Collection and Analysis of Data
The overall aim of this unit is to provide students with practical experience in relation to the collection, and analysis of data; and enable them to make informed choices in relation to the theoretical and practical strengths and weaknesses of a range of methods of data collection and analysis when considering research design.
Practice Development and Project Management
This unit has been designed to introduce students to the principles of projects and project management in the practice area.
Typically the unit will cover:
- defining the project,
- stakeholder engagement,
- the project team,
- planning the project,
- managing the project,
- controlling risk,
- reviewing projects,
- evidence based practice,
- developing practice,
- project and research ethics,
- managing information
Students will examine models of applied research for practice evaluation and different evaluation perspectives. Audit culture? and the risks of evaluation strategies will also be reviewed and there will be an examination of current evaluation strategies in health and social care. Successful completion of this unit will enable students to develop creative, reflective and critical thinking skills that can be used in effective practice problem solving and practice development.
Likely Optional Units
Evidence Based Approach to Acute Stroke Management
This unit will cover core concepts of the acute stroke journey. Utilising case based learning, the unit will facilitate qualified Health Care professionals to critically evaluate the current policy, guidelines and literature that underpins stroke assessment and management within the acute phase. This unit will help qualified Health Care professionals from a range of disciplines to gain an in-depth understanding of the causes, nature, assessment and identification of stroke, including: investigations, emergency treatment, common stroke mimics, scoring systems, stroke thrombolysis and intra-arterial and surgical interventions. The unit will also cover post stroke care including early mobilisation, positioning, nutrition, mood, medication, monitoring and end of life care. Participants attending this unit must be registered health care professionals who have worked within stroke services for a minimum of one year.
Contemporary Issues in Practice
- This is a unit in which content is negotiated with students to take account of their practice based contemporary issues. Tutor-led learning (including seminars, tutorials and directed study) 40 hours
- Independent student learning 160 hours
Dysfluency and Stuttering
The overall aim of this unit is to gain an in-depth understanding of professional and personal experience of stuttering through evaluation of current research in the field.
Dysphagia: Evidence Based Practice in Assessment
This unit offers speech and language therapists (SLT), nurses and other interested professionals the opportunity to reflect on their assessment practices within the field of dysphagia. Dysphagia spans many client groups across developmental and acquired domains and the content covers the breadth of these domains.
Dysphagia: Evidence Based Practice in Management and Intervention
This unit offers speech and language therapists (SLT), nurses and other interested professionals the opportunity to develop evidence based management and intervention practice within the field of dysphagia. Dysphagia spans many client groups across developmental and acquired domains and the content covers the breadth of these domains.
Evidence Based Intervention in Complex Communication Need
This unit offers experienced speech and language therapists (SALT) the opportunity to reflect on their intervention practices within the field of AAC. AAC is an intervention and therefore spans many client groups across developmental and acquired domains. This unit has relevance to any SALT with a caseload that includes complex communication need where aided communication techniques may be relevant (e.g. the aphasias, dysarthrias, specific language impairment, learning difficulties).
This unit is usually only available to practitioners with considerable clinical experience in the area of complex communication need. In discussion with tutors, exceptions may be made.
This unit complements the Evidence Based Assessment in Complex Communication Needs but may be taken as a stand-alone unit.
The overall aim of this unit is to provide students with the theoretical concepts through which they can critically reflection upon, and appraise the management of change within their organisation. They will be able to critically evaluate the problematic nature of change management and scrutinise the strengths and limitations of current practice. From this, they will be able to construct and develop insights into what might constitute good practice in the management of change within their organisation and identify implications for their personal, professional practice, and operational practice within the organisation too.
Policy and Politics in Practice
This unit provides the candidate with an opportunity to explore and discuss contemporary policy contexts and in doing so encourages them to take the long view in respect of a selected practice area.
The candidate is encouraged to select a single issue or topic that is current in their chosen area or field, and to discuss how and why this issue has become prevalent (or is in decline) in respect of policy and political positions.
Principles of Health Economics
This unit is designed to enable practitioner/students to explore health economics and equip them with the basic principles of economics. The unit covers fundamental economic principles and their application to health care. These include the supply of and demand for health and health care, scarcity, choice and opportunity cost. It also examines, economic evaluation of health care systems and health care reforms, methods of economic evaluation in healthcare, and priorities setting using health economics. The unit will also examine economic analysis of healthcare technologies and valuation of health.
Simulation in Healthcare: Learning Theory, Curriculum Design, and Evaluation
This unit is designed for clinicians, clinical educators and lecturers in academia involved in, or considering providing, simulation-based education within a number of contexts. It will provide participants with the opportunity to critically evaluate the pedagogical principles underpinning the use of a wide range of simulation-based education available to support diagnostic, formative and summative assessment activities. The unit will encourage participants to adopt a design framework to critically justify and evaluate holistic formative and summative learning, teaching and assessment strategies, which is supported by the appropriate use of technology. The participants will reflect on these theories and apply them to the context of their own practice.
Simulation in Healthcare: Practical Application
This unit is designed for clinicians, healthcare workers, clinical educators, managers and lecturers in academia involved in, or considering the provision of simulation-based education within a number of contexts. It will provide participants with the opportunity to demonstrate their knowledge and application of pedagogical principles underpinning the development of simulation scenarios, facilitation and debriefing for learning, teaching, assessment and research purposes. The unit will require students to practically demonstrate an evidence-based approach to scenario design, facilitation and debriefing.
Flexible Study (Health and Social Care Themes 10/20 credits)
This unit is for individuals who work in a health and social care environment or role. It focuses on the participants practice, engagement with generic and/or discipline specific CPD activities and the impact of these on health and social care practice. It provides the students with a flexible and practice based approach to their continuing professional development and enhancement of their working practice. They will choose four activities which will be linked to an appropriate health and social care theme agreed with the tutor. Assessment will be learning and development through reflection, critical analysis and evaluation and action enabled through use of a digital portfolio (ePortfolio) in which development linked to the themes is captured. Students will be supported to develop a suitable digital portfolio.
Participants will be able to choose from a suite of CPD opportunities that are linked to their chosen theme and fit their personal, professional and organisational needs and agreed with the unit lead or unit co-ordinator.