AC7124 - Transforming Community Specialist Practice through Research, Policy, Evidence and Evaluation

The university supports the Universal Design for Learning (UDL) principles (La, Dyjur, & Bair, 2018). This means learning will be via a blend of web-based resources and face-to-face learning. ‘Flipped learning’ promotes the front loading of theoretical content as preparatory independent study via interactive e-learning packages using Blackboard Ultra. Face-to-face learning is also facilitated by an experienced teacher. The face-to-face sessions will build on the theoretical underpinnings of the web-based resources and focus on application to practice enabling your learning to be more personalised to you. This approach to module delivery promotes active learning as it works to accommodate your learning needs and abilities by offering flexibility and direction gained from the preparatory web-based materials which are then explored and applied during the face-to-face sessions creating new knowledge. Offering multiple ways of learning helps you to engage along with giving you the opportunity to express your learning through action and/or expression. This encourages a positive learning environment where you are likely to feel more engaged and motivated in your learning. Authentic assessment means you that any assessments throughout the module will mirror real life activities that you will be faced with as a SCPHN. Authentic assessment will be an ongoing key feature of the module, via action learning sets, seminars, and web-based materials. These will not only support your learning Page | 3 Page3 across some of the complex aspects of specialist practice such as differing lived experiences but will also support assessment literacy through developing your skills and knowledge of the assessment process. Action learning sets are designed to provide field specific learning and are facilitated by academic staff and practice staff with knowledge and experience in the context of Health Visiting or School Nursing. Your field specific action learning sets will apply context within your specialist area. Authentic formative assessments embedded within the delivery prepare you for the summative assessment requirements. All assessments within the programme will be operated in accordance with standard operating procedures and marked and moderated in accordance with the Assessment Regulations for Taught Awards (ARTA) ensuring the academic standards required for student awards are met. The programme utilises a core lecture and applied seminar approach across the Health Visiting and School Nursing specialisms. You will be required to attend the seminars that are identified as being a core component of your recognised curriculum or standard. Students will be required to complete the assessment applied to their programme specialism.

You will be supported by the module lead who will guide your academic learning and assessment throughout the module. The Module Lead (ML) was involved in developing the e-learning materials, assessment exercises, and will provide some of your face-to-face teaching, and feedback, supported by other staff. This module is supported by Blackboard Ultra and adheres to the university’s minimum standards. The site includes module information, assessment information, power-point presentations and e-learning packages, reading lists and relevant web links. A discussion board is available to the cohort, through which students can post comments and ask questions of their peers while you are not on campus. As identified above, peer support is encouraged and facilitated via the action learning system embedded within this module and your programme of study. You will have a group tutorial will help you prepare for the summative assessment. Your Programme Lead and Personal Tutor are also available to offer guidance on academic support throughout the programme. You will also have an allocated Personal Tutor who will provide advice and support in relation to academic, procedural, and (where desired and appropriate) personal matters during the programme of study you have enrolled on. You will have access to 24/7 generic IT support and specific support from the programme team with any specific IT issues related to the e-learning packages. The University Libraries offer an extensive collection of material, both hard copy and electronic, access to international databases and training in information retrieval. A variety of study-skills-related help sheets, and online videos can be found on the library Skills Plus site. You can also access a range of student support and wellbeing services via Student Central or by accessing the student life and wellbeing pages and Ask4Help via your electronic student portal.

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

Knowledge & Understanding:
1. Synthesise and apply knowledge from research and evaluation that leads to improvements in the health of people, communities and populations and addresses health inequalities. 2
2. Critically appraise epidemiological and contemporary research and policies which demonstrate contribution and gaps for evidence-based specialist public health nursing practice. Intellectual / Professional skills & abilities:
3. Use data and observation to evaluate the effectiveness and acceptability of services that seek to improve health outcomes of their intended users and understand the importance of knowledge dissemination to improve health. Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
4. Confidently evaluate informed judgements about the way research is conducted ensuring professional values and accountability are articulated.
5. Apply relevant legal, ethical, and professional principles and frameworks to engage in independent and collaborative work with a diverse range of people and settings, showing insight and originality in your SCPHN role.

Formative assessment: Full and Part Time Routes. You will develop a 500 word search strategy and plan relating to your research proposal or critical appraisal. You will present this to your peer group in action learning sets and demonstrate the ability to justify and defend your decision making. This will provide opportunity for peer and academic feedback that can contribute to you moving forward in your summative assessment. (MLO 1, 2, 3, 4,5) In addition to the above, the formative assessment for the part-time route students will be required to achieve level 2 Active Participation at progress review four (See PAD). Summative Assessment The summative assessment for this module will require a 3000-word written assignment. You have a choice of either: 1. Critique a public health policy paper, relevant to your area of contemporary Specialist Community Public Health Nursing. (MLO 1, 2, 3, 4, 5)
Or
2. Develop a research proposal which addresses gaps in evidence for your area of Specialist Community Public Health Nursing. (MLO 1, 2, 3, 4, 5) Electronic submission via Turnitin will be utilised for submission of the 3000-word written assignment. Summative feedback on final submission of the assessed work will be given via Turnitin in a structured format to inform future practice.

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Specialist Community Public Health Nurses play a key role in the Governments vision of community understanding, population health and service improvement. You will be encouraged to understand health legislation and current health and social care policies, which influence health research and research priorities and its implementation within your role as a Specialist Community Public Health Nurse. You will be provided with the principles of epidemiological and contemporary strategies in health research and policy to explore other areas with an understanding of research methodologies. This module will enable you to demonstrate your knowledge and skill in data synthesise and apply knowledge from research, evaluation and global innovation that leads to improvements in the health of people, communities and populations and addresses health inequalities.