APPENDIX 6 - CDG
Programme Specification Template
UNIVERSITY OF CENTRAL LANCASHIREProgramme Specification
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.Sources of information on the programme can be found in Section 17
- Awarding Institution / Body
- Teaching Institution and Location of Delivery
- University School/Centre
- External Accreditation
- Title of Final Award
- Modes of Attendance offered
- UCAS Code
- Relevant Subject Benchmarking Group(s)
- Other external influences
Health survey for England: Health, Social Care and Lifestyles (DH, 2011)
Equity and Excellence: Liberating the NHS (DH,2010)
Liberating the NHS: No decision about me, without me (DH,2011)
Liberating the NHS: Greater choice and control (DH, 2012)
- Date of production/revision of this form
- Aims of the Programme
- To provide opportunities to professional, from multi-disciplinary teams, to further enhance and develop their professional role in the provision and management of Diabetes care
APPENDIX 6 - CDG
Programme Specification Template
- Learning Outcomes, Teaching, Learning and Assessment Methods
A.Knowledge and Understanding
A1. Management of drug regimen in diabetes
A2. Reduction of chronic complications
A3. Exposure to effective educational and psychosocial approaches in professional practice
A4. Development of effective and current care programmes
Teaching and Learning Methods
The programme is developed through study days utilising lectures, directed reading, evaluation of research, mastering current standards and guidelines for practice. Methods of teaching generally used are group discussions, problem solving activities and role play situations. Critical examination of data Visiting lecturers and visits and placements in current practice also form part of the overall teaching and learning strategy
Assessment methods
The module is assessed through a 5,000 word submission detailing diabetes practice and critically analysing the ramifications of care delivery on the patient, their relatives and their environments.
B.Subject-specific skills
B1. Examine and analyse the professionals’ role regarding the support given to patients with their drug therapies
B2. Implement strategies for clinical risk assessments and the prevention and management of complications and encourage self-care in the management of diabetes
B3. Develop skills to apply psychosocial interventions and different educational approaches to care
B4. Implement research strategies and evidence based practices for care management
Teaching and Learning Methods
Study days utilising lectures, directed reading, evaluation of research, mastering current standards and guidelines for practice, group discussions and role play situations. Critical examination and appropriation of data to improve care programmes.
Assessment methods
A 5000 word essay critically analysing the ramifications arising out of considerations of diabetes practice.
C.Thinking Skills
C1. Critical evaluation of the implications of current research for effective diabetes care
C2. Critical evaluation of the role of professionals in respect of improving and developing diabetes care
C3. Critical evaluation the nature of risks and their prevention in the care of diabetes
C4. Develop critical approaches in social and psychological and self-care approaches in diabetes care
Teaching and Learning Methods
Study days utilising lectures, directed reading, evaluation of research, mastering current standards and guidelines for practice, group discussions and role play situations. Critical examination and appropriation of data to improve care
Assessment methods
A 5000 word essay critically analysing the ramifications arising out of considerations of diabetes practice.
D.Other skills relevant to employability and personal development
D1. Use of multiple sources to gain information and effective literature searching skills
D2. Critical evaluation of appropriate research
D3. Evaluation of the concepts of interventions, care and self-care.
D4. Enhance writing and reporting skills, interpersonal communication and self-management and personal organisational skills
D5. Independent practice and multidisciplinary work
Teaching and Learning Methods
Study days utilising lectures, directed reading, evaluation of research, mastering current standards and guidelines for practice, group discussions and role play situations. Critical examination and appropriation of data to improve care
Assessment methods
A 5000 word essay critically analysing the ramifications arising out of considerations of diabetes practice.
13.Programme Structures* / 14.Awards and Credits*
Level / Module Code / Module Title / Credit rating
Level 6 / NP3041 / Developing Practice in Diabetes Management / 40 / Advanced Certificate
Requires 40 credits at Level 5 or above
15.Personal Development Planning
According to QAA (2004), Personal Development Planning (PDP) is:
·A structured process that is integral to higher level learning
·Concerned with learning in an holistic sense (academic and non-academic)
·Something done with guidance and support
·A process that involves reflection, creation of personal records, planning and monitoring progress towards achievement of personal objectives
·Intended to improve the capacity of the individual to communicate their learning to others who are interested in it (academic staff/ employers)
QAA state that “the ultimate responsibility for deriving benefit from PDP should rest with each student”.
Your plan may fit with your NHS PDP, but could be a separate activity.
You will be encouraged to develop a range of important themes, underpinning your professional practice:
- Your own health in relation to current policy and guidelines
- Understanding service user/carer perspectives on practice in your field
- Inter-professional learning and working in practice
16.Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
Students will normally have attained a Diploma in Higher Education or above and hold a relevantprofessional qualification.Candidates without a Diploma in Higher education will demonstrate the ability to study at academic Level 6 through both application and previous accredited experience/learning.
17.Key sources of information about the programme
- School of Health NHS Contracts Unit
- School of Health Web Pages
- NHS CPD Apply
APPENDIX 21 - CDG
18.Curriculum Skills MapPlease tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Level / Module Code / Module Title / Core (C), Compulsory (COMP) or Option (O) / Programme Learning Outcomes
Knowledge and understanding / Subject-specific Skills / Thinking Skills / Other skills relevant to employability and personal development
A1 / A2 / A3 / A4 / B1 / B2 / B3 / B4 / C1 / C2 / C3 / C4 / D1 / D2 / D3 / D4/5
LEVEL 6 / NP3041 / Developing Practice in Diabetes Management / C / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /