Health and Social Practice (Leadership and Management) MSc
3 year 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

You will learn about the essential elements that contribute to improving monitoring and management of patients with Chronic Obstructive Pulmonary Disease (COPD). This module will enable you to respond to and challenge practice for yourself and others. As you explore the evidence base you will develop an awareness of contemporary drivers putting monitoring and management of COPD at the forefront of care delivery. You will develop your consultation and history taking skills which can significantly influence practice. Topics include:
• Respiratory foundation – definition and classification of COPD; pharmacological and non-pharmacological approaches; anxiety and depression; end of life.
• Consultation skills – including history taking; shared decision making; motivational interviewing.
• Health promotion and education – consideration of lifestyle factors including smoking cessation, diet and exercise and their impact on disease trajectory; referral to specialist services.
• The practicalities of inhaler management – inhaler technique workshop; exacerbation management; encouraging and supporting patients with self-management.
• Patient perspectives – patient voice; patient choice; carers perspectives.

This module enables you to develop the knowledge, understanding, skills and values required to lead the process of functional behavioural assessment and develop, implement and evaluate a behaviour support plan (BSP) to support the specific needs of an individual with a learning disability and behaviour that challenges. It includes learning activities related to functional behaviour assessment, an analysis of the social and physical environment as well as mediator analysis to understand the context for the behaviour and implementation of the plan.
You will develop skills in gathering appropriate history, establishing clear descriptions of behaviour and obtaining information about factors that may contribute to challenging behaviour e.g., communication, level of social, cognitive, emotional skills and abilities, and mental illness. You will utilise a range of assessment strategies, measures and tools e.g., checklists, questionnaires, interviews and observation. You will then evaluate their respective validity and reliability. You will interpret this data and use the 4-term contingency to generate a formulation as to the function of the challenging behaviour.
This module will enable you to lead the development and implementation of a BSP with a range of strategies designed to improve an individual’s quality of life and reduce the likelihood of behaviour that challenges. You will learn how to monitor and review the effectiveness of a BSP and address attitudinal, individual and environmental barriers to its successful implementation. As well as enabling you to meet the requirements of a Northumbria Award it will also enable you to demonstrate behaviour specialist, supervisor or manager competencies of the PBS Coalition Competence Framework (2015) nationally recognised as best practice in this field.

This module will enable you to lead PBS in your organisation. You will have developed your knowledge and proficiency in PBS in the previous two modules including the ability to contribute to assessing behaviour, as well the development, implementation and review of behaviour support plans. This module enables you to critically analyse and apply the most effective strategies to facilitate learning in adults and act as a leader of learning within your organisation to others who are learning about and developing their proficiency in PBS. You will do this through a coaching approach providing support, supervision and feedback to others as they learn

You will analyse how adults develop knowledge, understanding and skills and values for PBS, and how to best facilitate the development of each. You will learn the importance of modelling good practice, how to coach and support others when they are learning, and how to give effective feedback on performance. You will observe and assess proficiency in PBS of staff within your organisation, applying your understanding of factors which improve the validity and reliability of assessment. You will analyse and apply theories and models of supervision demonstrating ability to provide effective ongoing supervision to others utilising PBS plans and providing feedback, which is supportive, constructive and helps individuals reflect upon and develop their own practice. You will learn about other system wide aspects which influence the ability of the workforce to use PBS in practice; these include leadership, allocating resources effectively, and understanding, developing and utilising policies and practices central to safe effective PBS. As well as to meeting the requirements of a Northumbria Award it also enables you to demonstrate the behaviour specialist/supervisor/manager competencies in the PBS Coalition Competence Framework (2015) nationally recognised as best practice for those who support people with learning disabilities /autism with challenging behaviour.

This module enables you to develop the knowledge, skills and values required to understand the Principles of the Positive Behavioural Support (PBS) approach to support someone with autism/a learning disability who displays behaviour that challenges. It enables you to meet the requirements of a Northumbria Award and evidence relevant competencies identified in the PBS Coalition Competence Framework (2015) nationally recognised as best practice.
The module helps you to critically analyse the meaning and impact of Learning Disability and Autism, the causes of challenging behaviour and the use of a functional approach to understanding behaviour as a key concept of positive behavioural support. You will explore and critique the theory and context of PBS as a way of improving quality of life and reducing behaviour that challenges. You will develop your understanding of the importance of values-based support for people with a learning disability which acknowledges them as individuals, ensures choice and participation in their own lives and treats them with dignity and respect. You will analyse the factors affecting behaviour to identify why someone may display behaviours that challenge and understand the purpose and development process of behaviour support plans (BSP) to improve quality of life and ensure the least restrictive support strategies are used. The module helps you appreciate the importance of working together with the person, their family and other workers to assess, plan and develop behaviour support plans, understand your own role and contribution to the process and how to support the person and each other.

Care of the acutely ill adult is challenging and complex. Following on from the National Confidential Enquiry into Patient Outcome and Death (NCEPOD, 2005) investigation into deteriorating patients in the acute care settings, the National Institute for Health and Care Excellence (NICE, 2007) produced guidelines to help with the recognition and management of the acutely ill patient . The Intensive Care Society (ICS, 2009) make explicit that the location of the patient does not determine the level of care required, and in their guidance recommend deteriorating patients, or patients at risk of deterioration require Level 1 care. Level 1 care is defined as patients in need of additional monitoring/clinical interventions, clinical input or advice and possible critical care outreach involvement (ICS, 2009). This module is designed for nurses working within all acute settings.

The module will provide you with an increased ability to recognise, assess and manage patients that are acutely ill. Relevant anatomy and physiology will be covered with a body systems approach to some of the common acute illnesses that patients’ present with; including respiratory failure, cardiovascular failure, acute kidney injury, neurological and metabolic disorders and gastrointestinal emergencies. Holistic nursing care will be addressed during discussion on psychosocial care. Additionally, the nursing role in ensuring patient safety will be considered with inclusion of human factors in healthcare, risk assessment, early warning scoring, communication and evidence based practice. Learning will be facilitated by directed learning and the eLearning portal. It is expected that this module will give you the knowledge to assess and manage the early phases of acute illness.

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.

This module will enable you to develop an enhanced knowledge base of care for older adults and those living with frailty in contemporary society. You will develop an appreciation that managing the care for older adults is a highly complex and skilled process. You will learn the essential elements that contribute to recognising, responding and improving the care for frail older adults. You will develop an awareness of contemporary policy and practice drivers that influence health and social care delivery. Through the exploration of theories of ageing and by reflecting on professional values, attitudes and behaviours you will gain understanding of how these can impact on care for older people.
You will understand the importance of being able to recognise, assess and respond to frailty, gaining an appreciation of the importance of the Comprehensive Geriatric Assessment (CGA) and multidisciplinary team approach in the assessment, management and ongoing support for older people and their family, friends or carers. The module will develop your knowledge and competence in caring for older people across health and life continua: from living well, acute illness, intermediate care, frailty, ongoing long term care to end of life, providing understanding of significant issues at transitional points. Listening from service users is an integral part of your learning.

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.

In this module you will develop a comprehensive understanding of quantitative, qualitative, and mixed-methods research theories, approaches, and methodologies. Throughout the module, you will engage with research experts to conceptualise the different approaches to research being undertaken at the forefront of academia and practice. By the end of this module, you will be able to recognise and critically evaluate quantitative, qualitative, and mixed-method theories, approaches and methodologies. You will also be able to justify their use in the field. This module will prepare you for your dissertation module.

In this module you will develop a comprehensive understanding and application of quantitative, qualitative, and mixed-methods research methods. Throughout the module, you will engage with research experts to conceptualise the different approaches to research being undertaken at the forefront of academia and practice. By the end of this module, you will be able to apply appropriate research methods to undertake empirical investigation. This will include knowledge regarding obtaining a research sample, collecting data, analysing and interpreting data, and reporting findings. The content of this module is supported by the previous research module ‘Preparation and understanding of research methodology’. This module will help to prepare you for your research dissertation.

The pre-hospital and critical post-operative care for perioperative practitioners module has been designed to allow a detailed inspection of the stages of perioperative care associated to complex patient encounters. As there are now an increasingly large number of surgical treatments, alongside an ageing population and improved standards of care among co-morbid patient populations complex encounters are to be expected within the perioperative environment.



Throughout this module, you will examine pre-hospital patient assessment and direct patient admission to the perioperative environment, which will include interventional environments such as cardiology for example. By understanding pre-hospital assessments and interventions to stabilise patients for transfer, perioperative practitioners can be more effective for these complex patients. Additionally in this module, you will look to explore the critical care environment, exploring the fundamental differences between perioperative and critical care practice. You will explore complex patient transfer between the operating theatre and critical care unit and introduce the concepts which will allow perioperative practitioners to be more effective when assisting in the care of critical care patients.



Due to an increased critical care staffing requirement, this module will prove to be useful for Operating Department Practitioners (ODPs) who will be expected to work in acute care environments including critical care and resuscitation departments. This module looks to fill a professional development requirement exposed by the COVID-19 pandemic.

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 enhanced perioperative practice module will allow you the opportunity to explore the core phases of working in the operating department. The component phases are anaesthetics, surgery, and post-anaesthetic care, which will allow for a refreshed overview of the professional regulations, guidelines and policies related to general perioperative practice. By integrating a focussed presentation and written reflection, this allows flexibility within the summative assessment, meaning learning and development can be bespoke to your individual requirements. This summative assessment is designed to allow for presentation of learning outcomes, meaning your poster presentation and written reflection can be used to feedback to your clinical environment and be used for HCPC professional declaration or NMC Revalidation.



There will be a group of specialist educators delivering your sessions, specialising in either anaesthetics, surgery, or post-anaesthetic care. These focussed lectures and seminars will give a useful overview of perioperative practice and allow topical debate on contemporary issues within each perioperative phase. Due to specialist educators delivering these sessions, you will be provided with novel and interesting clinical and workforce theories, alongside contemporary research evidence related to each component phase.



Due to the wide educational remit of this module, previous knowledge of perioperative practice is strongly recommended, however, should this not be the case, your Module Leader will be able to provide a structured and functional learning plan whilst undertaking this module.

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 will focus upon three central and complex areas key to the development of your own practice i.e. Leadership, Management and Decision Making. The module will therefore prepare you to apply effective leadership within the delivery of your service. You will learn about models and frameworks of leadership and application of these within you area of professional practice. This will include leadership styles, communication strategies and conflict management. You will learn to access strategies and behaviours for effective leadership and management that will assist you in achieving and maintaining leadership of self and others. Module content will also include the main theoretical approaches to decision making, and allow you to explore and apply these principles. You will learn to critically evaluate the complexity and uncertainty within which judgements and decisions are made, examining how decision making skills are acquired and better utilised in the range of health and social practice.

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.

The module focuses on three key elements:

• Analysis of the core public health principles, models and approaches to assessment and motivational interviewing to develop a robust formulation of evidence to underpin partner notification practice

• Evaluation of the core elements that constitute safe, ethical and person-centred partner notification

• How to undertake client partner notification processes informed by appropriate legal, ethical and professional frameworks and guidance, and articulate and document your evidence-based decision making for any partner notification interventions you provide or refuse.



The module introduces you to the existing evidence base which informs your practice; enables you to understand and critique the evidence and apply it to your own practice. You will learn how to; find and critique evidence directly related to the module using online library and skills plus services, develop your writing, referencing and presentation skills at postgraduate level enabling you to build upon and further develop your current academic skills. The module develops your ability to understand how to undertake partner notification with your client, based upon current legal, ethical and professional guidance and advise the client on possible preventative and treatment options including the risks and benefits. This will require you to articulate and document evidence based defensible decision making related to partner notification practice. It also helps you to evaluate your own practice setting in terms of what constitutes safe and ethical practice.

The module focuses on three key elements:

Evidence based critical analysis of what constitutes complex needs in patients/clients.

Critical evaluation of the core elements that constitute safe, ethical and person centred practice to inform your own practice

How to undertake client assessment processes informed by appropriate legal, ethical and professional frameworks and guidance, and articulate and document your evidence based decision making for any interventions you provide.



The module introduces you to the existing evidence base which informs your practice; enables you to understand and critique the evidence and apply it to your own practice. You will learn how to; find and critique evidence directly related to the module using online library and skills plus services, develop your writing, referencing and presentation skills at postgraduate level enabling you to build upon and further develop your current academic skills. The module develops your ability to understand how to undertake an holistic assessment of the client, based upon current legal, ethical and professional guidance and advise the patient/client on possible preventative and treatment options including the risks and benefits. This will require you to articulate and document evidence based defensible decision making related to healthcare practice. It also helps you to evaluate your own practice setting in terms of what constitutes safe and ethical practice

On this module you will appreciate the knowledge and skills needed to undertake research. You will learn about research philosophy, methodology and the different methods associated with a range of research traditions. You will explore the value of research evidence in informing health and social practice and be able to apply the principles of research to critically appraise research quality. Specifically on this module you will learn about:
• Locating and organising literature
• Philosophical assumptions and foundations of enquiry
• Qualitative, quantitative and mixed methodological approaches
• Data collection, data analysis and interpretation
• Research governance and ethical issues
• Analysis and interpretation
By the end of the module you will be able to prepare a research proposal on a topic of interest to yourself and of value to health and social practice.

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.

On this module you will develop an increased ability to assess and manage patients with a wide range of sexual health requirements across the age spectrum across a variety of health care settings. It is expected that this module will give you the knowledge to assess and manage the patient’s ability and appropriateness to receive preventative health interventions in accordance with local and national policy drivers. Summative assessment will include the achievement of clinical competencies, which have been benchmarked at a national level, a reflective academic assignment and a schedule of short answer and scenario-based questions. This module aims to develop practitioners to undertake preventative and management interventions within contemporary sexual health nursing. The module will facilitate you to identify when patients require referral into specialist sexual health services for the management of complex presentations, sexual violence and/or psychological issues Students will be able to demonstrate the knowledge and skills required to assess, and respond appropriately to health need, whilst working independently and within legal, ethical and professional guidelines. You will have the opportunity to complete the national cervical screening training during this module if you have not previously completed this core skill.

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.

You will develop your knowledge and understanding of the infant and family requiring Neonatal Intensive care. You will understand complicated altered physiology that leads to the need for intensive support and physiological care of the infant. You will learn the importance of a collaborative approach to family centred care and how the needs of the infant and family are essential to Neonatal intensive practice.
You will understand the complexities of caring for a child requiring intensive care in relation to nutrition, hydration, pain management, infection prevention, resuscitation, palliative care, discharge and transfer to neighbouring units or home. The module builds on the subject matter covered in the specialist and high dependency module. The subject matter may appear similar; however, the focus is very different when considering intensive care, as opposed to specialist and high dependency.

You will develop your knowledge and understanding of the infant and family needing specialist and high dependency care. You will begin by understanding Neonatal physiology from conception to birth, and understand how an infant’s physiology changes to adapt to extra uterine life. You will also learn how any altered physiology/abnormality can lead to ill health within the Neonatal period, requiring specialist and high dependency care. You will learn the importance of a collaborative approach to family centred care and how the needs of the infant’s family are essential to Neonatal practice. You will understand the complexities of caring for a child requiring specialist and high dependency care in relation to nutrition, hydration, pain management, infection prevention, resuscitation, discharge and transfer to neighbouring units or home. The module builds the foundation to discuss these issues and others in the intensive care infant, in the second module of the award.
You will also learn how neighbouring units care for infants and will discuss differences in care and practice to understand Neonatal care regionally.