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MSc Advanced Leadership for Professional Practice (Nursing) / Course details
Year of entry: 2020
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Course unit details:
Enhancing Competence in the Infection Prevention & Control Professional
| Unit code | NURS63690 |
|---|---|
| Credit rating | 15 |
| Unit level | FHEQ level 7 – master's degree or fourth year of an integrated master's degree |
| Teaching period(s) | Variable teaching patterns |
| Offered by | Nursing & Midwifery |
| Available as a free choice unit? | No |
Overview
This unit has been designed for practitioners who work within an infection prevention and control team or a senior link professional who have been given additional responsibility for the area. The primary focus is to equip the student with the leadership, management and enabling strategies that will assist them to enhance the practice of others. It is applicable for practitioners who work in hospital or primary care and in both the NHS and private sector.
Aims
This unit aims to:
- Critically examine the national drivers for infection prevention and control and the impact that these have on the patient, health care workers and the infection prevention and control professional
- Develop a critical and systematic understanding of the theory that underpins the IPS competency framework and evaluate the application of this to evidence-based guidelines in infection prevention and control
- Facilitate student evaluation of their competence using the IPS competency framework, highlighting areas for enhancement
Teaching and learning methods
This course unit will utilise a combination of the following
- Classroom based teaching
- Directed and self-directed learning.
Knowledge and understanding
- Critically analyse, synthesise and develop a comprehensive understanding of the theory that underpins the IPS competency framework
- Critically analyse, evaluate and demonstrate a critical awareness on the evidence base which supports the IPS competencies
- Critically analyse and evaluate how the above aspects can be applied to the strategic management of infection prevention and control bringing new and innovative insights
Intellectual skills
- Critically evaluate and synthesise peer reviewed literature, national/local policies, theory and first-person experiences.
Practical skills
- Plan, implement, lead and critically evaluate creative educational strategies for clients, patients, carers and members of the multidisciplinary team
- Demonstrate skills, analysis and original thought in the use of quality initiatives in relation to infection prevention and control
Transferable skills and personal qualities
- Evaluate own role in leading and developing innovative practice and service delivery in relation to infection prevention and control
- Reflect on own academic and clinical performance and utilise strategies to advance these
Assessment methods
| Method | Weight |
|---|---|
| Written assignment (inc essay) | 100% |
Feedback methods
Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all postgraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.
Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit.
Recommended reading
Study hours
| Scheduled activity hours | |
|---|---|
| Lectures | 27 |
| Tutorials | 8 |
| Independent study hours | |
|---|---|
| Independent study | 115 |
Teaching staff
| Staff member | Role |
|---|---|
| Mark Cole | Unit coordinator |