Description
Programme Specification for the 2022/3 academic year
PGCert Clinical Leadership and Transformational Service Change
1. Programme Details
| Programme name | PGCert Clinical Leadership and Transformational Service Change | Programme code | PCT0PSYPSY03 |
|---|---|---|---|
| Study mode(s) | Part Time |
Academic year | 2022/3 |
| Campus(es) | Streatham (Exeter) |
NQF Level of the Final Award | 7 (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. 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 workshops, small group facilitated reflective sessions, seminars and tutorials, and individual coaching sessions with a senior member of the programme staff. The learning environment will include university-based sessions and workplace locality days. The 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.
4. Programme Structure
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.
www.exeter.ac.uk/cedar/programmes/
Stage 1
60 credits of compulsory and non-condonable modules
Compulsory Modules
| Code | Module | Credits | Non-condonable? |
|---|---|---|---|
| PYCM024 | Leadership and Sustainable Development in Health Care Settings | 15 | Yes |
| PYCM025 | Reflective and Evidence-based Practice in Health Care Settings | 15 | Yes |
| PYCM026 | Health Care Service Transformation Project | 30 | Yes |
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. Understand health care settings as complex organisational systems | Workshops and small group seminars, reflective sessions and tutorials based at the university. An agreed number of timetabled individual coaching sessions with a senior member of staff by telephone and video conference. Guided independent study supported by set locality tasks. | Service transformation project overview (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 | Workshops and small group seminars, reflective sessions and tutorials. Guided independent study supported by set locality tasks. Individual coaching sessions. Individual reflective journal to help you explore the relationship between theory and practice. | Service transformation project overview (ILOs 5-8) |
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 | Workshops, small group seminars, reflective sessions and tutorials. Guided independent study, supported by set locality tasks. Individual coaching. Reflective journal. | Service transformation project overview (ILOs 9-11) |
7. Programme Regulations
Programme-specific Progression Rules
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.
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
Within Psychology there is a well-equipped suite of PCs dedicated for postgraduate use, with further support provided by a dedicated IT and statistics helpdesk.
A range of services is 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
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
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.
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 CYP-IAPT 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 review the quality and standard of teaching and learning in all taught programmes against a range of criteria through the procedures outlined in the Teaching Quality Assurance (TQA) Manual Quality Review Framework.
14. Awarding Institution
University of Exeter
15. Lead College / Teaching Institution
College of Life and Environmental Sciences (CLES)
16. Partner College / Institution
Partner College(s)
Not applicable to this programme
Partner Institution
Not applicable to this programme.
17. Programme Accredited / Validated by
0
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 | ECTS credits |
|---|
22. QAA Subject Benchmarking Group
23. Dates
| Origin Date | 24/02/2012 |
Date of last revision | 01/11/2016 |
|---|