pgcert/pgdip/msc contemporary healthcare · practical genetics for health professionals (20 or 30)...
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Plymouth University
Faculty of Health and Human Sciences
School of Nursing and Midwifery
Programme Specification
PgCert/PgDip/MSc
Contemporary Healthcare
Advancing Practice / Health Genetics / Midwifery / Children and Young People / Community Nursing
Date of Approval: 4th July 2014
Proposed date of implementation: September 2014
Year of first award: 2015
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1. Programme Title: PGCert / PGDip / MSc Contemporary Healthcare
Final award titles: MSc Contemporary Healthcare, MSc Contemporary Healthcare in Advancing Practice, MSc Contemporary Healthcare in Health Genetics, MSc Contemporary Healthcare in Midwifery MSc Contemporary Healthcare: Children and Young People MSc Contemporary Healthcare in Community Nursing
Level 7 Intermediate award title(s): Postgraduate Certificate/Diploma in Contemporary Healthcare, Postgraduate Certificate/Diploma in Contemporary Healthcare in Advancing Practice, Postgraduate Certificate/Diploma in Contemporary Healthcare in Health Genetics, Postgraduate Certificate/Diploma in Contemporary Healthcare in Midwifery. Postgraduate Certificate/Diploma in Contemporary Healthcare: Children and Young People Postgraduate Certificate/Diploma in Contemporary Healthcare in Community Nursing.
UCAS code To be allocated
JACS code: B700 MSc Contemporary Healthcare
B790 MSc Contemporary Healthcare in Advancing Practice B790 MSc Contemporary Healthcare in Health Genetics B760 MSc Contemporary Healthcare in Midwifery B730 MSc Contemporary Healthcare: Children and Young People B710 MSc Contemporary Healthcare in Community Nursing
2. Awarding Institution: University of Plymouth
Teaching institution(s): University of Plymouth
3. Accrediting body(ies) Not applicable
Summary of specific conditions/regulations Not applicable
Date of re-accreditation Not applicable
4. Distinctive Features of the Programme and the Student Experience
Through the contemporary focus of the programme, the intention is that students
advance their knowledge and skills with the consequence that they will be well
positioned to develop and improve practice in terms of efficiency, effectiveness
and quality. This should lead to improved ways of working with a resultant impact
on patient care ensuring a culture that fosters research-informed excellence and
sustainability, developing competencies in telehealth and clinical decision making.
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The programme builds on existing good practice and has been adapted to reflect
service, political and professional changes whilst maintaining a clear focus on the
University strategy and ensuring a quality student experience. Research-informed
teaching will support the programme, with an emphasis on ensuring an evidence-
based programme is delivered utilising the range of skills and experience available
within the programme team.
Development of the new pathways has been achieved through close collaboration
between key stakeholders including students, clinical representatives and
academics. The programme development team has been conscious of the need to
enhance the student experience and promote academic excellence whilst ensuring
that the programme meets contemporary service. The distinctive features of the
programme are:
A student-centred approach to the programme structure providing flexibility
in the choice of the pathway award;
Opportunities to study in an inter-professional setting with inter-professional
core and optional modules;
A contemporary and dynamic programme responsive to the changing
health and social care environment; including telehealth and sustainability.
Professorial level input into curriculum design and delivery of modules;
Research informed teaching embedded throughout curriculum;
The programme is delivered by a team with extensive experience in the
delivery of Masters level modules and a diverse range of health and social
care experience.
Close partnership working with clinicians contributing to the teaching and
assessment strategy
5. Relevant QAA Subject Benchmark Group(s)
The Programme is informed by the Quality Assurance Agency (QAA) Framework
for Higher Education Qualifications (FHEQ) in England, Wales and Northern
Ireland for level 7 study (QAA for Higher Education 2008).
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6. Programme Structure and Pathways
Programme Structure: Strategic overview
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The Contemporary Healthcare Postgraduate Programme is based in the School of
Nursing & Midwifery. The Programme offers a generic award of Contemporary
Healthcare (Pg Cert/Pg Dip/Masters degree) with three existing named pathway
awards: Contemporary Healthcare in Advancing Practice, Contemporary
Healthcare in Health Genetics and Contemporary Healthcare in Midwifery and two
proposed new named pathway awards: Contemporary Healthcare: Children and
Young People , and Contemporary Healthcare in Community Nursing. The
pathways share three linked core research modules (Advancing Research
Knowledge in Practice 1 and 2 and the Dissertation).
The existing programme offers exit awards of Postgraduate Certificate/Diploma or
Masters in Contemporary Healthcare in Advancing Practice; Postgraduate
Certificate/Diploma or Masters in Contemporary Healthcare in Health Genetics
and Postgraduate Certificate/Diploma or Masters in Contemporary Healthcare in
Midwifery. The proposed new pathways will offer additional exit awards:
Postgraduate Certificate/Diploma or Masters in Contemporary Healthcare in
Community Nursing and Postgraduate Certificate/Diploma or Masters in
Contemporary Healthcare: Children and Young People.
It will also be possible to have the award of MSc Contemporary Healthcare by
choosing modules from any of the five pathways. The postgraduate certificate will
comprise 60 credits, postgraduate diploma 120 credits and the MSc 180 Credits.
PGCert/PGDip/MSc Contemporary Healthcare Programme Structure (students
undertaking the MSc Contemporary Healthcare Programme rather than a specific
pathway can select pathway specific modules from any of the pathways)
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Illustration of Programme Structure
Pathway Specific
20 Credits
Optional Module
20 Credits
Dissertation
60 Credits
Pathway Specific
20 Credits
Advancing Research
Knowledge in Practice 1
20 Credits
Advancing Research
Knowledge in Practice 2
20 Credits
Post Graduate
Certificate
60 Credits
Post Graduate
Diploma
120 Credits
Pathway Specific
20 Credits
Masters
180 Credits
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Pathway Specific Modules: Advancing Practice
PgCert
Advanced Consulting & Clinical Skills (20)
Clinical Decision Making and Disease Management (20)
Leadership, Law and Decision Making in Advancing Practice (20)
Health Genetics
PgCert
Practical Genetics for Health Professionals (20 or 30)
Counselling Skills for Genetic Healthcare (20 or 30)
Genetic Science for Health Professionals (20 or 30)
Midwifery
PgCert
High Dependency Care in Midwifery (20)
Patho-physiology and its Management in Midwifery (20)
Advancing Care: Vulnerable Women and Childbirth (20)
Children and Young People
PgCert
Management of Children and Young People requiring Urgent or Emergency Care
Enhanced Knowledge and Skills in Children’s High Dependency Care
The Child and Young Person with Mental Health Needs
Community Nursing
PgCert
Work-based Learning in Community Contexts
Leadership, Law and Decision-making
Clinical Decision-making and Disease Management
Programme Optional Modules
Health & Social Care Futures (20)
Mentorship (20) or (40)
Mentorship via Distance Learning (20)
Nurse Independent and Supplementary Prescribing (40)
The Preparation of Supervisors of Midwives (20)
Examination of the Newborn (40)
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7. Programme Aims
The aim of the programme is to equip health professionals to advance knowledge
and skills by:
Developing a contemporary approach to health and social care through
advancing and utilising knowledge and skills in professional practice;
Ensuring professional practice is underpinned by a focus on excellence and
sustainability by developing a critical, analytical and creative approach;
Equipping individuals for lead roles in management, clinical practice and/or
education;
Designing and undertaking research that will enhance and develop patient
care and/or service provision.
8. Programme Intended Learning Outcomes
8.1. Knowledge and understanding
On successful completion graduates should have developed:
1) A systematic understanding of knowledge, and a critical awareness of
current problems and/or new insights, much of which is at, or informed by,
the forefront of their academic discipline, field of study, or area of
professional practice.
2) A comprehensive understanding of techniques applicable to their own
research or advanced scholarship.
3) Originality in the application of knowledge, together with a practical
understanding of how established techniques of research and enquiry are
used to create and interpret knowledge in the discipline.
These will be achieved through teaching and learning strategies that include:
Lectures, seminars, workshops, self-directed study, and use of
communication and information technologies.
Assessment methods include:
Essay, critical literature review, research protocol, dissertation, oral
presentation.
8.2. Cognitive and intellectual skills
On successful completion graduates should have developed the ability to:
1) Critically analyse policy, research and theoretical literature
2) Synthesise arguments and results from varying sources including
research, policy and theoretical literature
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3) Critically reflect on professional practice and incorporate knowledge to
enhance practice
4) Develop critical arguments around research, policy and theory
5) Apply knowledge gained from advanced study to professional practice
These will be achieved through teaching and learning strategies that include:
Group discussion, seminars, group and individual tutorials, on-line study
tasks, e-technologies including narrated PowerPoint presentations,
podcasts and interactive materials plus synchronous and asynchronous
discussion fora
Assessment methods include:
Essay, critical literature review, oral presentation, case study, critical
reflections on practice.
8.3. Key and transferable skills
On successful completion graduates should have developed the ability to:
1) Deal with complex issues both systematically and creatively, make sound
judgements in the absence of complete data, and communicate their
conclusions clearly to specialist and non-specialist audiences
2) Demonstrate self-direction and originality in tackling and solving problems,
and act autonomously in planning and implementing tasks at a professional
or equivalent level; non-specialist audiences.
These will be achieved through teaching and learning strategies that include:
Small group presentations, active participation in group discussions,
problem based case studies, e-technologies including use of a managed
learning environment to host a variety of study materials and synchronous
and asynchronous discussions.
Assessment methods include:
Essays, reports, oral presentations.
8.4. Employment related skills
On successful completion graduates should have developed:
1) The exercise of initiative and personal responsibility;
2) Decision-making in diverse, complex and unpredictable contexts; and
3) The independent learning ability required for continuing professional
development
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These will be achieved through teaching and learning strategies that include:
A wide range of student centred learning approaches, directed student and
student led study with analysis and application to the service setting
throughout modules.
Assessment methods include:
A variety that are used throughout the programme incorporating assessment
of transferable skills. These may include: examinations, tests undertaken in
team-based learning, essays including case studies and reflection, portfolios,
Objective Structured Clinical Examination (OSCE) including both oral and
practical skills assessment, presentations and project outputs.
8.5. Practical skills
On successful completion graduates should have developed:
1) Responsibility for their own professional practice applying ethical, legal and
professional principles.
2) Provision of an environment of care in which the uniqueness of each
individual is valued and is a commitment to fair and anti-discriminatory
practice.
3) Ability to proactively adopt appropriate strategies to enhance learning for
patients and colleagues.
These will be achieved through teaching and learning strategies that include:
Practical skills that will be taught in simulated settings and developed
further in clinical practice for advancing practice pathway and specific
modules in other pathways.
Assessment methods include:
A variety that are used throughout the programme incorporating assessment
of transferable and practical skills. These may include: examinations, tests
undertaken in team-based learning, essays including case studies and
reflection, portfolios, Objective Structured Clinical Examination (OSCE)
including both oral and practical skills assessment, presentations and project
outputs.
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8.6 Children and Young People Pathway
On completion graduates should be able to:
1) Apply advanced knowledge to the assessment and management of minor
illness and injury in children and young people
2) Manage care environments to meet the needs of children, young people
and their families
3) Apply enhanced knowledge to the identification of psychosocial needs in
children and young people, access appropriate support and work effectively
with members of the multi-disciplinary/multi-agency team.
4) Apply specialist knowledge and skills to the delivery and management of
care for seriously ill children and their families.
These will be achieved through teaching and learning strategies that include;
A wide range of student centred learning approaches, directed student and
student led study with analysis and application to the service setting
throughout modules.
Assessment methods include:
A variety that are used throughout the programme incorporating
assessment of transferable and practical skills. These include: essays
comprising case studies and reflection, portfolios, oral and poster
presentations and project outputs.
8.7 Community Nursing Pathway
On completion graduates should be able to:
1) Apply advanced knowledge of the work-based learning environment to
improve service user experience in community nursing contexts.
2) Apply specialist knowledge and compassionate care skills to advance
comprehensive health assessment in community settings.
3) Apply specialist knowledge and skills to the development of clinical
reasoning and clinical decision making for the prevention and management
of a broad range of disease processes and conditions.
4) Apply advanced knowledge and skills to negotiated decision making;
demonstrating collaborative and community nursing leadership.
5) Apply advanced knowledge of the legal principles that underpin
professional health care practice to community nursing in England and
Wales.
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These will be achieved through teaching and learning strategies that include;
A wide range of student centred learning approaches, blended learning,
directed student and student led study with analysis and application to the
service setting throughout modules.
Assessment methods include:
A variety that are used throughout the programme incorporating
assessment of transferable and practical skills. These may include:
examinations, tests undertaken in team-based learning, essays including
case studies and reflection, portfolios, Objective Structured Clinical
Examination (OSCE) including both oral and practical skills assessment,
presentations and project outputs.
9. Admissions Criteria, including APCL, APEL and DAS arrangements
In order to commence this programme, the student must meet the University’s
entry requirements for study at postgraduate level. Applicants will normally have a
first degree, BSc (Hons) at 2.1 or above; or European first cycle equivalent plus a
professional qualification in health or social care. Those individuals without a
degree but with appropriate practice-related experience relevant to the programme
or to any of the pathways may be eligible to apply.
The Advanced Practice Pathway requires students to be working in clinical
practice, this is to ensure they have access to patients on whom they can
undertake health assessments. The Midwifery, Children and Young People, and
Community Nursing pathways also require students to demonstrate current
registration with the NMC and to be working in clinical practice to enhance and
consolidate the theoretical learning. Any modules that students may undertake
while they are enrolled on the programme that have a practice element will be
required to provide evidence of their DBS status to the module team concerned,
and to update the module lead of their legal DBS status at the start of each
academic year.
Applicants where English is not the first language must also provide evidence of
competence in written and spoken English in accordance with the University’s
Admissions Code of Practice i.e. IELTS minimum of 7 in each part.
Each potential student will be assessed for their ability to study at masters level
and therefore an interview may be necessary. Candidates without a first degree at
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2.1 or above (or European first cycle equivalent) will normally be required to
submit a short piece of writing as part of the admissions process.
AP(E)L:
Claims for credit for prior learning, whether certificated or experiential are
accepted and will be assessed following University regulations and Faculty
procedures.
European Credit Transfer and Accumulation System (ECTS)
This programme is equivalent to 90 ECTS credits (second cycle) with 30 ECTS
credits at post graduate certificate, 60 credits at postgraduate diploma and 90
credits at Masters degree. Each 20 credit module has the equivalent of 10 ECTS
credits and assumes a notional student effort of between 200-300 hours.
10. Titles and criteria for Final and Intermediate Awards
The programme will offer exit awards of:
PgCert/PgDip/MSc Contemporary Healthcare;
PgCert/PgDip/MSc Contemporary Healthcare in Advancing Practice;
PgCert/PgDip/MSc Contemporary Healthcare in Health Genetics;
PgCert/PgDip/MSc Contemporary Healthcare in Midwifery.
PgCert/PgDip/MSc Contemporary Healthcare in Community Nursing
PgCert/PgDip/MSc Contemporary Healthcare: Children and Young
People
11. Exceptions to Regulations
Normal Plymouth University Regulations will apply to this programme and awards.
12. Transitional Arrangements
This programme only commenced in September 2013 and so no current students
are likely to be affected by the addition of two new pathways. However, there may
be students who have undertaken modules that are included in the new pathways
as ‘stand alone’ or as part of another programme and may wish to enrol on or
transfer to another pathway. Requests for enrolment or transfer to new named
pathways will be considered on an individual basis.
All students on current pathways of study will be contacted in order to inform them
of the changes to the postgraduate provision in the School, and any possible effect
it may have on them. It is planned that current students will be able to complete
the course of study in which they are enrolled. Any current student and students
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who have interrupted or have single modules can be advised on an individual level
by the appropriate Pathway Leads.
13. Mapping and Appendices:
Mapping of Aims and Intended Learning Outcomes Programme aims (from Programme specification)
The programme will enhance knowledge and skills by:
1. Developing a contemporary approach to health and social care through advancing and utilising knowledge and skills in professional practice;
2. Ensuring professional practice is underpinned by a focus on excellence and sustainability by developing a critical, analytical and creative approach;
3. Equipping individuals for lead roles in management, clinical practice and/or education;
4. Designing and undertaking research that will enhance and develop patient care and/or service provision.
Core modules:
1. Advancing Research Knowledge in Practice 1
2. Advancing Research Knowledge in Practice 2
3. Dissertation
Pathway specific modules:
Children and Young People:
1. Management of Children/Young People requiring Urgent or Emergency Care
2. Enhanced Knowledge and Skills in Children’s High Dependency Care
3. The Child and Young Person with Mental Health Needs
Community Nursing
1. Work-based Learning in Community Contexts
2. Leadership, Law and Decision-making
3. Clinical Decision-making and Disease Management
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13.1. ILO’s against Modules Mapping
Programme Intended Learning Outcomes Map Masters (M) Level
Graduate Attributes and Skills 2 3
Core Programme Intended Learning Outcomes (as worded in the Programme Specification, FHEQ requirements are given in italics)
Aim Related (Core) Modules
Knowledge/Understanding
A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study, or area of professional practice. A comprehensive understanding of techniques applicable to their own research or advanced scholarship. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.
1,2,3
1,2,3
Cognitive/Intellectual Skills
Critically analyse policy, research and theoretical literature; synthesise arguments and results from varying sources including research, policy and theoretical literature; critically reflect on professional practice and incorporate knowledge to enhance practice; develop critical arguments around research, policy and theory; apply knowledge gained from advanced study to professional practice
1,2,3
1,2,3
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Key/Transferable Skills (generic)
Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; non-specialist audiences.
2,3
2,3
Employment-related Skills
The exercise of initiative and personal responsibility; Decision-making in complex and unpredictable contexts; and The independent learning ability required for continuing professional development Work collaboratively with colleagues and peers, demonstrating an ability to motivate others, and contribute to and support their learning and development
2,3
2,3
Practical Skills (subject specific)
Responsibility for their own professional practice applying ethical, legal and professional principles. Provision of an environment of care in which the uniqueness of each individual is valued and is a commitment to fair and anti-discriminatory practice Ability to proactively adopt appropriate strategies to enhance learning for patients and colleagues.
1,2,3
1,2,3
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Children and Young People Pathway Related modules
Apply advanced knowledge to the assessment and management of minor illness and injury in children and young people Manage care environments to meet the needs of children, young people and their families Apply enhanced knowledge to the identification of psychosocial needs in children and young people, access appropriate support and work effectively with members of the multi-disciplinary/multi-agency team. Apply specialist knowledge and skills to the delivery and management of care for seriously ill children and their families.
1, 2
1, 2, 3
1, 2, 3
1, 2
Community Nursing
Apply advanced knowledge of the work-based learning environment to improve service user experience
in community nursing contexts.
Apply specialist knowledge and compassionate care skills to advance comprehensive health
assessment in community settings.
Apply specialist knowledge and skills to the development of clinical reasoning and clinical decision
making for the prevention and management of a broad range of disease processes and conditions.
Apply advanced knowledge and skills to negotiated decision making; demonstrating collaborative and
community nursing leadership.
Apply advanced knowledge of the legal principles that underpin professional health care practice to
community nursing in England and Wales.
1, 2, 3
1, 2, 3
1, 2, 3
1, 2, 3
3
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13.2. Assessment against Modules Mapping
Assessment mapping of modules in the Contemporary Healthcare programme
Module Credit Formative Assessment Summative
CORE MODULES
Advancing Research Knowledge in Practice 1
20 Critical Review of the Literature 3000 words
Advancing Research Knowledge in Practice 2
20 Research Proposal 3000 words
Dissertation 60 Feedback from presentation of work in progress to academics and peers
Dissertation report (15,000-17,000 words)
ADVANCED PRACTICE SPECIFIC
Advanced Consulting & Clinical Skills 20 Tutor feedback on skills Peer & Tutor feedback on video
Reflective Account OSCE, Clinical Logs
Clinical decision making and disease management
20 Tutor feedback on draft of presentation and essay
Case Study OSCE
Leadership, Law & Decision Making in Advanced Practice
20 Tutor and peer feedback on presentations
4000 word essay
HEALTH GENETICS SPECIFIC
Practical genetics for health professionals
20 Course work; OSCE
Practical genetics for health professionals (Advanced)
30 Course work; OSCE
Counselling skills for genetic healthcare 20 Course work; OSCE
Counselling skills for genetic healthcare (Advanced)
30 Course work; OSCE
Genetic science for health professionals 20 Exam; Course work
Genetic science for health professionals (Advanced)
30 Exam; Course work
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MIDWIFERY
Advancing Care: Vulnerable Women in Childbirth
20 Course work
High Dependency Care in Midwifery 20 Exam
Pathophysiology and its impact on childbirth
20 Case study
Children and Young People
Management of Children/Young People requiring urgent and emergency care
20 Tutor and peer feedback on presentations
Course work: Essay and portfolio
Enhanced knowledge and skills in children’s high dependency care
20 Tutor feedback on draft Course work: Reflective account, OR poster presentation. and Portfolio
The child and young person with mental health needs (20)
20 Tutor feedback on drafts Coursework; Critical reflection.
COMMUNITY NURSING
Work based learning in community contexts
20 Learning agreement Presentation- Peer and tutor feedback Reflexive workbook
3000 word WBL proposal in a report format:
Leadership, Law and decision making in advancing practice
20 Tutor and peer feedback on presentations
4000 word essay
Clinical assessment and disease management
20 Tutor feedback on draft of presentation and essay
Case Study OSCE
OPTIONAL MODULES
Mentorship 20/40 Portfolio
Nurse Independent and Supplementary Prescribing
40 Portfolio; OSCE
The preparation of Supervisors of Midwives
20
Advanced Newborn and Infant Examination
20
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Appendix 1: Index of Definitive Module Records (see separate document for Module Records) Core modules
Code Module title Credits
MCH501 Advancing Research Knowledge in Practice 1 20
MCH502 Advancing Research Knowledge in Practice 2 20
MHC504 Dissertation 60
Pathway specific modules
MCH505 Advanced Consulting & Clinical Skills 20
MCH506 Clinical decision making and disease management 20
MHC507 Leadership, Law and Decision Making in Advancing Practice
20
IMS549 Practical genetics for health professionals 20
IMS550 Practical genetics for health professionals (Advanced) 30
IMS551 Counselling skills for genetic healthcare 20
IMS552 Counselling skills for genetic healthcare (Advanced) 30
IMS536 Genetic science for health professionals 20
IMS553 Genetic science for health professionals (Advanced) 30
MCH508 Advancing Care: Vulnerable Women in Childbirth 20
MCH509 High Dependency Care in Midwifery 20
MCH510 Pathophysiology and its impact on childbirth 20
IMS544 Enhanced knowledge and skills for children’s high dependency care
20
UEC706 Management of children/young people requiring urgent or emergency care
20
MCH512 The child and young person with mental health needs 20
MCH511 Work based learning in community contexts 20
Optional modules
MCH503 Health and Social Care Futures 20
MENT702 Mentorship 20
MENT703 Mentorship via Distance Learning Route 20
HEA576 Nurse Independent and Supplementary Prescribing 40
MIDA501 Preparation of Supervisors of Midwives 20
IMS547 Advanced Newborn and Infant Examination 40