College of Human and Health Sciences Coleg y Gwyddorau Dynol ac Iechyd

Work-based LearNING

2012

CoNTeNTs
Certificate of Higher education in enhanced Practice in Health Care/social Care 6

diploma of Higher education in enhanced Professional Practice in Health Care/social Care

10

bsc Hons/Graduate diploma enhanced Professional Practice

14

Msc/PGdip/PGCert enhanced Professional Practice

18

doctorate in Professional Practice

24

evidencing your practice through portfolio

28

action learning

29

references

30

Work-based learning lies at the heart of professional practice. It therefore needs to underpin any professional development activity it needs to arise from, and contribute to, the development of practice, whether from an individual, team or organisational perspective, with the overall results demonstrated in improved care and outcomes. This underpinning philosophy for work-based learning is why I am so delighted to endorse the new work-based learning programmes in the College of Human and Health sciences. all programmes are designed to prepare practitioners for their professional roles, whether at pre-qualifying level, or for continuing professional development, and will be driven through the premises of work-based learning. What this will mean in practice is the assumption that practitioners can learn for and through the practice environment using the experiences encountered on a day-to-day basis as the stimulus for their learning. There are various educational strategies that will be adopted to facilitate this approach which involve a broadening of the teaching and learning methods utilised traditionally in professional education. However, key to these are the notions of reflective learning techniques, and the responsibility for learning being placed under the control of the learner, facilitated by educational professionals. This represents a stepchange in the way that learning for practice is perceived and considered, and leads to far closer collaboration with our partners in care. Melanie Jasper Professor of Nursing and Head of the College of Human and Health Sciences
3

Studying our work-based learning programmes at Swansea Universitys College of Human and Health Sciences, means you no longer need to take time out of work to upgrade your health and social care qualifications. Our work-based learning programmes allow you to gain academic credits for practice development work being undertaken in your work environment. Our focus is your personal and professional development.
The College of Human and Health sciences has validated work-based learning programmes enabling students to gain academic credits for practice development work being undertaken in their work environments. Whilst work-based learning does have its own individual challenges the immediate problem of releasing staff for study leave does not occur thus making this approach to learning and development more attractive to many employers. These work-based learning programmes acknowledge, value and reward the learning which takes place beyond traditional education and facilitate the integration of practice with theory throughout. This focus enables professional and personal development of students, at the same time facilitating practice development. This in turn creates a culture of lifelong learning within clinical environments, with resulting improved quality of care and possibly increased recruitment and retention. delivery of these programmes is a tripartite arrangement between the student, personal tutor and practice facilitator. Therefore students must be employed in an area where there is commitment to work-based learning. Learning for each workbased module is based on the development and fulfilment of a learning contract evidenced through a portfolio. CredIT TraNsfer The College is now able to offer credit transfer from other Higher education Institutes if the previously studied modules are relevant to the planned programme of study. The student can apply to the College to transfer in up to 40 credits at level 3 and 60 credits at level M from other Higher education Institutes towards their degree. Work-based LearNING ProGraMMes: n n 4 n n n Higher education Certificate in enhanced Practice in Health Care/social Care Higher education diploma in enhanced Professional Practice in Health Care/social Care bsc Hons/Graduate diploma enhanced Professional Practice Msc/PGdip/PGCert enhanced Professional Practice doctorate in Professional Practice

Certificate of Higher education in enhanced Practice in Health Care/social Care

These programmes aim to provide health and social care personnel with the necessary knowledge of health or social care to enable them to respond to the increasingly complex demands of their role. Health and social care personnel undertaking work-based learning and professional development will be able to gain academic credit for their learning. The certificate will be delivered using blended learning including work-based learning and attendance at taught modules if student chooses. The first module starting your Professional development will comprise taught days in the College. subsequent modules will either be existing taught modules from the College of Human and Health sciences continuing professional development and postgraduate prospectus with established assessment methods or work-based modules which will be assessed by portfolio. Module choice will be dependent on the development needs and practice interests of the student. for the work-based modules students will, in conjunction with a practice facilitator, develop learning contracts which will be aimed at meeting both the module learning outcomes and practice development needs in their clinical areas. The personal practice development portfolio will be the last module to be completed. To be awarded the Certificate of Higher education in enhanced Practice in Health Care/ social Care the student must achieve 120 credit points at level one which must include the two core modules listed below: Core ModULes Starting your practice development 20 credits The aim of this module is to equip students with the necessary skills for workbased learning, including self assessment, construction of a learning contract and compilation of a portfolio of evidence. This is the first module for students wishing to pursue the Certificate in Higher education in enhanced Practice. It will introduce students to the principles of workbased learning and the skills required to facilitate personal and practice development for themselves and for their colleagues. Learning outcomes: By the end of the module the student should be able to: 1. Understand the value and purpose of work-based learning 2. explore the use of reflection and the contribution to the students practice development 3. explore their role in practice, identifying both abilities and limitations 4. Produce and fulfill a learning contract 5. Identify and achieve two learning outcomes which are personally relevant and practice related

Personal practice development portfolio

40 credits

The aim of this module is for the student to demonstrate the personal development that has occurred for them since commencing the programme. This is the equivalent of the dissertation module, requiring submission of a portfolio dissertation demonstrating personal learning and development that has occurred since commencing the programme. The portfolio dissertation will amalgamate and consolidate all previous modules to demonstrate how learning from those modules has influenced practice and facilitated personal development. Learning outcomes: By the end of the module students should be able to: 1. explore their personal development as a practitioner and independent thinker 2. demonstrate skills of reflexivity 3. explore developments in their own practice 4. Identify and achieve two learning outcomes which are personally relevant and practice related

The remaining 60 credits can be made up from the following work-based learning modules or up to 40 credits from existing level 1 modules in the College of Human and Health Sciences continuing professional development and postgraduate prospectus and 20 credits from a work-based learning module.

oPTIoNaL ModULes

Policy influences on your practice

20 credits

The aim of this module is to enable students to explore their practice in relation to current policy drivers at national and local levels. Learning outcomes: By the end of the module the student should be able to: 1. discuss relevant national and local policies related to their practice 2. explore policy currently influencing their practice 3. Understand the impact of policy change on their practice 4. Identify and achieve two learning outcomes which are personally relevant and practice related 7

MODULES CONTINUED OVERLEAF...

Assessing your current practice

20 credits

The aim of this module is to enable the student to explore a chosen area of their practice. students will gain skills in evidence based practice and service evaluation. Learning outcomes: By the end of the module the student should be able to: 1. demonstrate an awareness of the different processes of evaluating practice 2. explore an aspect of their practice 3. Justify the chosen approach to evaluation 4. Identify and achieve two learning outcomes which are personally relevant and practice related How the evidence base can help you change your practice 20 credits

The aim of this module is to enable students to review the evidence base for their practice and to explore the applicability of the evidence. There is an emphasis on the importance of understanding research for developing practice. Learning outcomes: By the end of the module the student should be able to: 1. demonstrate an awareness of evidence based practice 2. explore the literature related to a chosen topic area 3. develop an evidence based practice proposal 4. Identify and achieve two learning outcomes which are personally relevant and practice related.

How can I make a change in practice?

20 credits

The aim of this module is to enable students to review the approaches to management and leadership in order to consider how they could utilise different approaches to make changes in practice. Learning outcomes: By the end of the module the student should be able to: 1. explore the concepts of team and multi-disciplinary working 2. outline different leadership and management approaches 3. explain their chosen approach to leading changes in practice 4. Identify and achieve two learning outcomes which are personally relevant and practice related. 8

Developing your own practice

20 credits

The aim of this module is to encourage students to think about developing the scope of their own practice. Learning outcomes: By the end of the module the student should be able to: 1. demonstrate an awareness of their own potential and limitations in relation to practice 2. demonstrate an awareness of the shifting professional boundaries in health and social care 3. outline the impact of changing roles and practice on self and other practitioners 4. Identify and achieve two learning outcomes which are personally relevant and practice related. Teaching and learning in practice 20 credits

The aim of this module is to encourage students to develop their teaching and facilitation skills. Learning outcomes: By the end of the module the student should be able to: 1. describe some of the theories of adult learning and learning styles 2. explore different approaches to teaching and facilitation 3. discuss the challenges of giving constructive feedback 4. demonstrate the ability to provide constructive feedback 5. Identify and achieve two learning outcomes which are personally relevant and practice related.

for fUrTHer INforMaTIoN CoNTaCT: sally Williams, Programme Manager: sally.j.williams@swansea.ac.uk Megan rosser, director Continuing Professional development studies: m.c.rosser@swansea.ac.uk

diploma of Higher education in enhanced Professional Practice in Health Care/social Care

These programmes aim to provide health and social care professionals undertaking work-based learning and practice development with academic credit for their learning. The diploma will be delivered using blended learning including work-based learning and attendance at taught modules if the student chooses. The first module starting your Professional development will comprise taught days in the College. subsequent modules will either be existing taught modules from the College of Human and Health sciences continuing professional development and postgraduate prospectus with established assessment methods or work-based modules which will be assessed by portfolio. Module choice will be dependent on the development needs and practice interests of the student. for the work-based modules students will, in conjunction with a practice facilitator, develop learning contracts which will be aimed at meeting both the module learning outcomes and practice development needs in their practice areas. The personal practice development portfolio will be the last module to be completed. To be awarded the diploma of Higher education in enhanced Professional Practice in Health Care/social Care the student must achieve 120 credit points at level two which must include the two core modules listed below: Core ModULes Starting your practice development 20 credits The aim of this module is to equip students with the necessary skills for workbased learning, including self assessment, construction of a learning contract and compilation of a portfolio of evidence. This is the first module for students wishing to pursue a diploma in Higher education in enhanced Professional Practice. It will introduce students to the principles of workbased learning and the skills required to facilitate personal and practice development for themselves and for their colleagues. Learning outcomes: By the end of the module the student should be able to: 1. explore the value and purpose of work-based learning 2. examine the use of reflection and the contribution to the students practice development 3. explore their role in practice, identifying both abilities and limitations. 4. Produce and fulfill a learning contract 5. Identify and achieve two learning outcomes which are personally and professionally relevant

10

Personal practice development portfolio

40 credits

The aim of this module is for the student to demonstrate the personal and professional development that has occurred for them since commencing the programme. This is the equivalent of the dissertation module, requiring submission of a portfolio dissertation demonstrating personal learning and development that has occurred since commencing the programme. The portfolio dissertation will consolidate all previous modules to demonstrate how learning from those modules has influenced practice and facilitated personal and professional development. Learning outcomes: By the end of the module the student should be able to: 1. explore their personal development as a practitioner and independent thinker 2. demonstrate skills of reflexivity 3. explore developments in their own practice 4. Identify and achieve two learning outcomes which are personally and professionally relevant
The remaining 60 credits can be made up from the following work-based learning modules or up to 40 credits from existing level 1 modules in the College of Human and Health Sciences continuing professional development and postgraduate prospectus and 20 credits from a workbased learning module.

oPTIoNaL ModULes Policy influences on your practice 20 credits

The aim of this module is to enable students to explore their practice in relation to current policy drivers at global, national and local levels. Learning outcomes: By the end of the module the student should be able to: 1. examine relevant global, national and local policy 2. examine policy currently influencing their practice 3. demonstrate an understanding of the impact of policy change on their practice 4. Identify and achieve two learning outcomes which are personally and professionally relevant

MODULES CONTINUED OVERLEAF... 11

Assessing your current practice

20 credits

The aim of this module is to enable the student to assess and evaluate a chosen area of their practice. students will gain skills in evidence based practice and service evaluation. Learning outcomes: By the end of the module the student should be able to: 1. examine the different processes of evaluating practice 2. evaluate an aspect of their practice 3. Justify the chosen approach to evaluation 4. Identify and achieve two learning outcomes which are personally and professionally relevant How the evidence base can help you change your practice 20 credits

The aim of this module is to enable students to review the evidence base for their practice and to explore the applicability of the evidence. There is an emphasis on the importance of understanding research for developing practice. Learning outcomes: By the end of the module the student should be able to: 1. examine the concept of evidence based practice 2. evaluate the literature related to a chosen topic 3. develop an evidence based practice proposal 4. Identify and achieve two learning outcomes which are personally and professionally relevant. How can I make a change in practice? 20 credits

The aim of this module is to enable students to evaluate the different approaches to management and leadership in order to consider how they could utilise different approaches to make changes in practice. Learning outcomes: By the end of the module the student should be able to: 1. examine the concepts of team and multi-disciplinary working 2. evaluate different leadership and management approaches 3. Justify their chosen approach to leading changes in practice 4. Identify and achieve two learning outcomes which are personally and professionally relevant.

12

Developing your own practice

20 credits

The aim of this module is to encourage students to think about developing the scope of their own practice. Learning outcomes: By the end of the module the student should be able to: 1. examine their own potential and limitations in relation to developing personal practice 2. examine the shifting professional boundaries in health and social care 3. evaluate the impact of changing roles and practice on self and other practitioners 4. Identify and achieve two learning outcomes which are personally and professionally relevant Teaching and learning in practice 20 credits

The aim of this module is to enable practitioners to develop their teaching and facilitation skills in practice using a work-based approach to learning. Learning outcomes: By the end of the module the student should be able to: 1. examine some of the theories of adult learning and learning styles 2. evaluate different approaches to teaching and facilitation 3. discuss the challenges of giving constructive feedback 4. demonstrate the ability to provide constructive feedback 5. Identify and achieve two learning outcomes which are personally and professionally relevant

for fUrTHer INforMaTIoN CoNTaCT: sally Williams, Programme Manager: sally.j.williams@swansea.ac.uk Megan rosser, director Continuing Professional development studies: m.c.rosser@swansea.ac.uk

13

bsc Hons/Graduate diploma enhanced Professional Practice

This award has been developed to enable health and social care professionals undertaking work-based learning and professional development to gain academic credit for their learning. The degree will be delivered using blended learning including work-based learning and attendance at taught modules if student chooses. The first module starting your Professional development will comprise taught days in the College. subsequent modules will either be existing taught modules from the College of Human and Health sciences continuing professional development and postgraduate prospectus with established assessment methods or work-based modules which will be assessed by portfolio. Module choice will be dependent on the development needs and practice interests of the student. for the work-based modules students will, in conjunction with a practice facilitator, develop learning contracts which will be aimed at meeting both the module learning outcomes and practice development needs in their clinical areas. The personal practice development portfolio will be the last module to be completed. To be awarded the bsc (Hons) enhanced Professional Practice, the student must achieve 120 credit points at level three which must include the two core modules listed below: Core ModULes Starting your professional development 20 credits

The aim of this module is to enable the student to demonstrate their acquisition of the skills needed for effective work-based learning. This is the only module with a taught component and will front load the programme, enabling students to develop the skills they need to successfully pursue a work-based learning degree. Learning outcomes: At the end of the module the student should be able to demonstrate critical thinking through: 1. Presenting a critical debate around the philosophy of work-based learning 2. exploration and analysis of the theoretical concepts underpinning reflection and their contribution to the students practice development 3. Critical analysis of their role in practice, both abilities and limitations 4. Critical production and fulfillment of a learning contract 5. The identification and fulfillment of two professionally relevant learning outcomes in negotiation with a practice facilitator and educational supervisor

14

Personal practice development portfolio

40 credits

The aim of this module is to enable the student to demonstrate the personal and professional development that has occurred for them since commencing the programme. This is the equivalent of the dissertation module, requiring submission of a portfolio dissertation (8,000 words). This module will consolidate previous modules and demonstrate the personal and professional learning and development that has occurred through the programme. Learning outcomes: By the end of the module the student should be able to: 1. evaluate their personal development as a critical practitioner and independent thinker 2. demonstrate critical skills of reflexivity 3. Critically evaluate developments in their own practice 4. demonstrate the ability to identify and fulfill two professionally relevant learning outcomes in negotiation with practice facilitator and educational supervisor
The remaining 60 credits can be made up from the following work-based learning modules or up to 40 credits from existing level 3 modules in the College of Human and Health Sciences continuing professional development and postgraduate prospectus and 20 credits from a workbased learning module.

oPTIoNaL ModULes Policy influences on your practice 20 credits

The aim of this module is to enable the student to critically evaluate their practice in relation to current policy drivers at global, national and local levels. Learning outcomes: By the end of the module the student should be able to: 1. Critically discuss relevant global, national and local policy 2. Critically analyse policy currently influencing their practice 3. Critically evaluate the impact of policy on their practice 4. demonstrate the ability to identify and fulfill two professionally relevant learning outcomes in negotiation with practice facilitator and educational supervisor MODULES CONTINUED OVERLEAF... 15

Assessing your current practice

20 credits

The aim of this module is to enable the student to assess and evaluate a chosen area of their practice. Learning outcomes: By the end of the module the student should be able to: 1. demonstrate a critical awareness of the different processes of evaluating practice 2. evaluate an aspect of their practice 3. Justify the chosen approach to evaluation 4. demonstrate the ability to identify and fulfill two professionally relevant learning outcomes in negotiation with a practice facilitator and educational supervisor How the evidence base can help you change your practice 20 credits

The aim of this module is to enable the student to review the evidence base for their practice and to examine the applicability of the evidence. There is an emphasis on the importance of understanding research for developing practice. Learning outcomes: By the end of the module the student should be able to: 1. demonstrate a critical awareness of evidence based practice 2. Critically evaluate the literature related to a chosen topic 3. develop an evidence based practice proposal 4. demonstrate the ability to identify and fulfill two professionally relevant learning outcomes in negotiation with a practice facilitator and educational supervisor How I can make a change in practice 20 credits

The aim of this module is to enable the student to review the approaches to management and leadership in order to consider how they could utilise different approaches to make changes in practice. Learning outcomes: By the end of the module the student should be able to: 1. Critically examine the concepts of team and multi-disciplinary working 2. evaluate different leadership and management approaches 3. Justify their chosen approach to leading changes in practice 4. demonstrate the ability to identify and fulfill two professionally relevant learning outcomes in negotiation with a practice facilitator and educational supervisor 16

Advancing your own practice

20 credits

The aim of this module is to enable the student to think about extending the scope of their own practice. Learning outcomes: By the end of the module the student should be able to: 1. demonstrate a critical awareness of their own potential and limitations in relation to extending practice 2. demonstrate a critical awareness of the shifting professional boundaries in health and social care 3. debate the impact of changing roles and extended practice on self and other practitioners 4. demonstrate the ability to identify and fulfill two professionally relevant learning outcomes in negotiation with a practice facilitator and educational supervisor Teaching and learning in practice 20 credits

The aim of this module is to enable the student to develop their teaching and facilitation skills in practice using a work-based approach to learning. Learning outcomes: By the end of the module the student should be able to: 1. demonstrate a critical understanding of the theories of adult learning and learning styles 2. Critically explore and evaluate different approaches to teaching and facilitation 3. discuss the challenges of giving constructive feedback 4. Identify and achieve two learning outcomes which are personally and professionally relevant eNTry reqUIreMeNTs students must have an appropriate professional registration and be employed in the health and social care sector and possess 120 level two credits. for students with an existing degree the award can be completed as a graduate diploma. dUraTIoN of ProGraMMe The bsc/Graduate diploma is flexible and students can study a maximum of 60 credits per year and complete in two years or can choose fewer credits per year and complete in a maximum of four years. for fUrTHer INforMaTIoN CoNTaCT: sally Williams, Programme Manager: sally.j.williams@swansea.ac.uk Megan rosser, director Continuing Professional development studies: m.c.rosser@swansea.ac.uk 17

Msc/PGdip/PGCert enhanced Professional Practice

The Msc enhanced Professional Practice is an academic award developed to enable health and social care professionals undertaking work-based learning and practice development to gain academic credit for their learning. The degree will be delivered using blended learning including work-based learning and attendance at taught modules if student chooses. The first module starting your Professional development will comprise taught days in the College. subsequent modules will either be existing taught modules from the College of Human and Health sciences continuing professional development and postgraduate prospectus with established assessment methods or work-based modules which will be assessed by portfolio. for work-based modules students will, in conjunction with a practice facilitator, develop learning contracts which will be aimed at meeting both the module learning outcomes and practice development needs in their clinical practice.The Personal Practice development Portfolio will be the last module to be completed. To be awarded the Msc enhanced Professional Practice, the student must achieve 180 credit points at M level including the two core modules. Core ModULes: Starting your professional development 30 credits

The aim of this module is to equip the student with the necessary skills for workbased learning, including self assessment, construction of a learning contract and completion of a portfolio of evidence. Learning outcomes By the end of the module the student should be able to: 1. demonstrate critical thinking through the generation of a critical debate around the philosophy of work-based learning 2. Critically explore and analyse the theoretical concepts underpinning reflection and their contribution to the students practice development 3. Critically analyse and evaluate their role in practice, identify both abilities and limitations 4. Produce and fulfil a learning contract 5. Identify and achieve two learning outcomes which are personally and professionally relevant 18

19

Personal practice development portfolio

60 credits

The aim of this module is for the student to demonstrate the personal and professional development that has occurred for the since commencing the programme. This is the equivalent of the dissertation module, requiring submission of a portfolio dissertation demonstrating personal and professional learning and development that has occurred since commencing the programme. The portfolio dissertation will amalgamate and consolidate all previous modules to demonstrate how learning from these modules has influenced practice and facilitated personal and professional development. Learning outcomes: By the end of the module the student should be able to: 1. Critically evaluate their personal development as a critical practitioner and independent thinker 2. Illustrate critical skills of reflexivity 3. Critically evaluate developments in their own practice 4. Identify and achieve two learning outcomes which are personally and professionally relevant
The remaining 90 credits can be made up from the following work-based learning modules or 30 credits from the existing M level modules in the College of Human and Health Sciences continuing professional development and postgraduate prospectus.

oPTIoNaL ModULes Policy influences on your practice 30 credits

The aim of this module is to enable the student to critically evaluate their practice in relation to current policy drivers at global, national and local levels. Learning outcomes: By the end of the module the student should be able to: 1. Critically discuss relevant global, national and local policy 2. Critically analyse policy currently influencing their practice 3. Critically evaluate the impact of policy change on their practice 4. Identify and achieve two learning outcomes which are personally and professionally relevant

20

Assessing your current practice

20 credits

The aim of this module is to enable the student to assess and evaluate a chosen area of their practice. students will gain skills in evidence based practice and service evaluation. Learning outcomes: By the end of the module the student should be able to: 1. express a critical awareness of the different processes of evaluating practice 2. Critically evaluate an aspect of the practice 3. Justify the chosen approach to evaluation 4. Identify and achieve two learning outcomes which are personally and professionally relevant How the evidence base can help you change your practice 30 credits

The aim of this module is to enable the student to view the evidence base for their practice and to examine the applicability of the evidence. There is an emphasis on the importance of understanding research for developing practice. Learning outcomes: By the end of the module the student should be able to: 1. exhibit a critical awareness of evidence based practice 2. Critically analyse the literature related to a chosen topic 3. Construct an evidence based practical proposal 4. Identify and achieve two learning outcomes which are personally and professionally relevant How can I make change in practice? 30 credits

The aim of this module is to enable the student to review the approaches to management and leadership in order to consider how they could utilise different approaches to make changes in practice. Learning outcomes: By the end of the module the student should be able to: 1. Critically evaluate the concepts of team and multidisciplinary working 2. Critically evaluate different leadership and management approaches 3. rationalise their chosen approach to leading changes in practice 4. Identify and achieve two learning outcomes which are personally and professionally relevant

21

Advancing your own practice

30 credits

The aim of this module is to encourage the student to think about extending the scope of their own practice. It would be most suitable for those working as specialist or advanced practitioners in their field, or those wishing to move into such a role. Learning outcomes: By the end of the module the student should be able to: 1. exhibit a critical awareness of their own potential and limitations in relation to extending practice 2. show a critical awareness of the shifting professional boundaries in health and social care 3. Critically discuss the impact of changing roles and extended practice on self and other practitioners 4. Identify and achieve two learning outcomes which are personally and professionally relevant Teaching and learning in practice 30 credits

The aim of this module is to enable the student to develop their teaching and facilitation skills in practice using a work-based approach to learning. Learning outcomes: By the end of the module the student should be able to: 1. exhibit a critical understanding of the theories of adult learning and learning styles 2. Critically evaluate different approaches to teaching and facilitation 3. Critically discuss the challenges of giving constructive feedback 4. demonstrate the ability to provide constructive feedback 5. Identify and achieve two learning outcomes which are personally and professionally relevant eNTry reqUIreMeNTs for Msc, PGdip, PGCert all applicants need to be in employment in the health and social care sector. an appropriate degree or its equivalent from an approved institution (preferably 2:2 or above) and evidence of recent academic study is required. evidence of undertaking Continuous Professional development with at least two years experience and possession of a good and relevant professional portfolio. dUraTIoN of ProGraMMe 22 Msc eNHaNCed ProfessIoNaL PraCTICe This is a flexible programme and students can study a maximum of 60 credits per year and complete in not less than three years and no more than five years including submission of the dissertation.

PGCert eNHaNCed ProfessIoNaL PraCTICe This is a work-based modular postgraduate programme which comprises M level studies only. To be awarded the PGCert enhanced Professional Practice the student must achieve 60 credits at M level including the core module starting your Professional development (see page 18). The remaining 30 credits can be chosen from the above work-based learning modules or from the existing M level modules in the College of Human and Health sciences continuing professional development and postgraduate prospectus. PGdip eNHaNCed ProfessIoNaL PraCTICe This is a work-based modular postgraduate programme which comprises M level studies only. To be awarded the PGdip enhanced Professional Practice the student must achieve 120 credits at M level including the core module starting your Professional development (30 credits) (see page 18). a further 60 credits need to be achieved from the work-based learning modules above. The remaining 30 credits can be chosen from the work-based learning modules or from the existing M level modules in the College of Human and Health sciences continuing professional development and postgraduate prospectus. for fUrTHer INforMaTIoN CoNTaCT: sally Williams, Programme Manager: sally.j.williams@swansea.ac.uk Gail P Mooney, director Postgraduate studies: g.mooney@swansea.ac.uk

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doctorate in Professional Practice

This part-time Phd programme is offered over six years part-time and is structured around two parallel strands (work-based and theory-based) and three sequential and incremental themes. Theme 1 (Planning research for practice) comprises the research training element of the course, and includes core and optional modules to a maximum of 120 credits. Theme 2 (Initiating and managing change) and Theme 3 (evaluation and synthesis of theory and practice) include a number of suggested work-based and theory-based written contributions to the thesis which will be individually negotiated and formatively assessed throughout the programme and summatively assessed at the end of the six years. Work-based sTraNd The work-based strand of the programme takes place predominantly in the students workplace and is focussed around identifying, planning, implementing and evaluating work-based projects structured around each theme. Work will be negotiated as part of the learning agreement with the students workplace mentor and academic supervisors. Work structured around the three themes will form part of a larger programme of research or practice development, and demonstrate coherence and progression. THeory-based sTraNd The theory-based strand will support and enhance the work-based strand by underpinning the research undertaken with relevant theoretical and academic skills and practices. The theory-based strand is divided into three themes, each normally lasting for two years, and each managed and co-ordinated by a small academic team. The focus and content within each theme will be negotiated individually as part of the learning agreement with the students academic supervisor and a representative from the theme team. Theme 1 will include core and optional modules to provide the necessary research training suited to the needs of each individual student. The content and learning methods for Themes 2 and 3 will be bounded by the particular theme in relation to the projects undertaken by each candidate. Learning methods might include common taught elements (including existing M and d level modules), group tutorials, seminars and action learning sets, individual tutorials and other learning methods as appropriate.

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TraINING eLeMeNTs of ProGraMMe aNd exIT PoINTs The existing regulations for a Professional doctorate set out in swansea University regulations require a defined training element, which for this programme will consist of a minimum of 60 credits. Two core compulsory modules have been developed specifically for this programme, which will consist of 30 credits each. In addition, students may opt for additional module(s) of up to 60 credits from elsewhere within swansea University, provided they are judged by their supervisors as being appropriate. It should be noted that under this criteria the candidate may opt to exit with a Postgraduate Certificate in Professional Practice (60 credit points) or a Postgraduate diploma in Professional Practice (120 credit points). CoUrse assessMeNT The thesis will be incrementally built-up over the entire course of the programme. Compulsory assignments will be specified as part of the core and optional modules, and further written and oral contributions to the portfolio will be suggested in order to address the focus of each theme. These suggested contributions will be formatively assessed by the theme coordinator and the academic supervisor(s) as the course progresses, and all work will be summatively assessed by the internal and external examiners as components of the thesis. In addition to the documentation of evidence that learning has taken place and that the projects have been conducted and evaluated, the thesis will also include a reflective synthesis and ongoing commentary of the work undertaken throughout the six years of the course. The candidate will also give verbal presentations of their work to stakeholders throughout the programme as well as at the end stage. stakeholders for the purposes of this programme will include the candidates academic supervisor(s) and work-based mentor as well as members of the associated professional organisation. finally, the candidate will be expected to defend their thesis/portfolio at an oral examination (Viva Voce). CONTINUED OVERLEAF...

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Compulsory Modules
Introduction to Work-Based Research in Professional Practice Planning Work-Based Research 30 Credits 30 Credits

optional Modules
Management and Organisational Theory Leadership, Teamwork, and Human Resource Management Strategic Management in Health and Social Care Managing Resources Quality and Management of Performance Health Economics and Policy Evaluation The Health Informatics Professional Communication Systems Data Quality and Secondary Uses Information Systems and Technologies Knowledge Management Health Technologies and Telecare Foundations in Health Promotion Foundations in Research Foundations in Management and Leadership for Public Health Practice Health Promotion in Practice Partnership Working Partnership, Public Health and Epidemiology 15 Credits 15 Credits 15 Credits 15 Credits 15 Credits 15 Credits 20 Credits 20 Credits 20 Credits 20 Credits 20 Credits 20 Credits 15 Credits 15 Credits 15 Credits 15 Credits 15 Credits 15 Credits

Theory and Practice and Health Care Research and Evaluation 15 Credits

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eNTry reqUIreMeNTs We would normally expect candidates to have a Masters degree but are prepared to consider those with a first Class Honours degree or Upper second if their research proposal is in keeping with the aims and philosophy of our programme. dUraTIoN of ProGraMMe This programme may only be offered as a six year part-time Phd programme and is strictly Uk based. for fUrTHer INforMaTIoN CoNTaCT dr ruth davies, Programme Manager: r.e.davies@swansea.ac.uk

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eVIdeNCING yoUr PraCTICe THroUGH PorTfoLIo

for those of you who have to compile a portfolio to evidence your practice the College is able to offer a short course of four half day workshops to help you develop your portfolio. These workshops include developing your portfolio, reflective practice, sources of literature and critiquing the literature. Please contact: Megan rosser, director Continuing Professional development studies: m.c.rosser@swansea.ac.uk Gail P Mooney, director Postgraduate studies: g.mooney@swansea.ac.uk

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aCTIoN LearNING
aCTIoN LearNING Is CeNTraL To aLL Work-based LearNING ProGraMMes action learning has been described as a problem solving approach which addresses the source of the issue (bell et al, 2007). The approach was developed by management expert reg revens (1982) and is grounded in the tenets of adult education that we learn best with and from others when solving difficult problems to which no-one knows the solution (edmonstone and Mackenzie, 2005); and that adults learn best when they are involved in their own learning about a current life situation (emblen and Gray, 1990). Consequently it has been chosen as a method of reinforcing our students learning and development through a process of support and challenge. described by McGill and beaty (2001) as the antithesis of believing that we can do nothing about our situation, action learning engenders the confidence that there is always something that can be achieved. It is an experiential learning opportunity, where participants are helped by other members of the group to identify actions that will help them move forward with their puzzle or problem; in other words, a systematic approach to problem solving. The students on this programme will reflect and learn from each other as they work towards their award. The aim is for them to take control of their learning rather than be passive participants of the process. by learning at the edge of their knowledge we hope to help make their tacit knowledge more explicit (edmonstone and Mackenzie, 2005). They will learn at three levels; about the issue under discussion, about themselves, and about the way in which they learn to learn (revens, 1982). The action learning will take place in small groups who meet regularly throughout the programme to do and to learn (Weinstein, 1999), and will be facilitated by members of the academic staff. although the exact structure of the sessions will be agreed by each action learning set, it will generally involve a fairly straightforward process of presentation, time for clarifying questions, and then reflective questioning by the group. In each case the presenter will leave with an action plan and feed back their progress at the next meeting.

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refereNCes
bell, M., Coen, e., Coyne-Nevin, a., egenton, r., ellis, a. and Moran, L. (2007) experiences of an action learning set. Practice Development in Health Care. 6(4) pp.232-241 edmonstone, J. and Mackenzie, H. (2005) Practice development and action learning. Practice development in Health Care 4(1) pp.24-32 emblene, J.d. and Gray, G.T. (1990) Comparison of nurses self-directed learning activities. Journal of Continuing Education in Nursing 21(2) pp56-61 McGill, I. and beaty, L. (2001) Action Learning: A Guide for Professional, Management and Education Development. (revised second ed.) London, kogan Page revens, r. (1982) What is action learning? Journal of Management Development. 1(3) pp. 64-75 Weinstein, k. (1999) Action Learning, a Practical Guide. (2nd ed) Gower, Hampshire

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