PGDip — 2025 entry Primary and Community Care SPQ District Nursing with integrated prescribing (V300)

The module will enable the students to critically examine the key concepts of public health and health promotion. Students will develop knowledge and skills in accessing and analysing data to enable them to identify health inequalities and health needs. Students will debate how health promotion approaches and interventions can address contemporary public health issues that support people and communities to meet their health optimum.

This module supports students in critically enhancing their knowledge, skills and understanding to support person-centred service development for babies, children, young people and adults with long-term conditions and their families/carers living with long-term condition(s). It will enable students to understand the challenges and complexities of living with a long-term condition and maximise routine practices, strategies and interventions used to support people to self-manage their illness. Central to this module is the significance of using evidence-based approaches to manage long-term conditions and to understand this in the context of contemporary health and social care practice. The module will be facilitated using an enquiry-based learning approach with keynote lectures from relevant health and social care professionals.

This module empowers health and social care professionals to examine the factors contributing to workplace safety and the care of patients/service users, considering the influence of human factors on safety. Additionally, the module encourages students to critically assess the interplay between national patient safety policies and their impact on local guidelines and policies. Moreover, students will cultivate a critical understanding of the intricate legal and ethical issues affecting patient safety. They will also scrutinise the role of accountability in effectively managing safety and risk in the workplace.

The module enables students to understand the theoretical and practical aspects of research; how to design research informed by theoretical, methodological and practical issues; and how to prepare a research proposal relevant to health and social care practice. The module provides students with the knowledge, skills and confidence in planning and writing a research proposal that can be taken forward to the dissertation module.

This module encourages learners to reflect on their own practice and development to consider leadership theories and literature in response to a changing healthcare landscape. To cultivate healthcare leaders who possess a comprehensive critical understanding of ethical leadership, using advanced cognitive and practical skills to promote equitable practice, demonstrating the ability to create positive learning cultures within interdisciplinary teams, fostering a commitment to equity, diversity, and inclusion in healthcare settings.

This module will blend critical comprehension of evidence-based theory with the acquisition of practical skills essential for effective practice as a Specialist Practitioner in primary and community care settings. Students will gain the skills to undertake comprehensive health assessments encompassing multiple body systems, using their findings to formulate a differential diagnosis. Furthermore, they will employ the consultation process to evaluate a patient's healthcare requirements and formulate a comprehensive care plan.

The independent and supplementary prescribing V300 module provides an exciting and challenging opportunity for nurses, midwives, paramedics, physiotherapists, therapeutic and diagnostic radiographers, dietitians and podiatrists to support and improve clinical outcomes for patients. This module is designed to provide these health care professionals (HCPs) with the knowledge and skills to prescribe safely and appropriately within their area of practice and current non-medical, independent and supplementary prescribing legislation. The independent and supplementary prescriber may prescribe any medicine, within law and national & local guidelines for any condition within the practitioner’s area of expertise and competence. Currently, dietitians and diagnostic radiographers can practice as supplementary prescribers only.   Successful completion of the module will empower these HCPs to improve access to appropriate medication in a timely manner, in line with the NHS Five Year Forward View (NHS England, 2017) & NHS Long Term Plan (NHS England, 2019) It will facilitate inter-professional working, maximising the benefits for patients and support for healthcare services identified in the Multi-professional framework for advanced clinical practice in England (NHS England, NHS Improvement, Health Education England, 2017).   On successful completion of all aspects of the module, the University will inform the regulatory body that the student is eligible to register their qualification, the qualification will need to be registered within the timeframes specified by the regulatory body (NMC/HCPC). The module assessments must be successfully completed within two years of starting the module.   The length of the module will be a minimum of 26 taught days over the academic semesters, with an additional 12 days of supervised learning in practice and all registrants must undertake both independent and supplementary elements of the module.

This module supports students in critically enhancing their knowledge, skills and understanding to support person-centred service development for babies, children, young people and adults with long-term conditions and their families/carers living with long-term condition(s). It will enable students to understand the challenges and complexities of living with a long-term condition and maximise routine practices, strategies and interventions used to support people to self-manage their illness. Central to this module is the significance of using evidence-based approaches to manage long-term conditions and to understand this in the context of contemporary health and social care practice. The module will be facilitated using an enquiry-based learning approach with keynote lectures from relevant health and social care professionals.

This module empowers health and social care professionals to examine the factors contributing to workplace safety and the care of patients/service users, considering the influence of human factors on safety. Additionally, the module encourages students to critically assess the interplay between national patient safety policies and their impact on local guidelines and policies. Moreover, students will cultivate a critical understanding of the intricate legal and ethical issues affecting patient safety. They will also scrutinise the role of accountability in effectively managing safety and risk in the workplace.

The independent and supplementary prescribing V300 module provides an exciting and challenging opportunity for nurses, midwives, paramedics, physiotherapists, therapeutic and diagnostic radiographers, dietitians and podiatrists to support and improve clinical outcomes for patients. This module is designed to provide these health care professionals (HCPs) with the knowledge and skills to prescribe safely and appropriately within their area of practice and current non-medical, independent and supplementary prescribing legislation. The independent and supplementary prescriber may prescribe any medicine, within law and national & local guidelines for any condition within the practitioner’s area of expertise and competence. Currently, dietitians and diagnostic radiographers can practice as supplementary prescribers only.   Successful completion of the module will empower these HCPs to improve access to appropriate medication in a timely manner, in line with the NHS Five Year Forward View (NHS England, 2017) & NHS Long Term Plan (NHS England, 2019) It will facilitate inter-professional working, maximising the benefits for patients and support for healthcare services identified in the Multi-professional framework for advanced clinical practice in England (NHS England, NHS Improvement, Health Education England, 2017).   On successful completion of all aspects of the module, the University will inform the regulatory body that the student is eligible to register their qualification, the qualification will need to be registered within the timeframes specified by the regulatory body (NMC/HCPC). The module assessments must be successfully completed within two years of starting the module.   The length of the module will be a minimum of 26 taught days over the academic semesters, with an additional 12 days of supervised learning in practice and all registrants must undertake both independent and supplementary elements of the module.

The module will enable the students to critically examine the key concepts of public health and health promotion. Students will develop knowledge and skills in accessing and analysing data to enable them to identify health inequalities and health needs. Students will debate how health promotion approaches and interventions can address contemporary public health issues that support people and communities to meet their health optimum.

The module enables students to understand the theoretical and practical aspects of research; how to design research informed by theoretical, methodological and practical issues; and how to prepare a research proposal relevant to health and social care practice. The module provides students with the knowledge, skills and confidence in planning and writing a research proposal that can be taken forward to the dissertation module.

This module encourages learners to reflect on their own practice and development to consider leadership theories and literature in response to a changing healthcare landscape. To cultivate healthcare leaders who possess a comprehensive critical understanding of ethical leadership, using advanced cognitive and practical skills to promote equitable practice, demonstrating the ability to create positive learning cultures within interdisciplinary teams, fostering a commitment to equity, diversity, and inclusion in healthcare settings.

This module will blend critical comprehension of evidence-based theory with the acquisition of practical skills essential for effective practice as a Specialist Practitioner in primary and community care settings. Students will gain the skills to undertake comprehensive health assessments encompassing multiple body systems, using their findings to formulate a differential diagnosis. Furthermore, they will employ the consultation process to evaluate a patient's healthcare requirements and formulate a comprehensive care plan.