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Session: 2022/23
Last modified: 12/08/2022 10:47:33
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Title of Module: Professional Practice Development |
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Code: VHNM09006 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Kate
Wilson |
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| Summary of Module |
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This module is intended to provide an academic framework for the student to critically examine accountability and effectiveness in relation to professional values and standards with reference to the legal, ethical, moral and professional requirements across a variety of settings and client groups.
The Professional Standard Authority (PSA) the professional regulators are challenging the GDC currently, not only to improve but change and align dentistry with the other professions and move towards revalidation. This climate of change underpins the need for objective critical analysis of what it means to be a dental health care professional and how all team members need to work harder in promoting values which help retain the public’s confidence in what we do and how we do this.
In this changing context specifically, the student will critically appraise and reflect upon the Scope of Practice for dental nurses (GDC), relevant policies/ procedures, mentorship, fitness to practice, legislation, whistle-blowing, complaint-handling, ethical issues and demonstrate application of this knowledge to practice. Students will be required to actively engage with the subject matter and to review and consider issues arising from practice. They will develop their skills of critical thinking and values clarification by exploring realistic case studies.
This module will further develop the student’s employability and graduate attributes through personal development planning and portfolio development. In addition this will prepare the student as a mentor operating within a dental environment.
The module is delivered on a long-thin basis commencing at the end of Term 1.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically explore professional practice for Dental Nurses with academic rigour whilst focusing on specific legislative, knowledge and skills requirements as outlined in the Scope of Practice.
L2.
Critically analyse ethical and legal issues relevant to professional healthcare practice.
L3.
Critically examine the obligations of professional regulation and accountability in the conduct of dental health care practitioners.
L4.
Appraise the role of the mentor to create a positive learning environment for the dental team.
L5.
Demonstrate and evaluate mentorship in practice that meets General Dental Council competencies and outcomes. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Development of analytical skills required for reflection, utilising this in relation to clinical dental practice.
Understanding the interplay of ethical, professional and legal aspects of professional practice and care delivery within a health care context.
Knowledge of the role of the mentor in accordance with General Dental Council guidance. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using an understanding of the ethical, professional and legal principles that underpin practice to provide holistic care in a variety of settings and across client groups.
Inputting to decision-making in challenging situations by participating in logical argument.
Advising clients and families on their rights in relation to dental health care.
Application of knowledge and understanding of mentorship whilst operating within the dental team. |
| Generic Cognitive skills |
SCQF Level 9.
Demonstrate knowledge and understanding of the scope of professional and multi-disciplinary values and practice.
Using critical incident analysis to reflect on and examine professional practice.
Constructing logical and compelling arguments in decision making.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Developing information literacy, knowledge management and e-learning skills.
Making effective use of electronic resources in accessing information.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Practice as an accountable health care worker who can work autonomously and accept responsibility for own practice.
Assertively interacts with other professionals in care decision-making.
Recognising the need to respect client autonomy and choice.
Accountability for personal and professional maintenance. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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Learners will participate in a combination of Lectures, reflection, self-directed learning, research, portfolio development, discussion groups, presentations, IT, collaborative working, enquiry based learning and report writing. This will be a long thin module will be introduced at the end of term 1 to allow completion of their professional portfolio by the end of the programme. This is to allow students to reflect on modules in relation to personal development planning, mentorship whilst reflecting upon their graduate attributes. This shall allow students time to consolidate learning and build their portfolio which will support the burden of assessment by spreading across a longer period.The learning and teaching strategies on this module contribute to the development of UWS graduate attributes as outlined in “I am UWS” see link:
https://www.uws.ac.uk/current-students/your-graduate-attributes/
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 10 |
| Tutorial/Synchronous Support Activity | 10 |
| Laboratory/Practical Demonstration/Workshop | 10 |
| Personal Development Plan | 6 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
General Dental Council (2016)Protecting Patients, Regulating the Dental Team. London: GDC
Jasper,M and Rosser,M. (2013) Professional Development, Reflection and Decision-Making in Nursing and Healthcare: Vital Notes (Advanced Healthcare Practice. 2nd ed. West Sussex: John Wiley and Sons Ltd.
Lillyman,S. and Merrix,P. (2014) Portfolios and Reflective Practice. Survival Guide. Oxon:Routledge
Quality Assurance Agency (2011) Graduates of the 21st century: Integrating the EnhancementThemes.[Online] Available: http://www.enhancementthemes.ac.uk/docs/publications/graduates-for-the-21st-century-integrating-the-enhancementthemes-leaflet.pdf?sfvrsn=22
Shaw, M.E. and Fulton, J. (eds.) (2015) Mentorship in Healthcare. (2nd ed)Glasgow: M&K Publishing
Websites:
https:// www.nhscareers.nhs.uk
https// www.prospects.ac.uk
https://www.gdc-uk.org/
https://learn.nes.nhs.scot
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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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. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Midwifery & Specialist Nursing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Midwifery & Specialist Nursing DAB |
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| Moderator | Claire Manning |
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| External Examiner | V Hewson |
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| Accreditation Details | |
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| Version Number | 1.06 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Portfolio. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Please see NCL's equality and diversity policy:
http://www.nclanarkshire.ac.uk/us/media-centre/downloads/equality-diversity-downloads
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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