Programme Specification for the 2015/6 academic year

PGCert Clinical Leadership and Transformational Service Change

1. Programme Details

Programme namePGCert Clinical Leadership and Transformational Service Change Programme codePCT0PSYPSY03
Study mode(s) Academic year2015/6
Campus(es)Streatham (Exeter)
NQF Level of the Final Award7 (Masters)

2. Description of the Programme

This innovative Postgraduate Certificate programme has been developed to enable you to respond effectively to the requirements of the Department of Health to develop responsive, evidence-based services. As a senior clinical or service lead in a healthcare organisation, you need the most up-to-date knowledge about evidence-based practice and service transformation to equip you to respond to the challenges of initiatives such as Improving Access to Psychological Therapies or Practice-based commissioning. Based on the Exeter Leadership Model, this Programme provides you with the latest research knowledge and skills in clinical leadership and evidence-based practice together with individualised coaching and mentoring to support your task in service transformation. It will also offer you an opportunity to reflect on your own leadership skills alongside the latest academic thinking.

3. Educational Aims of the Programme

The academic scope of the programme incorporates the following topics to help you work more effectively as a leader:

  • leadership theory

  • health service complexity

  • values-based service change

  • supervision and appraisal

  • management of change

Learning and teaching methods include lectures and seminars, small group facilitated reflective sessions, individual coaching and mentoring sessions with a senior member of the Programme staff. The learning environment will include university-based sessions and workplace visits. The distinctive intention of this programme is to support clinical and service leaders in making transformational service changes in the context of the latest academic research in leadership conducted by the University of Exeter.

4. Programme Structure

The PGCert Clinical Leadership and Transformational Service Change programme is a nine month part-time programme of study at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ). This programme consists of a single stage.

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the College web site

You may take option modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module. Descriptions of the individual modules are given in full on the College web site.

www.exeter.ac.uk/cedar/programmes/

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.

Stage 1


60 credits of compulsory and non-condonable modules

Compulsory Modules

CodeModule Credits Non-condonable?
PSYM190 Leadership and Sustainable Development in Health Care Settings 15Yes
PSYM193 Reflective and Evidence-based Practice in Health Care Settings 15Yes
PSYM194 Health Care Service Transformation Project 30Yes

6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Reconstruct health care settings as complex organisational systems
2. Demonstrate your knowledge of the key features associated with leadership in health service transformational change and sustainable development
3. Critically appreciate a range of key practice issues associated with the sustainable development of routine outcome monitoring in clinical practice
4. Differentiate a range of key practice issues associated with the sustainable transformation of clinical practice

Lectures and group tutorials based at the University. An agreed number of timetabled individual coaching and mentoring sessions with a senior member of staff by phone, video conference and site visit.

Essay in Applied Clinical Leadership (ILOs 1, 2,)
Service transformation project overview (ILOs 1, 2, 4)
Written outcome monitoring report (ILOs 1, 3,4)
Service Transformation Report (ILOs 1, 2, 4)

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

5. Synthesise new approaches to contribute to the development of methodology and understanding in transformational service change and sustainable development
6. At an advanced level demonstrate your ability to address systematically complex leadership dilemmas which may be framed within unpredictable contexts, to think critically, creatively, and independently, and to fully appreciate the complexities of the issues
7. Communicate complex and contentious information clearly and effectively to specialists and non-specialists, acting as an effective clinical leader
8. Synthesise new approaches to contribute to the development of methodology and understanding in reflective evidence-based practice in clinical leadership

Lectures and group tutorials. Guided independent study. Individual coaching and mentoring sessions.  Individual Reflective Journal to help you explore the relationship between theory and practice.

Essay in Applied Clinical Leadership (ILOs 5, 6, 7)
Service Transformation project overview (ILOs 5, 6, 7 , 8)
Service transformation project presentation(ILOs 5, 6, 7)
Individual Reflective Journal (ILOs 6, 8)

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

9. Analyse and manage the implications of ethical dilemmas and work proactively to formulate solutions
10. Manage complexity, incompleteness and contradiction through leadership and effective team working
11. Function independently and reflectively as a learner

Lectures and group tutorials. Guided independent study. Individual coaching and mentoring. Moderated online group weblog to enable you to share practice transformation experiences with other students  weblog.

Service Transformation Report (ILOs 4, 5, 6,7, 8, 9,10)
Moderated online group weblog (ILOs 9, 10, 11)

7. Programme Regulations

Credit

The programme consists of 60 credits taken part-time over a year.

Progression to Award

You must pass all the modules in the table above. The pass mark for these modules is 50% with an additional requirement to pass all individual assessments within individual modules. If you fail any modules you will not be permitted to continue with the programme and your registration as a student will be terminated with immediate effect.

The award of PGCert will be achieved upon successful completion of the programme.

Classification

Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.

8. College Support for Students and Students' Learning

Personal and Academic tutoring: It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you on individual modules; the role of personal tutors is to provide you with advice and support for the duration of the programme and extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

IT Support within Psychology: WithinPsychology there is a well-equipped suite of PCs dedicated for postgraduate use, with further support provided by a dedicated IT and statistics helpdesk.

Student Support Services: A range of services are available to support your study both from within Psychology. These include:

  • Team development programme.
  • Personal and professional development planning.
  • Student handbooks and programme guides.
  • Range of specialist advisors, including for: women students, non-school leavers, and overseas students.
  • Computing and Statistics Help Desk.
  • Virtual Resource Room and other web-based learning materials.
  • Clinically focused seminars, the ‘Think Tank’, provided by the Mood Disorders Centre.

All modules will have ELE pages. ELE is the University of Exeter's online Virtual Learning Environment (VLE). It provides an online set of integrated tools to support e-Learning activities and enables students to access course materials and use tools such as Discussion Forums and Quizzes to interact online.

Student/Staff Liaison Committee enables students and staff to jointly participate in the management and review of the teaching and learning provision during termly meetings.

9. University Support for Students and Students' Learning

Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.

10. Admissions Criteria

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.

Candidates must satisfy the general admissions requirements of the University of Exeter. (http://www.exeter.ac.uk/undergraduate/applications/index.html)

Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.

Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.

Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.

Applicants must be in clinical or service leadership roles in and NHS or independent healthcare setting.

Applicants must have completed a recognised professional clinical training or relevant undergraduate degree. Previous leadership training would be desirable. Further guidance on admissions to the Programme is available from the Programme Director.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

(http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/fullcontents/)

12. Indicators of Quality and Standards

This programme is not accredited by an external agency.

13. Methods for Evaluating and Improving Quality and Standards

The University and its constituent Colleges draw on a range of data to review the quality of educational provision. The College documents the performance in each of its taught programmes, against a range of criteria on an annual basis through the Annual Programme Monitoring cycle:

  • Admissions, progression and completion data
  • In Year Analysis data
  • Previous monitoring report
  • Monitoring of core (and optional) modules
  • External examiner's reports and University and College responses (reported to SSLC)
  • Any Professional, Statutory and Regulatory Body/accrediting body or other external reports
  • Consultation with employers and former students
  • Staff evaluation
  • Student evaluation
  • Programme aims

Subject areas are reviewed every four years through a periodic subject review scheme that includes external contributions. (http://admin.exeter.ac.uk/academic/tls/tqa/Part%209/9JREVISEDPSRSCHEME.pdf)

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

College of Life and Environmental Sciences (CLES)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

Accreditation for this programme has been granted by the BPS as meeting the standards required for accreditation as an Improving Access to Psychological Therapies Psychological Wellbeing Practitioner programme.

18. Final Award

PGCert Clinical Leadership and Transformational Service Change

19. UCAS Code

N/A

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits

60

ECTS credits

30

22. QAA Subject Benchmarking Group

23. Dates

Origin Date

24/02/2012

Date of last revision

17/02/2015