2024/25 Taught Postgraduate Module Catalogue

HECS5324M Advanced Practitioner Inquiry (Apprenticeship)

25 creditsClass Size: 30

If you are applying for a stand-alone Masters level module please note you must meet either the general University entry criteria or the specific module pre-requisite for this level of study.

Module manager: Sandy Herron-Marx
Email: s.herron-marx@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2024/25

Co-requisites

HECS5169M	Issues and Concepts of Advancing Practice
IOFN5004M	Research Methods

This module is mutually exclusive with

HECS5298M

Advanced Practitioner Inquiry

This module is not approved as an Elective

Module summary

The module aims to enable the practitioner to examine and develop their practice in relation to local and profession specific standards of advanced practice. The module recognises the unique nature of individual practitioner's practice with the intention of stimulating the production of work to which they attach value. The practitioner will undertake a detailed literature review, which examines a specific aspect of practice and culminates in an appropriate and achievable research question. The student will develop a robust research proposal, which focuses upon the practical methodological, methods and ethical considerations. The underpinning focus of the work will be to produce a clinical useful piece of work which demonstrates the impact advanced practitioners can have on service delivery.

Objectives

The aim of this module is to enable final year MSc Advanced Clinical Practice (apprenticeship) students to develop and demonstrate knowledge, skills and attitudes commensurate with profession specific and advanced healthcare practitioner competencies. Commensurate with this, students will design, propose and evaluate an inquiry, which focuses on the impact advanced practitioners can have on improving the quality of patient care within their practice environment.

Learning outcomes

1. Conduct a rigorous Inquiry comprising the following:
- Establish a contextualised inquiry focus and problem identification
- Review the literature and conduct evidence appraisal
- Plan and organise the inquiry which is underpinned with robust aims and objectives
- Select and justify appropriate methodologies and methods to undertake the inquiry
- Identify potential and overcome actual problems and issues emerging through the inquiry
- Evaluate, discuss and engage in theoretical reflection
- Conclude with consideration of areas of further research and implications for advanced practice.

2. Demonstrate an innovative approach to practice
3. Display creative thinking approaches and evaluate potential outcomes of the inquiry
4. Utilise critical evaluation methods to underpin the process of inquiry
5. Appraise outcome measurement criteria and selection
6. Apply evidence of best practice and clinical governance in multi-professional and inter-professional working
7. Suggest how findings might influence health and social care practice

Skills outcomes
Innovative development: translating ideas into practice and action
Leading and managing an inquiry into practice
Inter-professional learning and group working
Skills in presentation
Knowledge transfer and clinical practice application
Evaluation methodology and methods
Outcome setting, measuring and monitoring

Syllabus

Advanced literature searching;
Developing a research question;
Constructing a literature review;
Methodological issues;
Quantitative methods and data analysis;
Qualitative methods and data analysis;
Ethical considerations;
Writing a research proposal.

Teaching methods

Delivery type	Number	Length hours	Student hours
presentation	4	2.00	8.00
Lecture	12	1.00	12.00
Seminar	12	1.00	12.00
Independent online learning hours			18.00
Private study hours			200.00
Total Contact hours			32.00
Total hours (100hr per 10 credits)			250.00

Private study

Private study and independent study will be undertaken by students in the form of literature searching and analysis to support learning and evidence for their practice. In addition these hours should be used to read textbooks and journal articles relevant to the module. They also include time for course work and written assignment preparation and networking with other students on the module

Students will engage with their academic supervisor at regular, negotiable intervals to discuss and demonstrate their progress

Opportunities for Formative Feedback

Students are provided with a structured timetable of formative assessment. They are expected to prepare and submit work for the supervisor at regular intervals. Exact timing can be negotiated.
This will take various forms:
1. Formulate the problem focus of your project.
2. Submit draft work to your academic supervisor to include the following sections for formative feedback:-
Background and introduction
Search strategy
Literature review
Formulate research aims and objectives and/or questions and/or hypotheses
3. Submit a complete SHREC ethical approval form to your academic supervisor for formative feedback
4. Peer power point presentations to include the following sections for peer and tutor formative feedback:-
The research aim and/or questions and/or hypotheses
Chosen methodology - what and why
Proposed methods - what and why
This will be supplemented by in class group discussion of project ideas during each taught session.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Research Proposal	10,000 words	100.00
Oral Presentation	FORMATIVE: Peer group presentations	0.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 29/04/2024 16:14:54

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