1. School of Healthcare FACULTY OF MEDICINE AND HEALTH The design and delivery of an interdisciplinary MSc in Advanced Practice Professor Claire Hale

2. Development of the Programme In 2008 we decided to develop a Multidisciplinary Masters in Advanced Practice Under discussion and development for some time A number of MSc programmes were coming up for re -validation and professional groups in the School were beginning to talk about Advanced Practice. But …..our existing (mainly uni professional) masters programmes were popular and highly regarded

3. Influencing Factors in the Development of the Programme The development of the role of ‘advanced practitioner’ Policy documents advocating the development of the role and its incorporation into the KSF The push for improving multiprofessional working The involvement of the professional bodies in the debate about registration of advanced practitioners The Yorkshire and Humber multi professional advanced practice competences The fact that many of the graduates from our existing masters courses went on to become advanced practitioners

4. Aim of the Programme To develop a programme that will enable practitioners to meet the criteria for advanced practice as determined by : 1. employers 2. professional bodies

5. …and also Incorporate a number of the existing masters programmes in the school Be a route for further study for those completing a post graduate certificate in the school Be a foundation for a Professional Doctorate Be multiprofessional

6. Advantages of Multiprofessional Working Multi professional working is a fact of life in the NHS It has been on the agenda of the NHS for many years Many advanced practitioners work at the boundaries of their practice A course which fosters multiprofessional learning and teaching will facilitate the development of good working relationships At Leeds we have many years experience in developing multi professional courses at different levels

7. School of Healthcare Careful thought had to be given to how we could incorporate the quality of our existing programmes into a new innovative multiprofessional programme designed specifically to meet the advanced practice agenda Task / Challenge 1 – agree a definition of an advanced practitioner

8. Definition of an Advanced Practitioner A highly experienced practitioner who is able to demonstrate a high level of defined competencies and an enhanced depth and breadth of knowledge, which enables them to manage patients/clients autonomously. They have the freedom to act and make complex judgements across appropriate practice situations. This incorporates leading and developing practice, diagnostics, therapeutics, decision making and clinical management in collaboration with other members of the team” (West Yorkshire Strategic Health Authority 2007)

9. SHA Domains for Advanced Practice Competences Providing effective healthcare Improving the quality and health outcomes Evaluation and research Leading and developing practice Developing self and others Working across professional and organisational boundaries Innovation and changing practice. Professional body definitions where they existed– were compatible with the above although the emphasis might differ

10. Comparing SHA criteria with Professional Body criteria 25% 16% 68% 36% 34% SHAPhNMCRCRL Effective Healthcare

11. Comparing SHA criteria with Professional Body criteria

12. None of the professional bodies that we were dealing with had a register for Advanced Practitioners This made life easier because we did not have to invite any Professional Bodies to our validation event. The different emphasis in the different professions views of advanced practice meant that our programme was going to have to be very flexible

13. Curriculum Design Issues Advanced Practice and Technical Skills Advanced Practice is not just about developing new technical skills – but in many advanced practice roles, technical skills play an important role- but these might differ between professions

14. Curriculum Design Issues Inclusivity Student from different professions would need to be able to fulfil the requirements of their own professional bodies for advanced practice

15. Curriculum Design Issues Flexibility Core modules would be kept to a minimum and students would have a wide choice of option modules As far as possible as many modules as possible had to be open to as many professional groups as possible

16. Curriculum issues Competence based We wanted to ensure that there was some way that everyone undertook some form of competence based assessment which would be linked to the achievement of the SHA Advanced Practice competences and the respective professional body competences

17. Structure of the Programme Master Degree - composed of 180 M level credits 105 M level credits from multiprofessional core modules 75 M level credits from option modules

18. Entry Criteria Applicants will be currently registered with the appropriate health care professional body and Applicants will normally possess a 2:1 Honours Degree from a recognised higher education institution in health related discipline and Be working in an area where agreement has been obtained to develop advanced practice skills and Have written support from their manager and the availability of an appropriate mentor. and Satisfactory application and interview Opportunities for accreditation of prior certificated learning (APCL) and/or accreditation of prior experiential learning (APEL) are available

19. Structure of the Programme Core and Option Modules Core Modules Issues and Concepts in Advancing Professional Practice (Advanced Practice 1) 15 Level M credits Clinical Based Learning (Advanced Practice 2) 30 Level M credits Research Methods: 15 Level M credits Dissertation Module: 45 Level M credits Option Modules -

20. Most popular option modules SLIP ( mentorship) Clinical Assessment and Diagnostics Independent Prescribing Physiology Service delivery Leadership Evidence based practice Medicine management modules Work based learning

21. Structure of the Programme: Entry and Exit Points Entry points at start of the programme with a certificate ( designated) ( APL/ APEL up to 60 credits ) Exit points Diploma Masters

22. Structure of Course Diploma in Advanced Practice (120 M level credits) 2 core module (45credits ) – AP1 and AP2 option modules (75 credits ) Masters in Advanced Practice ( 60 more credits) Research module - 15 credits Dissertation - 45 credits

23. Structure of Programme

24. Certificate Entry Rather than have a certificate exit we decided to have a certificate entry We have developed/ are developing a number of PG certs which will give successful students priority entry to the MSC Advanced Practice should they wish to proceed

25. Most popular modules Stroke Care Leadership Independent Prescribing and Clinical Assessment Evidence based practice Service development Innovation and change SLIP Physiology Assessment and diagnostics Medicine management modules In preparation Clinical Assessment Audiology Cardiac Physiology

26. Time Commitment Part time course Taken over 3-5 years Potential for full time students at the certificate level

27. Key Ingredient for success Commitment from employers- Time and support in the workplace to enable students to achieve the required competences Sufficient work based supervisors

28. Progress so far…. We over recruited ! 24/20 Nurses, pharmacists, audiologists, midwife, para medic 1 left, 1 suspended studies Interest buoyant for next year