BSc (Hons) Professional Practice

This professionally orientated programme aims to meet the needs of the local health professional population.

The Course

The BSc (Hons) Professional Practice programme is a professionally orientated programme of study, which has been developed as a ‘top-up’ option for non-graduate registered healthcare professionals. This programme has been developed following discussions with partners which identified a need for modules that are responsive to both national and local policy and that aim to meet the educational needs of the local health professional population.

The programme aims to provide a degree-level qualification from a structured and appropriate post-registration education portfolio consisting of practice focused and research modules. These are aligned with the NHS career framework, which supports the philosophy of Lifelong Learning and clearly links to the NHS Agenda for Change initiative. The focus of this programme will be on supporting learning in practice, whilst also developing knowledge and understanding of strategic service transformation and evidence based practice. The course provides the opportunity for learners to participate and engage in the academic experience, aiming to ensure that learners are able to apply learned theory to practice.

The programme is designed to meet the needs of experienced practitioners from a range of healthcare backgrounds, who wish to broaden their knowledge and understanding of theoretical and policy issues, including research methods and develop their skills to contribute to the changing health and social care system. This programme is suitable for the following professionals who are currently registered and practicing; Nurses, Paramedics, Physiotherapists, Occupational Therapists, Radiographers, as well as other allied health professionals.

The BSc programme consists of two core modules on Evidence Informed Practice and Enabling Service Transformation, Integration and Change. Further optional modules can be chosen from the existing continuous professional development portfolio run by the Professional Development Centre. Students will take an individual pathway through the modules available, depending on their current area of clinical practice, their ongoing professional development needs, and their previous training. Individual pathways will be agreed with the Programme Lead. Most modules are delivered in an 8-10 week block, where students will be required to attend University on one day per week. This day will be fixed in advance for each module block, but the actual day of the week will vary from module to module

2019 teaching dates for the first core module, Evidence Informed Practice, are as follows:

14, 21 and 28 February
7, 14, 21 and 28 March
4 April

Enrolment will take place on 14 February 2019.

To apply for this course for February 2019 start, please download the application form below and submit via email to cpd@lincoln.ac.uk

https://www.lincoln.ac.uk/t4media_2017/doc/BScProfPracticeCourseApplication.docx

Contact hours may vary for each individual module. The composition and delivery for the course breaks down differently for each module and may include lectures, seminars, workshops, independent study, practicals, work placements, research and one-to-one learning.

University-level study involves a significant proportion of independent study, exploring the material covered in lectures and seminars. As a general guide, for every hour in class students are expected to spend two - three hours in independent study.

Contact Hours and Reading for a Degree

Students on this programme learn from academic staff who are often engaged in world-leading or internationally excellent research or professional practice. Contact time can be in workshops, practical sessions, seminars or lectures and may vary from module to module and from academic year to year. Tutorial sessions and project supervision can take the form of one-to-one engagement or small group sessions. Some courses offer the opportunity to take part in external visits and fieldwork.

It is still the case that students read for a degree and this means that in addition to scheduled contact hours, students are required to engage in independent study. This allows you to read around a subject and to prepare for lectures and seminars through wider reading, or to complete follow up tasks such as assignments or revision. As a general guide, the amount of independent study required by students at the University of Lincoln is that for every hour in class you are expected to spend at least two to three hours in independent study.

A Comprehensive Approach to History Taking and Physical Assessment (Option)
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A Comprehensive Approach to History Taking and Physical Assessment (Option)

This module aims to introduce the key skills and knowledge required to take a comprehensive history and physical examination of a patient. The emphasis will be on enhancing the practitioner’s ability to interpret complex clinical information, and patient observations and findings, in order to enhance patient care and management.

Students will be encouraged to use appropriate terminology to report deviations from normal in a concise manner to colleagues and the multi-professional team. Students have the chance to engage in critical dialogue and debate surrounding the theories and models of history taking and assessment, as well as the ethical and legal frameworks which govern professional practice.

A Multi Professional Approach to Diabetes Care (Option)
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A Multi Professional Approach to Diabetes Care (Option)

This module is designed to enable students to work effectively with people who have diabetes and their families. The module aims to develop the range of skills and knowledge necessary to deliver services of high quality to people with diabetes mellitus in a full range of health care settings.

Delivering Contemporary Critical Care (Option)
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Delivering Contemporary Critical Care (Option)

This module looks to further expand the concept that the case study methodology enables the nurse to analyse information and develop critical thinking and problem solving skills. It encourages an depth consideration of contemporary issues related to the management of critical illness and to the nurse’s role in implementing care.

The module seeks to further develop skills of investigation, assimilation and dissemination of evidence to promote best practice. The module aims to provide students with insight into effective mentorship and leadership skills and also encourages further consideration of ethical decision making in critical care.

Enabling Service Transformation, Integration and Change (Core)
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Enabling Service Transformation, Integration and Change (Core)

This module addresses the fundamentals of service delivery in health and social care in the context of local and national strategic policy and practice. The module aims to develop knowledge of the processes underlying evaluation and transformation of services, including leadership, change management, evidence-based service innovation and delivery of high quality health care. The programme is intended for qualified health care professionals who may work in and across a range of health care settings and in a variety of clinical and leadership roles. It will build their understanding of driving change in clinical practice and develop knowledge and skills which can be applied to the delivery of a quality, evidence-based service, linked to service user, staff and organisational outcomes.

The module will develop students’ critical thinking and analysis skills to engage with best evidence in order to tackle and solve problems in their area of practice, requiring sound judgement, personal responsibility and initiative in complex and unpredictable professional environments. Students will be required to demonstrate understanding of contemporary issues and ongoing developments in their specialist area and will learn skills to enhance critical awareness and reflection on the interfaces between policy, research, commissioning, service and practice.

Enhanced Practice in Acute Mental Health Care (L3) (Option)
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Enhanced Practice in Acute Mental Health Care (L3) (Option)

This module has been designed to support practitioners in developing the essential skills and knowledge to manage patients effectively within the acute mental health care setting. The aim of this module is to ensure that practitioners have the capabilities to work within the new context of acute mental health care. Students will be encouraged to challenge their core knowledge and skills in order to deliver high quality patient care in this dynamic and ever changing speciality.

Essential Principles in Palliative and End of Life Care (Option)
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Essential Principles in Palliative and End of Life Care (Option)

The module is based upon the End of Life Pathway described in the National End of Life Strategy (2008). The programme looks to address both the theoretical knowledge and practical skills required for each of the six steps within the pathway; under the overarching themes of providing support for carers and families, communicating information to patients and carers and the provision of spiritual care services.

Evidence Informed Practice (Core)
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Evidence Informed Practice (Core)

This module aims to equip practitioners with the skills and knowledge required to ensure that they remain responsive to the ever-changing body of knowledge and scientific rational for clinical decisions in health and/or social care practice.

The module will enable students to enhance their existing knowledge and understanding of the research principles that underpin clinical practice. Through this module you will be introduced to the concept of evidenced based practice, and you will learn how to interpret and communicate research evidence as applied to a variety of healthcare settings.

Foundations in Contemporary Emergency Care Practice (Option)
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Foundations in Contemporary Emergency Care Practice (Option)

This module has been designed to support the development of the essential skills and knowledge required to manage patients effectively within the emergency care setting. Students will be encouraged to challenge their core knowledge and skills in order to deliver high quality holistic patient care in this dynamic and ever changing speciality.

Foundations in Critical Care (Option)
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Foundations in Critical Care (Option)

This module utilises a case study methodology and aims to promote a holistic approach to patient assessment. Students are expected to build on existing knowledge and develop the skills to draw on available evidence to formulate a plan of care based on their findings. This will necessarily include consideration of the psychosocial aspects of care alongside the physical needs.

Students are encouraged to consider local and national directives and initiatives and their impact on the critical care patient and their family. The module looks to introduce students to some principles of effective and sensitive management in relation to the legal, cultural and ethical dilemmas that they are frequently exposed to in the critical care environment.

Within this module students are expected to work with an identified mentor and begin compiling a portfolio of evidence to demonstrate clinical competence and the ability to apply theory to practice.

Infection Control for Clinical Practice (Option)
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Infection Control for Clinical Practice (Option)

This module is designed to support health and social care practitioners to explore the proactive prevention, responsive investigation and appropriate control management of infections within clinical practice.

The module will use the principles of applied microbiology to underpin student knowledge of pathogen transmission, alongside their understanding of appropriate response, control and clinical risk reporting and management. Specifically, the aetiology, effects and consequences of health care associated infections will be studied in depth; with a strong emphasis on patient and public safety throughout the module.

Learning takes place through a series of core lectures and seminar activities, where students will be supported to use enquiry-based learning methods. The structure of seminars has been designed to enable the practitioners to draw upon their theoretical knowledge and apply this to their experiences in clinical practice.

Students can be supported to undertake an audit of a defined service area, analyse the data gathered and make appropriate recommendations for change based upon their clinical findings.

Introduction to Cognitive and Behavioural Approaches in Mental Health Care (Option)
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Introduction to Cognitive and Behavioural Approaches in Mental Health Care (Option)

The aim of this module is provide an introductory understanding of cognitive behavioural theory and how this might be applied to practice. The module will emphasise the value of building collaborative relationships with service users, carers and colleagues as the vehicle for delivering effective interventions.

The module aims to enable students to critically interrelate theory and practice. On successful completion of the module students are expected to be able to safely and effectively apply a cognitive behavioural understanding and basic skills to relevant aspects of their practice.

Older Adult Mental Health Level 6 (Option)
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Older Adult Mental Health Level 6 (Option)

This module aims to develop practitioner’s knowledge and skills to work proactively and collaboratively with the service user to manage mental ill health in older adults, within their field of professional practice. The module focuses on enabling individuals to take greater control of their care and offering opportunities for better health, through personalised care planning, increased prevention strategies and supported self-care (NHS, 2014).

Students will be expected to independently synthesise and apply their clinical skills and knowledge to the context of their own professional practice.

People, Personality and Disorder in Mental Health Care (L3) (Option)
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People, Personality and Disorder in Mental Health Care (L3) (Option)

The aim of this module is provide an understanding of the concept of personality and disorder and to explore ways in which this might be used in everyday encounters with service users. The training will emphasise a whole person approach that also places the service user within the context of their life history and current socio-cultural situation. On successful completion of the module students are expected to be able to safely and effectively apply the framework and basic skills to relevant aspects of their practice.

Practice Certificate in Non Medical Prescribing (Option)
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Practice Certificate in Non Medical Prescribing (Option)

This module is designed to enable practitioners to develop the skills, knowledge and attributes required for safe, appropriate and cost-effective prescribing practice within the context of their specialist professional roles and the legislative and professional frameworks that govern their specific prescribing role.

It involves blended learning strategies to facilitate effective inter-professional learning and the sharing of differing professional perspectives and expertise. Reflective discussions and prescribing analyses are held within each professional group of prescribing students with the aim of enabling students to integrate their learning within the context of their professional practice and to ensure that the requirements of the respective professional and statutory regulatory body are fully addressed.

Supporting Learning and Assessment in Practice (Level 6) (Option)
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Supporting Learning and Assessment in Practice (Level 6) (Option)

The module aims to prepare suitably qualified professionals* to undertake the role of mentor within their work place environment. It is the role of the mentor to provide suitable learning opportunities for pre-registration students to achieve clinical competency.

Students must successfully complete this module, providing evidence of their achievement of stage 2 of the NMC Developmental Framework, in order to be entered on to the local mentor register.

*Entry requirements: Applicants must be an NMC Registered Nurse, Midwife, Specialist Community Public Health Nurse (SCPHN) or other registered health care professional with a minimum of 1 year full time or part time equivalent experience.

† Some courses may offer optional modules. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

Assessment Feedback

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to you promptly – usually within 15 working days after the submission date.

Methods of Assessment

The way you will be assessed on this course may vary for each module. It could include coursework, such as a dissertation or essay, written and practical exams, portfolio development, group work or presentations to name some examples.

Assessment Feedback

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date (unless stated differently above)..

Methods of Assessment

The way students are assessed on this course may vary for each module. Examples of assessment methods that are used include coursework, such as written assignments, reports or dissertations; practical exams, such as presentations, performances or observations; and written exams, such as formal examinations or in-class tests. The weighting given to each assessment method may vary across each academic year. The University of Lincoln aims to ensure that staff return in-course assessments to students promptly.

Student as Producer

Student as Producer is a model of teaching and learning that encourages academics and undergraduate students to collaborate on research activities. It is a programme committed to learning through doing.

The Student as Producer initiative was commended by the QAA in our 2012 review and is one of the teaching and learning features that makes the Lincoln experience unique.

Placements

Some courses offer students the opportunity to undertake placements. When students are on an optional placement in the UK or overseas or studying abroad, they will be required to cover their own transport and accommodation and meals costs. Placements can range from a few weeks to a full year if students choose to undertake an optional sandwich year in industry (where available). Students are encouraged to obtain placements in industry independently. Tutors may provide support and advice to students who require it during this process.

Please contact the Professional Development Centre for further information.

E: cpd@lincoln.ac.uk 

T: +44 (0)1522 837348

For more information and for details about funding your study, please see our UK/EU Fees & Funding pages or our International funding and scholarship pages. [www.lincoln.ac.uk/home/studyatlincoln/undergraduatecourses/feesandfunding/] [www.lincoln.ac.uk/home/international/feesandfunding/]

Additional Costs

For each course students may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on their subject area. Some courses provide opportunities for students to undertake field work or field trips. Where these are compulsory, the cost for the travel, accommodation and meals may be covered by the University and so is included in the fee. Where these are optional students will normally (unless stated otherwise) be required to pay their own transportation, accommodation and meal costs.

With regards to text books, the University provides students who enrol with a comprehensive reading list and our extensive library holds either material or virtual versions of the core texts that students are required to read. However, students may prefer to purchase some of these for themselves and will therefore be responsible for this cost. Where there may be exceptions to this general rule, information will be displayed in a section titled Other Costs below.

Other Costs

For each course you may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on your course.

With regards to text books, the University provides students who enrol with a comprehensive reading list and you will find that our extensive library holds either material or virtual versions of the core texts that you are required to read. However, you may prefer to purchase some of these for yourself and you will be responsible for this cost.

The entry criteria is for all students to have 120 credits at Level One and Two relating to a health professional qualification. It is a modular programme of study which incorporates the University’s credit accumulation and transfer scheme.

To apply for this course please email Kathryn Tindall cpd@lincoln.ac.uk

Learn from Experts

Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may also be supported in their learning by other students.


Your Future Career

Careers Service

The University Careers and Employability Team offer qualified advisors who can work with students to provide tailored, individual support and careers advice during their time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing a course, including access to events, vacancy information and website resources; with access to online vacancies and virtual resources for the following two years.

This service can include one-to-one coaching, CV advice and interview preparation to help you maximise our graduates future opportunities.

The service works closely with local, national and international employers, acting as a gateway to the business world.

Visit our Careers Service pages for further information http://www.lincoln.ac.uk/home/campuslife/studentsupport/careersservice/.


Facilities

At Lincoln, we constantly invest in our campus as we aim to provide the best learning environment for our students. Whatever the area of study, the University strives to ensure students have access to specialist equipment and resources, to develop the skills, which they may need in their future career.

An exciting new development for the School, the Sarah Swift Building, is a £19m investment into a dedicated facility for the Schools of Health and Social Care and Psychology. The building houses high-quality teaching, research, social and learning spaces for both Schools. The building will also include advanced clinical simulation facilities for the School’s nursing courses.

Students also make the most of the University's Great Central Warehouse Library, which is home to more than 250,000 printed books and approximately 400,000 electronic books and journals, alongside databases and specialist collections. The Library has a range of different spaces for shared and individual learning.


The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions.