Professional Practice

Strategic Leadership and Multi-professional Education in Healthcare - MSc, PDip

2019

This programme is for multi-professional healthcare workers who are wishing to extend their skills in areas of strategic leadership, management and healthcare practitioner education.

2019

Overview

This programme is also for potential and existing GP trainers and has been developed in association with the Kent, Surrey and Sussex (KSS) GP Deanery. Any doctor wishing to become a GP trainer in KSS should take this programme.

You have the opportunity to develop and demonstrate knowledge, understanding, qualities and skills in experiential learning, theory, concepts and their application to practice; high-level reflection on learning, leadership and team working approaches gained through practice; the opportunity to develop knowledge and understanding of the complexities of collaborative working, ethical issues, critical research synthesis and research methodologies, all within the remit of Strategic Leadership and Healthcare Practitioner Education.

The Centre for Professional Practice (CPP)

The Centre for Professional Practice is a trans-disciplinary academic department focused on flexible work-related learning within higher education. The Centre is founded on the belief that employers can benefit from the University of Kent’s academic and research excellence, quality teaching, design and development activities to create positive change and to forge new knowledge within their organisation.

We work with a wide range of external partners and employers to create distinct and original work-based and work-related developmental and educational solutions, which respond to the unique workforce challenges experienced by employees and organisations across the region and beyond.

The Centre’s programmes are designed to enhance career progression and foster intellectual and professional development and practice.

National ratings

In the Research Excellence Framework (REF) 2014, 97% of the University’s research was judged to be of international quality, with 73% of this judged to be internationally excellent.

Course structure

All students on this programme will be situated in the workplace and attending part-time. Teaching methods are designed to support suitable modes of learning with emphasis on the application of theory to professional practice. To facilitate this, active participation from the students will be encouraged throughout the programme. Methods employed to develop knowledge and understanding may include: lectures, seminars and tutorials plus tutor facilitated learning sets including discussion, case studies and audit activity plus experiential and blended learning and work related activity and application.

All assessments take place within the modules. Formal summative assessment will be based on a combination of the following: written assignments and or a portfolio of evidence to address the Intended Learning Outcomes.

Modules

The programme follows a flexible, modular format with blended learning approaches. A high standard of teaching is delivered by experienced academic and specialist staff and the programme is recognised by national and local employers.

The programme of study is designed to be flexible and related to the work needed to be done to become accredited as a trainer or will enhance the work necessary to be done to be reaccredited as a trainer. The programme has been designed as portfolio-based learning which takes account the existing work you undertake as a clinician.

Students will join this programme having already achieved 60 credits.

For the PDip, students are required to undertake the two core modules totalling 45 credits at level 7 plus one optional module of 15 credits from the selection of modules available, such as those detailed below, including those delivered by CPP validated partners. The options may also be selected from the wider CPP or University catalogue (subject to availability).

The programme is designed to be studied on a part-time basis (one year per stage – a total of two years for PDip and MSc).  Typically a student would complete the PDip in one year and then the MSc in the second year.  The programme is delivered through face to face and blended learning.  

All core modules must be taken by all students in both stages:  

           Stage: PDip

  • Research Skills (Core)
  • Strategic Leadership and Performance Management (Core)
  • Strategic Leadership Through Tele-Supervision (Optional)
  • Special Project (Optional)
  • Strategic Leadership and Resource Management (Optional)

           Stage: MSc 

  • Work Related Project and Dissertation (core)

Taught sessions typically commence at 9.00am and finish at 5.00pm. Core modules are taught at Kent’s Medway campus and HEEKSS London training facilities.

Modules may include Credits

Teaching and Assessment

All students on this programme will be situated in the workplace and attending part-time. Teaching methods are designed to support suitable modes of learning with emphasis on the application of theory to professional practice. To facilitate this, active participation from the students will be encouraged throughout the programme. Methods employed to develop knowledge and understanding may include: lectures, seminars and tutorials plus tutor facilitated learning sets including discussion, case studies and audit activity plus experiential and blended learning and work related activity and application.

All assessment takes place within the modules. Formal summative assessment will be based on a combination of the following: written assignments and/or a portfolio of evidence to address the Intended Learning Outcomes and a final stage dissertation.

Programme aims

The programme offers:

  • The option to gain a PDip or MSc
  • The opportunity to develop competence in applying theoretical and practice based skills to areas of strategic leadership, management and education in healthcare organisations
  • The opportunity to develop multi-disciplinary approaches that support contemporary practice within a healthcare setting
  • The opportunity to foster the intellectual and professional development of healthcare practitioners to extend and deepen their analytical and critical reasoning capabilities underpinning practice-based learning
  • Development of competence in applying theoretical and practice-based skills to advance leadership and change in health care organisations
  • The skills to equip healthcare practitioners for their role in challenging, questioning and realigning strategies relating to education of health professionals
  • The development of critical and analytical capabilities of healthcare practitioners in relation to analysis and interpretation of data
  • Supervision for advanced healthcare practitioner practice that builds a culture of critical evaluation and enquiry in the practice environment
  • Opportunities for the development and dissemination of evidence-based practice within professional contexts
  • Students the opportunity to conduct an in-depth enquiry into selected areas of interest
  • Opportunities to enhance the healthcare practitioner’s programme of personal development, reflective practice and impact

Learning outcomes

Knowledge and understanding

The programme provides opportunities for students/practitioners to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:

  • Experiential learning, theory, concepts and how they apply to practice.
  • Reflection on learning, leadership and team working approaches gained through practice.
  • The principles and practice involved in collaborative working.
  • The need to recognise ethical issues in practice and manage any implications.
  • How to critically evaluate and synthesise theory and research within a discipline of Strategic Leadership and Healthcare Practitioner Education.
  • The importance of rigour in collecting, analysing and interpreting data.
  • The value of collecting relevant data in their research/practice area and critically analysing it in relation to previously published work and to an original hypothesis.
  • Qualitative and Quantitative research methodologies.

Intellectual skills

The programme provides opportunities for students/practitioners to develop and demonstrate intelectual skills in the following areas:

  • The ability to contribute to the development of healthcare through reflective practice and innovation.
  • Present critical, analytical reasoning and experiential learning into organised written and oral formats.
  • As an educator/strategic leader, demonstrate the ability to work independently, efficiently and professionally within healthcare NHS frameworks and professional codes of practice and conduct, with recognition of moral and ethical issues, whilst managing any conflicting priorities.
  • Accept responsibility for own lifelong learning and continuing professional development.
  • Collect and analyse qualitative and/or quantitative data from experiential learning to inform evidence-based enquiry. 
  • Use research methodologies to collect data that can be evaluated, interpreted, integrated and disseminated into relevant formats.
  • Recognise the value of research and scholarly activity to the systematic evaluation and development of professional practice.

Subject-specific skills

The programme provides opportunities for students/practitioners to develop and demonstrate subject-specific skills in the following areas:

  • Demonstrate and apply knowledge and understanding of Strategic Leadership informed by current scholarship and research, including a critical awareness of current issues and developments in the subject and their profession.
  • Demonstrate and apply an in-depth knowledge and understanding of healthcare professional education informed by current scholarship and research, including a critical awareness of current issues and developments in the subject and in their profession.
  • Apply the appropriate leadership, team-working and learning style required for different situations, including: motivating and monitoring performance, coaching and mentoring.
  • Demonstrate the ability to use a range of techniques and research methods applicable to their professional activities.
  • Critically interpret and apply methodologies for evaluating, analysing and appraising organisational practice.
  • Apply specialist knowledge derived from applied practice.
  • Critically interpret and apply methodologies for evaluating, analysing and appraising organisational practice.

Transferable skills

The programme provides opportunities for students/practitioners to develop and demonstrate transferable skills in the following areas:

  • Prepare and communicate information on complex contemporary issues in strategic leadership and/or healthcare education to specialist and non-specialist audiences.
  • Demonstrate IT skills including the ability to search for, manage, manipulate and critically evaluate, internet-based information/resources.
  • To be an independent and autonomous learner (using learning resources, note taking, revision, time constrained techniques, reading effectively and action planning.
  • Analyse, interpret and assess the value of evidence to inform problem solving.
  • Solve problems in creative and innovative ways and communicate the outcome.
  • Demonstrate collaborative skills.
  • Develop a self-reflective element to learning and evaluation.
  • Demonstrate the ability to make decisions in challenging situations.
  • Take responsibility for continuing to develop own knowledge and skills.
  • Prioritise workload and manage time effectively.

Careers

Building on Kent’s success as the region’s leading institution for student employability, we offer many opportunities for you to develop the specific skills and aptitudes that employers will value.

A postgraduate degree in Strategic Leadership and Multi-Professional Education in Healthcare is a particularly valuable and flexible qualification for healthcare specialists who want to develop and enhance their practice at postgraduate level. The programme aims to develop competence in applying theoretical and practice-based skills to areas of strategic leadership, management and education in healthcare organisations.

Study support

Flexible programmes

At the Centre for Professional Practice we recognise and understand the individual needs of working professionals, who participate as non-traditional part-time learners, and the balance required between study and the specific areas within which they operate. Our flexible programmes of study provide inclusive and coherent educational and work-related opportunities. The Strategic Leadership and Multi-professional Education in Healthcare programme provides you with the opportunity to study towards a postgraduate diploma or Master’s degree. Taught sessions are delivered in a welcoming, supportive and flexible academic environment, by an academic team with extensive professional practitioner experience.

Professional links

Our staff have a wealth of experience and knowledge in designing and delivering work related programmes, providing valuable contributions to the design, development and delivery of current professional practice programmes. With strong links to local and national employers, the Centre is able to ensure that our programmes are contemporary.

The Centre is also responsible for developing and accrediting postgraduate programmes delivered by NHS Health Education Kent, Surrey and Sussex (Postgraduate Dental Deanery), Kent Community Health NHS Trust and the New Horizons Teaching School Alliance, Rochester Grammar School and Brompton Academy with whom the University of Kent has close working relationships.

Continuing professional development (CPD) courses

We offer a number of CPD courses in evidence-based practice, research skills, collaborative and inter-professional working. You can obtain further information about these programmes from the Centre.

Dynamic publishing culture

Staff publish regularly and widely in journals, conference proceedings and books, both nationally and internationally.

Global Skills Award

All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme. The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.  

Entry requirements

Primary Entry Requirement

  • Applicants must have Membership of their relevant Royal College or professional organisational equivalent and usually have three years post qualification as a healthcare professional, have a substantive post in practice and have worked for a minimum of one year in their current practice.
  • The applicant should be working in a clinical setting where good clinical standards have been demonstrated:
    • For general practitioners this would include, for example, a satisfactory CQC report and a minimum of 90% for markers of clinical care.
  • Students who have achieved a nationally recognised qualification, plus evidence of recent study and acquisition of academic threshold concepts from a relevant discipline or experiential equivalent.
  • Students will be selected using prior agreed HEKSS selection to assess suitability for undertaking the programme.
  • All applicants should must be located in a workplace setting and able to carry out the requirements of the modules.
  • Entry will be dependent on at least one supporting reference from their current employing organisation or a professional or academic advocate, indicating academic and personal suitability for the programme of study.
  • Access and ability to use computer and broadband: word processor, spreadsheet, presentation packages (e.g. PowerPoint), Internet and email is essential.

Excluded combinations: For general practitioners those on the Retainer Scheme, and/or locums are not eligible for this programme.

Advanced Standing

Postgraduate Diploma

In addition to the above, entry onto the PDip programme may be achieved if participants have successfully completed one of the following:

  • Successful achievement of the PCert Strategic Leadership and Multi-Professional Education in Healthcare

or

  • Successful achievement of the PCert Strategic Leadership and Medical Education.

or

  • Having previously acquired 60 M level credits in an appropriate subject elsewhere. Any such claim would be required to meet the requirements of the University of Kent APECL process.

MSc

In additional to the above, entry onto the MSc programme may be achieved if participants have successfully completed the following:

  • Successful achievement of the PDip in Strategic Leadership and Multi-Professional Education in Healthcare

or

  • Successful achievement of the PDip in Strategic Leadership Strategic Leadership and Medical Education.

 

Applications for Accreditation of Prior Experiential and Certificated Learning are welcome in line with the University criteria outlined in Annex R of the Code of Practice: http://www.kent.ac.uk/teaching/qa/codes/taught/annexr.html

All applicants are considered on an individual basis and additional qualifications, professional qualifications and experience will also be taken into account when considering applications. 

International students

Please see our International Student website for entry requirements by country and other relevant information for your country.  Please note that international fee-paying students cannot undertake a part-time programme due to visa restrictions.

English language entry requirements

The University requires all non-native speakers of English to reach a minimum standard of proficiency in written and spoken English before beginning a postgraduate degree. Certain subjects require a higher level.

For detailed information see our English language requirements web pages. 

Need help with English?

Please note that if you are required to meet an English language condition, we offer a number of pre-sessional courses in English for Academic Purposes through Kent International Pathways.

Research areas

Kent’s excellent performance in the most recent Research Assessment Exercise (RAE) confirmed our position as one of the UK’s leading universities: our 19 academic schools were found to be engaged in research of international and world-class standing. With programmes of study that are informed by research, our students are able to develop skills and knowledge relevant to contemporary issues.

Current research areas include:

  • power dynamics
  • experiential learning
  • reflective practice
  • professionalisation
  • communities of practice

Staff research interests

https://www.kent.ac.uk/cpp/staff/index.html

Dr Claire Parkin: Lecturer in Professional Practice (Health) Director of Health Programmes

Higher Education field: Evidence-Based Practice. Quantitative Methodology. Use of Technology in HE.

Bioengineering Field: Respiratory physiology, fluid dynamics, thoracic drainage. Clinical field: ITU, cardiothoracics, septic shock.

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Debbie Reed: Head of Centre and Senior Lecturer

Dental communities of practice and teamworking; dental work force development and education; reflective practice; professionalisation.

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Tania Hopper: Programme Director, Professional Practice

Power dynamics and power relationships within educational and organisational environments.

Fees

The 2019/20 annual tuition fees for this programme are:

Strategic Leadership and Multi-Professional Education in Healthcare - MSc at Medway:
UK/EU Overseas
Part-time £2560 £2560

For students continuing on this programme fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* If you are uncertain about your fee status please contact information@kent.ac.uk

General additional costs

Find out more about general additional costs that you may pay when studying at Kent. 

Funding

Search our scholarships finder for possible funding opportunities. You may find it helpful to look at both: