MSc Advanced Leadership for Professional Practice (Nursing) / Course details
Year of entry: 2020
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Course unit details:
|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|
This unit was developed in partnership with the renal services at Central Manchester Foundation Trust (CMFT). The CMFT renal service has one of the largest home dialysis programmes in the UK with over 500 dialysis patients and is unique in offering adult and paediatric services across one hospital site. With over 300 transplants a year, including one of the largest paediatric transplant programmes, the service offers non-heart beating kidney and pancreas transplants and over 100 live donor transplants. The service offers a range of nephrology speciality services for patients with complex conditions and has specialist and expert staff supporting this service. Currently there are no national standards to support the education of nursing staff working within renal services. Therefore this programme of study has been developed. The unit aims, method of delivery and assessment of learning have all been developed collaboratively with expert practitioners within the CMFT renal service. The goal is to establish the course unit as one of the requirements for promotion and that eventually all band 5/6 nursing staff working within renal services will have completed the unit at either level 6 or 7. The unit is accessible to other local and national renal service providers.
- Develop student’s understanding of the underpinning pathophysiology of acute and chronic renal diseases and the aetiological factors which may contribute to the development of renal conditions/diseases within local, national and international populations.
- Facilitate students to critically examine current practice and service delivery to people with renal disease and, drawing on current evidence and policy, identify and, where possible, implement areas for improvement/enhancement within the multi-professional/multiagency team.
- Critically examine the complex needs of renal patients within the context of changing healthcare provision and the use of evidence based practice
- Evaluate current national and local policy, Government and renal organisation guidelines, frameworks and best practice and their influence in the identification, treatment and management of renal disease and delivery of renal services.
- Facilitate students to identify, assess and evaluate their own learning needs and to construct an action plan to meet these needs. This will include self-directed learning.
- Enhance knowledge and skills to evaluate and apply evidence to develop care packages for patients with acute and chronic renal conditions.
Teaching and learning methods
- Classroom based teaching
- Directed and self-directed learning
Knowledge and understanding
- Critically examine the physical, social and psychological needs of patients with renal diseases/conditions, and justify how these are assessed and managed in own service and by the multi professional/multiagency teams identifying areas for development and change.
- Examine/explain the pathophysiology of a range of acute and chronic renal conditions/diseases.
- Evaluate the ethical, cultural, religious, and spiritual and quality of life issues associated with renal diseases/conditions, and critically examine how issues are addressed in day-to-day practice.
- Critically evaluate patient-centred care and patient choice in decisionmaking, demonstrating use of educational tools and understanding of the patient pathway.
- Critically analyse the aetiological factors contributing to the development of acute and chronic renal conditions/diseases within local, national and international populations and the strategies used to ameliorate these factors.
- Evaluate current treatments options and justify best practice identifying areas for service development and delivery.
- Evaluate the concepts, principles and practices of palliative care and end of life care and their place for supporting people with chronic/ complex renal diseases/conditions.
- Critically evaluate the underpinning professional, ethical and legal concepts relating to the care of patients, relatives and service delivery.
- Critically evaluate and synthesise peer reviewed literature and national/local policies to justify clinical decision-making and recommendations for practice and service delivery.
- Critically evaluate current practice and service delivery and, drawing on a range of evidence, propose innovative approaches to enhancing care to people with renal diseases/conditions.
- Critically evaluate strategies used for the assessment, management and evaluation of care to patients with acute and chronic renal disease in clinical practice and propose developments/enhancements for clinical practice.
- Communicate developments in practice to the multidisciplinary team.
Transferable skills and personal qualities
- Develop information technology skills to support lifelong learning and articipate in identification of individual learning needs and develop trategies to meet those needs.
- Evaluate own role in leading and developing practice and service delivery in relation to the care of renal patients.
- Participate in collaborative learning and peer support.
- Promote independent learning through critical evaluation and synthesis of evidence that enhances and challenges current practice.
- Systematically evaluate a range of evidence to inform clinical decisionmaking and professional practice.
|Written assignment (inc essay)||70%|
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.
|Scheduled activity hours|
|Independent study hours|
|Samantha Freeman||Unit coordinator|