Health and Social Practice (Education) MSc
3 years part time | September start

This module will enable you to lead PBS in your organisation. You will have developed your knowledge and proficiency in PBS in the previous two modules including the ability to contribute to assessing behaviour, as well the development, implementation and review of behaviour support plans. This module enables you to critically analyse and apply the most effective strategies to facilitate learning in adults and act as a leader of learning within your organisation to others who are learning about and developing their proficiency in PBS. You will do this through a coaching approach providing support, supervision and feedback to others as they learn

You will analyse how adults develop knowledge, understanding and skills and values for PBS, and how to best facilitate the development of each. You will learn the importance of modelling good practice, how to coach and support others when they are learning, and how to give effective feedback on performance. You will observe and assess proficiency in PBS of staff within your organisation, applying your understanding of factors which improve the validity and reliability of assessment. You will analyse and apply theories and models of supervision demonstrating ability to provide effective ongoing supervision to others utilising PBS plans and providing feedback, which is supportive, constructive and helps individuals reflect upon and develop their own practice. You will learn about other system wide aspects which influence the ability of the workforce to use PBS in practice; these include leadership, allocating resources effectively, and understanding, developing and utilising policies and practices central to safe effective PBS. As well as to meeting the requirements of a Northumbria Award it also enables you to demonstrate the behaviour specialist/supervisor/manager competencies in the PBS Coalition Competence Framework (2015) nationally recognised as best practice for those who support people with learning disabilities /autism with challenging behaviour.

Care of the acutely ill adult is challenging and complex. Following on from the National Confidential Enquiry into Patient Outcome and Death (NCEPOD, 2005) investigation into deteriorating patients in the acute care settings, the National Institute for Health and Care Excellence (NICE, 2007) produced guidelines to help with the recognition and management of the acutely ill patient . The Intensive Care Society (ICS, 2009) make explicit that the location of the patient does not determine the level of care required, and in their guidance recommend deteriorating patients, or patients at risk of deterioration require Level 1 care. Level 1 care is defined as patients in need of additional monitoring/clinical interventions, clinical input or advice and possible critical care outreach involvement (ICS, 2009). This module is designed for nurses working within all acute settings.

The module will provide you with an increased ability to recognise, assess and manage patients that are acutely ill. Relevant anatomy and physiology will be covered with a body systems approach to some of the common acute illnesses that patients’ present with; including respiratory failure, cardiovascular failure, acute kidney injury, neurological and metabolic disorders and gastrointestinal emergencies. Holistic nursing care will be addressed during discussion on psychosocial care. Additionally, the nursing role in ensuring patient safety will be considered with inclusion of human factors in healthcare, risk assessment, early warning scoring, communication and evidence based practice. Learning will be facilitated by directed learning and the eLearning portal. It is expected that this module will give you the knowledge to assess and manage the early phases of acute illness.

On this module, you will learn to be a Newborn and Infant Physical Examination (NIPE) practitioner. You will enhance your current understanding of newborn assessment. Newborn examination skills will be developed to incorporate competency in performing the 4 specific screening elements of the NHS Newborn and Infant and Physical Examination (NIPE) programme, these are the examination of the newborn heart, testes, eyes and the hips. You will learn about the NHS Newborn and Infant Physical Examination Screening Programme and the rationale for the newborn examination standards and implementation of the programme in the UK. You will evaluate how this understanding will direct your practice and understanding of referral and decision making. Guided online learning and student-led learning will enable you to review the evidence and increase your knowledge of newborn physiology, the normal parameters of health and potential deviations from normal as well as understanding the aetiology and recognition of congenital abnormalities. You will evaluate the implications of practitioner accountability and responsibility when assuming an extended and enhanced role, and be able to directly link this to the NMC code. This will include a review of the literature pertinent to this enhanced role, and a personal reflection on your own development.

The module will assist you to embrace specific aspects of newborn wellbeing. You will critically review the evidence base underpinning care for example neonatal jaundice. The newborn examination is an opportunity to have dialogue with parents and to reinforce health promotion messages, you will critically appraise the evidence base and communication approaches when addressing for example, safe sleeping, recognising the ill baby and responsive parenting

This module will facilitate your development of the knowledge and skills required for safe and effective prescribing from a legally specified UK formulary. Successful completion of all components of the module will lead to the achievement of a recordable prescribing qualification with your regulatory body (NMC or HCPC). The subject areas you will study include assessing the patient and considering prescribing options, pharmacology for prescribing and de-prescribing, legal and regulatory frameworks, providing information, reaching shared decisions, monitoring and reviewing treatments, prescribing safely, professionally and as part of a team and improving prescribing practice.

On this module you will develop an increased ability to assess, examine and manage patients with a wide range of clinical presentations across the age spectrum presenting in general practice. It is expected that this module will give you the knowledge to assess and manage the patient’s ability and appropriateness to receive health interventions and refer to other health care professional as required. Summative assessment will include the achievement of clinical examination skills via an objective structured clinical examination (OSCE), and a reflective academic assignment. This module aims to develop practitioners to undertake history taking and examination within contemporary primary care nursing. Students will be able to demonstrate the knowledge and skills required to assess, and respond appropriately to health need, whilst working independently whilst working within legal, ethical and professional guidelines.

In this module you will develop a comprehensive understanding of quantitative, qualitative, and mixed-methods research theories, approaches, and methodologies. Throughout the module, you will engage with research experts to conceptualise the different approaches to research being undertaken at the forefront of academia and practice. By the end of this module, you will be able to recognise and critically evaluate quantitative, qualitative, and mixed-method theories, approaches and methodologies. You will also be able to justify their use in the field. This module will prepare you for your dissertation module.

The pre-hospital and critical post-operative care for perioperative practitioners module has been designed to allow a detailed inspection of the stages of perioperative care associated to complex patient encounters. As there are now an increasingly large number of surgical treatments, alongside an ageing population and improved standards of care among co-morbid patient populations complex encounters are to be expected within the perioperative environment.



Throughout this module, you will examine pre-hospital patient assessment and direct patient admission to the perioperative environment, which will include interventional environments such as cardiology for example. By understanding pre-hospital assessments and interventions to stabilise patients for transfer, perioperative practitioners can be more effective for these complex patients. Additionally in this module, you will look to explore the critical care environment, exploring the fundamental differences between perioperative and critical care practice. You will explore complex patient transfer between the operating theatre and critical care unit and introduce the concepts which will allow perioperative practitioners to be more effective when assisting in the care of critical care patients.



Due to an increased critical care staffing requirement, this module will prove to be useful for Operating Department Practitioners (ODPs) who will be expected to work in acute care environments including critical care and resuscitation departments. This module looks to fill a professional development requirement exposed by the COVID-19 pandemic.

During this module you will develop your knowledge and skills in supporting survivors of all types of sexual abuse. This will include critical evaluation of key theoretical concepts underpinning the nature of sexual violence/abuse. This module is aimed at and open to those that work with adults, young people and children within the health, social care, and education setting. The module aims to develop knowledge of the factors that influence the sexual violence/abuse of children, young people, and adults. You will develop a critical understanding of legislation governing the role and responsibilities of the professional in supporting, signposting, and safeguarding people.



More specifically, in this module you will explore and learn what is defined by sexual violence/abuse and the complexity of this topic (sexual violence is a term that incorporates many different sexually violent crimes). This will include in-depth analysis of sexual violence statistics; the increased rates of disclosures following high profile historic sexual abuse case and the #metoo movement; the burden of sexual violence/ abuse on immediate and long-term health, the impact on government monies and the emotional effect on professionals supporting survivors. There will be a critical exploration of gendered based abuse and sexual violence as a continuum in society; Victim blaming and disclosure - myths, unconscious bias, and assumptions surrounding sexual violence and the barriers for disclosure; explore disclosure - whom people disclose to, response in both the social and formal setting and the impact of the response on health and wellbeing. We then go into depth regarding emphasising knowledge of the links to risk, indicators, impact, legalities, signposting. Legal & Professional Frameworks: exploring the legal considerations should the case go to court – awareness of procedure CSP / expert witness Vs professional witness / giving evidence.



Throughout the module we will also touch upon: trauma focused practice, ethical, legal, personal, socio economic, environmental and cultural considerations and frameworks; current legislation and policy regarding to sexual violence / abuse; response to public enquires and serious case review; working with abusive families; empowerment, power and relationships; self-safeguarding; professional roles and discipline guidelines, inter-disciplinary and inter-agency working; collaborative working practice, sharing of information and overcoming territorial historical boundaries. You will also explore comprehensive assessments, documentation, personal conflict issues, advocacy and dealing with sensitive and difficult situations. As part of this module, we will build on skills you will already have around communication, escalating concerns, vulnerable adults, dignity and respect. We will also explore capacity and consent in complex situations.

During this module you will develop your knowledge and skills in safeguarding adults, young people and children. This will include critical evaluation of key theoretical concepts underpinning safeguarding. This module is aimed at and open to those that work with adults, young people and children within the health, social care, and education setting. The module aims to develop knowledge of the factors that influence the abuse of children, young people and adults and consider when early intervention is required to support adults at risk, children, young people and their families. You will develop a critical understanding of legislation governing the role and responsibilities of the professional in safeguarding people.



Throughout the module you will explore and learn: definitions of abuse, historical and current perspectives of abuse and statistical evidence; ethical, legal, personal, socio economic, environmental and cultural considerations and frameworks; current legislation and policy regarding to safeguarding people; response to public enquires and serious case review; working with abusive families; empowerment, power and relationships; self-safeguarding; professional roles and discipline guidelines, inter-disciplinary and inter-agency working; collaborative working practice, sharing of information and overcoming territorial historical boundaries; you will also explore comprehensive assessments, thresholds for intervention, documentation, personal conflict issues, advocacy and dealing with sensitive and difficult situations. As part of this module we will build on skills you will already have around communication, escalating concerns, vulnerable adults, dignity and respect. We will also explore capacity and consent in complex situations.

The enhanced perioperative practice module will allow you the opportunity to explore the core phases of working in the operating department. The component phases are anaesthetics, surgery, and post-anaesthetic care, which will allow for a refreshed overview of the professional regulations, guidelines and policies related to general perioperative practice. By integrating a focussed presentation and written reflection, this allows flexibility within the summative assessment, meaning learning and development can be bespoke to your individual requirements. This summative assessment is designed to allow for presentation of learning outcomes, meaning your poster presentation and written reflection can be used to feedback to your clinical environment and be used for HCPC professional declaration or NMC Revalidation.



There will be a group of specialist educators delivering your sessions, specialising in either anaesthetics, surgery, or post-anaesthetic care. These focussed lectures and seminars will give a useful overview of perioperative practice and allow topical debate on contemporary issues within each perioperative phase. Due to specialist educators delivering these sessions, you will be provided with novel and interesting clinical and workforce theories, alongside contemporary research evidence related to each component phase.



Due to the wide educational remit of this module, previous knowledge of perioperative practice is strongly recommended, however, should this not be the case, your Module Leader will be able to provide a structured and functional learning plan whilst undertaking this module.

This module content will introduce Policy and Socio-economic drivers for service development and encourage you to consider how these may impact on contemporary practice and service delivery.



The core lectures will introduce the concept of undertaking practice evaluation and you will be encouraged to consider this in relation to a specific practice role or service. Seminars will encourage you to explore and enhance your awareness of workforce modelling and discuss professional boundaries. You will be directed to professional guidance relating to advanced practice and discuss these in relation to service delivery to meet the health and social care population.



The seminars, supervision and independent learning will encourage you to apply the key areas of learning within this module to your own professional context and field of expertise The sharing of understandings and experiences during the seminars will be an integral part of the way in which the module helps to socially construct individual’s perceptions of their role within the context of communities of practice.



You will learn about how you can make effective and systematic use of evidence based published research to inform your practice. You will be encouraged to apply this knowledge in relation to a contemporary aspect of practice. You will consider issues around quality and governance in relation to service delivery and explore the significance of commissioning and stakeholder engagement.

This module content will introduce Policy and Socio-economic drivers for service development and encourage you to consider how these may impact on contemporary practice and service delivery.



The core lectures will introduce the concept of undertaking practice evaluation and you will be encouraged to consider this in relation to a specific practice role or service. Seminars will encourage you to explore and enhance your awareness of workforce modelling and discuss professional boundaries. You will be directed to professional guidance relating to advanced practice and discuss these in relation to service delivery to meet the health and social care population.



The seminars, supervision and independent learning will encourage you to apply the key areas of learning within this module to your own professional context and field of expertise The sharing of understandings and experiences during the seminars will be an integral part of the way in which the module helps to socially construct individual’s perceptions of their role within the context of communities of practice.



You will learn about how you can make effective and systematic use of evidence based published research to inform your practice. You will be encouraged to apply this knowledge in relation to a contemporary aspect of practice. You will consider issues around quality and governance in relation to service delivery and explore the significance of commissioning and stakeholder engagement.

The module focuses on three key elements:

• Analysis of the core public health principles, models and approaches to assessment and motivational interviewing to develop a robust formulation of evidence to underpin partner notification practice

• Evaluation of the core elements that constitute safe, ethical and person-centred partner notification

• How to undertake client partner notification processes informed by appropriate legal, ethical and professional frameworks and guidance, and articulate and document your evidence-based decision making for any partner notification interventions you provide or refuse.



The module introduces you to the existing evidence base which informs your practice; enables you to understand and critique the evidence and apply it to your own practice. You will learn how to; find and critique evidence directly related to the module using online library and skills plus services, develop your writing, referencing and presentation skills at postgraduate level enabling you to build upon and further develop your current academic skills. The module develops your ability to understand how to undertake partner notification with your client, based upon current legal, ethical and professional guidance and advise the client on possible preventative and treatment options including the risks and benefits. This will require you to articulate and document evidence based defensible decision making related to partner notification practice. It also helps you to evaluate your own practice setting in terms of what constitutes safe and ethical practice.

The module focuses on three key elements:

Evidence based critical analysis of what constitutes complex needs in patients/clients.

Critical evaluation of the core elements that constitute safe, ethical and person centred practice to inform your own practice

How to undertake client assessment processes informed by appropriate legal, ethical and professional frameworks and guidance, and articulate and document your evidence based decision making for any interventions you provide.



The module introduces you to the existing evidence base which informs your practice; enables you to understand and critique the evidence and apply it to your own practice. You will learn how to; find and critique evidence directly related to the module using online library and skills plus services, develop your writing, referencing and presentation skills at postgraduate level enabling you to build upon and further develop your current academic skills. The module develops your ability to understand how to undertake an holistic assessment of the client, based upon current legal, ethical and professional guidance and advise the patient/client on possible preventative and treatment options including the risks and benefits. This will require you to articulate and document evidence based defensible decision making related to healthcare practice. It also helps you to evaluate your own practice setting in terms of what constitutes safe and ethical practice

On this module you will appreciate the knowledge and skills needed to undertake research. You will learn about research philosophy, methodology and the different methods associated with a range of research traditions. You will explore the value of research evidence in informing health and social practice and be able to apply the principles of research to critically appraise research quality. Specifically on this module you will learn about:
• Locating and organising literature
• Philosophical assumptions and foundations of enquiry
• Qualitative, quantitative and mixed methodological approaches
• Data collection, data analysis and interpretation
• Research governance and ethical issues
• Analysis and interpretation
By the end of the module you will be able to prepare a research proposal on a topic of interest to yourself and of value to health and social practice.

The module will focus on the development of expertise in leading educational practice for a variety of learners, supervisors, assessors and the wider workforce within a professional context. As a student on this module, you will engage in work based inter-professional learning, teaching and development opportunities with a range of learners and educational partners to support and advance professional education in practice. Campus based sessions will critically explore and apply a range of teaching and learning theories and strategies and will be supported by directed, group and e-learning activities. This will include use of Blackboard Ultra, the Modules e-Learning Platform (eLP), to access Panopto (lecture capture recordings) and video activities as well as the use of a range of online learning and teaching technologies and applications as directed by the Module Team. Peer, tutor, supervisor and/ or mentor formative feedback will support individual development. Summative assessment will require verification of the achievement of educational standards in practice and the submission of a critically reflective account of your development as an educationalist and your impact on teaching and learning in practice.

Subject areas you will study include:

Context of learning, specialist practice, interprofessional learning, policy drivers
Designing, planning, implementing and evaluating a range of evidence based learning experiences and curricula for learners, supervisors, assessors, mentors and the wider workforce.
Applying and critiquing teaching and learning theory and practice.
Learning and teaching strategies, working with individuals, leading and facilitating small and large groups.
Formative and summative assessment, assessment of and for learning.
Constructive feedback, feed-forward.
Analysis of complex information, judgements and decision-making, challenges for professional education.
Developing professional supervisory relationships.
Professional codes/educational standards, accountability
Leading and developing practice education, higher education and practice partnerships.
Maintaining and enhancing quality in educational practice.

On this module you will develop an increased ability to assess and manage patients with a wide range of sexual health requirements across the age spectrum across a variety of health care settings. It is expected that this module will give you the knowledge to assess and manage the patient’s ability and appropriateness to receive preventative health interventions in accordance with local and national policy drivers. Summative assessment will include the achievement of clinical competencies, which have been benchmarked at a national level, a reflective academic assignment and a schedule of short answer and scenario-based questions. This module aims to develop practitioners to undertake preventative and management interventions within contemporary sexual health nursing. The module will facilitate you to identify when patients require referral into specialist sexual health services for the management of complex presentations, sexual violence and/or psychological issues Students will be able to demonstrate the knowledge and skills required to assess, and respond appropriately to health need, whilst working independently and within legal, ethical and professional guidelines. You will have the opportunity to complete the national cervical screening training during this module if you have not previously completed this core skill.

During this module you will develop your knowledge, skills and expertise in supervising and assessing individuals and groups of both patients and other learners in a classroom environment and a clinical practice environment. This will include critical evaluation of key theoretical concepts underpinning learning, supervising and assessment. Building on and deepening prior learning you will further develop a more critical understanding of how patient education in clinical practice can influence ill health prevention and the holistic health and wellbeing of the individual. This will include a critical analysis of the barriers and enablers to your practice role in helping patients learn and change their behaviour. You will also explore models of education in theory and practice contexts and you will practice the delivery of teaching and learning to other individual learners and groups of learners working in clinical practice. Building on prior learning you will critically explore how assessment influences learning and critique the learning challenges of different types of supervision and assessment; including the practice supervision and assessment of competency.

You will develop your knowledge and understanding of the infant and family needing specialist and high dependency care. You will begin by understanding Neonatal physiology from conception to birth, and understand how an infant’s physiology changes to adapt to extra uterine life. You will also learn how any altered physiology/abnormality can lead to ill health within the Neonatal period, requiring specialist and high dependency care. You will learn the importance of a collaborative approach to family centred care and how the needs of the infant’s family are essential to Neonatal practice. You will understand the complexities of caring for a child requiring specialist and high dependency care in relation to nutrition, hydration, pain management, infection prevention, resuscitation, discharge and transfer to neighbouring units or home. The module builds the foundation to discuss these issues and others in the intensive care infant, in the second module of the award.
You will also learn how neighbouring units care for infants and will discuss differences in care and practice to understand Neonatal care regionally.