40 credits at level HE7
This module will entail the achievement of 7 broad learning outcomes that will
•demonstrate the achievement of advanced practitioner competence
•be contextualised and specified in more detail for each student,
•be formalised in tri-partite learning agreements between the student, her /his organisation and the HEI, and
•be evidenced via a portfolio, which will be built up over the period of the module.
The syllabus will be highly adaptable, depending on the needs identified by the group, but it is expected that the following will be included:
The nature of professional and personal learning. Reflective practice. Adult and work-based learning. Self awarenessand appraisal: learning styles and psychometrics.
Skills mapping in context. Competence to professional expert practice. Evidencing learning.
Development strategies in Advanced Practice. Personal Development planning.
Mentoring and assessment. Responsibility, governance, professional regulation. Learning contracts.
Action Learning. Working through others: leadership, teams, change management.
There will be an introductory period to induct learners into the nature of the programme, advanced practice, and the nature of learning required. Following that, the main vehicle for learning will be action learning sets, facilitated by a tutor or learning facilitator, that will support individuals and ensure sharing of learning. Any shared learning needs identified by individual sets (and not satisfied by other parts of the programme) may be met by tailored sessions eg the inclusion of expert speakers, special workshops.
There will also be an introduction to, and support in, portfolio development. Assessment will be a portfolio that evidences the achievement of the 7 broad learning objectives described below, adapted for their service and professional context.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||1. Be able to systematically evaluate the competence requirements of your role in your professional and organisational context||Analyse your professional and organisational context, and the implications for your role|
|2.||2. Be able to analyse your service context and processes, in order to identify what constitutes effective practice across specified professional and organisational boundaries, in a way that
• respects the diversity of aims and values of other services and service users
• is compatible with legal, ethical and governance frameworks.
|Critically review your service context and processes, mindful of the perspectives of other services, and service users and carers.|
|3.||3. In the light of 1 and 2, critically evaluate your own personal effectiveness and synthesise an appropriate personal development plan.||Demonstrate how your PDP learning agreements are based on thorough self appraisal and situational analysis.|
|4.||4. Demonstrate a critical understanding of the formal evidence and knowledge base in your base domain (and closely associated domains), and be able to appropriate that knowledge to underpin the development of your own and others’ practice||
Critically evaluate the provenance, and use in practice, of the published and practice-based evidence that is used to warrant service and role development.
Demonstrate effective and constructive use of action learning set to support development of own and others’ practice.
|5.||5. Demonstrate professional expert practice in your base domain (and closely associated domains), by demonstration of higher level practice, in complex and ambiguous situations, in their service context.||
Select significant enhancements of expertise and explore how complexity and ambiguity have been negotiated in your developing role.
Submission of completed Practice Competency Assessment Schedule.
|6.||6. Demonstrate leadership of service improvement, by influencing and developing decision-making in service development, and evidencing change in quality for service users.||
Evaluate own performance in relation to a range of concepts and theories of leadership/service development
Analyse own others’ decision making processes and outcomes utilising decision making theory and appropriate criteria.
Critically evaluate actual and potential personal contribution to service development.
Develop and justify evaluative criteria for change based upon stakeholder analysis and the prime interests of service users.
|7.||Demonstrate effective and critical integration of practical, ethical, policy and organisational factors influencing the boundaries of own practice and that of others
Plan for, and evidence, professional development in self and others
Submit your completed Portfolio
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Review of own competence/ service context. 2000 words||Personal development plan, with rationale (1,500 words), supported by tripartite learning agreements||Advanced Practice competency Assessment Schedule.||Portfolio including critical reflection on outcomes and processes of own development, including role of action learning, work and self. 5,000 words.|
There are no prerequisites for this module.
No restrictions apply.
Attwood A, Pedlar M et al (2003) Leading Change: a guide to whole systems working Policy Press
Eraut M. (1994) Developing professional knowledge and competence. The Falmer Press
Haigh C (2003) An Evaluation of a Judgemental Model of assessment for assessing clinical skills in MSc students, Nurse Education in Practice 3, 43-48
Lugon, M and Secker-Walker, J (editors) (2001). Advancing Clinical Governance. London: Royal Society of Medicine Press.
Moon, J (1999), Reflection in Learning and Professional
Development, Kogan Page, London.
Pedler, M. (Ed.), Action Learning in Practice, 2nd ed., Gower, Aldershot, 1991
|Host Subject Group:||Health, Social and Community Studies|
|User Name||Date Accessed||Action|