or equivalent If undertaking a Children’s Nursing degree pathway students must be RN (Child).Level 7: 240 Credit points of which no more than 120 are at level 4 and no less than 120

at level 5 or equivalent and 120 at level 6 In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 Credit points at level 6 or equivalent Registered as an RN (Child) on the NMC professional register if undertaking a children’s nursing award

Assessment 1 Relective log book

Level 6: This module aims to provide students with an opportunity to develop their knowledge, skills and competence in relation to a chosen area of professional practice This module enables students

to contribute to development and improvement to an area of clinical practice within their own speciality It is undertaken through a work based approach and is student managed with tutorial support and guidance from the module co-ordinator and practice facilitator This module of learning has been designed to allow each student to deine their learning relative to their own area of practice and expertise Students and employers must be aware of the professional boundaries that help to shape and determine the journey undertaken by the student when developing new skills and competence for working practices

Level 7: This module aims to provide students with an opportunity to develop an

to include the nature of life-limiting

conditions, living with a child or young

person within a family in the acute,

community or hospital setting examining

social versus medical models of care The

role of counselling, bereavement and

spiritual support will also be critically

appraised On completion of this module

the practitioner will be able to support

and guide less experienced staff

Integrated Work Based Project

(Child)

Credit 20

Pre-requisites 120 credit points at academic

level 5 Registration with the NMC as RN

Child 6 months experience in practice in

a related area of practice

Assessment 5000 word evaluative work

based learning project report

Assessment Date To be arranged on an

This project module can form the

Honours component of a post-registration

BSc(Hons) pathway It will form an

independent study, negotiated to

meet the students own personal

and professional needs and those

of the employing organisations

Leadership for Children’s Services

Programme Type Optional Module

Credit 20

no more than 120 are at level 4 and no less than 120 at level 5 or equivalent In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 Credit points at level 5 or equivalent If undertaking a Children’s Nursing degree pathway students must be registered on Part 1 of the NMC professional register

Assessment Theoretical Assessment Personal Development Plan 4,000 words

Venue Southwark

Dates

2013 Feb 2 (all day), Mar 7, 21 (half days pm) Module Co-ordinator Sarah Mobbs

T 020 7815 8410

E sarah.mobbs@lsbu.ac.ukThe module is designed to enable students

to realise their leadership potential by exploring from both a micro and macro level the organisational behaviour and political context of contemporary health care deliver The module begins and ends with a focus on “self” as a practitioner, and prompts students into a considered critique of their leadership context, enabling them to create an explicit plan for personal leadership development

Studying this module should help students

to appreciate not only what is involved in leadership, but also how each individual nurse can make a contribution to the leadership within their area of practice

Credit 20

no more than 120 are at level 4 and no less than 120 at level 5 or equivalent In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 credit points at level 5 or equivalent If undertaking a Children’s Nursing degree pathway students must be registered on Part 1 of the NMC professional register

Students will normally have completed the Nursing Assessment and Management of the Acutely Ill Child or the equivalent

Dates

be examined

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Credit 20

Assessment 1 Practice based competencies 2 Presentation

Assessment Date Apr 9, 10 2013

to the diagnosis of childhood cancer

Successful adaptation to the abrupt change to family life brought about by a diagnosis of childhood cancer requires skills

Leadership for Children’s Services

Programme Type Optional Module

Credit 20

no more than 120 are at level 4 and no less than 120 at level 5 or equivalent In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 Credit points at level 5 or equivalent If undertaking a Children’s Nursing degree pathway students must be registered on Part 1 of the NMC professional register

Assessment Theoretical Assessment Personal Development Plan 4,000 words

Venue Southwark

Dates

2013 Feb 2 (all day), Mar 7, 21 (half days pm) Module Co-ordinator Sarah Mobbs

T 020 7815 8410

E sarah.mobbs@lsbu.ac.ukThe module is designed to enable students

to realise their leadership potential by exploring from both a micro and macro level the organisational behaviour and political context of contemporary health care deliver The module begins and ends with a focus on “self” as a practitioner, and prompts students into a considered critique of their leadership context, enabling them to create an explicit plan for personal leadership development

Studying this module should help students

to appreciate not only what is involved in leadership, but also how each individual nurse can make a contribution to the leadership within their area of practice

Credit 20

no more than 120 are at level 4 and no less than 120 at level 5 or equivalent In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 credit points at level 5 or equivalent If undertaking a Children’s Nursing degree pathway students must be registered on Part 1 of the NMC professional register Students will normally have completed the Nursing Assessment and Management

of the Acutely Ill Child or the equivalent

Dates

be examined

in depth knowledge, skills and competence

in relation to a chosen area of professional

practice This module enables students to

develop, improve and/or initiate changes to

an area of clinical practice within their own

speciality It is undertaken through a work

based approach and is student managed

with tutorial support and guidance from

the module co-ordinator and practice

facilitator This module of learning has

been designed to allow each student to

deine their learning relative to their own

area of practice and expertise Students

and employers must be aware of the

professional boundaries that help to shape

and determine the journey undertaken by

the student when developing new skills

and competence for working practices

Enhancing Clinical Skills

for Neonatal Nurses

Credit 20

of which no more than 120 are at level

C(1)and no less than 120 at level I (2) or

equivalent In exceptional circumstances

Registration on Part 1 or Part 15 of the NMC

register and a minimum of 6 months

post-registration experience

Assessment Level 6: 1 Practice based

competencies 2 1 hour clinical reasoning

examination Level 7: 1 Practice based

competencies 2 Case Study

Venue Southwark, Great Ormond Street

Hospital for Children NHS Trust

of sick and premature infants with complex

needs requiring intensive care nursing

to take a key role in the management of

infants requiring intensive care to include

ventilation, cannulation and interpretation

of physiological data The programme will

also explore the key national drivers that

have an impact on local service delivery

Foundations in Neonatal Nursing

Credit 20

on the NMC professional register

Assessment 1 Practice based competencies 2 3,500 word critical analysis

Assessment Date Dec 18, 2012

be the holistic assessment of the preterm/

sick newborn infant and their family

Application of essential physiology of the major body systems and the systematic assessment of the preterm/sick newborn infant will be achieved by the students

in order to provide evidence based care

The student will be able to discuss the key factors which contribute to prematurity, illness and the outcome in the antenatal, intrapartum and postnatal period

Integrating Study (Child)

Credit 20

Pre-requisites Students will be required

to have completed 100 credits at Level 6

Students are required to submit a proposal for approval prior to commencing the study

Assessment 5,000 word study

Assessment Date To be arranged on an individual basis

Venue Southwark

Dates

2012 Sep 24, Nov 5

2013 Jan 28, May 13 Time 13:30-15:00 Module Co-ordinator Fiona Whitwham

T 020 7815 6785 E whitwh@lsbu.ac.uk

As the name suggests, the Integrating Study integrates the ive modules that have been completed at Level 6 This integration does not imply the need to draw on the detail of the assignments but on relevant themes and learning issues arising from the modules of study and indeed the course

as a whole The integrating study may

be the accumulation in academic terms

of the degree programme and draw on the student’s understanding both of the research methods and of their professional experience in practice settings

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64 Children’s Nursing Stand Alone Modules Faculty of Health and Social Care

Principles of Children’s Neuroscience Nursing – Acute Management

Credit 20

Assessment 1 Practice based competencies

2 Mock clinical scenario

Assessment Date Nov 28/29 2012

of anatomy and physiology of the nervous system and how this may be altered by an acute neurological problem Students will explore the impact of such conditions on the family as a whole A key aspect of this module is to enhance the student’s ability

to assess neurological emergencies and instigate appropriate care

Principles of Children’s Neuroscience Nursing – Long Term Management

Credit 20

Assessment 1 Practice Based Competencies 2 Theoretical Assessment

3500 words essay

of settings The module aims to enhance the student’s knowledge of the anatomy and physiology of the nervous system of the normal child and the impact of disease

on neurodevelopment The module also aims to encourage the students to explore the impact of long term conditions on the family as a whole A key aspect of this module is to enhance the student’s ability

to evaluate research which underpins nursing care

Principles of Managing Children’s Pain

Level 7: 240 Credit points of which no more than 120 are at level 4 and no less than 120

at level 5 or equivalent and 120 at level 6 In exceptional circumstances 60 Credit points

Level 7: Assessment 1 Practice Based Competencies Assessment: 2 3,500 case study

Assessment Date Intake 1: Dec 20 2012 Intake 2: Jul 25 2013

Dates Intake 1 2012 Oct 16, 17, 18,

Nov 13, 14, 15 Intake 2 2013 May 14, 15, 16,

Jun 18, 19, 20 Module Co-ordinator Rebecca Saul

T 020 7815 8373 E saulr@lsbu.ac.uk

Level 6: The focus of this module is the holistic care of children and young people who are experiencing pain, encouraging the student to explore:

The bio-psycho-social aspects of pain; focusing on the healthcare professional’s role in the assessment and management

of pain and the evaluation of pain management strategies

A multi-modal approach to pain management and demonstrate the ability to evaluate the physiological impact of pain, pharmacological, non-pharmacological and alternative methods

Mentoring and Enabling

Learning in the Practice Setting

(Children’s Nursing)

Programme Ref TBE_6_033/TBE_7_033

Credit 20

Pre-requisites Normally a minimum of

12 months post qualifying experience

Registration on a professional register

Level 6: 240 Credit points of which no more

than 120 are at level 4 and no less than

120 at level 5 or equivalent In exceptional

circumstances if an individual has evidence

of recent professional learning they may

enter with 60 Credit points at level 5 or

equivalent If undertaking a Children’s

Nursing degree pathway students must

be RN (Child)

Level 7: 120 at level 5 or equivalent and

120 at level 6 In exceptional circumstances

60 credits at level 6 or equivalent Can be

taken as a stand alone module

Assessment 4,000 word critical relection

on a practice based observation and the

This module prepares those practitioners

who support learning and assessment of

students and junior colleagues in practice

The learning outcomes are matched to

competencies and outcomes for a stage

2 mentor drawing on the NMC guidance

and standards to support learning and

assessment in practice Achievement of the

learning outcomes is by facilitated student

centred activities that explore the needs of

an adult learner in practice settings

Perspectives in Adolescent Care

Credit 20

Assessment Level 6: 1 Practice Competencies 2 3500 word Relective analysis Level 7: 1 Practice Competencies

The Principles of Caring for a Child or Young Person Undergoing Surgery

Credit 20

no more than 120 are at level 4 and no less than 120 at level 5 or equivalent In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 Credit points at level 5 or equivalent Normally Registered

on Part 1 of the NMC professional register

or other professional working with children undergoing surgery

Assessment 1 Practice based competencies 2 Theoretical Assessment 3,500 word essay

Dates

2013 Feb 12, 13, 14, Mar 19, 20, 21 Module Co-ordinator Maire Horstman

The major focus of this module will be the holistic care of a child or young person undergoing a surgical procedure, who is cared for in a variety of settings to include ambulatory care An overview of childhood conditions which require surgical correction will be given with the student evaluating the evidence available for the care they provide The student will examine the role

of the multi-disciplinary team in providing care throughout the patient journey

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Continuing Care in Childhood Cancer Nursing (Level 6)

Semester 2 Optional Module Optional Module

Principles of Optional module Managing from the Children’s Children’s Pain Nursing portfolioe.g

Developing Skills and Competence in Professional Practice

Students who exit here can achieve the Postgraduate Certiicate Year 2

Semester 1 Optional Module Optional Module

Advanced Managing the Assessment of the Complex Presenting Child Presenting Child

Semester 2 Core Module

Research Module

Students who exit here can achieve the Postgraduate Diploma Year 3

Semester 1 Core Module Dissertation or Practice Project (60 credits)

Semester 2 Core Module Core Module Students who exit here can achieve the MSc Children’s Nursing

This programme is aimed at Children’s Nurses who expect their career to remain primarily in child health care professional practice, are working in primary, secondary

or tertiary clinical settings and who wish to continue their academic development to post-graduate level

Distinctive features of this programme include:

• It meets the education and training needs of employers and individuals through lexible part-time study

• Taught programme is complemented

by e-learning support and interactive e-tivities

• Supported by expert children’s nurses

• The emphasis is on integrating theoretical approaches with the practice of Children’s Nursing

• Assessment uses innovative practice based approaches such as Mock Clinical Scenarios, Relective Logs and Vivas

• Potential students can claim advanced standing for up to 50% of the programme (for suitably qualiied applicants)

The course aims for practitioners to be able to:

• Develop a relective, enquiring, critical and innovative approach to professional practice

• Contribute to advancing professional practice by their personal development and life-long approach to learning

• Further develop the knowledge and understanding with which to develop their professional practice

• Develop an analytical approach to care which is based on best available evidence

• Understand the current structure of Children’s Services Provision and the role of the nurse within that structure

• Demonstrate their commitment to excellence in providing care for children and their families

• Analyse future research needs within their area of practice, which could contribute towards improving care provided for children, young people and the family

of pain relief; as well as the psychological

and social impact and effect of pain on a

child or young person

The ethical and moral issues surrounding

the rights of children to receive effective

pain relief (United Nations 1989) in keeping

with the core aim of National Service

Framework for Children and Young People

(Department of Health, 2004, Healthcare

no more than 120 are at level 4 and no

less than 120 at level 5 or equivalent In

exceptional circumstances if an individual

has evidence of recent professional

learning they may enter with 60

Credit points at level 5 or equivalent If

undertaking a Children’s Nursing degree

pathway students must be RN (Child)

Assessment Theoretical Assessment:

4,000 word essay

Dates

2013 Jan 11, 18, Feb 1, 8, 15, Mar 1

Module Co-ordinator Fiona Whitwham

T 020 7815 6785 E whitwh@lsbu.ac.uk

This inter-professional module will provide

professionals from health, education and

social care disciplines with the knowledge

and skills necessary to identify if the

children and young people in their care

are at risk from child abuse or neglect and

if necessary to refer on appropriately The

student will be encouraged to examine

and relect on their own values and beliefs

about children and young people’s right to

live a life without fear or injury The roles

of professionals and agencies working

collaboratively to safeguard, protect and

achieve safe outcomes for children and

young people at risk will be explored

Research Methods and Processes (Child)

Credit 20

Pre-requisites 240 credits of which

no more than 120 are at Level 4 and no less than 120 at Level 5 or equivalent In exceptional circumstances if an individual has evidence of recent professional learning they may enter with 60 credits at Level 5 or equivalent Registered as an RN Child on the NMC professional register

Assessment 4000 word critical appraisal

Assessment Date Intake 1: Jan 17 2013 Intake 2: Jul 4 2013

Venue Southwark

Dates Intake 1 2012 Oct 18, 25,

Nov 8, 22, 29, Dec 6 Intake 2 2013 Feb 21, 28, Mar 21,

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Practice Development through Individual Learning

Credit 20

Pre-requisites Current registration as health care professional if on the Children’s Advanced Nurse Practitioner programme they will be on Part 1 of the NMC register and have a child health qualiication [formerly Part 8/15] Normally at least a second class honours degree or recent successful level 6 study Working in relevant clinical environment Employer support for developing new knowledge and skills within application form Identiication

of a Practice Facilitator and signed acceptance form

Assessment 1 4000 words written assignment 2 Certiied clinical hours [pass/fail] – submission of a work-based learning record of evidence to be included – (a) A list of clinical hours completed;

(b) Two diary reports where the student will be required to discuss issues that have arisen during developing an area

of practice to change – concepts such

as change management/leadership or inter-professional working would all be considered appropriate to explore.(c) A practice based learning objective; (d) A student evaluation form completed by the student and their Practice Facilitator [must

Managing the Complex Presenting Child

Assessment 1 Objective Structured Clinical Assessment (OSCA) 2 Certiied clinical hours [pass/fail] – submission of

a work-based learning record of evidence

to be included – (a) A list of clinical hours completed; (b) Two diary reports where the student will be required to discuss their health assessment of a child, generate

a list of relevant differential diagnoses, choose one diagnosis and analyse the patho-physiology of this condition (c) A practice based learning objective; (d) A student evaluation form completed by the student and their Practice Facilitator

[must be included to meet professional requirements]

Assessment Date Assessment: Jan 23, 2013 Clinical Placements: Dec 5/11, and Dec 19 2012

Venue Southwark

Dates

2012 Development Day Sep 20 Sep 26, Oct 3, 10, 17, 24, 31, Nov 7, 14, 21, 28, Dec 5, 12, 19 Module Co-ordinator Claire Anderson

Using this increased knowledge the student will be able to undertake the physical assessment of a child presenting with a complex range of presenting symptoms

This increased knowledge and skills will further develop the student’s clinical decision making skills and their ability to apply an evidence-based approach to any child encountered in practice

60 Credit points at level 5 or equivalent If undertaking a Children’s Nursing degree pathway students must be RN (Child).Level 7: 240 Credit points of which no more than 120 are at level 4 and no less than 120

to contribute to development and improvement to an area of clinical practice within their own speciality It is undertaken through a work based approach and is student managed with tutorial support and guidance from the module co-ordinator and practice facilitator This module of learning has been designed to allow each student to deine their learning relative to their own area of practice and expertise Students and employers must be aware of the professional boundaries that help to shape and determine the journey undertaken by the student when developing new skills and competence for working practices.Level 7: This module aims to provide students with an opportunity to develop

Physiological Assessment of the

Principles for ANP’s Presenting Child

Semester 2

Optional Module

Non-Medical Prescribing

the Postgraduate Certiicate – Enhancing

Clinical Practice

Year 2

Semester 1

Specialist Module Specialist Module

Practice Managing the

Development Complex Presenting

Child

Semester 2

Core Module

Research in Health and Social Care

the Postgraduate Diploma – Enhancing

Clinical Practice (RCN NP award)

Year 3

Semester 1 and 2 Core Module Dissertation

or Practice Project (60 credits)

the MSc Children’s Advanced Nurse

Practitioner

This is an RCN accredited programme

and is aimed at:

• Children’s nurses who expect their career

to remain primarily in health

care professional practice

• Are working in primary, secondary

or tertiary care clinical settings that

require advanced nurse practitioner

role preparation

• Wish to continue their academic

development to post-graduate level

It is a

• Speciic children’s nursing focus

• RCN accredited Nurse Practitioner programme

• Preparation for a range of clinical roles

• Practice based modules

• Clinical learning and placements

• Range of awards available

• Part-time mode of delivery

• Proven success in graduates attaining Children’s Advanced Practitioner roles

Course description

The programme begins with a 2 day Orientation event at LSBU in September, during which the students will enrol; be introduced to the programme framework and learning and teaching strategies used

in the programme such as Problem-Based Learning Prior to year 2 students will attend a professional development day prior to re-commencing their studies

At LSBU the academic year is organised into

2, 15 week semesters Students normally undertake 2 modules per semester

In addition, students attend a clinical placement during the summer after year 2

• Enhance life-long learning skills and personal development, to enable the student to work with self-direction and originality and to contribute to professional practice and to society

• Equip the student with the knowledge, skills and attributes commensurate with the Nurse Practitioner level of nursing practice (as deined by the RCN, 2008)

Advanced Assessment of the Presenting Child

Credit 20

Pre-requisites Students will normally hold

an Honours degree and normally they will

be on Part 1 of the NMC register with a children’s nursing qualiication (RN Child) with a minimum of 3 years post registration experience Registered adult nurses with the NMC can apply for this Module as a stand-alone option

Assessment The pass mark is 50%

Assessment Date Intake 1: Jan 15, 2013 Intake 2: May 7, 2013

Venue Southwark

Oct 1, 8, 15, 22, 29, Nov 5, 12, 19, 26, Dec 3, 10, Jan 7 Intake 2 2013 Feb 5, 12, 19, 26,

Mar 5, 12, 19, 26, Apr 2, 9, 19, 23, 30 Module Co-ordinator Claire Anderson

T 020 7815 8417 E andersco@lsbu.ac.uk

This module introduces the student to the knowledge and practice of advanced health assessment of the child It aims to broaden and deepen students’ knowledge

of anatomy, physiology, pathology and pharmacology

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Physiological Principles for Advanced Nurse Practitioners

Programme Ref RCN_6_002

Credit 20

Pre-requisites Current registration with the Nursing and Midwifery Council Recent academic study to minimum of Level 5

Assessment 3 hour seen examination

Venue Southwark

Dates Sep 2012 for Advanced Nurse Practitioner students (Sep intake) only

Monday mornings starting 24th September 2012 and continuing weekly through to end of January 2013 (with break for Christmas)

Tuesday, February 2013 for Advanced Nurse Practitioner students (Feb intake) AND stand alone students

Commences 5th February 2013 and continuing weekly through to end

of May 2013 (with break for Easter) Module Co-ordinator Siva Murugiah

T 020 7815 6736 E murugis@lsbu.ac.uk

This module recognizes that Advanced Nurse Practitioners need in-depth knowledge and understanding of physiological principles if they are to provide safe, effective, contemporary care at an advanced level, commensurate with the Domains and competences of Advanced Nurse Practitioner practice (RCN, 2008) This module therefore uses an integrated concept-based approach to enable students to learn about physiological principles such as maintenance of homeostasis and the

“normal” human response to internal and external variables This is a core foundation module for all of the Advanced Nurse Practitioner programmes offered within the Faculty It aims to develop the student’s knowledge and understanding of physiological principles, thereby providing

a foundation on which subsequent learning in areas such as pathophysiology, pharmacology, and prescribing can be developed, to inform and underpin clinical practice at an advanced level

The module can be taken as part of an Advanced Nurse Practitioner programmes

at LSBU or on as a stand- alone single module (see intakes below)

Please note: Students are required to undertake preparation work for a minimum

of 2 weeks prior to commencing the module, comprising series of activities presented on a CD

Research in Health and Social Care (formerly Research Methodology and Strategy)

Assessment Assignment 4,000 words

Venue Southwark

Oct 1, 8, 15, 22, 29, Nov 5, 12, 19, 26, Dec 3, 10 Intake 2 2012 Sep 26,

Oct 3, 10, 17, 24, 31, Nov 7, 14, 21, 28, Dec 5, 12 Module Co-ordinator Dr David Cowan

The purpose of this module is to consolidate and extend students’ knowledge of research approaches and methods and enhance their ability to be critical users of research evidence The module examines philosophical and theoretical perspectives underpinning health and social care research approaches including exploration

of research design and key aspects of data gathering and interpretation of both qualitative and quantitative analyses

The module will develop practical skills for identifying, critically reviewing and synthesising research evidence relevant to professional practice

Research Dissertation (60 Credit module)

Programme Ref TAR_7_010

Credit 60

Pre-requisites Normally a Bachelors Degree

or equivalent in an appropriate subject and completion of the relevant taught postgraduate modules equivalent to

to solve problems and the ability to take full advantage of new opportunities These aims will be achieved by using

an approach that will enable students

to synthesise and integrate a number

of disciplines on subjects which could

be found in undergraduate studies, but whose treatment will be appropriate

to postgraduate students Particular emphasis will be placed on the need to provide evidence skills of critical analysis with respect to literature and research studies Students will be provided with an opportunity to identify major theoretical inluences on their salient practice concerns and set these within a critical framework Additionally, students will be encouraged to cultivate organisational and time management skills, which will

be required to successfully accomplish the Dissertation The Dissertation should be directly related to professional practice Students will need to take responsibility for their own learning through self directed study; negotiated programmes; work experience made relevant; and supported, supervised Dissertation preparation and writing based on critical awareness and self-evaluation

an in depth knowledge, skills and

competence in relation to a chosen area

of professional practice This module

enables students to develop, improve and/

or initiate changes to an area of clinical

practice within their own speciality It

is undertaken through a work based

approach and is student managed with

tutorial support and guidance from

the module co-ordinator and practice

facilitator This module of learning has

been designed to allow each student to

deine their learning relative to their own

area of practice and expertise Students

and employers must be aware of the

professional boundaries that help to shape

and determine the journey undertaken by

the student when developing new skills

and competence for working practices

in Paediatric Ventilator

Management – Level 7

Credit 20

Pre-requisites 240 Credit points of which no

more than 120 are at level 4 and no less than

120 at level 5 or equivalent and 120 at level 6

In exceptional circumstances if an individual

has evidence of recent professional learning

they may enter with 60 Credit points at

level 6 or equivalent Registered as an RN

(Child) on the NMC professional register

with two years experience in a paediatric

intensive care area

Dates

2012 tbc

Module Co-ordinator Lorraine Highe

is the development of advanced nursing

practice in the paediatric intensive care

Through systematic assessment of the

mechanically ventilated child, and the

application of essential physiology to

the assessment, the nurse will develop

informed decision making skills regarding

the therapeutic management of respiratory

support, the weaning of mechanical

ventilation and the possible extubation

Advanced Assessment of the Critically Ill Child

Credit 20

Pre-requisites Students will normally hold

an Honours degree and normally they will

be on Part 1 of the NMC register a child (RN Child) with a minimum of 3 years post registration experience

Assessment 1 Unseen written exam of

3 hours duration [100% of overall module mark, 50% pass mark] 2 Certiied clinical hours [pass/fail] – submission of a work-based learning record of evidence to

be included – (a) A list of clinical hours completed; (b) A practice based learning objective; (c) A student evaluation form completed by the student and their Practice Facilitator [must be included to meet professional requirements]

Venue Evelina Children’s Hospital

Dates Intake 1 2012 tbc Module Co-ordinator Claire Anderson

T 020 7815 8417 E andersco@lsbu.ac.uk

This module is intended for children’s nurses, who work in intensive care settings with children and young people who have acute and critical care needs It will broaden and deepen their knowledge

of life sciences [anatomy, physiology, pathology and pharmacology] Problem based learning enables core content to be integrated with, and explicitly linked to, clinical practice, relecting the reality of the child’s presentation

Managing Complexity and Emergencies in Childhood:

Developing the Retrieval Nurse Practitioner Role

a teaching and learning strategy Such

an approach enables core content to be integrated and explicitly linked to clinical practice relecting the realities of patient presentation Real or theoretical case studies will be used, which will facilitate students in developing their existing knowledge and experience and acquiring new knowledge and skills in a contextually relevant way This module builds on the irst; introducing more complex scenarios, stretching and challenging the student’s knowledge and skills

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Advanced Clinical Skills for the Advanced Neonatal Nurse Practitioner

Credit 20

Pre-requisites Students will normally have Honours degree and be a registered nurse with the NMC with a minimum of 3 years post registration experience with at two working with neonates The student will

be expected to be working with neonates

Successful completion of the Advanced Assessment of the Presenting Neonate or

an equivalent

Assessment 1 Seen Exam Paper

2 Competency Document

Assessment Date Feb 12 2013

Dates

2012 Sep 25, Oct 2, 9, 16, 23, 30, Nov 6, 13, 20, 27, Dec 4, 11 Module Co-ordinator Ureka Singh

T 020 7815 8354 E singhu2@lsbu.ac.uk

This is the second specialist module in the pathway and it builds on the knowledge and skills developed in the Advanced Assessment module It aims to broaden and deepen students’ knowledge of life sciences (anatomy, physiology, pathology) and pharmacology whilst developing the clinical skills required

to safely manage a sick neonate Using this increased knowledge the student will be able to initiate and manage life saving strategies following a holistic assessment of the neonate This increased knowledge and skills will further develop the student’s clinical decision making abilities when caring for neonates with complex presentations Incorporating the knowledge and practice of problem-based learning the student will be expected to utilise life-long learning strategies and

to apply an evidence-based approach to clinical in practice

Managing the Complex Presenting Neonate

Credit 20

Pre-requisites Students will normally have Honours degree and be a registered nurse with the NMC with a minimum of 3 years post registration experience with at least two working with neonates The student will be expected to be working with neonates Successful completion of the Advanced Assessment of the Presenting Neonate and Advanced Clinical Skills for ANNP’S module

Assessment 1 Objective Structured Clinical Assessment (OSCA)

2 Practice Based Hand Book

Assessment Date Jun 4, 2013

Dates

2013 Feb 19, 26, Mar 5, 12, 19, 26, Apr 2, 9, 16, 23, 30, May 7.

Module Co-ordinator Ureka Singh

This is the third specialist module in the pathway which uses a Problem Based Learning approach to teaching and learning Building on the knowledge and skills developed in the irst two pathway modules, it aims to broaden and deepen students’ knowledge of life sciences, namely anatomy, physiology, pathology and pharmacology

Practice Development through Individual Learning

Credit 20

Pre-requisites Current registration as health care professional if on the Children’s Advanced Nurse Practitioner programme they will be on Part 1 of the NMC register and have a child health qualiication [formerly Part 8/15] Normally at least a second class honours degree or recent successful level 6 study Working in relevant clinical environment Employer support for developing new knowledge and skills within application form Identiication of a Practice Facilitator and signed acceptance form

Assessment 1 4,000 words written assignment 2 Certiied clinical hours [pass/fail] – submission of a work-based learning record of evidence to be included – (a) A list of clinical hours completed; (b) Two diary reports where the student will be required to discuss issues that have arisen during developing an area

of practice to change – concepts such

as change management/leadership or inter-professional working would all be considered appropriate to explore (c) A practice based learning objective; (d) A student evaluation form completed

by the student and their Practice Facilitator [must be included to meet professional requirements]

Physiological Assessment of the

Principles for ANPs Presenting Neonate

Advanced Clinical Skills for the Advanced Neonatal Nurse Practitioner

Semester 2

Specialist Module

Managing the Complex Presenting Neonate

the Postgraduate Certiicate – Enhancing

the Postgraduate Diploma –

Enhancing Clinical Practice

Year 3

Semester 1 and 2

Core Module Dissertation or Practice

Project (60 credits)

the MSc Advanced Neonatal Nurse

Practitioner

This is an RCN accredited programme

and is aimed at:

• Experienced Neonatal nurses who

expect their career to remain in

neonatal professional practice

• Are working in level one, level two or

tertiary neonatal intensive care modules

• Wish to continue their academic

development to post-graduate level

It is a

• Speciic neonatal nursing focus

• RCN accredited Nurse Practitioner programme

• Preparation for a clinical role

• Practice based modules

• Clinical learning

• Range of awards available

• Part-time mode of delivery

The programme begins with a 4 day Orientation event at LSBU on 17-20 September, during which the students will enrol; be introduced to the programme framework and learning and teaching strategies used in the programme such

as Problem-Based Learning Prior to year

2 the students will attend a professional development day prior to re-commencing their studies

At LSBU the academic year is organised into

2, 15 week semesters Students normally

undertake 2 modules per semester, however for this course students will undertake 3 modules in each semester

of the irst year.

Course aims to

• Develop the student’s ability to apply knowledge and understanding of the ield of professional practice to complex issues, systematically and creatively,

so that they may lead the continuing enhancement of the neonate’s and their family’s experience of health care

• Enhance life-long learning skills and personal development, to enable the student to work with self-direction and originality and to contribute to professional practice and to society

• Equip the student with the knowledge, skills and attributes commensurate with the Nurse Practitioner level of nursing practice (as deined by the RCN, 2008)

Advanced Assessment of the Presenting Neonate

Credit 20

Pre-requisites Students will normally have Honours degree and be a registered nurse with the NMC with a minimum of 3 years post registration experience with at least two years working with neonates The student will be expected to be working with neonates

Assessment 1 Observed Structured Clinical Examination 2 Competency document -to include certiied clinical hours-including list of clinical hours completed- practice based learning objectives and 1 student evaluation from completed by student and their practice facilitator

Dates

2012 Sep 24, Oct 1, 8, 15, 22, 29, Nov 5, 12, 19, 26, Dec 3, 10, Module Co-ordinator Ureka Singh

This is the irst pathway module which introduces the student to the knowledge and practice of advanced assessment for

a neonate The module aims to broaden and deepen students’ knowledge of life sciences, namely embryology, anatomy, physiology, and biochemistry

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Optional modules

Credit 20

no more than 120 are at level 4 and no less than 120 at level 5 or equivalent and 120

60 Credit points at level 6 or equivalent

Registered as an RN (Child) on the NMC professional register with two years experience in a paediatric intensive care area

Assessment Assessment 1 Clinical log book/competencies 2 Oral examination

is the development of advanced nursing practice in the paediatric intensive care

Through systematic assessment of the mechanically ventilated child, and the application of essential physiology to the assessment, the nurse will develop informed decision making skills regarding the therapeutic management of respiratory support, the weaning of mechanical ventilation and the possible extubation

Caring for Children and Young People with Life-Limiting Conditions

60 Credit points at level 5 or equivalent If undertaking a Children’s Nursing degree pathway students must be RN (Child)

Level 7: 120 at level 5 or equivalent and

120 at level 6 In exceptional circumstances

60 credits at level 6 or equivalent If undertaking Children’s Nursing degree must be RN (child) Registered as an RN (Child) on the NMC professional register

Assessment 1 4,000 word summative

T 020 7815 7976 E crightol@lsbu.ac.uk

Level 6: This inter-professional module will provide professionals from health, education and social care disciplines who are caring for children and young people with life-limiting illnesses with the knowledge and skills necessary to work collaboratively to provide best possible outcome This module considers the holistic approach to the management

to include the nature of life-limiting conditions, living with a child or young person within a family in the acute, community or hospital setting The nature

of counselling, bereavement and spiritual support will also be analysed

Level 7: This inter-professional module will provide professionals from health, education and social care disciplines who are caring for children and young people with life-limiting illnesses with the knowledge and skills necessary to work collaboratively to provide best possible outcome This module critically analyses the holistic approach to the management

to include the nature of life-limiting conditions, living with a child or young person within a family in the acute, community or hospital setting examining social versus medical models of care The role of counselling, bereavement and spiritual support will also be critically appraised On completion of this module the practitioner will be able to support and guide less experienced staff

Physiological Principles for

Advanced Nurse Practitioners

Programme Ref RCN_6_002

Credit 20

Pre-requisites Current registration with

the Nursing and Midwifery Council Recent

academic study to minimum of Level 5

Assessment 3 hour seen examination

Venue Southwark

Dates

Sep 2012 for Advanced Nurse Practitioner

students (Sep intake) only

Monday mornings starting

24th September 2012 and continuing

weekly through to end of January 2013

(with break for Christmas)

Tuesday, February 2013 for Advanced

Nurse Practitioner students (Feb intake)

AND stand alone students

Commences 5th February 2013 and

continuing weekly through to end

of May 2013 (with break for Easter)

Module Co-ordinator Siva Murugiah

T 020 7815 6736 E murugis@lsbu.ac.uk

This module recognizes that Advanced Nurse Practitioners need in-depth knowledge and understanding of physiological principles if they are to provide safe, effective, contemporary care at an advanced level, commensurate with the Domains and competences of Advanced Nurse Practitioner practice (RCN, 2008) This module therefore uses an integrated concept-based approach to enable students to learn about physiological principles such as maintenance of homeostasis and the

“normal” human response to internal and external variables This is a core foundation module for all of the Advanced Nurse Practitioner programmes offered within the Faculty It aims to develop the student’s knowledge and understanding of physiological principles, thereby providing

a foundation on which subsequent learning in areas such as pathophysiology, pharmacology, and prescribing can be developed, to inform and underpin clinical practice at an advanced level

The module can be taken as part of an Advanced Nurse Practitioner programmes

at LSBU or on as a stand- alone single module (see intakes below)

Please note: Students are required to undertake preparation work for a minimum

of 2 weeks prior to commencing the module, comprising series of activities presented on a CD

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76 Children’s Nursing Stand Alone Modules Faculty of Health and Social Care

Level 7: This module aims to provide students with an opportunity to develop an

in depth knowledge, skills and competence

in relation to a chosen area of professional practice This module enables students to develop, improve and/or initiate changes to

an area of clinical practice within their own speciality It is undertaken through a work based approach and is student managed with tutorial support and guidance from the module co-ordinator and practice facilitator This module of learning has been designed to allow each student to deine their learning relative to their own area of practice and expertise Students and employers must be aware of the professional boundaries that help to shape and determine the journey undertaken by the student when developing new skills and competence for working practices

Enhancing Clinical Skills for Neonatal Nurses

Credit 20

of which no more than 120 are at level C(1)and no less than 120 at level I (2) or equivalent In exceptional circumstances

Registration on Part 1 or Part 15 of the NMC register and a minimum of 6 months post-registration experience

Assessment Level 6: 1 Practice based competencies 2 1 hour clinical reasoning examination Level 7: 1 Practice based competencies 2 Case Study

Dates

2012 May 14, 15, 21, 22, Sep 3, 4 Module Co-ordinator

Vivette Wallen-Mitchell

T 020 7815 8190 E wallenv2@lsbu.ac.uk

to take a key role in the management of infants requiring intensive care to include ventilation, cannulation and interpretation

of physiological data The programme will also explore the key national drivers that have an impact on local service delivery

Credit 20

Assessment 1 Practice based competencies 2 Theoretical Assessment Essay

no more than 120 are at level 4 and no less

than 120 at level 5 or equivalent and 120

60 Credit points at level 6 or equivalent

Registered as an RN (Child) on the NMC

professional register with two years

experience in a paediatric intensive

care area

Assessment Assessment 1 Clinical log

book/competencies 2 Oral examination

Dates

2012 tbc

Module Co-ordinator Lorraine Highe

is the development of advanced nursing

practice in the paediatric intensive care

Through systematic assessment of the

mechanically ventilated child, and the

application of essential physiology to

the assessment, the nurse will develop

informed decision making skills regarding

the therapeutic management of respiratory

support, the weaning of mechanical

ventilation and the possible extubation

of this module the nurse will be able to

manage a ventilated child or young person

autonomously within the guidelines of the

employing Trust The student will examine

the professional and legal responsibilities

Venue Southwark

60 Credit points at level 5 or equivalent If undertaking a Children’s Nursing degree pathway students must be RN (Child)

to contribute to development and improvement to an area of clinical practice within their own speciality It is undertaken through a work based approach and is student managed with tutorial support and guidance from the module co-ordinator and practice facilitator This module of learning has been designed to allow each student to deine their learning relative to their own area of practice and expertise Students and employers must

be aware of the professional boundaries that help to shape and determine the journey undertaken by the student when developing new skills and competence for working practices

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A multi-modal approach to pain management and demonstrate the ability to evaluate the physiological impact of pain, pharmacological, non-pharmacological and alternative methods

of pain relief; as well as the psychological and social impact and effect of pain on a child or young person

The ethical and moral issues surrounding the rights of children to receive effective pain relief (United Nations 1989) in keeping with the core aim of National Service Framework for Children and Young People (Department of Health, 2004, Healthcare Commission 2007)

Mentoring and Enabling

Learning in the Practice Setting

(Children’s Nursing)

Programme Ref TBE_6_033/TBE_7_033

Credit 20

Pre-requisites Normally a minimum of

12 months post qualifying experience

Registration on a professional register

Level 6: 240 Credit points of which no more

than 120 are at level 4 and no less than

120 at level 5 or equivalent In exceptional

circumstances if an individual has evidence

of recent professional learning they may

enter with 60 Credit points at level 5 or

equivalent If undertaking a Children’s

Nursing degree pathway students must

be RN (Child)

at level 6 In exceptional circumstances 60

credits at level 6 or equivalent Can be taken

as a stand alone module

Assessment 4,000 word critical relection

on a practice based observation and the

This module prepares those practitioners

who support learning and assessment of

students and junior colleagues in practice

The learning outcomes are matched to

competencies and outcomes for a stage

2 mentor drawing on the NMC guidance

and standards to support learning and

assessment in practice Achievement of the

learning outcomes is by facilitated student

centred activities that explore the needs of

an adult learner in practice settings

Perspectives in Adolescent Care

Credit 20

Assessment Level 6: 1 Practice Competencies 2 3,500 word Relective analysis Level 7: 1 Practice Competencies

Principles of Managing Children’s Pain

at level 5 or equivalent and 120 at level 6 In exceptional circumstances 60 Credit points

Level 7: Assessment 1 Practice Based Competencies Assessment: 2 3,500 case study

Assessment Date Intake 1: Dec 20 2012 Intake 2: Jul 25 2013

Dates Intake 1 2012 Oct 16, 17, 18,

Nov 13, 14, 15 Intake 2 2013 May 14, 15, 16,

Jun 18, 19, 20 Module Co-ordinator Rebecca Saul

T 020 7815 8373 E saulr@lsbu.ac.uk

Level 6: The focus of this module is the holistic care of children and young people who are experiencing pain, encouraging the student to explore:

The bio-psycho-social aspects of pain;

focusing on the healthcare professional’s role in the assessment and management

of pain and the evaluation of pain management strategies

Tiêu đề	Continuing Professional and Personal Development 2012 - 2013
Tác giả	Judith Ellis
Trường học	University of London
Chuyên ngành	Health and Social Care
Thể loại	Continuing Professional and Personal Development
Năm xuất bản	2012-2013
Thành phố	London

Định dạng
Số trang	123
Dung lượng	4,21 MB