You are recommended to commence your studies with the Enhancing Health and Wellbeing module. This module will introduce you to the core theoretical concepts related to the promotion and enhancement of health and wellbeing, and you will be supported to reflect upon your career to date, considering how you would like to progress in preparation for your learning journey ahead. This initial support will prepare you to take control of your learning throughout the rest of the programme.
The modules you undertake next can be chosen from a range offered within the Canterbury Christ Church University postgraduate portfolio, your choice of modules will reflect your learning and development needs and where relevant those of your supporting organisation. If you opt for the generic programme award title, e.g. MSc Health and Wellbeing, the choice of modules is up to you; if you opt for a MSc with negotiated endorsement e.g. MSc Health and Wellbeing (plus negotiated endorsement) then you will need to identify modules that can demonstrate your learning in relationship to this endorsement in conjunction with your academic tutor and these will need to be agreed by the Exam Board.
Where a specific option for a topic you want to study is not offered within the portfolio of postgraduate modules, you can opt to study it a bespoke manner, by undertaking the Negotiated Learning module. This module provides the opportunity to study at and for work with the support of an academic supervisor.
You will complete your MSc programme of studies with the research modules. You will undertake two modules – the Research Approaches and Methods module (RAM) which develops knowledge and understanding of research methods, followed by a Dissertation or Project. The aim of the research modules within your programme are to enable you to develop sound knowledge and understanding of different research approaches and methods which will enable you to plan and undertake a substantive dissertation or project in a topic relevant to your profession. At the end of these modules you will be able to produce clear aims and objectives for your study and be able to select and evaluate key research and other evidence. You will be able to select and justify a study design or methodology and be able to analyse and interpret relevant data. You will be able to reflect on the processes undertaken in carrying out a dissertation or project and discuss findings in relation to theoretical perspectives and your professional practice.
Enhancing Health and Wellbeing
This is a compulsory module, which will preferably be studied as the first module of your programme. This module introduces you to postgraduate studies in health and wellbeing. The module will support you to examine the current and anticipated challenges facing health and social care, evaluating how structures and processes within different systems can affect health and wellbeing outcomes. Within the module you will be encouraged to critically reflect on how your practice could be transformed to meet those challenges. Within this module you will be provided with an orientation to university services such as the universities library and academic learning and development services in order to support you on your journey through your post graduate studies.
Research Approaches and Methods (RAM)
This is a compulsory module; this is required to be studied prior to undertaking your Dissertation. The aims of this module are to develop your knowledge and understanding of research approaches and methods in relation to research questions and enable you to develop a plan/proposal for a dissertation/project which has professional relevance and appropriate academic rigour.
Pre-requisites : You must have passed the Research Approaches and Methods (RAM) module or equivalent.
You will need to undertake either a 40 or 60 credit Dissertation, depending on your negotiated programme of study. The aim is to enable you to plan and manage a piece of work which demonstrates a critical understanding of the processes undertaken in order to produce a dissertation/project of professional relevance with appropriate academic rigour. The dissertation/project may be an empirical research study, a critical evaluation of practice/literature review or a systematic review.
A 40 credit dissertation/project is differentiated from a larger 60 credit work by a more limited opportunity for synthesis of contemporary literature. The scope of the dissertation/project should however, include a critique of the methodology and study design. The range and scope of the data collected reflects the time available for the study. The 40 credit Dissertation/Project allows the student to appraise outcomes in relation to professional practice.
A 60 credit dissertation is differentiated from the smaller 40 credit work in that there is an increased opportunity for synthesis of contemporary literature. The increased scope of the study enables you to undertake a more detailed methodological critique in the selection of the study design. The range and scope of the data collected reflects the increased time available in which to undertake the study. The 60 credit dissertation/project allows you to make a detailed appraisal of outcomes in relation to professional practice.
Administering Systemic Anti-Cancer Therapy
The aim of the module is to prepare you to administer and care for individuals receiving Systemic Anti-Cancer Therapy (SACT). The SACT Administration Pathway aims to develop your ability to safely deliver systemic anti-cancer therapy and provide appropriate supportive care to the patient and their significant others. Whilst undertaking this pathway you will be expected to complete the Skills for Health (2011) Competencies for Chemotherapy: CHEM 1, 7, 8, 13 and 19.
Skills for Health (2011) Chemotherapy available at https://tools.skillsforhealth.org.uk/ [accessed on 03/02/14]
Advanced Health Assessment and Clinical Examination
Pre-Requisites: You should be working in an environment which can provide appropriate learning opportunities and the support of a Critical Friend and Practice Assessor who will support the learning of key clinical skills and who will also be involved in the final summative assessment of these skills – this should be confirmed in a supporting letter from the employer/Trust.
The aim of the module is to facilitate the development of advanced health assessment skills which enable you to undertake and manage complex patient presentations in their area of clinical practice.
Advancing Knowledge and Skills for Neonatal Care
Pre-Requisites: To have completed the module ‘Introductory Knowledge and Skills for Neonatal Care’. You must be working on a local neonatal unit or neonatal intensive care unit. This might mean a secondment from a special care baby unit for the duration of the module.
This is the second of three modules, which once all are completed form the Qualification in Specialty recognised in neonatal care settings. It will build on the knowledge and skills developed in the first module and apply them to increasingly more complex neonatal conditions.
The aim of this module is to facilitate you to appraise and reflect on the role of the advanced practitioner in relation to your professional background and work context.
The module aims to prepare you to support people affected by cancer, through an exploration of cancer development, treatment and supportive care. The module will also develop your understanding of the psychosocial implications of cancer.
Cardiac Arrhythmias and 12-lead ECGs
Pre-Requisites: You must work in a clinical area where there are frequent opportunities to interpret 12-lead ECGs.
The aims of the module are to enable you to detect and identify a range of complex cardiac arrhythmias and 12-lead electrocardiograph (ECG) abnormalities, to appreciate the clinical significance of findings and have a detailed understanding of the patient management required.
Caring for the Acutely Ill Adult
The aim of the module is to develop your understanding of assessment, pathophysiology and management of the acutely ill adult. The module aims to develop new insights into the way in which acute care can be managed to improve holistic care and the patient experience.
Complex Knowledge and Skills for Neonatal Care
Pre-Requisites:To have completed the module ‘Introductory Knowledge and Skills for Neonatal Care’ and ‘Advancing Knowledge and Skills for Neonatal Care’. You must be working on a local neonatal unit or neonatal intensive care unit. If on a local neonatal unit, secondment for a period of time to a neonatal intensive care unit strongly recommended for some or all of this module.
This is the third of three modules, which once all are completed form the Qualification in Specialty recognised in neonatal care settings. It will build on the knowledge and skills developed in the first 2 modules and apply them to the care of the sickest and most complex infants and their families within the intensive care setting.
Contemporary Issues in Acute Care Settings
The aim of this module is to enable you to develop critical insights into the political, economic, social and technological aspects influencing current issues in acute care practice. Acute care practice will be explored by considering the International, National and local agendas related to contemporary issues.
Contemporary Issues in Health and Social Care Law and Ethics
The aim of the module is to enable you to examine and reflect upon the relationship between legal and ethical principles, procedures, reasoning and approaches to decision making and practice in the field of health and social care.
Decision Making in Professional Contexts
The aim of the module is to allow you to develop an in-depth understanding and awareness of the explicit and implicit processes used in your judgements and how these inform your decision making in professional practice. Additionally, the module aims to enable you to use decision analysis tools appropriately and effectively.
The aim of the module is to prepare you, through advanced knowledge and skills, to meet the challenges of caring for patients with heart failure and their families/carers in primary and secondary care settings.
Introductory Knowledge and Skills for Neonatal Care
Pre-Requisites: To be working on a neonatal unit of any level or regularly caring for babies who require more than ‘normal’ care within a midwifery setting.
The aim of the module is to enable you to develop the underpinning knowledge and skills and provide safe and effective care that are essential for all care of the neonate and their family. This is the first of three modules, which once all are completed form the Qualification in Specialty recognised in neonatal care settings. This module may be completed by midwives working in settings where they are expected to deliver neonatal care to babies requiring more than ‘normal’ baby care.
Leadership: Advancing Innovation, Transforming Healthcare
The aim of the module is to enable you to understand the complexities of leadership processes within institutions that promote innovation and collaboration across complex organisations to transform Healthcare services and outcomes.
The aim of this module is to facilitate you to develop your conceptual understanding and knowledge regarding the nature, consequences, assessment and management of risk, and the concept of positive risk taking, related to safe and compassionate person centred care, across a range of practice settings.
Mentoring and Facilitation of Learning
Pre-Requisites: None for HCPC registrants, non-registered healthcare learners and those from non-healthcare related organisations; one year (or equivalent part time) professional practice for nurses and midwives.
Co-Requisites: Access to a student and a practice based supervisor. For nurse learners the student must be a pre-registration student in accordance with due regard and; the practice based supervisor must hold a recognised mentoring qualification. For midwives the student must be a pre-registration progression point in accordance with due regard and; a practice based supervisor who is a sign off mentor. There is currently no requirement for AHP’s to become sign off mentors.
The aim of the module is to prepare learners (you engaged on this module, as opposed to the ‘you’ they are mentoring) for their role in supporting, facilitating, assessing and evaluating, work place learning. On successful completion of the module HCPC learners will have met the requirements to mentor you registered nurses will have met the mentor requirements identified within the NMC Standards to Support Learning and Assessment in Practice (2008); and midwives will have met the sign off mentor requirements identified within the NMC Standards to Support Learning and Assessment in Practice (2008). Nurses will have the opportunity to undertake sign off mentor simulations via workshops facilitated by members of the module team. These will be available throughout each academic year.
The aim of this module is to take a constructivist approach to learning to enable you to refine your values and beliefs, knowledge, skills and competency relevant to your workplace culture and context and your personal and professional development.
Principles of Biological Science for Advancing Practice
The aim of the module is to facilitate the development of the critical, analytical and reflective skills necessary for you to become an innovative practitioner, using your knowledge of normal anatomy, physiology, pathology and pharmacology to acquire and develop evidence-based approaches to person-centred care within your discipline and area of practice.
Psychosocial Assessment & Interventions for Anxiety & Depression
The module aims to enhance your knowledge and skills in psychosocial assessment, formulation and intervention; with a specific focus upon anxiety and depression.
Psychosocial Interventions for Severe Mental Health Problems
The aim of the module is to advance your knowledge, skills and attitudes to deliver evidence based psychosocial interventions that meet the needs of clients and their families living with severe mental health problems.
Supporting People with Long Term Conditions
This module aims to prepare you to support people with long term conditions through the development of critical, analytical and reflective skills enabling you to become an innovative and autonomous practitioner.
Systemic Anti-Cancer Therapy Supportive Care
The aim of the module is to prepare you to support individuals receiving Systemic Anti-Cancer Therapy (SACT). The SACT Non-Administration Pathway aims to develop your ability to provide information and supportive care to the person receiving systemic anti-cancer therapy and their family. Whilst undertaking this pathway you will formulate practice competencies in collaboration with module tutor and work place assessor.
Teaching and Assessing in Practice
Pre-Requisites: An existing professional qualification and current registration in health or social care such as nursing, midwifery and specialist public health nursing, speech and language therapy or occupational therapy or experience of working in a relevant field.
The aim of this module is to equip you with the knowledge and skills to enable, support, teach and assess others learning in practice. You will be provided with the opportunity to explore theories concerning the facilitation learning and assessment and apply these within your workplace. You will work with experienced Practice Learning Facilitators (Practice Teachers, Practice Educators and/or Mentors dependent upon your professional role and discipline) both within the University and your workplace to enhance your skills in the facilitation and evaluation of others learning and development.
The Mentorship and Learning Facilitation and Teaching and Assessing in Practice modules are subject to a conjoint approval between the University and the Nursing and Midwifery Council. The Teaching and Assessing in Practice module is also endorsed by the College of Occupational Therapists.