Health and Social Practice (Education) MSc
3 years part time | September start

You will learn about the use of ‘Cognitive Behavioural Therapy (CBT) for Long Term Conditions (LTCs)’ as a possible treatment strategy in Monitoring and Management of LTCs. As you explore the evidence base and key components of CBT you will develop theoretical knowledge and an understanding of the benefits of adopting this technique with your service users. Topics include:
• Long Term Conditions and Mental Health
• Why CBT - an introduction to using CBT with service users who have physical health conditions
• CBT for Anxiety and Panic
• CBT for Depression
• Therapeutic assessment skills – a central component in CBT
• Using guided discovery
• Formulation – a framework for solving problems
• Treatment goals and treatment strategies – tailored to target the psychological aspects of physical disease

On this module, you will learn to be a Newborn and Infant Physical Examination (NIPE) practitioner. You will enhance your current understanding of newborn assessment. Newborn examination skills will be developed to incorporate competency in performing the 4 specific screening elements of the NHS Newborn and Infant and Physical Examination (NIPE) programme, these are the examination of the newborn heart, testes, eyes and the hips. You will learn about the NHS Newborn and Infant Physical Examination Screening Programme and the rationale for the newborn examination standards and implementation of the programme in the UK. You will evaluate how this understanding will direct your practice and understanding of referral and decision making. Guided online learning and student-led learning will enable you to review the evidence and increase your knowledge of newborn physiology, the normal parameters of health and potential deviations from normal as well as understanding the aetiology and recognition of congenital abnormalities. You will evaluate the implications of practitioner accountability and responsibility when assuming an extended and enhanced role, and be able to directly link this to the NMC code. This will include a review of the literature pertinent to this enhanced role, and a personal reflection on your own development.

The module will assist you to embrace specific aspects of newborn wellbeing. You will critically review the evidence base underpinning care for example neonatal jaundice. The newborn examination is an opportunity to have dialogue with parents and to reinforce health promotion messages, you will critically appraise the evidence base and communication approaches when addressing for example, safe sleeping, recognising the ill baby and responsive parenting

This module will facilitate your development of the knowledge and skills required for safe and effective prescribing from a legally specified UK formulary. Successful completion of all components of the module will lead to the achievement of a recordable prescribing qualification with your regulatory body (NMC or HCPC). The subject areas you will study include assessing the patient and considering prescribing options, pharmacology for prescribing and de-prescribing, legal and regulatory frameworks, providing information, reaching shared decisions, monitoring and reviewing treatments, prescribing safely, professionally and as part of a team and improving prescribing practice.

In this module, you will explore the needs of the patient with advanced disease and the impact of unmet symptom management on quality of life. This module will enable you to critically examine your practice when assessing and managing symptoms and will enable you to consider the holistic needs of the patient and their carers. You will be encouraged to reflect and explore personal experiences arising from your own clinical practice in order to explore ways of enhancing your professional practice. The module provides the opportunity for you to identify and examine the challenges of managing complex symptoms. You will investigate the holistic multi-disciplinary care necessary to facilitate high quality symptom management. A flexible learning approach is encouraged to assist in the development of specific knowledge relating to

Topics will include; common symptoms in advanced disease; the physiology of pain and pain theory; pain and symptom assessment tools; pharmacological and non-pharmacological symptom management; emergencies in palliative care; symptoms in the last days and hours of life; challenges for practice; patient perspective of living with fatigue.

On this module you will develop an increased ability to assess, examine and manage patients with a wide range of clinical presentations across the age spectrum presenting in general practice. It is expected that this module will give you the knowledge to assess and manage the patient’s ability and appropriateness to receive health interventions and refer to other health care professional as required. Summative assessment will include the achievement of clinical examination skills via an objective structured clinical examination (OSCE), and a reflective academic assignment. This module aims to develop practitioners to undertake history taking and examination within contemporary primary care nursing. Students will be able to demonstrate the knowledge and skills required to assess, and respond appropriately to health need, whilst working independently whilst working within legal, ethical and professional guidelines.

The inter-professional collaboration, support and supervision module has been designed to offer a forum for students to engage with discussion and topical debate related to the perioperative environment. Due to having numerous professional, statutory regulatory bodies (PSRB) within this environment, the interactions are often complex and multi-faceted. This module is designed to define the PSRBs seen within the perioperative environment and identify the common metrics which indicate performance, whilst also identifying some of the more challenging elements of effective interprofessional working.



Some of the theoretical topics which will be discussed within this module are ergonomics, human factors, patient safety, professional socialisation and clinical supervision. Through discussion of these topics, within a perioperative context, there will be an opportunity to engage with debate and identify the principles of education and support within the operating theatre. The pillar which this module aligns to is the education pillar, so the primary focus of this module will be support and supervision, overlaid to the defined PSRBs.



Through discussion of key educational and developmental documentation, for example Northumbria University North-East Practice Assessment Document (NEPAD), Health and Care Professions Council Professional Declaration and Nursing and Midwifery Council Revalidation, you will be able to engage with iterative analysis of your own role in the support and supervision of students and qualified staff. The inclusion of these documents and processes will allow tangible progress to be made in relation to the summative assessment, which will require a critical analysis of the key topic literature.

During this module you will develop your knowledge and skills in supporting survivors of all types of sexual abuse. This will include critical evaluation of key theoretical concepts underpinning the nature of sexual violence/abuse. This module is aimed at and open to those that work with adults, young people and children within the health, social care, and education setting. The module aims to develop knowledge of the factors that influence the sexual violence/abuse of children, young people, and adults. You will develop a critical understanding of legislation governing the role and responsibilities of the professional in supporting, signposting, and safeguarding people.



More specifically, in this module you will explore and learn what is defined by sexual violence/abuse and the complexity of this topic (sexual violence is a term that incorporates many different sexually violent crimes). This will include in-depth analysis of sexual violence statistics; the increased rates of disclosures following high profile historic sexual abuse case and the #metoo movement; the burden of sexual violence/ abuse on immediate and long-term health, the impact on government monies and the emotional effect on professionals supporting survivors. There will be a critical exploration of gendered based abuse and sexual violence as a continuum in society; Victim blaming and disclosure - myths, unconscious bias, and assumptions surrounding sexual violence and the barriers for disclosure; explore disclosure - whom people disclose to, response in both the social and formal setting and the impact of the response on health and wellbeing. We then go into depth regarding emphasising knowledge of the links to risk, indicators, impact, legalities, signposting. Legal & Professional Frameworks: exploring the legal considerations should the case go to court – awareness of procedure CSP / expert witness Vs professional witness / giving evidence.



Throughout the module we will also touch upon: trauma focused practice, ethical, legal, personal, socio economic, environmental and cultural considerations and frameworks; current legislation and policy regarding to sexual violence / abuse; response to public enquires and serious case review; working with abusive families; empowerment, power and relationships; self-safeguarding; professional roles and discipline guidelines, inter-disciplinary and inter-agency working; collaborative working practice, sharing of information and overcoming territorial historical boundaries. You will also explore comprehensive assessments, documentation, personal conflict issues, advocacy and dealing with sensitive and difficult situations. As part of this module, we will build on skills you will already have around communication, escalating concerns, vulnerable adults, dignity and respect. We will also explore capacity and consent in complex situations.

During this module you will develop your knowledge and skills in safeguarding adults, young people and children. This will include critical evaluation of key theoretical concepts underpinning safeguarding. This module is aimed at and open to those that work with adults, young people and children within the health, social care, and education setting. The module aims to develop knowledge of the factors that influence the abuse of children, young people and adults and consider when early intervention is required to support adults at risk, children, young people and their families. You will develop a critical understanding of legislation governing the role and responsibilities of the professional in safeguarding people.



Throughout the module you will explore and learn: definitions of abuse, historical and current perspectives of abuse and statistical evidence; ethical, legal, personal, socio economic, environmental and cultural considerations and frameworks; current legislation and policy regarding to safeguarding people; response to public enquires and serious case review; working with abusive families; empowerment, power and relationships; self-safeguarding; professional roles and discipline guidelines, inter-disciplinary and inter-agency working; collaborative working practice, sharing of information and overcoming territorial historical boundaries; you will also explore comprehensive assessments, thresholds for intervention, documentation, personal conflict issues, advocacy and dealing with sensitive and difficult situations. As part of this module we will build on skills you will already have around communication, escalating concerns, vulnerable adults, dignity and respect. We will also explore capacity and consent in complex situations.

The genomics, pathology and complexities of care module will engage with both historical and contemporary debates around the care of patients with both common and less common pathologies. This module will aim to explore human cellular function, identifying the role genes play in both typical physiological function and atypical physiological processes. Through exploration of cellular function, you will be guided through directed study of the human body systems, which will allow a structured approach to learning. Your learning will be guided towards pathologies which are commonly seen in the UK population, but you will also be given the opportunity to discuss those which occur less frequently.



A group of specialist lecturers will identify and prepare topics within this module will be primarily focussed around the perioperative environment, allowing some in depth discussion to take place around the identified pathologies. The chosen pathological topics will aim to catalyse debate of the complexities associated to the disease process in question, and the current treatment regime. This will allow a critical analysis of international, national and local guidelines, while offering the opportunity to identify areas for further learning activity. Your teaching team will work closely with you to identify topics of personal or professional interest which can then be focussed towards your summative assessment.

This module is for students on the MSc Health and Social Practice programme. This module will help you advance your knowledge, understanding and skills in relation to leading and advancing practice in your own professional field. You will have the opportunity to identify an area of contemporary practice with a focus on quality improvement, seeking to improve service user outcomes through the systematic review of services against specific criteria. Following this, recommendations for service improvement are identified. You will have the opportunity to plan and complete an audit, sourcing and critiquing a range of relevant contemporary evidence, apply leadership and change theories and contextualise learning in order to prepare you for advancing and leading practice. The module content will include, clinical audit approaches, leadership and change theory, development of strategic leadership skills and networking, promotion of research-based practice and integration of research and theory to practice. You will have the opportunity to apply and relate what you learn on the module towards your academic assessment, which is the development and presentation of a poster and written abstract similar to those presented at a conference.

This module will focus on the theoretical concepts and phases of strategic thinking in health and social practice. It considers the principles of strategic thinking for your own cognitive development and explores this in the context of a critical exploration of the development of your practice area. The module also considers the impact of the complexities of strategic thinking, goal setting, planning and resourcing. It will explore individual assumptions and existing knowledge and empirical evidence. You will consider and explore logic, and creative ways towards problem solving preparing you to think proactively about applying strategic thinking more effectively. You will learn about models and frameworks of strategic thinking and consider these in the context of your area of professional practice. This includes considering communication strategies and engagement across organisations. Exploring the principles outlined will help you to access strategies and behaviours for strategic thinking that will assist you in identifying a solution focused approach to challenges.

This module content will introduce Policy and Socio-economic drivers for service development and encourage you to consider how these may impact on contemporary practice and service delivery.



The core lectures will introduce the concept of undertaking practice evaluation and you will be encouraged to consider this in relation to a specific practice role or service. Seminars will encourage you to explore and enhance your awareness of workforce modelling and discuss professional boundaries. You will be directed to professional guidance relating to advanced practice and discuss these in relation to service delivery to meet the health and social care population.



The seminars, supervision and independent learning will encourage you to apply the key areas of learning within this module to your own professional context and field of expertise The sharing of understandings and experiences during the seminars will be an integral part of the way in which the module helps to socially construct individual’s perceptions of their role within the context of communities of practice.



You will learn about how you can make effective and systematic use of evidence based published research to inform your practice. You will be encouraged to apply this knowledge in relation to a contemporary aspect of practice. You will consider issues around quality and governance in relation to service delivery and explore the significance of commissioning and stakeholder engagement.

The module will focus on the development of expertise in leading educational practice for a variety of learners, supervisors, assessors and the wider workforce within a professional context. As a student on this module, you will engage in work based inter-professional learning, teaching and development opportunities with a range of learners and educational partners to support and advance professional education in practice. Campus based sessions will critically explore and apply a range of teaching and learning theories and strategies and will be supported by directed, group and e-learning activities. This will include use of Blackboard Ultra, the Modules e-Learning Platform (eLP), to access Panopto (lecture capture recordings) and video activities as well as the use of a range of online learning and teaching technologies and applications as directed by the Module Team. Peer, tutor, supervisor and/ or mentor formative feedback will support individual development. Summative assessment will require verification of the achievement of educational standards in practice and the submission of a critically reflective account of your development as an educationalist and your impact on teaching and learning in practice.

Subject areas you will study include:

Context of learning, specialist practice, interprofessional learning, policy drivers
Designing, planning, implementing and evaluating a range of evidence based learning experiences and curricula for learners, supervisors, assessors, mentors and the wider workforce.
Applying and critiquing teaching and learning theory and practice.
Learning and teaching strategies, working with individuals, leading and facilitating small and large groups.
Formative and summative assessment, assessment of and for learning.
Constructive feedback, feed-forward.
Analysis of complex information, judgements and decision-making, challenges for professional education.
Developing professional supervisory relationships.
Professional codes/educational standards, accountability
Leading and developing practice education, higher education and practice partnerships.
Maintaining and enhancing quality in educational practice.

During this module you will develop your knowledge, skills and expertise in supervising and assessing individuals and groups of both patients and other learners in a classroom environment and a clinical practice environment. This will include critical evaluation of key theoretical concepts underpinning learning, supervising and assessment. Building on and deepening prior learning you will further develop a more critical understanding of how patient education in clinical practice can influence ill health prevention and the holistic health and wellbeing of the individual. This will include a critical analysis of the barriers and enablers to your practice role in helping patients learn and change their behaviour. You will also explore models of education in theory and practice contexts and you will practice the delivery of teaching and learning to other individual learners and groups of learners working in clinical practice. Building on prior learning you will critically explore how assessment influences learning and critique the learning challenges of different types of supervision and assessment; including the practice supervision and assessment of competency.

In this module, you will gain knowledge and understanding of the prevention and management of both Type 1 and Type 2 Diabetes Mellitus, the complications that may occur and the impact on the patient and family. You will also develop a critical insight into the role of practice and service structures in detecting and managing diabetes and preventing or postponing complications being able to critically evaluate impacts to practice and patient outcomes, developing analytical suggestions for improvements to service provision. Topics will include diagnosis, treatment and management of Diabetes Mellitus, risk factors and lifestyle interventions, foot care, screening for complications, emerging research and technologies and the mental health impact of living with this long term condition.
You will learn the value and application of comprehensive assessment, investigations and effective management of patients with or at risk of Diabetes Mellitus according to national standards within the context of the quality outcome framework and other practice based structures.
This module requires students to consider and critique differing forms of evidence on which their practice is based. Quality assurance and governance mechanisms will be explored, and students will be encouraged to recognise the importance of these concepts to practice and evaluate how they can contribute to systems to measure and improve quality whilst optimising use of existing resources for people living with diabetes.

The module is solely for professional staff working in the clinical area of paediatric intensive care. This module is delivered in practice to form part of a staff induction, preceptorship or an agreed development package The module enables the development of knowledge and skills in the care of a child or young person requiring intensive care. It is delivered in conjunction with the completion of clinical competencies as part of the induction/preceptorship/development period in the student’s workplace. Emphasis is placed on accurate holistic and family assessment together with the subsequent development and implementation of the appropriate management plans in order to provide efficient and effective therapeutic care interventions. Working with the Multi Professional Team (MPT) to ensure high quality care is a core underpinning of this module.

The summative assessment for the module will be through the submission of a portfolio of evidence, which includes a 2500 word reflective commentary, and evidence of clinical competence. Both parts of the assessment must be successfully achieved in order to gain academic accreditation. Formative feedback on progress will be via a designated mentor and / clinical educator. Summative feedback will be provided by written comments

Core concepts
• Critical illness Pathways
• The infant and Childs airway (Children are different)
• Maintaining the airway
• Intubation
• Non-invasive and invasive respiratory support
• Non-invasive and invasive monitoring
• Supporting the circulation
• Multi organ failure
• Assessment and care planning
• Management of Pain
• Management of sedation
• Family support
• Communication in PICU
• Care planning
• Evaluation of care

The overall aim of the module aims to develop knowledge and skills for undertaking a comprehensive health history and physical assessment in Children and Young people. It is aimed at those practitioners who undertake these skills as part of their role and able to perform in practice. In order to ensure safe patient care, students will be engaged in practical skills and knowledge development which includes patient-practitioner communication, health history elicitation, clinical examination of physical systems, symptom recognition, and patient management. The module uses a structured approach to systematically assess and manage deteriorating children and young people. You will apply this structure to understand how children of all ages deteriorate and apply health promotion and safetynetting to those children who do not need any form of treatment. You will learn the anatomical and physiological response to illness in classroom sessions, prior to applying this knowledge in simulated sessions utilising High Fidelity Simulation with Sim Baby/junior

This module is aimed at registered healthcare professionals who care for patients with respiratory disorders across all healthcare settings. The primary focus is on the normal anatomy and physiology of the respiratory system and an exploration of the altered pathophysiology of both acute and chronic respiratory disorders. Topics include, but are not limited to:

• Asthma and COPD
• Tuberculosis
• Lung transplantation
• Cystic Fibrosis
• Pulmonary Embolism
• Pulmonary rehabilitation
• Smoking cessation
• Pneumonia
• Pneumothorax
• Occupational lung disease

You will develop a comprehensive understanding of the care and treatment of these disorders, including assessment, investigations, and management. The module integrates the importance of inter-professional working and highlights the scope of healthcare provision for respiratory disorders, including the psychological impact on patients and their families.

The assessments for this module includes: a 15 minute verbalised presentation with visual prompts focused on the altered pathophyoiology of your chosen respirtaoy disorder. The second assessmsnt is a 3000-word patient case study on a chosen acute or chronic respiratory disorder. This will allow you to demonstrate your knowledge and understanding, critically analysing the condition and reflecting on best practices and implications for patient care.