This module is to support clinicians to develop their role as advanced clinical practitioners. It aims to facilitate the practitioner to develop professionalism and professional identity, to tolerate uncertainty and to manage clincial risk, to consider regulatory, legal and ethical principles, as well as prepare practitioners to take a leadership role in advanced clinical practice. This is underpinned by HEE's four pillars of advanced practice
Module will run
Occurrence
Teaching period
A
Autumn Term 2021-22 to Summer Term 2021-22
Module aims
This module aims to develop the student’s understanding of professional practice in order to support them to practice effectively as an advanced practitioner as per HEE (2017) definition of advanced clinical practice.
To do this the module will explore:
The development and establishment of advanced practice
The role of professionalism and professional identity in negotiating delivery of advanced practice in the workplace
Relevant regulatory, legal and ethical frameworks
Strategies to support the student to acquire the skills to develop and maintain professional wellbeing
Strategies to examine and evaluate evidence and begin to develop an academic style of writing commensurate with master's level. .
Teamwork and leadership
Module learning outcomes
On successful completion of the course, the student should be able to:
Understand the current literature and evidence base in relation to advanced practice.
Synthesize theories of professionalism and professional identity in order to value diversity within teams and to support inter and intraprofessional team working.
Understand regulatory, legal and ethical principles in relation to advanced practice.
Utilise strategies to develop tolerance to uncertainty in order to support professional well-being.
Synthesize and apply theories of resilience to advanced practice.
Understand and apply the principles of leadership to their area of advanced professional practice.
Demonstrate an understanding of the fundamentals of academic writing as a means of communicating a persuasive, logical, fair and coherent argument.
Critically engage with primary and secondary sources of information in order to identify, evaluate, synthesise and integrate information fairly and accurately into their work. Understand how to use, quote, paraphrase, cite and attribute sources appropriately.
Module content
Introduction to Advanced Practice
• Brief historical context
• Advanced Practice evidence base
• Regulation and support
Clinical Supervision and reflection
Strategies to develop tolerance to uncertainty
Professionalism and professional identity
• Brief historical context
• Relevance and importance
• Inter and intraprofessioanl working including collaborative education
• Delivering advanced practice in the workplace
Principles of leadership
Legal and ethical principles and their relevance to advanced practice
Resilience
Research evidence and academic writing styles
Assessment
Task
Length
% of module mark
Essay/coursework 2500 Word Essay
N/A
100
Special assessment rules
Non-compensatable
Additional assessment information
The summative assessment will ask the students to:
In the context of your area of advanced practice, write a critically reflective account of a real life event, experience or professional interaction. This may be clinically focused or relate to the establishment of advanced practice more broadly.
Reassessment
Task
Length
% of module mark
Essay/coursework 2500 Word Essay
N/A
100
Module feedback
Opportunity for classroom discussion and via the VLE of concepts and issues raised. A specific formative assignment of a 5-10 minute presentation, using a maximum of five slides, to the rest of the group on an aspect of your personal development informed by the module content. Students will get immediate feedback from the rest of the group and from the facilitator. This assignment will form the basis of the summative assignment.
Written feedback on the summative assessment will be provided on the standard proforma, within the timescale specified in the student handbook.
Indicative reading
Barton T, Allan D (2015) Advancing Nursing Practice: changing healthcare in a changing world, Palgrave: UK.
Clegg S., Kornberger M., & Pitsis T., (2016) Managing and Organisations, 4th Ed. Sage UK.
Edmonstone, J. (2009) When the Going Gets Tough: Personal Resilience for Healthcare Staff. London: Radcliffe
Gallagher, A. & Hodge, S. (2012) Ethics, law and professional issues: A practice based approach for health professionals. Baingstoke:Palgrave Macmillan.
Gardner F (2014) Being critically reflective, Palgrave MacMillian, UK.
Greenhalgh, T. (2014) How to read a paper. The basics of evidence-based medicine. Chichester. Wiley
NHS Improving Quality (2013) The NHS Change Model. Available at: http://www.nhsiq.nhs.uk/capacity-capability/nhs-change-model.aspx
NHS Leadership Academy (2013) Healthcare Leadership Model. Available at: http://www.leadershipacademy.nhs.uk/wp-content/uploads/dlm_uploads/2014/10/NHSLeadership-LeadershipModel-colour.pdf
Reb, J. and Atkins, P. W. B. (Eds.) (2015) Mindfulness in Organizations: Foundations, Research, and Applications Cambridge: Cambridge University Press
Abbott, P., Meerabeau, L. (1998) Chapter 1: Professionals, professionalization and the caring professions in The Sociology of the Caring Professions (2nd Ed) London. UCL Press
Lowe, G., Plummer, V., O’Brien, A.P., Boyd, L. (2011) Time to clarify- the value of advanced practice nursing roles in health care. Journal of Advanced Nursing 68(3) 677-685
Traynor, M. (2013) Nursing in context: policy, politics, profession. London. Palgrave MacMillan.
Traynor, M. (2017) Critical Resilience in nursing. An evidence-based guide to survival and change in the modern NHS. Oxon. Routledge
Anderson, Helen ; Adamson, Joy ; Birks, Yvonne (2018) Presenting the primary care team to the public: a qualitative exploration of general practice websites.The British journal of general practice : the journal of the Royal College of General Practitioners Volume 68Pages: e178-e186
Greenhalgh, T (2018) Of lamp posts, keys, and fabled drunkards: A perspectival tale of 4 guidelines. Journal of Evaluation in Clinical Practice. Volume:24 p1132-1138
Laurant et al (2018) Nurses as substitutes for doctors in primary care. Cochrane Database of systematic reviews