University of the West of Scotland

Postgraduate Programme Specification

Session: 2022/23

Last modified: 29/04/2022 14:16:17

Named Award Title:MSc Leading People-Centred Integrated Care

Award Title for Each Award: MSc  Leading People-Centred Integrated Care
PG Cert  Leading People-Centred Integrated Care
PG Dip  Leading People-Centred Integrated Care

Awarding Institution/Body: University of the West of Scotland
Language of Instruction & Examination: English
Award Accredited By:UWS
Maximum Period of Registration:
Mode of Study:Part Time
Campus:Distance/Online Learning

School:School of Health and Life Sciences
Programme Leader:Helen Rainey

Admission Criteria

Candidates must be able to satisfy the general admission requirements of the University of the West of Scotland as specified in Chapter 2 of the University Regulatory Framework together with the following programme requirements:

Appropriate Undergraduate Qualification
Applicants should normally possess an appropriate undergraduate degree in, for example but not exclusively, health, social sciences, or business-related field
Other Required Qualifications/Experience

This programme will be open to people with an undergraduate degree who are involved in managing, planning, commissioning, or providing care and support across health, social care, housing, independent and third sectors, and for those who have a role in education, regulation, inspection or assuring the quality of integrated services and practice, or staff within this field who have considerable experience but do not have an undergraduate degree in line with UWS Regulatory Framework.

Applicants must provide an extended written application letter demonstrating that they have sufficient professional or practice-based experience to undertake their chosen study. Applicants must be able to draw from relevant current management or practice experience to meet the programme’s assessment requirements.

For International students who do not have English as their first language, an International English Language Testing System (IELTS) score of 6 or above (5.5 in each component) or TOEFL (America Test of English as Foreign Language) of iBT 80 are acceptable as evidence of proficiency in English. The English language test should be current, that is, passed no more than 2 years prior to the date of admission onto the programme. A more extensive list of UWS accepted language qualifications is available at: http://www.uws.ac.uk/english-language/


Further desirable skills pre-application

A level of skills and experience in Information Communication Technology sufficient to engage positively with online material, both in teaching and assessment. For example, students will be expected to complete the online module 'Head Start', an introductory module to Master's level study.


General Overview

The MSc Leading People-Centred Integrated Care programme is designed to provide a progressive pathway of Master's level study for staff working in the cross-sectoral field of health and social care, managing, planning, commissioning, or providing care and support across health, social care, housing, independent and  third sectors, and for those who have a role in education, regulation, inspection or assuring the quality of integrated services and practice. The programme will empower and enable them to contextualise, develop and lead integrated services to promote and enhance quality of care and improve outcomes for people, professional and organisations.

The Public Bodies (Joint Working) (Scotland) Act (2014) and the World Health Organisations (2012) Strengthening a Component Workforce, position the integration of health and social services as the principal means of transforming the delivery of health services. This is in response to the global challenge associated with the changing demographics and the burden of chronic disease. From a national and international perspective there is a recognised shift towards preventative, person-centred care and support, valuing the role that all members of staff, people using the service, carers, families, and communities play in the implementation and delivery of integrated services. These principles will be at the centre of MSc Leading People-Centred Integrated Care and will be addressed through the following programme aims:

1. Critically explore the concept of outcomes based, people-centred, integrated care from an individual, communities, service, organisational, and international perspective

2. Develop a critical awareness of the important role of contextual, cultural and socio-economic factors in improving population health and wellbeing outcomes.

3. Apply systematic and strategic thinking skills in planning, designing, implementing, and evaluating people centred integrated care.

4. Demonstrate a critical understanding of compassionate, creative, and courageous leadership behaviours required to support transformational change and improve outcomes with people.

The programme aims are embedded within the modular themes and align themselves closely to the five strategies identified within the Framework on Integrated People-centred Health Services (WHO 2016) and the 9 Pillars of Integrated Care (International Foundation for Integrated Care 2020).

A key feature is the focus on building on students’ existing knowledge and skills in order that they continue to develop both academically, personally, and professionally utilising active learning strategies. This supports the concept of lifelong and career-long learning. The programme team recognise the shared and asset based learning that will take place between the international diversity and the cross sectoral and inter-professional roles represented by the students that this programme will attract has been recognised. This will be in additional to the impact on the cultural appreciation and shifts that are required to ensure the delivery of integrated, person-centred services. This will be supported with the use of Appreciative Inquiry to support transformational change.

The programme will consist of core and option modules set within a framework of interrelated themes which will include relevant policies, communication, leadership and change management. These all play a key role in the development of people centred-integrated services and rather than being individual modules these will be common cross cutting themes throughout the core programme modules.

The programme will be delivered through a range of modules and supports achievement of UWS Curriculum Framework (2021) by offering a flexible, student centred learning environment and technologies to facilitate the development of cognitive skills that will enhance professional practice and development.

Further, all modules and assessments within the programme reflect and take cognisance of all the concepts of Mastersness (Scottish Higher Education Enhancement Committee (SHECC) (2013). These facets of Mastersness are equally relevant to academic and professional development and will be related to both theory and practice throughout the programme and complimenting the 'I Am UWS' Graduate Skills.

The integration of health and social care is an evolving model of service delivery, both from a national and international perspective. With this in mind, the delivery and ongoing development of the MSc Leading People-centred Integrated Care is supported by colleagues within the university and by relevant external organisations. It is developed and supported in alignment with the established BA (Hons) Integrated Health and Social Care programme.


Graduate Attributes, Employability & Personal Development Planning

Graduate Attributes

UWS Graduate Attributes aim to prepare graduates who will be Universal, Work ready and Successful. Therefore, through studying the MSc Leading People-centred Integrated Care programme at UWS, students will develop attributes across three dimensions which encapsulate the breadth of the learning experience at University level, i.e., Academic; Personal; and Professional.

The graduate attributes are at the heart of the MSc Leading People-centred Integrated Care programme being promoted within all modules and to encourage positive outcomes and destinations for our students on completion of this Maters programme. The promotion of the  'I Am UWS' graduate attributes strengthens this focus with the aim that graduates from this programme are 'work ready' and able to contribute both locally and internationally'.

UWS Graduate Attributes clearly align with the three corporate drivers of Student Success, Research and Enterprise, and Global Engagement from the refreshed strategy, which are translated in the graduate attributes model as Universal, Work-ready and Successful (UWS). These overarching statements are then aligned with the three dimensions of Academic, Personal and Professional with recognition that each of these are supported and contextualised by programme-specific key skills and competencies.

UWS graduates are:

Universal - globally relevant with comprehensively applicable abilities, skills and behaviours.

Work ready - dynamic and prepared for employment in complex, ever-changing environments which require lifelong learning and resilience.

Successful - as a UWS graduate with a solid foundation on which to continue succeeding and realising my potential, across various contexts.

This programme recognises the importance of the UWS graduate attributes and is designed to develop graduates with in depth knowledge of contemporary integrated health and social care within a national and international context (WORK READY and UNIVERSAL). The programme will enhance the students’ future careers by creating opportunities and challenges for students to understand and evaluate professional issues to support transformational person-centred and compassionate integrated health and social care services (WORK READY and SUCCESSFUL). The programme will develop students’ analytical knowledge and critical thinking skills to lead and develop the delivery of person-centred services within a variety of health and social care environments (SUCCESSFUL and UNIVERSAL).

Student success is at the heart of the programme. The programme team will support students to achieve success and encourage them to develop proactive attitude towards their professional development, allowing them to build a successful career (UNIVERSAL, WORK READY and SUCCESSFUL).

Employability

One of the goals of the UWS Corporate Strategy is ensuring that all graduates from UWS will be work-ready and able to contribute at both a local and global level. This will be a key ethos of the MSc Leading People-Centred Integrated Care programme, which will value the opportunity to reflect and learn from the ‘real world’ of the workplace as an essential component of the programme. Personal and professional experiences will enhance and enrich the programme and will provide the opportunity to continue to develop academically, personally and professionally utilising active learning strategies. This supports the concept of lifelong and career-long learning recognising that gaining a postgraduate qualification can lead to a variety of career opportunities and destinations within the evolving and diverse sector of integration.

Through utilisation of Appreciative Inquiry and a shared community of learning within the MSc Leading People-Centred Integrated Care programme, students will develop an appreciation, understanding and respect for the different professional, sectoral, organisational and international cultures and enhanced leadership and influencing skills. This will enable the students to be adaptable, responsive and change agents within their area of practice or sphere of influence.

Personal Development Planning

Students enrolled at the University of the West of Scotland shall, through engagement with the Personal Development Planning (PDP) process, become aware of their knowledge, skills and abilities and how they might develop them through personal development planning and as lifelong/career long learners. The University of the West of Scotland policy for the integration of PDP is implemented throughout this programme of study albeit that this may already be an established process within some of the students’ current professional requirements.

Following completion of the MSc Leading People-Centred Integrated Care, students can progress to further study through completion of PhD or Professional Doctorate studies.

Work Based Learning/Placement Details

It is anticipated that the teaching, learning and assessment strategy will allow students to contextualise learning to current and / or future professional employment within the field of health and social care.

Engagement

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time.

Where a programme has Professional, Statutory or Regulatory Body requirements these will be listed here:

Students are defined as academically engaged if they are regularly engaged with timetabled on-line teaching sessions including virtual meetings, course-related learning resources on the virtual learning platform, contact with module coordinators and programme lead and complete assessments and submit these on time.

Equality and Diversity


The University's Equality, Diversity and Human Rights Procedure can be accessed at the following link: UWS Equality and Diversity Policy

Equality and diversity is at the heart of the MSc leading People-centred integrated Care programme – recognising that this is key to the student experience.

Through the hybrid approach taken within the programme it is inclusive and supports the belief of fairness and equal opportunities across the teaching and learning, assessment, and evaluation process within the programme. This is further supported by any anticipatory adjustments and additional flexibility that is required to ensure accessibility to the programme.

All students are encouraged to ensure disclosure disability and any specific individual needs is taken cognisance by the programme and individual module teams.

To ensure the programme is responsive to the demand for equality and diversity
UWS Equality and Diversity Policy is a key driver in the ethos of teaching and learning processes within the programme.


Programme structures and requirements, SCQF level, term, module name and code, credits and awards ( Chapter 1, Regulatory Framework )

A. PG Cert
Learning Outcomes (Maximum of 5 per heading)

Knowledge and Understanding

A1Demonstrates critical knowledge relating to the constructs and complexities associated with leading people-centred integrated services from a global, cross sectoral and inter-professional perspective.
A2Develop a critical understanding of the contemporary discourse in relation to models of integration from a global perspective and the principles and boundaries associated with these in practice.
A3Demonstrate a critical understanding of the cultural diversity associated with enabling and empowering the delivery of people-centred integrated services from a global, cross-sectoral, and inter-professional perspective.
A4Develop a critical knowledge and understanding of the concept of transforming an integrated outcomes-based service focusing on reducing health inequalities global, cross sectoral and inter-professional perspective.
A5Demonstrate a critical understanding of the contemporary discourse around contemporary global health topics.

Practice - Applied Knowledge and Understanding

B1Develop a critical understanding of the unpredictability of the cultures, trends and behaviours of people involved in the delivery of people-centred integrated services from an individual, service, organisational, community and international perspective.
B2Explore and demonstrate qualities to lead change and do things differently within people-centred integrated services through compassion, creativity, courage, and flexibility focusing on a personal outcomes approach and team working.
B3Critically reflect on the practice of self and others to enhance professional self-judgement and the development of enhanced communication, leadership and team working skills.
B4Critically apply the conditions necessary to facilitate empowerment and engagement of people.
B5Critically evaluate one's own values and beliefs and their impact on policy, strategy and practice.

Communication, ICT and Numeracy Skills

C1Communicate, using appropriate methods, with a range of audiences who have different levels of knowledge and expertise.
C2Use a wide variety of ICT skills to support and enhance people-centred integrated services.
C3Work constructively with others to progress one's own learning in relation to people-centred integrated services and to critically reflect on these.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Critically analyse, evaluate, synthesise, and contextualise the principles at the forefront of the delivery of people-centred, integrated services through creating the conditions necessary for successful implementation.
D2Critically review, consolidate and extend knowledge, leadership skills, practices and thinking within the practice of people-centred integrated services.
D3Critically reflect on one's own views, perspectives, practice, and experience using rational argument and evidence-based principles to develop professionally, engaging, and empowering others.

Autonomy, Accountability and Working With Others

E1Critically review one's own knowledge of professional autonomy, accountability, regulation, legal, and ethical issues in relation to working within integrated services.
E2Demonstrate the ability to make autonomous decisions and be able to function confidently as a member of an integrated team or organisation.
E3Critically analyse the appropriate utilisation of the professional frameworks and the full spectrum of other appropriate practices to allow the development of an appreciation and respect of differing professional, sectoral, organisational, and international cultures.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11NURS11145Creating the Conditions for Integrated Care20check mark  
11NURS11144Leading and Transforming Together20 check mark 
11NURS11146People and communities20  check mark

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Progression and Award

Students who successfully complete the three core modules (total of 60 credits at SCQF level 11) will be eligible to exit with the PG Cert Leading People-Centred Integrated Care.


B. PG Dip
Learning Outcomes (Maximum of 5 per heading)

Knowledge and Understanding

A1Demonstrate a critical understanding of contemporary theory, principles, and concepts in relation to research design and methods, contextualising within own area of practice.
A2Integrate a detailed knowledge of the principles to support the value for people, professionals, and organisations.
A3Demonstrate an in-depth knowledge of quality improvement methodologies and health economics to improve personal and system outcomes.

Practice - Applied Knowledge and Understanding

B1Use innovation and creativity in application of knowledge, understanding and practices in relation to gathering, generating, and disseminating knowledge.
B2Application and synthesis of knowledge of research which demonstrates an understanding of evidence-based policy and practice related to people-centred integrated care.
B3Critically evaluate complex issues demonstrated through rational argument which then delivers best practice impacting on people-centred integrated care.

Communication, ICT and Numeracy Skills

C1Demonstrate critical thinking, writing and communication skills with peers, senior colleagues, and others.
C2Demonstrate appropriate use and evaluation of ICT and numeracy skills as considered appropriate to advanced leadership, management, or practice roles.
C3Identify relevant information and categorise in order of significance, communicating important information effectively and timeously.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Develop original and creative responses to complex situations.
D2Synthesise information from the evidence base/research to respond to complex problems and issues.
D3Justify the individual's role in practice, consultancy and the development of inter-professional policy and strategy within people-centred integrated practice.
D4Rationalise alternative views and perspectives within a wide range of topical and controversial issues relating to people-centred integrated practice.

Autonomy, Accountability and Working With Others

E1Exercise substantial autonomy, responsibility, and innovation in all professional activities.
E2Critically evaluate advanced skills contextualised to own professional practice in people-centred integrated care and leadership contributions to practice, policy and strategy.
E3Critically analyse and synthesise the utilisation of frameworks and practice standards in people-centred integrated care which may lead to change in outcomes.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11MIDW11003Research for Health & Social Care20 check mark 
11NURS11147Value for People, Professionals,Organisations20check mark  

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11NURS11151Assessment of Capacity20  check mark
11NURS11064Delivering Compassionate Care20  check mark
11NURS11012Independent Study (HSCE)20check mark  
11NURS11129Introduction to eHealth20check mark  
11NURS11049Quality Improvement in Healthcare20check mark  
11NURS11009Social Marketing in Health20check markcheck mark 

* Indicates that module descriptor is not published.

Footnotes
Although students will have other modules in Term 1 and 2 the students can choose an option module across all terms, if desired.

Criteria for Progression and Award

Successful completion of the two core modules and option module(s), in addition to the PG Cert of 60 Credits at SCQF Level 11, provides a minimum of 120 credits at SCQF Level 11, the student will be eligible to exit at this point with a minimum of 120 credits SCQF Level 11, with the award of PGDip Leading People-centred Integrated Care.

Students who require to conclude their postgraduate study without successful completion of the module grouping specified for the exit award of PG Cert Leading People-centred Integrated Care, may be eligible to exit with a PG Cert Integrated Care. To exit with this award, students will have accrued a minimum of 60 credits at SCQF Level 11 from a combination of modules at PG Cert and PGDip within this programme. This award ensures that a student will gain a PG Cert exit award which demonstrates graduate attributes at PG Cert level.

Distinction will be awarded to awards of PGDip in line with UWS Regulatory Framework.


C. Masters
Learning Outcomes (Maximum of 5 per heading)

Knowledge and Understanding

A1Demonstrate a detailed critical knowledge that covers and integrates most, if not all, of the main aspects of research methodology utilised within health and social care.
A2Critically analyse concepts of theory, systems and practice and the influence of these concepts on a wide range of issues related to integrated care.
A3Critically appraise the contextualisation of global strategy and policy and strategic developments in relation to integrated care.
A4Critically debate a variety of mechanisms used in strategic development and project management, appraising relevant individual and organisational factors involved in integrated care.

Practice - Applied Knowledge and Understanding

B1Demonstrate originality and creativity in the choice of topic related to integrated care /methodology used and development of a research project or research proposal.
B2Utilise knowledge and understanding of contemporary research related to integrated care, to contribute to the body of knowledge at the forefront of the student's area of professional practice.

Communication, ICT and Numeracy Skills

C1Utilise a range of advanced communication methods and numeracy skills to support and enhance research and professional practice.
C2Design the presentation of information for dissemination across the appropriate levels and areas of the professional audience and organisational contexts.
C3Evidence of advanced ICT skills in extensive online database searching and utilisation of a range of ICT software to support writing of the dissertation.

Generic Cognitive Skills - Problem Solving, Analysis, Evaluation

D1Critically review, analyse, synthesise, and contextualise a range of research theories which will support a change of policy strategy or impact on practice.
D2Demonstrate originality and creativity in defining new and abstract problems which identify gaps in care or require solutions through the research evidence base.
D3Critically appraise and evaluate research and other forms of evidence to ensure only best evidence is used to support changes or developments in policy and practice.

Autonomy, Accountability and Working With Others

E1Critically demonstrate substantial autonomy and initiative in professional practice and research activities.
E2Demonstrate synthesis and application of effective accountability and leadership to make significant contributions to policy and strategy at a local, national, and global level, where appropriate.
E3Manage complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.

Core Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
11NURS11010MSc Dissertation (HLS)60check markcheck markcheck mark

* Indicates that module descriptor is not published.

Footnotes

Optional Modules
SCQF Level Module CodeModule NameCreditTermFootnotes
123
               

* Indicates that module descriptor is not published.

Footnotes

Criteria for Award

Successful completion of the PG Cert of 60 credits at SCQF Level 11, in addition to the PG Dip of 60 Credits at SCQF Level 11, and successful completion of the MSc Dissertation module provides 60 credits at SCQF Level 11 and a total of 180 credits at SCQF Level 11. This is commensurate with the exit award of MSc Leading People-Centred Integrated Care (as per UWS Regulatory Framework).

Distinction will be awarded in line with UWS Regulatory Framework.


Regulations of Assessment

Candidates will be bound by the general assessment regulations of the University as specified in the University Regulatory Framework.

An overview of the assessment details is provided in the Student Handbook and the assessment criteria for each module is provided in the module descriptor which forms part of the module pack issued to students. For further details on assessment please refer to Chapter 3 of the Regulatory Framework.

To qualify for an award of the University, students must complete all the programme requirements and must meet the credit minima detailed in Chapter 1 of the Regulatory Framework.

Combined Studies

There may be instances where a student has been unsuccessful in meeting the award criteria for the named award and for other more generic named awards existing within the School. Provided that they have met the credit requirements in line with the SCQF credit minima (please see Regulation 1.21), they will be eligible for an exit award of PgCert/ PgDip in Combined Studies.



Version Number: 1.04