FACILTY OF HEALTH AND SOCIAL CARE CONTINUING PROFESSIONAL AND PERSONAL DEVELOPMENT 2012 - 2013 pdf

Faculty of Health and Social Care Faculty of Health and Social Care Continuing Professional and Personal Development Sept 2012 – Sept 2013 the brighter choice Faculty of Health and Social Care Contents Welcome 26 Allied Health Sciences How to use this Prospectus 46 Children’s Nursing Centre for Learning Support and Development (CLSD) 80 Mental Health and Learning Disabilities 10 Faculty of Business 102 Adult Nursing 12 Accreditation of Prior Learning (APL)Opportunities 154 Midwifery and Women’s Health 16 Inter-professional Learning 166 Primary and Social Care 18 Glossary 206 The Institute for Leadership and Service Improvement 20 Research Opportunities 218 Bands 1-4 Workers 24 Applying for your Course 226 Work-based Learning 232 University Contact Details 234 The University and You 236 Index Continuing Professional and Personal Development Welcome to the brighter choice Faculty of Health and Social Care The Faculty of Health and Social Care has a long standing and well deserved reputation for providing high quality education and training and for undertaking research that makes a difference The Faculty has over 400 teaching/ research staff and a student body of over 7000 and have campuses in Southwark, South London and Havering in East London The Faculty works with a variety of healthcare professionals including Bands 1-4 workers, Nurses, Midwives, Social Workers and many Allied Health professionals The CPPD Portfolio includes a range of programmes, modules, study days and bespoke projects all meeting the needs of our service colleagues Our programmes are designed and implemented in collaboration with service colleagues supporting the development of a workforce that is not only it for the here and now but will be able to lead and innovate into the future Most of these programmes are clinically focused and are becoming increasingly work based Programmes, modules, study days and bespoke projects are designed to be lexible and offer a variety of delivery modes including e-learning, all underpinned by a robust research and practice based culture The Faculty has three research focused Institutes and supports over 40 research students supported by professors and readers The Faculty has an ever increasing Postgraduate and applied research portfolio In 2011, we introduced a new on-line application system and CPPD Portal, enabling healthcare professionals to search and apply on-line at the click of a mouse, saving both time and eliminating paperwork In 2012 we have introduced new top-up degrees for registered nurses in line with the drive for a graduate workforce The mission of the Faculty is to be London’s irst choice provider of education for the health and social care workforce We hope you will ind that our CPPD portfolio enables you to achieve your goal of excellence in service delivery Judith Ellis, Executive Dean, Faculty of Health and Social Care Continuing Professional and Personal Development Faculty of Health and Social Care How to use this Prospectus The Faculty of Health and Social Care offers a number of pathways/ programmes leading to a speciic award within each of its departments For these Awards there are a mixture of either core, speciic or student selected modules of study varying with each programme (see individual divisions for further information on each programme) Apart from the set pathways leading to a speciic award in some departments there is the opportunity for students to build their own pathway by selecting a range of individual modules, which collectively amount to the required number for an award This programme MUST be approved within the individual department to ensure selection of appropriate modules within set guidelines NOTE – It is vitally important that prospective students wishing to follow this route contact University staff within the relevant department for guidance to ensure their choice of modules will be acceptable as a formal programme This avoids inappropriate choices being made, disappointments incurred and, in some cases, course places being wasted Students selecting individual modules who already have credits accrued from other studies should consider registering for a set programme/award before undertaking too many individual modules As mentioned in the AP(E)L guide, only a limited number of credits can be carried into a programme when registering for it, and some modules already undertaken could therefore not be eligible as part of that programme Entry on to Courses Students can access courses and modules either independently, by funding themselves, or by gaining approval to attend on a sponsored place through a contract with the local Strategic Health Authority Students wishing to access through an NHS contract agreement should apply to their line manager within their employing Trust, to seek approval before the request can be forwarded to the relevant contract manager/ senior nurse according to the individual arrangements within each Strategic Health Authority commissioning courses with London South Bank University No contract place can be accessed without prior agreement of the contract manager/senior nurse (varies with local arrangements) In all cases acceptance is conditional upon there being space on the programme, a written application, and approval of departmental staff NOTE – Where a minimum number of places stated for a programme intake are not achieved the course will not run at that time but may be delayed to enable further places to be illed thus making the course educationally and inancially viable How to ind your Course/Module of Study Modules and programmes in this prospectus are presented under one of the following departments: • Allied Health Sciences • Children’s Nursing • Mental Health and Learning Disabilities Each department has its own colour coded section with its own index Within each section, larger programmes are presented irst, followed by smaller courses, single modules and inally study days relevant to that speciality Changes to Academic Credit Levels The credit descriptors within this prospectus have been changed in accordance with the revised national Framework for Higher Education Qualiications published by the Quality Assurance Agency in 2008 The new levels and their correspondence to old levels are set out below: Previous New Description Description Level is typical of the learning expected of The irst part of HE study/ Foundation Degree The last part of a Foundation Degree or middle part of a Bachelors Degree 3/H The last part of a Bachelors Degree • a prerequisite programme or professional qualiication M A Masters Degree • entry test D A Doctorate Self-funding students should contact the University for further information on costs by telephoning, 020 7815 7815 or e-mail hsc@lsbu.ac.uk • Adult Nursing • Midwifery and Women’s Health Entry into the programme may require one or any combination of the following: • Primary and Social Care • a selection interview • Bands 1-4 Workers • portfolio submission • Work-based Learning • The Institute for Leadership and Service Improvement • evidence of ability to study at required level • by application (contact course administrator) Continuing Professional and Personal Development Faculty of Health and Social Care Centre for Learning Support and Development (CLSD) The Faculty of Health and Social Care is supported by the University’s Centre for Learning Support and Development (CLSD), which brings together a range of services supporting the learning, teaching and research needs of the university’s community The Centre has a presence in several buildings across all three LSBU campuses, and encompasses: library services, student IT services, student advice and guidance, academic skills support and learning support These services are underpinned by over 1,200 study spaces in a mixture of environments including silent and group areas Library Services The university’s three libraries all support students in the Faculty of Health and Social Care: the largest is the Perry Library, the main university library based on the Southwark campus There are smaller libraries at both the Havering and East London campuses All the libraries are currently open at weekends and in the evenings throughout the year: check the website for current opening hours All students enrolled on LSBU courses, and all university staff members, are members of the Library: access is with a current staff or student identity card The library website (http://www.library.lsbu.ac.uk) is the gateway to all library resources and can be used to: • Look for books • Find what journals are available and locate electronic articles • Access databases and other e-resources • Check opening hours and details of all library services Help and support is available at staffed desks and services points in all our libraries A range of helpsheets and guides is produced, all available in print or online through the Library website The team of subject specialists, the Information Advisers, are available for more in-depth support by e-mail, telephone or personal appointment: there are Information Advisers dedicated to supporting the work of the Faculty of Health and Social Care IT Services Student IT support is based in the Learning Resources Centre (LRC) on the Southwark Campus: over 300 networked workstations are available for student use, all with internet access and Microsoft Ofice as standard, some with specialist software Each student’s IT account provides an allocation of networked data storage as well as a personal e-mail address and access to the library’s e-resources offcampus and access to Blackboard, the university’s virtual learning environment Networked computers are also available for student use at the Havering and East London campuses Selfservice printing is available on all campuses via either cash or a networked printing system There is also some wireless provision on the Southwark campus with internet hotspots in the Perry Library and the LRC: more will be available through the year Help and support is available on all campuses from helpdesks and through a range of printed guides and helpsheets Disability and Dyslexia Support The team are based in the Perry Library at Southwark and also offer services at both the Havering and East London campuses, offering advice to students and staff on all matters relating to practical, personal and additional needs arising from all disabilities and dyslexia Enhanced library and IT services, including specialist computing equipment and software, study booths, extended loan periods and put-asides are available to students with a disability or dyslexia Skills for Learning The team are based in Caxton house and provide a wide range of workshops and one-to-one drop-in sessions across all campuses Basic maths and English classes are also available The team also runs the popular Fast Track summer school for those about to start their courses at the university Student Advice and Careers Guidance The team are based in Caxton House on the Southwark campus and provide advice and guidance service free of charge to all LSBU students and recent graduates across all the campuses, including everything from adapting to university life, student inance, personal development planning and careers and employability services 10 Continuing Professional and Personal Development Faculty of Health and Social Care 11 Faculty of Business Although the primary function within the NHS is providing health care, that provision and the professionals working within it need to be managed effectively As is often the case within organisations, health care professionals may rise up through the ranks to a managerial position without having received much formal leadership and management training Professional leadership and management training for health care professionals can beneit both you as an individual as well as the organisation you work for As an individual you will develop your leadership skills, be better able to motivate your staff and allocate resources more effectively As a result, the organisation will beneit from increased productivity, eficiency and better skilled staff The Faculty of Business offers a range of programmes, modules and bespoke courses which meet the needs of the healthcare sector, some of which are detailed on these pages Please visit the website for further details: http://bus.lsbu.ac.uk/ MSc/PG Diploma in International Health Services and Hospital Management This course forms part of the portfolio of courses for health services managers developed by the Department of Management We aim to develop management skills in public, private, military and voluntary health care organisations The course is primarily designed for an international clientele; for doctors, nurses, administrators holding senior management posts at central, district or hospital level It is now offered on a part-time basis for home students Applicants will normally require a degree or equivalent qualiication together with appropriate senior work experience in a health service setting or A professional qualiication, recognised as being equivalent to degree level and appropriate senior work experience in a health services setting All applicants must demonstrate competence in English Language -normally at ELTS 6.5 Course Contact Paul Thompson T 020 7815 7494 E paul.thompson@lsbu.ac.uk Post graduate Certiicate in Management (CM) The Certiicate in Management is for any manager who wants to develop his or her skills and knowledge base to a postgraduate level – so you need to be able to understand, critically evaluate and apply management concepts across a range of different settings Applicants would normally have a irst degree and two years experience as a manager Applicants with considerable management experience and who have attended relevant management courses may be exempted from the requirement to have a irst degree Course Contact Nick Briggs T 020 7815 7736 E briggsn@lsbu.ac.uk Diploma in Management Studies (DMS) The Diploma in Management Studies (DMS) is a natural progression from the CM, with an emphasis on broadening the scope, and the strategic impact of students’ learning and professional practice The usual entry route is through successful completion of the Certiicate in Management, but there are other management qualiications, approved by the Chartered Management Institute (CMI) at postgraduate level that are accepted You may also be accepted directly to the DMS if you have a Master’s qualiication and a minimum of two years’ experience as a manager Course Contact Nick Briggs T 020 7815 7736 E briggsn@lsbu.ac.uk MPA Masters in Public Administration The Masters in Public Administration MPA course is designed to meet the needs of middle and senior managers working in the public sector including the health service An MPA is an internationally recognised qualiication seen as the public sector equivalent to the MBA There are three pathways to choose from: MPA, MPA Health Service Management (HSM), MPA Social Work Management (SWM) The programme offers you the opportunity to study ive core management modules over the irst three semesters, and then to opt either for the MPA route or the MPA-HSM route Applicants should possess a good honours degree or equivalent, or a duly recognised post-graduate diploma (for example successful completion of CMI diploma level for in Leadership and Management or equivalent) All candidates must have competence in English at IELTS level 6.5 Course Contacts Chrissie Oldield T 020 7815 7835 E oldiec@lsbu.ac.uk MPA (Executive Masters in Public Administration) The Executive Master of Public Administration MPA aims to develop practising managers and professionals to work in and respond to an ever-changing and challenging public sector, and the increasing need to work and manage across sectors It seeks to equip middle and senior managers with relevant current knowledge, skills and understanding to enable them to effectively and eficiently manage the changes in the public sector environment and in public policy The Executive MPA endorses the key academic principles of MPA theory and in this respect, international recognition of this award It further reinforces an appreciation and understanding of the increasing Europeanisation and internationalisation of public administration Applicants should possess a good honours degree or equivalent and a minimum of three years managerial experience in the public sector or a duly recognised postgraduate diploma and a minimum of three years managerial experience in the public sector Mature candidates who are not able to offer any of the above may be considered with relevant experience All candidates must have competence in English at IELTS level 6.5 Course Contacts Chrissie Oldield T 020 7815 7835 E oldiec@lsbu.ac.uk Level Certiicate in Management Coaching and Mentoring This course aims to empower managers and other people concerned with the learning and development of others It is intended for people who are committed to growing their coaching and mentoring skills whether at work or in a professional or voluntary work role It is fundamental to the philosophy of the course that the diversity is valued and that improved performance and development of people can be achieved in ways that enhance individual well-being The course is designed to be covered in an intensive programme of sixteen three hour sessions, plus self-managed student learning A basic knowledge and understanding of the practice of management will be assumed; there are no formal entry requirements Course Contact Nick Briggs T 020 7815 7736 E briggsn@lsbu.ac.uk 12 Continuing Professional and Personal Development Accreditation of Prior Learning (APL) Opportunities Faculty of Health and Social Care 13 The APL procedure allows students enrolled on the Framework, and Postgraduate Award Schemes to receive appropriate recognition for the knowledge gained as a result of prior learning, formal or informal where it can be proven to be equivalent in level and outcome to modules/programmes offered as part of those schemes Responsibility resides with the student to provide evidence to the programme leader that the knowledge gained is relevant and at the appropriate level What is APL? The accreditation of prior learning (APL) is a process by which you can claim and gain credit towards a qualiication based on evidence of prior certiicated learning or evidence of learning from past experience The evidence you present will be assessed and, if the APL claim is considered valid, credit will be awarded towards a qualiication There are two types of APL: Accreditation of Prior Experiential Learning AP(E)L Credit awarded for learning that has not taken place in an educational setting and has not been formally assessed Credit is not awarded simply for experience; it is awarded for what is learned from experience if you can demonstrate that this learning is equivalent, in terms of level and outcome, to part(s) of a course or programme of study There is a charge for the APEL process Credit • Transfer credit – for students claiming credits for prior certiicated learning There are two types of credit: general and speciic • Accreditation of prior experiential learning AP(E)L – for students claiming credit for learning that has not been formally assessed General Credit Transfer Credit This is credit awarded for learning that has been validated or accredited by another institution Each university has its own way of attributing and awarding credit for learning – for this reason, if you were to make a claim for transfer credit, you may ind that there is a difference between the amount of credit you make a claim for and the amount of credit granted by the university General credit deines the number of credits attached to a course In some programmes students can claim for general credit against programme outcomes and gain exemption from optional or open modules Speciic Credit Students are awarded speciic credit if they are successful in claiming exemption from a speciied module Their transfer credit or APEL claim must match the speciied module content, learning outcomes, and academic level 14 Continuing Professional and Personal Development General credit rating and speciic credit rating might differ even for the same learning; you might have undertaken a course in another institution that had a general credit rating of 40 credits, but when making an APL claim for transfer credit it might only attract a speciic credit rating of 20 to count towards a particular award All credit accrued on a course will be recorded in a transcript Faculty of Health and Social Care 15 Accreditation of Continued Professional Development Activities (Level and 7) Programme Ref WHN_6_098/WHN_7_098 Credit 20 Assessment Portfolio of evidence and a professional conversation Assessment Date Intake 1: 11/01/2013 Intake 2: 31/05/2013 Dates Intake Start Date 2012 Oct 22 Transcript Intake Start Date 2013 Mar 11 A document produced by the university detailing the academic credits awarded for named modules at a speciied academic level Module Co-ordinator Thomas Aird T 020 7815 8482 E airdt@lsbu.ac.uk Why make an APL Claim? By making an APL claim you can gain credit for prior learning, if it is considered relevant to the programme you want to study As a result, you could access a course without meeting the formal entry requirements, and/or you could progress to a later stage of a course, or not have to undertake speciic components of a course (sometimes referred to as ‘advanced standing’ and ‘exemption’) Information on AP(E)L/APL If you are enrolling on a programme and have prior learning that you would like credit for, see the booklet entitled ‘Making a Claim for AP(E)L’ which outlines the procedure This booklet can be obtained from: APL Co-ordinator Thomas Aird T 020 7815 8482 E airdt@lsbu.ac.uk New Opportunities These new modules are designed to offer students the opportunity to demonstrate formal continued professional development through personal achievement and the application of professional knowledge in the workplace In addition they enable students to undertake independent study within their own workplace This module is designed to provide post-qualifying undergraduate and postgraduate students the opportunity to relect upon their continued professional development This will focus on nonaccredited educational activities such as non-mandatory study days and conferences and aims to address some of the issues highlighted in the Department of Health (2008) report ‘A high quality workforce, for example the promotion of life long learning, lexible and clinically driven activities 16 Continuing Professional and Personal Development Inter-professional Learning Faculty of Health and Social Care 17 Inter-professional Learning is a key imperative within a modernised health service and increasingly is the preferred approach for commissioners and practitioners alike Inter-professional Learning is the opportunity for different professional groups to study and learn alongside each other in order to improve team working, enable collaboration and enhance care by developing integrated approaches to care management By learning and working together and understanding the vital contribution each discipline makes to the overall management of care, the service provided will be enhanced and care standards improved Inter-professional Learning Opportunities Within the Faculty of Health and Social Care there are a variety of Inter-professional Learning activities which have been developed and you will ind in this prospectus These include: • Courses which have been developed for different professional groups All staff in a particular area focus on a speciic client group and their needs, learning together to develop excellence in care delivery • Modules within specialised programmes Many of our courses focus on the needs of a particular discipline such as Children’s Nursing They provide opportunities for that particular professional group to develop specialist skills within their own area However within specialist courses you will ind modules in which students study alongside colleagues from other disciplines, focusing on an area of shared interest such as child and adolescent mental health awareness • General modules across programmes As a health care professional, wanting to enhance your professional development but perhaps not wanting to complete a whole course, you may wish to study individual modules Within the prospectus you will ind a large range of modules to choose from and many have been developed with a multidisciplinary audience in mind, for example Law and Ethics module The courses/modules that are potentially relevant to students from a number of disciplines include: • Management and leadership • Quality and organisational development • Teaching and assessing • Inter professional facilitation • Clinical supervision • Specialist client groups e.g adolescent, mental health, oncology, elderly care, etc • Developing research skills Within this prospectus you will ind the following symbol which denote Inter-professional Learning opportunities: Inter-professional learning 18 Continuing Professional and Personal Development Glossary Faculty of Health and Social Care 19 AHP Allied Health Professions APL Accreditation of Prior Learning A route by which credits earned during previous study may be used to gain academic credit towards a qualiication APEL Accreditation of Prior Experiential Learning A route by which appropriate experience can gain academic credit against speciied module(s) of study Core Modules These are mandatory modules of study Distance Learning Modules and courses provided at a distance to the University, which require no attendance Framework of Awards This is a set of rules and regulations that encompass the modules offered in post registration It allows the amalgamation of modules in pathways to be given an award GSCC General Social Care Council Integrating Study This is the inal module(s) of study, which draws together learning from all the modules studied At Diploma level, this is normally taken as a single module, but can be taken as a double module in some circumstances At Degree level, this is always taken as a double module Health Professions Council (HPC) This new body was established in 2002 The principle functions of the council are to establish standards of education training conduct and performance for members of the relevant professions and to ensure the maintenance of those standards There are currently 13 professions covered by the HPC: Arts Therapists, Chiropodists, Clinical Scientists, Dieticians, Medical Laboratory Technicians, Occupational Therapists, Operating Department Practitioners, Orthoptists, Paramedics, Physiotherapists, Prosthetists and Orthotists, Radiographers and Speech and Language Therapists Nursing & Midwifery Council (NMC) This new body was set up in April 2002 and has assumed responsibility for approving and assessing the quality of nursing, midwifery and health visiting programmes that lead to a designated recordable or registerable qualiication Optional Modules These modules are available to be taken within a pathway if required Pathway This is a series of modules that are offered together over a period of time to give a comprehensive programme of study that is usually related to an area or specialism Postgraduate This term refers to study that is beyond ordinary Degree There are three common levels: PGCert – Postgraduate Certiicate PGDip – Postgraduate Diploma MSc – Masters of Science Post Qualiication This term refers to accredited courses and modules taken by qualiied professionals after achieving entry to their professional register They are normally recorded in the individual’s Professional Portfolio Semester A timeframe within the University Semester 1: September to January Semester 2: February to July Specialist Modules These are modules that are taught in relation to a specialism Module A programme which requires 150 hours of study, of which normally 40 hours are taught either by block, day release or evening classes The remainder are self-directed study Most Modules are now valued at 20 credits from 2011 216 The Institute for Leadership and Service Improvement Short Courses and Study Days Short Courses Study Days Clinical Audit Training Clinical Audit Study Day Inter-professional learning Programme Ref study day Dates Venue Southwark Package Dates A one-day study day covering aspects of clinical audit 2013 Mar 27 Package A two day training package, including follow up sessions on a 1:1 basis Module Co-ordinator Dr Elaine Pierce T 020 7815 6157 E piercee@lsbu.ac.uk This programme is aimed at all health and social care professionals working in the NHS or other health care setting, who intend to conduct clinical audit and/or would like to professionally develop by acquiring knowledge and skills of clinical audit in order to improve quality of service and practice Module Co-ordinator Elaine Pierce T 020 7815 6157 E piercee@lsbu.ac.uk This programme is aimed at all health and social care professionals working in the NHS or other health care setting, who intend to conduct clinical audit and/or would like to professionally develop by acquiring knowledge and skills of clinical audit in order to improve quality of service and practice The teaching focuses on all aspects of clinical audit and prepares the attendee for not only conducting a clinical audit, but also provides information on how to report, a clinical audit presentation and how to publish The teaching focuses on all aspects of clinical audit and prepares the attendee for not only conducting a clinical audit, but also provides information on how to report, a clinical audit presentation and how to publish Clinical Audit Topics covered Clinical Audit Topics covered • How to set aims/objectives/standards; select a sample; involve service users; collect/analyse data • What it is and who is involved • The audit cycle • How to select an audit topic • How to set aims/objectives/standards; select a sample; involve service users; collect/analyse data • How to write an audit proposal • How to audit • How to apply/comply with ethics, governance and acts such as data protection • How to write a report • How to give an effective presentation to colleagues/stakeholders/at a conference • How to successfully implement changes • How to publish Delivery can be on or off site, depending on the stakeholders requirements • What it is and who is involved • The audit cycle • How to select an audit topic • How to write an audit proposal • How to audit • How to apply/comply with ethics, governance and acts such as data protection • How to write a report • How to give an effective presentation to colleagues/stakeholders/at a conference • How to successfully implement changes • How to publish Faculty of Health and Social Care Dates are subject to change, please check www.lsbu.ac.uk/hsc/cppd The Institute for Leadership and Service Improvement 217 218 Bands 1-4 Workers Bands 1-4 Workers Bands 1-4 Workers 219 People working within the Bands 1-4 workforce are vital to the high standards of care that patients expect when they are being cared for the NHS The Faculty has a long tradition of delivering programmes for Bands 1-4 staff and understands that not everyone takes a classic route through education and so other opportunities are needed to fulil individuals’ potential Working in partnership with London NHS Trusts, the Faculty can offer a range of programmes for staff working in Agenda for Change Bands 1-4 Bands 1-4 Workers Contacts: Principal Lecturer Sheelagh Mealing T 020 7815 8464 E sheelagh.mealing@lsbu.ac.uk Faculty Administrator Jean Ficken T 020 7815 8464 E ickenje@lsbu.ac.uk There are many opportunities for both personal and professional development, ranging for study days and bespoke provision to Diplomas and Foundation degrees The lecturers are keenly aware of the various educational needs of staff working in unqualiied posts and can offer supportive learning environments and one-to-one support to students to help them achieve their goals Many of our past students have achieved signiicant success, moving onto degree programmes which give professional registration 220 Bands 1-4 Workers Programmes of Study Foundation Degrees FdSc Health and Social Care (Acute Hospital Care) Faculty of Health and Social Care Dates are subject to change, please check www.lsbu.ac.uk/hsc/cppd Modules can be taken on a stand alone basis, please either view the CPPD website www.lsbu.ac.uk/hsc/cppd or request a Foundation Degree brochure from Sheelagh Mealing, T: 020 7815 8464 E:Sheelagh.mealing@lsbu.ac.uk Core Modules at Level Core Modules at Level • Collaborative Working (20 credits) Credit 240 credits at Level 4/5 • Fluid and Nutritional Support (20 credits) • Human Anatomy and Physiology (20 credits) Duration years part time The Faculty of Health and Social Care began its development and delivery of Foundation Degrees over seven years ago and validated some of the very irst pathways in England for Assistant Practitioners and Associate Practitioners in 2004 An Assistant / Associate Practitioner is a worker who has knowledge and skills which enables them to competently deliver health and social care beyond the skills set of a traditional health care assistant or support worker They are able to deliver elements of health and social care and undertake clinical work in domains that have previously only been within the remit of registered professionals From their inception, the Foundation Degrees have been developed in close partnership with a wide variety of employers/stakeholders, responding to their needs for developing healthcare staff in Agenda for Change Pay Bands to Option Modules for this Pathway at Level • Respiratory Care (20 credits) Pre-Requisites Students should ideally hold a Level qualiication, such as an NVQ Level in Health and Social Care and be working within the appropriate healthcare environment to achieve the learning outcomes of their chosen modules • Cardiac Care (20 credits) Venue Southwark Duration years part time Dates This pathway, starting in September 2012, is available as a part time programme with attendance at University required one day per week during semester times Pathway Leader Judy Scotter T 020 7815 8408 E scottej@lsbu.ac.uk This award has been developed to provide a recognised route which will allow health care assistants to develop their skills and knowledge within their area of acute hospital practice It will enable them to increase their knowledge and understanding of a range of health related themes which will underpin their diagnostic reasoning and decision making in the acute setting Practical skills will be introduced and developed under supervision, both within the clinical skills laboratories and in the clinical practice setting to allow students to take on additional roles within the limitations of their job descriptions Core Modules at Level • Human Anatomy and Physiology (20 credits) • Health and Society (20 credits) • Applied Human Anatomy and Physiology (20 credits) Option Modules for this Pathway at Level Bands 1-4 Workers 221 Option Modules for this Pathway at Level FdSc Health and Social Care (Primary Care) Credit 240 credits at Level 4/5 Pre-Requisites Students should ideally hold a Level qualiication, such as an NVQ Level in Health and Social Care and be working within the appropriate healthcare environment to achieve the learning outcomes of their chosen modules Venue Southwark Dates This pathway, starting in September 2012, is available as a part time programme with attendance at University required one day per week during semester times Pathway Leader Angie Hack T 020 7815 8336 E hacka@lsbu.ac.uk This award has been developed to provide a recognised route which will allow health care assistants to develop their skills and knowledge within their area of primary care practice It will enable them to increase their knowledge and understanding of a range of health related themes which will underpin their diagnostic reasoning and decision making in the primary care setting Practical skills will be introduced and developed under supervision, both within the clinical skills laboratories and in the clinical practice setting to allow students to take on additional roles within the limitations of their job descriptions Core Modules at Level • Introduction to Clinical Skills (20 credits) • Human Anatomy and Physiology (20 credits) • Developing Clinical Skills (20 credits) • Health and Society (20 credits) • Admission, Transfer and Discharge (20 credits) • Applied Human Anatomy and Physiology (20 credits) Core Modules at Level Option Modules for this Pathway at Level • Collaborative Working (20 credits) • Introduction to Clinical Skills (20 credits) • Safeguarding People (20 credits) • Developing Clinical Skills (20 credits) • Negotiated Work Based Activities (20 credits) • Assessing Needs of Individuals and Carers (20 credits) • Communication in Practice (20 credits) skills will be introduced and developed under supervision, within the clinical skills laboratories and in the clinical practice setting to allow students to take on additional roles within the limitations of their job descriptions Option Modules for this Pathway at Level Core Modules at Level • Fundamentals of Long Term Conditions (20 credits) • Introduction to Clinical Skills (20 credits) • Human Anatomy and Physiology (20 credits) • Safeguarding People (20 credits) • Negotiated Work Based Activities (20 credits) • Maintaining Standards in Health and Social Care (20 credits) • Health and Society (20 credits) • Promoting Positive Lifestyle Choices (20 credits) • Health and Society (20 credits) • Supporting Recovery in Mental Health Care (20 credits) • Applied Human Anatomy and Physiology (20 credits) Core Modules at Level Option Modules for this Pathway at Level FdSc Health and Social Care (Mental Health Care) • Collaborative Working (20 credits) • Pre-Conception to Birth (20 credits) • Safeguarding People (20 credits) • Birth and Postnatal Care (20 credits) Credit 240 credits at Level 4/5 • Negotiated Work Based Activities (20 credits) • Facilitating Breastfeeding (20 credits) Option Modules for this Pathway at Level • Collaborative Working (20 credits) • Advanced Communication in Mental Health Care (20 credits) • Safeguarding People (20 credits) • Palliative and End of Life Care (20 credits) Duration years part time Pre-Requisites Students should ideally hold a Level qualiication, such as an NVQ Level in Health and Social Care and be working within the appropriate healthcare environment to achieve the learning outcomes of their chosen modules Venue Southwark • Social Factors and Mental Health (20 credits) • Supporting Recovery: Challenging Presentations (20 credits) Dates This pathway, starting in September 2012, is available as a part time programme with attendance at University required one day per week during semester times Pathway Leader Clive Simpson T 020 7815 8008 E simpsocq@lsbu.ac.uk This award has been developed to provide a recognised route which will allow health care assistants to develop their skills and knowledge within their area of mental health care practice It will enable them to increase their knowledge and understanding of a range of health related themes which will underpin their diagnostic reasoning and decision making in the mental health care setting working with service users with primarily long term enduring mental health problems Practical skills will be introduced and developed under supervision, both within the clinical skills laboratories and in the clinical practice setting to allow students to take on additional roles within the limitations of their job descriptions FdSc Health and Social Care (Maternity Support) Credit 240 credits at Level 4/5 Duration years part time Pre-Requisites Students should ideally hold a Level qualiication, such as an NVQ Level in Health and Social Care and be working within the appropriate healthcare environment to achieve the learning outcomes of their chosen modules Venue Southwark Dates This pathway, starting in September 2012, is available as a part time programme with attendance at University required one day per week during semester times Pathway Leader Lynne Maycroft T 020 7815 4710 E maycrol@lsbu.ac.uk This award has been developed to provide a recognised route which will allow health care assistants to develop their skills and knowledge within a variety of maternity care areas It will enable them to increase their knowledge and understanding of a range of health related themes which will underpin their decision making in providing care for the mother and baby Practical Core Modules at Level • Negotiated Work Based Activities (20 credits) Option Modules for this Pathway at Level • Classes and Groups in Maternity (20 credits) • Information Management in Health and Social Care (20 credits) • Developing Self in Maternity Services (20 credits) 222 Bands 1-4 Workers Programmes of Study Faculty of Health and Social Care Advanced Apprenticeships in Health and Social Care/Health Credit 240 credits at Level 4/5 Duration years part time Pre-Requisites Students should ideally hold a Level qualiication, such as an NVQ Level in Health and Social Care and be working within the appropriate healthcare environment to achieve the learning outcomes of their chosen modules Venue Southwark Dates This pathway, starting in September 2012, is available as a part time programme with attendance at University required one day per week during semester times • Human Anatomy and Physiology (20 credits) • Health and Society (20 credits) • Applied Human Anatomy and Physiology (20 credits) Option Modules for this Pathway at Level • Introduction to Rehabilitation (20 credits) • Rehabilitation Skills and Knowledge (20 credits) • Long Term Conditions and Rehabilitation (20 credits) Core Modules at Level • Collaborative Working (20 credits) • Safeguarding People (20 credits) • Negotiated Work Based Activities (20 credits) Option Modules for this Pathway at Level • Cognitive Rehabilitation (20 credits) • The Environment and Recovery (20 credits) A Certiicate in Working in the Health Sector gives you vital skills and knowledge The qualiication covers communicating effectively, maintaining quality standards, improving the service you offer and health, safety and security • Certiicate in Working in the Health Care Sector Level Pathway Leader Sandie Woods T 020 7815 8462 E woodss3@lsbu.ac.uk Core Modules at Level Certiicate in Working in the Healthcare Sector The advanced apprenticeships are perfect for those wanting to develop their knowledge and professional practice within the ield of health and social care Apprenticeship frameworks are designed by Sector Skills Councils To undertake an apprenticeship, the candidate must take all three awards during the programme: FdSc Health and Social Care (Rehabilitation Therapy) This award will allow students to gain the core skills and competencies to work with individuals with a disability, enabling them to reach and maintain their optimal physical, sensory, intellectual, psychological and social functioning Practical skills will be introduced and developed under supervision, within the clinical skills laboratories and in the clinical practice setting to allow students to take on additional roles within the limitations of their job descriptions Dates are subject to change, please check www.lsbu.ac.uk/hsc/cppd • Diploma in Health and Social Care Level • Functional skills Level • Employee Rights and Responsibilities • Stroke: Prevention and Management (20 credits) FdSc Health and Social Care (Service User Support) Credit 240 credits at Level 4/5 Duration years part time Pre-Requisites Students should ideally hold a Level qualiication, such as an NVQ Level in Health and Social Care and be working within the appropriate healthcare environment to achieve the learning outcomes of their chosen modules Venue Southwark Dates This pathway, starting in September 2012, is available as a part time programme with attendance at University required one day per week during semester times Pathway Leader Warren Stewart T 020 7815 8474 E warrense@lsbu.ac.uk, This award is a nationally recognised award for public and voluntary sector employees working in the broad area of service user support Service users are actively engaged with the processes of co-designing and delivering the services which they receive Service user support workers are likely to make signiicant contributions in supporting patients with a range of longterm health conditions by facilitating self-management and learning The programme’s design relects the professional development needs of both clinical and non-clinical health and social care workers at this level Core Modules at Level • Human Anatomy and Physiology (20 credits) • Health and Society (20 credits) • Communication in Practice (20 credits) Option Modules for this Pathway at Level • Patient and Public Involvement (20 credits) • Presentation and Facilitation Skills (20 credits) • Coaching and Mentoring (20 credits) Core Modules at Level • Collaborative Working (20 credits) • Safeguarding People (20 credits) • Negotiated Work Based Activities (20 credits) Option Modules for this Pathway at Level • Anti-Discriminatory Practice (20 credits) • Information Management in Health and Social Care (20 credits) • Enabling Self Management (20 credits) • Personal Learning and Thinking Skills Candidates attend one study day per week on average, then spend the remainder of their time in the workplace, undergoing assessment and developing their skills and knowledge Programmes can be designed with a speciic speciality in mind, i.e mental health if requested by the sponsoring organisation A Certiicate in Working in the Health Sector gives you vital skills and knowledge The qualiication covers communicating effectively, maintaining quality standards, improving the service you offer and health, safety and security Credit 18 at Level Assessment Assessment is via a portfolio of evidence and assignments Venue Southwark, Havering Module Co-ordinator Carolyn Harris T 020 7815 5948 E harrisch@lsbu.ac.uk Diploma (QCF) in Health and Social Care Level and Bands 1-4 Workers 223 are working directly with individuals and colleagues They must be working in a real health or social care setting on a full or part time basis and in paid or voluntary work Diploma (QCF) in Health Level 3: Allied Health Profession Support Credit 65 credits at Level Pre-requisites Candidates must be employed in the direct delivery of care under the supervision of a professional Management support is essential to enable clinical practice and assessment Assessment Assessment is via A portfolio of evidence Written assignments Assessment Date years from enrolment Venue Southwark, Havering Credit Min 46 credits at Level (QCF) Dates Pre-requisites Candidates must be employed in the direct delivery of care under the supervision of a professional Management support is essential to enable clinical practice and assessment Intake 1: Havering Assessment Assessment is via A portfolio of evidence Written assignments Assessment Date Level 2: 18 months from enrolment, Level 3: years from enrolment Assessment Day 2012 Jul Block 2012 Oct 1, 2, 3, 4, Block 2013 Feb 4, 5, Block 3a 2013 Jun 10, 11, 12 Block 3b (L3 only) 2013 Jul 8, 9, 10 Intake 2: Southwark Venue Southwark, Havering Assessment Day 2013 Jan 22 Dates Block 2013 Apr 15, 16, 17, 18, 19 Intake 1: Havering Block 2013 Sep 9, 10, 11 Assessment Day 2012 Jul Block 3a 2014 Jan 13, 14, 15 Block 2012 Oct 1, 2, 3, 4, Block 3b (L3 only) 2014 Feb 10, 11, 12 Block 2013 Feb 4, 5, Block 3a 2013 Jun 10, 11, 12 Module Co-ordinator Carolyn Harris T 020 7815 5948 E harrisch@lsbu.ac.uk Block 3b(L3 only) 2013 Jul 8, 9, 10 Intake 2: Southwark Assessment Day 2013 Jan 22 Block 2013 Apr 15, 16, 17, 18, 19 Block 2013 Sep 9, 10, 11 Block 3a 2014 Jan 13, 14, 15 Block 3b (L3 only) 2014 Feb 10, 11, 12 Module Co-ordinator Carolyn Harris T 020 7815 5948 E harrisch@lsbu.ac.uk The diploma replaced the National Vocational Qualiication (NVQ) Level and in Health and Social Care from January 2011 These qualiications are work based awards and learners’ skills and knowledge are assessed in the workplace whilst they The diploma replaced the National Vocational Qualiication (NVQ) Level in Health from January 2011 These qualiications are work based awards and learners’ skills and knowledge are assessed in the workplace whilst they are working directly with individuals and colleagues They must be working in a real healthcare setting on a full or part time basis and in paid or voluntary work 224 Bands 1-4 Workers Programmes of Study Faculty of Health and Social Care Dates are subject to change, please check www.lsbu.ac.uk/hsc/cppd Study Days The faculty offers a number of study days aimed at Bands 1-4 workers on both clinical and non-clinical topics These are available throughout the year on LSBU premises, but can also be requested by Trusts managers for on-site delivery Please contact Dorcas Rogers on 020 7815 8429, rogersda@lsbu.ac.uk for further information or to request a study day brochure with full details including dates and venues Physical And Technical Caring Skills Working With Vulnerable Clients SD_4022 Clinical neurological and vascular assessment for podiatry assistants SD_4029 Advocacy and empowerment for vulnerable adults SD_4023 Emergency aid for staff working in primary care SD_4024 Injection techniques for health care assistants SD_4025 Medications management for health care assistants SD_4000 Monitoring the deteriorating adult patient SD_4026 Pain management for health care assistants SD_4003 Personal care skills SD_4017 Physiological observation: taking and interpreting SD_4002 Promoting nutrition in adult patients Diploma (QCF) in Health Level 3: Maternity and Paediatric Support Dates Intake 1: Havering Credit 65 at Level Assessment Day 2012 Jul Pre-requisites Candidates must be employed in the direct delivery of care under the supervision of a professional Management support is essential to enable clinical practice and assessment Block 2012 Oct 1, 2, 3, 4, Block 2013 Feb 4, 5, Block 3a 2013 Jun 10, 11, 12 Block 3b (L3 only) 2013 Jul 8, 9, 10 Module Co-ordinator Carolyn Harris T 020 7815 5948 E harrisch@lsbu.ac.uk The diploma replaced the National Vocational Qualiication (NVQ) Level in Health from January 2011 These qualiications are work based awards and learners’ skills and knowledge are assessed in the workplace whilst they are working directly with individuals and colleagues They must be working in a real healthcare setting on a full or part time basis and in paid or voluntary work SD_4001 Promoting continence in adult patients SD_4004 Skin breakdown and wound healing SD_4027 Working with people who have diabetes SD_4028 Working with people who have had a stroke SD_2202 An Introduction to the care of the child in an orthopaedic environment Assessment Assessment is via A portfolio of evidence Written assignments Intake 2: Southwark Assessment Date years from enrolment Assessment Day 2013 Jan 22 Venue Southwark, Havering Block 2013 Apr 15, 16, 17, 18, 19 SD_2206 Brief therapeutic skills Block 2013 Sep 9, 10, 11 SD_2217 Block 3a 2014 Jan 13, 14, 15 Block 3b (L3 only) 2014 Feb 10, 11, 12 Bands 1-4 Workers 225 SD_2128 Breaking bad news Clinical Risk workshop for support workers SD_9462 Management of Breastfeeding SD_4019 Anti-discriminatory practice SD_4030 Communication and engagement with mental health service users SD_4009 Dementia awareness SD_4021 Dementia awareness SD_4008 Exploring dignity and respect SD_4005 Learning disabilities and sexuality SD_4020 Mental health awareness for HCA’s working in primary care SD_9408 Peri natal mental health SD_9051 Cognitive Behaviour Therapy SD_2207 Cognitive Behaviour Therapy in physical healthcare settings Improving The Quality Of Service In Your Day-To-Day Practice SD_4015 Collaborative working SD_4010 Communication and customer care in health care settings SD_4018 Contributing to service improvement SD_4032 Managing change for yourself SD_4016 Skills for learning SD_4033 Whistle blowing and the complaints procedure 226 Work-based Learning Work-based Learning Work-based Learning 227 The Faculty of Health and Social Care of London South Bank University can offer you an interprofessional programme in work-based learning The aim of this programme is to maximise post registration CPPD opportunities by acknowledging and accrediting the wide variety of learning which takes place in the work place This programme will place you, the student, irmly at the centre of the learning experience and will encourage you to not only identify your own speciic learning needs, but also learning activities which will respond to the needs of the organisation in which you work Pathways offered using work-based learning modules • A mixed, mode approach combining taught modules and work-based learning modules The Faculty offers a number of Foundation Degree pathways, please see the bands 1-4 workers section on page 218 Work-based Learning Contacts: Principal Lecturer Thomas Aird T 020 7815 8482 E airdt@lsbu.ac.uk Course Administrator Colin Monks T 020 7815 5974 E monksc@lsbu.ac.uk 228 Work-based Learning Programmes of Study Faculty of Health and Social Care BSc(Hons)/PGDip/MSc Entry Requirements Professional Development through Workbased Learning • Registered with Health Professions Council (H.P.C.) Work-based learning can offer you a lexible and innovative approach to learning and an alternative way to obtain a degree Work-based projects will allow you to develop new knowledge and skills in your current area of practice and could also contribute to specialist professional awards Examples include occupational therapy, physiotherapy, radiography, adult nursing, midwifery practice, mental health nursing, children’s nursing A variety of pathways using work-based learning modules are currently available: Award Requirements MSc Professional Development through Work-based Learning: students will be required to complete 180 credits at Level to include 60 credits Masters Dissertation PGDip Professional Development through Work-based Learning: students will be required to complete 120 credits at Level BSc (Honours) Professional Development through Work-based Learning: students will be required to complete 120 credits at Level • Qualiied healthcare professional – Occupational Therapist, Physiotherapist, Radiographer, Registered Nurse, Registered Midwife, Social Worker with at least one years experience post qualiication • Foundation degree in an appropriate health related subject • Applicants should be in full time employment or part-time with a minimal working time of 30-hours per week • Offer of a place on the programme will be subject to a successful interview and support of the employer • Academic requirements: • • Applicants applying for the PGDip/ MSc Professional Development Through Work-based Learning should normally hold a irst degree or equivalent Applicants applying for the BSc (Honours) Professional Development Through Work-based Learning should normally hold a diploma/ foundation degree or equivalent The programme is available to all post-registration health and social care professionals Work-based Learning Modules Approved Prior (Experiential) Learning (AP(E)L) claim AP(E)L will enable you to acknowledge learning within the work place that has already occurred This will allow you to build on previous learning experiences and will help to clarify your speciic learning needs Negotiation of the learning experience is crucial to the success of workbased learning and through practice based mentors and coaches’ you will identify and plan for learning experiences that will address your speciic needs and those of the organisation Accreditation of Continued Professional Development Activities (Level and 7) Programme Ref WHN_6_098/ WHN_7_098 Credit 20 Assessment Portfolio of evidence and a professional conversation Assessment Date Intake 1: 11/01/2013 Intake 2: 31/05/2013 Dates For Further Information Contact: Principal Lecturer Thomas Aird T 020 7815 8482 E airdt@lsbu.ac.uk Intake Start Date 2012 Oct 22 Intake Start Date 2013 Mar 11 Module Co-ordinator Thomas Aird T 020 7815 8482 E airdt@lsbu.ac.uk This module is designed to provide post-qualifying undergraduate and postgraduate students the opportunity to relect upon their continued professional development This will focus on nonaccredited educational activities such as non-mandatory study days and conferences and aims to address some of the issues highlighted in the Department of Health (2008) report ‘A high quality workforce, for example the promotion of life long learning, lexible and clinically driven activities Dates are subject to change, please check www.lsbu.ac.uk/hsc/cppd Work-based Learning 229 Developing Skills and Competence in Professional Practice Effective Care Delivery of Health and Social Care Services: Work-based Learning Facilitating Change in the Workplace Programme Ref WHN_6_097/ WHN_7_097 Programme Ref WHN_6_103/WHN_7_113 Credit 20 credits Credit 20 credits Assessment 4,000 word report Assessment negotiated tripartite learning contract Assessment Date Intake 1: 11/01/2013 Intake 2: 31/05/2013 Assessment Date Intake 1: 11/01/2013, Intake 2: 31/05/2013 Dates Credit 20 Assessment A relective log and an oral viva Assessment Date Intake 1: 11/01/2013 Intake 2:31/05/2013 Dates Dates Intake Intake Start Date 2012 Oct 15 Intake Start Date 2013 Mar Individual Start Dates can also be negotiated Module Co-ordinator Thomas Aird T 020 7815 8482 E airdt@lsbu.ac.uk This module aims to provide students with an opportunity to develop knowledge, skills and competence in relation to a chosen area of professional practice This module draws upon professional, occupational and regulatory standards as well as the themes contained within the NHS Knowledge and Skills Framework The NHS KSF ‘is about the application of knowledge and skills – not about the speciic knowledge and skills that individuals need to possess’ Students and employers must be aware of the professional boundaries that help to shape and determine the journey undertaken by the student when developing new skills and competence for working practices Start Date 2012 15 Oct Intake Start Date 2013 Mar Individual Start Dates can also be negotiated Module Co-ordinator Thomas Aird T 020 7815 8482 E airdt@lsbu.ac.uk The major themes running throughout the module embrace the core dimensions stipulated in the NHS Knowledge and Skills Framework In addition the module is designed to facilitate students to continually develop personally and professionally and to transpose their acquired knowledge and skills to the practice setting This highlights a deinitive partnership approach to the delivery of all teaching and learning transactions throughout the programme of study Programme Ref WHN_6_104/WHN_7_114 Intake Start Date 2012 15 Oct Intake Start Date 2013 Mar Individual Start Dates can also be negotiated Module Co-ordinator Thomas Aird T 020 7815 8482 E airdt@lsbu.ac.uk This module will embrace the concept or clinical governance which the NHS modernisation agenda has deined as ‘a framework through which the NHS organisation are accountable for continuous improving the quality of their services and safeguarding high standards of care by creating an environment in which excellence in clinical care will lourish’ The agenda also points out that leadership, teamwork and communication are as important to high quality care as risk management and clinical effectiveness and to this end the module aims to draw upon those principles students will be required to identify an area of clinical or organisational practice, which could be enhanced as effective strategies, and to relect upon the broader issues around implementing change, such as ethical and visual implications The indings from this module could be used to develop the workbased project 230 Work-based Learning Programmes of Study Faculty of Health and Social Care Integrated Work-based Project (Level 6) Integrated Work-based Project (Level 7) Programme Ref WHN_6_099 Programme Ref WHN_7_110 Personal Development Planning Through Work-based Learning Credit 20 Credit 20 Programme Ref WHN_6_102/WHN_7_112 Pre-requisites students must have accrued a total of 100 credits at Level before commencing this module This must include a research methods module or its equivalent Pre-requisites students must have accrued a total of 100 credits at level before commencing this module This must include a research methods module or its equivalent Credit 20 credits Assessment 8,000 evaluative report Assessment submission of a 8,000 word evaluative work-based learning project report Dates are subject to change, please check www.lsbu.ac.uk/hsc/cppd Assessment Date Intake 1: 10/05/2013 Intake 2: 06/09/2013 Assessment Date Intake 1: 10/05/2013 Intake 2: 06/09/2013 Dates Intake Start Date 2012 Oct 16 Intake Start Date 2013 Mar 05 Individual Start Dates can also be negotiated Module Co-ordinator Thomas Aird T 020 7815 8482 E airdt@lsbu.ac.uk The project module will form the honours component of the BSc (Honours) Professional Development through Workbased Learning It will draw together the knowledge; key intellectual and practical skills developed through the work-based learning programme and will form an independent study, negotiated to meet the student’s own personal and professional needs, and also those of the employing organisation Dates Intake Start Date 2012 Oct 16 Intake Start Date 2013 Mar 05 Individual Start Dates can also be negotiated Module Co-ordinator Thomas Aird T 020 7815 8482 E airdt@lsbu.ac.uk This project module will be the inal module to complete for the PGDip Professional Development Through Work-based Learning or other prescribed pathway It will draw together the knowledge; key intellectual and practical skills developed through the work-based learning programme and will form an independent study, negotiated to meet the student’s own personal and professional needs, and also those of the employing organisations Assessment relective portfolio Assessment Date Intake 1: 11/01/2013 Intake 2: 31/05/2013 Dates Intake Start Date 2012 Oct 15 Intake Start Date 2013 Mar Individual Start Dates can also be negotiated Module Co-ordinator Thomas Aird T 020 7815 8482 E airdt@lsbu.ac.uk This module is designed for individuals undertaking the work-based learning pathway Personal development Planning (PDP) is described by the Quality Assurance Agency for Higher Education (2001) as a ‘structured and supported process undertaken by an individual to relect upon their learning, performance and/or achievement and to plan their personal, educational and career development’ This module is designed to prepare students to undertake work-based learning experiences appropriate to their own professional and personal development needs, but also those of their employing organisation Upon completion of this module, students will be required to maintain their PDP throughout the programme, demonstrating the extent of professional and personal development that has taken place within the workplace Professional Development through Contract Learning Research: Evidence for Best Practice (Distance Learning) Inter-professional learning Programme Ref WHN_6_055 Programme Ref WHN_6_101/WHN_7_111 Credit 20 Credit 20 Assessment 3,000 word essay Assessment evaluative report Assessment Date Intake 1: Feb 15 2013 Intake 2: Jul 12 2013 Assessment Date Intake 1: 11/01/2013, Intake 2: 31/05/2013 Dates Dates Intake Nov 26 2012 Intake start date 2012 Oct 15 Intake Apr 22 2013 Intake start date 2013 Mar Module Co-ordinator Thomas Aird T 020 7815 8482 E airdt@lsbu.ac.uk Individual Start Dates can also be negotiated Module Co-ordinator Thomas Aird T 020 7815 8482 E airdt@lsbu.ac.uk This module allows students to investigate an area of their own choice, relevant to their ield of professional practice The module is delivered in the form of a learning contract and is largely student managed with tutorial support from the module co-ordinator Research is one source of evidence used to develop practice, but other sources are now being acknowledged The distance learning module examines the role research plays as a key factor in the development of best practice within the broader context of other sources of evidence Work-based Learning 231 232 Continuing Professional and Personal Development Faculty of Health and Social Care 233 University Contact Details London South Bank University Southwark campus, 103 Borough Road, London SE1 0AA T 020 7815 7815 LSBU at Havering Faculty of Health and Social Care Gubbins Lane, Romford, Essex RM3 0BE T 020 7815 5959 Junction 28 National Rail to Brentwood & Chelmsford To Central London & North Circular Harold Wood Rail Station To Romford National Rail to London Liverpool Street Junction 29 01 Borough Road 08 Perry Library 15 Learning Resources Centre 02 Tower Block 09 Admissions & Recruitment Centre 16 Legal Advice Clinic 03 M Block 10 South Bank Technopark 17 McLaren House 04 J Block 11 London Road building entrance 05 E Block 12 Students’ Union accessible entrance 06 Faraday Wing 13 Keyworth Centre 07 Eileen House 14 K2 internal walkway on Level (Green Route) LSBU Havering Campus NHS Polyclinic Access route to campus entrance 01 NHS Long Term Conditions Centre 234 Continuing Professional and Personal Development The University and You Faculty of Health and Social Care 235 The relationship between the University and our students is a contractual one and this prospectus contains information which would be considered as part of our contract with you The terms of this contract include the following and your acceptance of a place is expressly subject to them You will be required as a condition of enrolment to abide by, and to submit to, the University’s Regulations and Rules, as amended from time to time by the Board of Governors and the Academic Board These include, the academic regulations, arrangements for hearing appeals and grievances, codes of discipline, library and computing regulations and safety rules Copies of all these documents are available in the University Library and you are encouraged to make yourself familiar with the various texts The University will use all reasonable endeavours to deliver courses and programmes of study in accordance with the descriptions set out in this prospectus However, this document is produced at the earliest possible date to provide maximum assistance to intending applicants It is inevitable that changes will occur between the date of printing and the start of the academic year to which it relates Some changes may be due to resource constraints, others to staff changes or to developments in the relevant subject In particular, the University must manage its resources in a way which is eficient and cost effective In the context of the provision of a diverse range of courses to a large number of students, the University therefore reserves the right to vary the contents and delivery of courses, to discontinue, merge or combine courses and to introduce new courses if such action is reasonably considered to be necessary by the University In such cases the University will use its best efforts to provide a suitable alternative course Such changes may occur either before or after admission The University undertakes to take all reasonable steps to provide educational services It does not, however guarantee the provision of such services Should industrial action or circumstances beyond the control of the University interfere with its ability to provide educational services, the University undertakes to take all reasonable steps to minimise the resultant disruption to those services The University aims to offer students the maximum lexibility of study within the relevant Regulations and the academic timetable is drawn up with this objective in mind However, while every student will be able to take appropriate modules in the programme for which he or she is registered, no timetable can guarantee that all modules advertised will be available to all students who are qualiied to take them The University does not accept responsibility, and expressly excludes liability, for loss or damage to students’ property or intellectual property, other than through the negligence of the University, its staff or agents, or for the consequences of any modiication or cancellation of courses or timetabling constraints as set out in the preceding paragraphs 236 Continuing Professional and Personal Development Faculty of Health and Social Care 237 Index of Pathways Faculty of Business Allied Health Sciences Children’s Nursing Diploma in Management Studies (DMS) 10 BSc(Hons) Operating Department Practice Studies 38 BSc(Hons) Children’s Nursing Studies (Top Up Degree) 49 Level Certiicate in Management Coaching and Mentoring 11 FdSc Health and Social Care (Rehabilitation Therapy) 222 GradCert/BSc(Hons) Child Health Studies 49 MPA (Executive Masters in Public Administration) 11 GradCert Adult Cardiac Catheter Laboratory Practice 30 MPA Masters in Public Administration 11 GradCert/PGCert Non-Medical Prescribing .192 GradCert/BSc(Hons) Professional Practice: Children’s High Dependency Nursing 58 MSc/PG Diploma in International Health Services and Hospital Management 10 Post graduate Certiicate in Management (CM) 10 PGCert/PGDip/MSc Advanced Neuromusculoskeletal Management 36 PGCert/PGDip/MSc Breast Imaging 31 PGCert/PGDip/MSc Radiographic Reporting 32 PGCert/PGDip/MSc Ultrasound 34 Professional Doctorate for Allied Health Professions (D Occupational Therapy; D Optometry; D Physiotherapy; D Radiography) .22 Professional Doctorate for Allied Health Professions 44 Professional Doctorate in Nursing and Allied Health Professions 20 GradCert/BSc(Hons) Professional Practice: Paediatric Cardiac Critical Care Nursing 55 GradCert/BSc(Hons) Professional Practice: Adolescent Care 50 GradCert/BSc(Hons) Professional Practice: Childhood Cancer Nursing 51 GradCert/BSc(Hons) Professional Practice: Children’s Neuroscience Nursing 52 GradCert/BSc(Hons) Professional Practice: Children’s Nursing 48 GradCert/BSc(Hons) Professional Practice: Neonatal Nursing 53 GradCert/BSc(Hons) Professional Practice: Paediatric Intensive Care Nursing 56 Mental health and Learning Disabilities Adult Nursing Midwifery and Women’s Health BSc(Hons) Adult Nursing Studies (Top Up Degree) 107 BSc(Hons) Professional Midwifery Practice 160 BSc(Hons) Professional Nursing Practice (Anaesthetic Care) 110 FdSc Health and Social Care (Maternity Support) 221 BSc(Hons) Professional Nursing Practice (Cardiac Care) 112 GradCert/PGCert Non-Medical Prescribing .192 BSc(Hons)/PGDip/MSc Forensic Mental Health Care 82 BSc(Hons) Professional Nursing Practice (Critical Care) 116 MSc Midwifery and Excellence in Practice 157 BSc(Hons)/PGDip/MSc Mental Health Practice (Older People) 87 BSc(Hons) Professional Nursing Practice (Emergency Care) 118 BSc Acute and Psychiatric Intensive Care 90 BSc(Hons) Mental Health Studies or Learning Disability Nursing Studies (Top Up Degree) 82 BSc(Hons)/PGDip/MSc Mental Health Practice 85 FdSc Health and Social Care (Mental Health Care) 221 GradCert/PGCert Non-Medical Prescribing .192 PGCert Primary Care and Mental Health 91 PGDip/MSc Cognitive Behaviour Therapy 92 BSc(Hons) Professional Nursing Practice (Neuroscience Care) 120 BSc(Hons) Professional Nursing Practice (Older Adult) 122 BSc(Hons) Professional Nursing Practice (Operating Department Care) .124 BSc(Hons) Professional Nursing Practice (Orthopaedic Care) 126 BSc(Hons) Professional Nursing Practice (Palliative Care) 128 BSc(Hons) Professional Nursing Practice (Spinal Cord Injury Care) 130 BSc(Hons) Professional Nursing Practice (Surgical Care/ Medical Care) 132 BSc(Hons) Professional Nursing Practice (Urological Care) 134 MSc Advanced Neonatal Nurse Practitioner 72 BSc(Hons)/PGDip/MSc Professional Development through Work-based Learning 228 MSc Children’s Advanced Nurse Practitioner .68 Community/Specialist Practice Teacher Award 151 PGDip/MSc Children’s Nursing 67 FdSc Health and Social Care (Acute Hospital Care) .220 GradCert/PGCert Non-Medical Prescribing .192 MSc in Health Care and MSc in Nursing 104 PGCert in Practice Education Nurse or Midwife Teacher (NMC) Award 151 PGDip/MA in Practice Education 151 Professional Doctorate in Nursing (D Nursing) .22 Professional Doctorate in Nursing and Allied Health Professions 20 238 Continuing Professional and Personal Development Faculty of Health and Social Care 239 Index of Pathways Index of Modules Primary and Social Care Bands 1-4 Workers A B BSc(Hons) Enhancing Clinical Practice (Primary Care) with PGCert Advanced Nurse Practitioner (Primary Care) 172 Advanced Apprenticeships in Health and Social Care/Health 223 BSc(Hons)/PGDip Health Studies 180 BSc(Hons)/PGDip Health Visiting (Specialist Community Public Health Nursing) .182 BSc(Hons)/PGDip Occupational Health Nursing (Specialist Community Public Health Nursing) 188 BSc(Hons)/PGDip Primary Care (District Nursing) 168 BSc/PGDip School Nursing (Specialist Community Public Health Nursing) 185 Community/ Specialist Practice Teacher Award 202 FdSc Health and Social Care (Primary Care) .220 GradCert/BSc(Hons) Workplace Health Management 194 GradCert/PGCert Non-Medical Prescribing .192 PGCert in Practice Education Nurse or Midwife Teacher (NMC) Award 202 PGCert/PGDip/MSc Public Health and Health Promotion 190 Diploma (QCF) in Health and Social Care Level and 223 Diploma (QCF) in Health Level 3: Maternity and Paediatric Support .224 FdSc Health and Social Care (Acute Hospital Care) .220 FdSc Health and Social Care (Maternity Support) 221 FdSc Health and Social Care (Mental Health Care) 221 FdSc Health and Social Care (Primary Care) .220 FdSc Health and Social Care (Rehabilitation Therapy) 222 FdSc Health and Social Care (Service User Support) 222 Academic Writing Skills 98 Bereavement Counselling 149 Accountability, Law and the Health Care Practitioner Study Day 149 Bio-psychosocial Approaches to Recovery from Severe Mental Illness 85, 95 Accreditation of Continued Professional Development Activities 228 Breaking Bad News 149 Achieving Practice Innovation 209 Breast Examination: Clinical Breast Examination and Communication Skills 32 Acute and Psychiatric Care, Therapeutic Interventions .90 Breast Ultrasound: Specialist Skills development: Work Based learning 32 Acute and Psychiatric Intensive Care, Engagement and Assessment .90 Breastfeeding: Management of Breastfeeding (Study Days) 165 Acute and Psychiatric Intensive Care, Mental Health Policy 90 Breastfeeding: The Management of Breastfeeding though Work-Based Learning 159, 162 Acute and Psychiatric Intensive Care-short course 94 Acutely Ill Adult Patient, Caring for 132, 137 Adolescent Care, Perspectives .50, 64, 78 Adult/Adolescent with Congenital Heart Disease .114, 136 Advance Decisions 98 Advanced Assessment Skills for Clinical Practice 170, 178 Advanced Nurse Practitioners, Evidence-based Clinical Practice 173 AHP Research Context and Methods 45 Anaesthetic Care, Evidence Based 110 Business Skills for Allied Health Professionals 41 C Cardiac Catheter Laboratory, Patient Management 30 Childhood Cancer Nursing, Continuing Care .51 Childhood Cancer Nursing, Introduction 51, 63, 77 Children and Young People with Life-Limiting Conditions 59, 75 Children, Protecting and Safeguarding 66 Children’s Minor Illness in Primary Care Settings, Assessment and Management 196 Children’s Neuroscience Nursing, Acute Management .52, 65 Children’s Neuroscience Nursing, Long Term Management 52, 65 Children’s Pain, Principles of Managing 65, 78 Clinical Audit Study Day 216 Clinical Audit Training 216 Clinical Development Skills 39 Cardiac Disease, Diagnosis and Management 114, 138 Clinical Governance 137 Cardiac Patient/Client, Effective Management 112, 139 Clinical Project .39 Cardiac Physiology 30 Cardiothoracic Patient, Care of 113, 136 Certiicate in Working in the Healthcare Sector 223 Clinical Leadership 138 Clinical Reasoning and Applied Pathophysiology for ANPs 178 Clinical Risk Assessment and Management (Workshops) 98 Clinical Risk Assessment and Management in Mental Health 86 PGDip/MA in Practice Education .202 Anaesthetic Care, Fundamentals 110 PGDip/MSc Advanced Nurse Practitioner (Year and only for students already enrolled) 174 Anaphylaxis in the Community 150 Child and Adolescent Mental Health Awareness 50, 61, 76 ANPs, Clinical Reasoning and Applied Pathophysiology 178 Child or Young Person Undergoing Surgery, the Principles .64 PGDip/MSc Advanced Nurse Practitioner 176 Clinical Supervisee Workshops .99 ANPs, Managing Clinical Complexity .179 Child: Nursing Assessment and Stabilisation of the Acutely Ill Child 58, 61 Clinical Supervision for Supervisors – A Three Day Workshop 149 Professional Doctorate in Nursing 208 The Institute for Leadership and Service Improvement MSc (PGCert/PGDip) Leadership and Service Improvement in Health Care .210 Professional Doctorate in Nursing and Allied Health Professions 20 AP(E)L: Approved Prior (Experiential) Learning claim 228 Applied Biological Sciences for Clinical Practice 136 Applied Pathology and Rehabilitation 189, 195 Assessing Risk 188, 194 Assessing Risk 189, 194 Autism and Asperger Syndrome, an Introduction 98 Child: Advanced Assessment of the Presenting Child 68 Child: Developing Skills and Competence in Professional Practice 61, 69, 174 Child: Developing the Retrieval Nurse Practitioner Role 70 Child: Integrated Work Based Project .60 Child: Managing the Complex Presenting Child 69 Clinical Risk Workshop for Support Workers 98 Clinical Supervision, Introduction .100 Coaching and Mentoring for Leadership in Health Care .212, 214 Cognitive Behaviour Therapy (Study Day) .99 Cognitive Behaviour Therapy for Complex Presentations 93 Cognitive Behaviour Therapy in Physical Healthcare Settings (Study Day) .99 240 Continuing Professional and Personal Development Faculty of Health and Social Care 241 Index of Modules Cognitive Behaviour Therapy Interventions, Disorder Speciic 93 Cognitive Behaviour Therapy Skills – 93 Cognitive Behaviour Therapy Skills – 93 Cognitive Behaviour Therapy, Foundation Skills 92 Communicable Disease and Infection Control 181, 197 Communication Skills in Caring Relationships 96 Congenital Heart Disease, Adult/Adolescent 114, 136 Continence, Promotion of Continence and Management of Incontinence 134, 147 COPD and Heart Failure, Identiication and Assessment 199 Counselling Skills for Health Care Professionals, an introduction 40 Counselling, Introduction to the Principles and Practice 96 E G ECG workshop 149 Grief, Loss and Bereavement 129, 142 Emergency Care, Evidence Based 119 Leadership in Practice Education 153, 204 Haemoglobinopathies in Relation to Midwifery 165 Learning Disabilities for Health Care Professionals 101 Learning Disabilities Supporting People in your Service 101 Epidemiology and Research 190 Health Literacy: the Foundations for Implementing the Public Health Agenda .201 Epilepsies: Pathophysiology of the Epilepsies: Investigation and Diagnosis 145 Health Promotion and Health Improvement Practice 191 Epilepsies: Treatment and Management of the Epilepsies 148 Health Promotion, Principles and Practice 146 Engagement and Assessment of Clients, Carers and their Families 85 Environmental Impact 189, 195 Enhanced Midwifery Practice: The Practice Based module 161, 163 Ethics and Law in Professional Practice 139 Ethics Consultation and Best Interests Decision Making 139 Evaluating Research for Health Care 188, 195, 198 Critical Care, Evidence Based 117 Critical Care, Fundamentals 116 Evaluation for Level Study 150 Critically Ill Child, Advanced Assessment of the 70 Excellence in Clinical Practice and Professional Development 159, 163 D Delivering an Evidence Based Service 45, 106, 209, 211, 214, Dementia Care 94 Dementia Care, Best Practice 89 Developing Leadership and Management Skills for SCPHN .187 Developing Skills and Competence in Professional Practice 105, 159, 229 Diabetes Management 138 Diagnostic Imaging in the Cardiac Catheter Laboratory 30 District Nurse: The Role of the District Nurse (incorporating V100) .171, 200 District Nurses: Evaluating Research for Health Care 168 Doctoral Thesis 45, 209 Leadership for Children’s Services 60, 63 H Emergency Care, Fundamentals of 118 Evaluating Research for Health Care (SCPHN) .183, 186, 188 Curriculum Perspectives 152, 203 Leadership for Allied Health Professionals (OPD) .38, 41 Exercise Physiology and Rehabilitation for the Critically Ill Patient 41 Health Visiting, Developing Professional Practice 182, 197 High Dependency Child, Management 63 History taking and Clinical Examination Skills .170, 198 Hypertensive Disorders in Pregnancy 165 Learning Disabilities, Meeting the Physical Needs of People 101 Learning disabilities, Person centred practice 101 Long Term Conditions: Principles of Care .130, 133, 169, 199 Long Term Physical Health Conditions and Associated Mental Health Issues 100 Long Term Physical Illness, Meeting the Psychological needs 101 M Mammography Image Interpretation 32 I Mammography Practice 31 Infection Control, Principles and Practice 146 Mammography Theory 31 Initial Assessment and Diagnostic Skills 142 Managing and Leading Health Care 143 Managing Clinical Complexity for ANPs 179 N Older People, Mental Health Practice 94 Neonatal Nurse Practitioner, Advanced Clinical Skills 73 Older people’s Mental Health Determinants and Context of Care 88 Neonatal Nurses, Enhancing Clinical Skills 54, 62 Older Peoples’ Care, Engagement and Assessment 87 Neonatal Nursing, Enhancing Practice: The Sick Neonate 53 Older Peoples’ Mental Health, Bio-psychosocial Approaches to Recovery 88 Neonatal Nursing, Foundations 53, 62 Neonate: Advanced Assessment 72 Neonate: Managing the Complex Presenting Neonate 73 Neurological Intensive Care 144 Neuromusculoskeletal Management: Advanced – The Ankle and Foot .36, 40 Neuromusculoskeletal Management: Advanced – The Hip .36, 40 Neuromusculoskeletal Management: Advanced – The Knee 36, 40 Neuromusculoskeletal Triage 37, 42 Neurophysiology, Applied 120 Neuroscience Care, Evidence Based 121 Neuroscience Care, Fundamentals .120, 141 Neuroscience Nursing (Children’s), Acute Management 52 Neuroscience Nursing (Children’s), Long Term Management 52 Innovation for Excellence – Leading Service Improvement 105, 175, 211, 214 Medical Imaging in the Management of Musculoskeletal Pathologies 37, 41 Exploring the Challenges of Clinical Decision Making Through Work-based Learning 165 Innovations in Assessing and Treating Physiological Conditions 142 Mental Health and Well Being of Children and Families .183, 186, 200 Nurse Prescribing (V100): Community Practitioner Nurse Prescribing (V100) 184, 187, 197 Integrated Work-based Project 230 Exploring the challenges of Clinical Decision Making 158, 163 Integrating Study (Child) 62 Mental Health Policy and the Organisation of Care Delivery .86 O Integrating Study 84, 111, 143, 164 Mentoring and Enabling Learning in the Practice Setting 97, 144 F Intravenous Administration of Pharmaceutical Substances for Diagnostic or Therapeutic Purposes 41 Mentoring and Enabling Learning in the Practice Setting (Children’s Nursing) 64, 78 Issues in Knowledge Construction: Philosophy, Paradigms and Methods 45, 208, 215 Midwifery Practice, Normality 161, 164 Expertise, Evidence and Research: Informing Clinical Practice .38 Forensic Mental Health Care 94 Forensic Mental Health Care, Engagement and Assessment 82 Forensic Mental Health Services, Specialist Psychosocial Interventions 83 Forensic Mental Health, Offender Case Management 84 Forensic Mental Health, Personality Disorder 84 Forensic Practice, Mental Health Policy .83 L Leadership and Change Management (MSc students only) 89 Leadership and Service Development for ANPs 179 Midwifery: Progressing Healthcare Provision through Clinical Audit 158, 164 Midwifery: The Challenges of Implementing the Public Health Agenda 158, 160 Motivational Interviewing .201 Occupational Health: Role of the Occupational Health Practitioner 188, 194 Operating Department Care, Evidence Based 124 Operating Department Care, Fundamentals 125 Operating Department Practice, Current Debates 39 Orthopaedic Care, Evidence Based 127, 140 Orthopaedic Care, Fundamentals 126, 141 Orthopaedic Environment: An Introduction to the Care of the Child 149 Orthopaedic Nursing, Risk Factors .150 P Paediatric Intensive Care Nursing, Foundations 55, 56 Paediatric Intensive Care, Nursing Interventions 57 Paediatric Ventilator Management, Advanced Clinical Skills 57, 59, 70 Palliative Care – Pain and Symptom Management 123, 128, 145 Palliative Care, Principles and Practice 128, 146 Pathophysiology/Pharmacological Sciences for Clinical Practice 113, 145 Occupational Therapists, Advanced Group Skills 40 Patient and Public Engagement, Leading 213, 215 Occupational Therapy for the Older Person 42 Perinatal Mental Health – Short Course 94 Occupational Therapy, Outcome Measures 42 Perinatal Mental Health 101 Older Adult, Frameworks for Caring 122, 140 Older Adult: Caring for the ill Older Adult 122, 137 Perinatal Mental Health, Introduction 94 Perinatal Mental Health: Assessment, Engagement and Management 94, 97 Personality Disorder, Assessment and Engagement 95 242 Continuing Professional and Personal Development Index of Modules Personality Disorder, Care and Management 94 Personality Disorder: No longer an Exclusion 101 Physical Health Needs in Mental Health Care .97 Physiological Principles for Advanced Nurse Practitioners 71, 74 PICU: Care of the Child with Cardiac and Respiratory Compromise 55, 56 PICU: Management of the High Dependency Child 58, 60 Practice Development through Individual Learning 69, 73 R Radiographic Skeletal Reporting: Appendicular Skeleton 33 Radiographic Skeletal Reporting: Axial Skeleton 33 Strategic Leadership in Health Care 210, 215 Stroke Management 148 Supporting E-Learners 153, 204 Surveillance, Prevention and Control 181 Radiographic Skeletal Reporting: Pathology 33 T Radiography: Advances in Specialised Skeletal Imaging 33 Teaching and Learning in Practice Settings 44 Radiography: Standards of Image Interpretation and Reporting 33 Therapeutic Exercise for People with Chronic Cardiac and Respiratory Disease 44 Radiotherapy Patient On-Treatment Review 43 Practice Education 151 RECOGNITION: Engagement and Assessment 91 Practice Education 152 Record Keeping 150 Practice Education, Facilitation and Evaluation of Learning 140 Recovery Approach, Introduction 100 Therapeutic skills: Brief therapeutic skills .98 Threats to Health .181 U Ultrasound Science and Technology 35 Practice Innovation, Achieving 209 RECOVERY: Treatments for Common Mental Health Disorders 91 Prescribing in Clinical Practice 193 Research Dissertation 43, 71, 106, 204, 212 Primary Care Nursing: Leading People and Improving Practice 169 Research in Health and Social Care 43, 71, 104, 175, 211 Ultrasound: 1st Trimester Obstetric 34 Professional Development through Contract learning (MSc Leadership and Service Improvement in Health Care) 213 Research Methods and Processes 83, 114 Ultrasound: Gynaecological 35 Research Methods and Processes (Child) 59, 66 Understanding Cancer Care and Management for Allied Health Professionals 44 Professional Development through Contract Learning (Allied Health) 42 Professional Development through Contract Learning 105, 231 Protecting Vulnerable Children 183, 186 Public health agenda: Managing for change and innovation .201 Public Health Agenda: Reducing Childhood Obesity .201 Public Health Agenda: Reducing Inequalities in Health 201 Public Health Approach to Promoting Health and Wellbeing .182, 185 Public Health Leadership and Management .191 Public Health Principles and Practice 191 Research: Evidence for Best Practice (Distance Learning) 231 Ultrasound: 2nd and 3rd Trimester Obstetric 34 Ultrasound: General Medical 35 Urological Care, Evidence Based 135, 140 RESPECT: Values, Policy, Culture and Diversity 91 Urological Care, Fundamentals of 134, 141 Respiratory Disease: Managing Patients with Chronic Respiratory Disease 143 V S School Nursing, Developing Professional Practice 185, 198 V100: Community Practitioner Nurse Prescribing 184, 187, 197 W SCPHN: Developing Leadership and Management Skills 184, 187 Work-based Learning: Effective Care Delivery of Health and Social Care Services 229 Self-harm and Suicidal Tendencies, Care of People .96 Work-based Learning: Facilitating Change in the Workplace 229 Spinal Cord Injury, an Introduction to the Acute Management 149 Work-based Learning: Personal Development Planning Through Work-based Learning .230 Spinal Cord Injury: Beyond Acute Care 131, 148 Spinal Cord Injury: Immediate Care 130 Wound Care and Tissue Viability .150 Wound Care Management, Principles and Practice 147 Designed by Fabrik www.fabrikbrands.com Faculty of Health and Social Care Apply online now! Continuing Professional and Personal Development Brighter reasons to choose LSBU for your CPPD: • Access the most up-to-date information on our CPPD opportunities • Saves you time and eliminates paperwork • Video tutorial guides you through the process • Speciically tailored for health sector employees, including: – Bands 1-4 workers – Nurses – Midwives – Allied health professionals – Managers Give the paperwork a break Search and book online lsbu.ac.uk/hsc/cppd the brighter choice ... of Health and Social Care Continuing Professional and Personal Development Faculty of Health and Social Care How to use this Prospectus The Faculty of Health and Social Care offers a number of. .. 236 Index Continuing Professional and Personal Development Welcome to the brighter choice Faculty of Health and Social Care The Faculty of Health and Social Care has a long standing and well deserved... learning, lexible and clinically driven activities 16 Continuing Professional and Personal Development Inter -professional Learning Faculty of Health and Social Care 17 Inter -professional Learning