BSc Nursing Practice (CPD) / Course details

• Enable practitioners in the health and social care field to improve their professional practice in adult safeguarding
• Promote the development of good integration of health and social care practice in relation to adult safeguarding
• Provide students with current in-depth knowledge and practice tools to enhance safeguarding practice with adults in a range of professional settings
• Develop critical analysis and application of theories into practice in relation to adult safeguarding

For a 20 credit unit, the expectation is of 200 hours of student effort for the Unit as a whole.  This assumes about ten hours per week of study (in addition to attending class) for the fifteen weeks from the start of the unit until the assignment (week 15).   How you organize this study time is of course up to you.  If you need help or advice on studying, please contact your Course Unit Tutor or Unit Leader.

Independent Study

• Critically analyse the extent to which current statutory assessment frameworks and procedural guidelines ensure the safety and well-being of adults
• Form reasoned judgements on issues of professional accountability, roles and responsibilities within multi-agency working and adult safeguarding practice – prevention, identification of abuse, assessment, investigation, protection
• Critically assess the effectiveness of multi-disciplinary practice with adults who are at risk
• Articulate the implications of safeguarding interventions in multi-cultural and diverse communities
• Critically analyse theoretical perspectives and research evidence in relation to risk faced by adults from all social backgrounds
• Develop an in-depth and systematic understanding of the nature of abuse and its impact on adults
• Critically analyse ethical considerations within adult safeguarding including balancing harm (to act or not to act); choice, empowerment, independence and risk

• Demonstrate an in-depth understanding of evidence in the area of adult safeguarding
• Critically reflect on definitions and practice principles needing to be evoked when working with individuals in need of protection from harm
• Appreciate the complexity of working with adults who are difficult to engage, and the uncertainty of working with risk in this context
• Draw on research in order to inform current practice
• Critically review Safeguarding Adults Reviews (SARs) in relation to systemic weaknesses and strengths in a range of practice settings

• Establish competence in their ability to ascertain the wishes and feelings of adults who are at risk, consistent with the statutory requirements of the Mental Capacity Act 2005
• Demonstrate a critical understanding of working directly with adults who are at risk
• Demonstrate the ability to work with adults from diverse backgrounds
• Display the ability to communicate sensitively and ethically with people who may have experienced abuse
• Demonstrate the ability to integrate theory and practice to provide critical evidenced based arguments and decision making in practice

• Analyse procedures, models and methods to enable best practice in safeguarding adults
• Demonstrate initiative and take personal and professional responsibility within a safeguarding adults context
• Ability to independently gather, synthesise and organise materials from various sources (library, electronic and online resources) and to evaluate its significance
• Ability to make decisions in complex and unpredictable circumstances
• Ability to recognise and critically reflect on own personal values and experience may impact on all aspects of professional practice
• Further develop and enhance skills in effective communication to a range of audiences in a variety of settings

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. 

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