PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION N/A. Credit. Any special criteria Advanced Care in. value

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1 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation MSc Advanced Care in Dementia For undergraduate programmes only Single honours Joint Major/minor 2. Final award Award Title Credit value ECTS equivalent Any special criteria MSc Advanced Care in Dementia 3. Nested award Award Title PgDip Advanced Care in Dementia N/A Credit value 120 ECTS equivalent 60 Any special criteria Students must complete the following modules: PgCert Advanced Care in Dementia Clinical Science of Dementia Care (30 credits), Care in Dementia (30 credits), Leadership and Change in Dementia Care (15 credits), Evidence Based Decision Making in Health Care (30 credits) & Principal Methods for Healthcare Research (15 credits) Students must complete the following modules: Clinical Science of Dementia (30 credits) & Care in Dementia (30 credits) 4. Exit award Award Title Credit ECTS Any special criteria value equivalent PgDip Advanced Care in As above Dementia PgCert Advanced Care in Dementia As above 5. Level in the qualifications framework 7 6. Attendance Full-time Part-time Distance learning Mode of attendance Yes Yes

2 Minimum length of programme 12 months 24 months Maximum length of programme 72 months 72 months 7. Awarding institution/body King s College London 8. Teaching institution King s College London 9. Proposing department Department of Old Age Psychiatry, Institute of Psychiatry 10. Programme organiser and contact Dr. Angela Hodges, ext 0772 Details angela.k.hodges@kcl.ac.uk 11. UCAS code (if appropriate) N/A 12. Relevant QAA subject benchmark/ N/A Professional, statutory and regulatory body guidelines 13. Date of production of specification December Date of programme review 2016/ Educational aims of the programme i.e what is the purpose of the programme and general statements about the learning that takes place over the duration of the programme The overall aim of this programme of study is to equip practitioners with the most up to date knowledge relevant to dementia care and develop abilities and competencies to deliver high quality patient/client care now and in the future. Students will learn how to identify and critically evaluate the growing body of research evidence to inform and develop best dementia care practice using a person-centred approach. Students will gain practical and theoretical experience in a wide spectrum of research methodologies and learn to critically analyse and reflect on evidence relevant to dementia care. Graduates will develop skills to manage and deliver research independently in a clinical setting and to identify and implement changes based on research evidence within a clinical setting. Graduates will be prepared for future research at PhD level, a clinical academic career, clinical research practice or clinical roles involving implementation of change to dementia care practice. Students coming in to the course are expected to be registered care home managers, managers and supervisors (private and NHS), social care workers, nurses (particularly grade 5 or above), occupational therapists, speech & language therapists, physiotherapists, psychologists, specialist doctors and GPs. In completing the programme students will be able to: Advance practice within a framework of governance Evaluate and implement evidence-based practice, identifying where further research is needed Critically evaluate approaches and methods to assess and manage complex and unpredictable situations, utilising relevant theory 16. Educational objectives of the programme/programme outcomes (as relevant to the SEEC Credit Level Descriptors) The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas:

3 Knowledge and understanding The programme provides a knowledge and understanding of the following: Quantitative, qualitative and mixed methods analyses Epidemiology of dementia, clinical subtypes of dementia, and the diagnostic process Normal brain function and the impact of both ageing and neurodegenerative processes Neurobiology and cognitive features of Alzheimer s Disease Current and future pharmacological approaches to the treatment of cognitive and non-cognitive symptoms associated with dementia Link between brain changes and noncognitive symptoms associated with dementia Current and future nonpharmacological interventions in dementia care Cognitive rehabilitation strategies Quality of life and end of life care issues in dementia Cultural needs in dementia Challenging or complex behaviour in dementia and how to manage this Person-centred care in dementia An understanding of the factors underpinning strategic management and development of services Skills and other attributes These are achieved through the following teaching/learning methods and strategies: Core knowledge areas will be introduced through lectures and followup tutorials to clarify and expand specific topics. This will be supplemented by a reading list which will include relevant textbooks for each module and details of recent reviews and original research papers. On-line discussions will be facilitated and encouraged by module leaders to deepen knowledge and understanding of particular areas. Assessment: Formative assessment through essays will be used to assess in-depth understanding of particular topic areas and the appropriate use of knowledge. Feedback will be provided on all essays to extend the learning process. Feedback on non-assessed clinical vignettes and case reports will further support the learning and development of a breadth of knowledge and support essay writing. Group work leading to a presentation and an individual poster presentation of the project work will allow the assessment of knowledge gained within and between modules and provide summative assessment. Intellectual skills: Strategies for ongoing critical analysis of literature and evidence as it relates to dementia and management of dementia Critically determine application of appropriate quantitative, qualitative and mixed methods analyses Appraise, synthesise and use relevant research findings Critically appraise the strengths and weakness of organisational and personal leadership models in healthcare These are achieved through the following teaching/learning methods and strategies: A number of the elearning tasks in the Principal Methods for Healthcare Research and Evidence-based decision making in Health Care modules will introduce and develop the analytical and critical skills needed for understanding evidence based practice. The relevant issues, current practice and further developments within dementia care will be extended and refined through the use of tutorials in all of the modules. Discussions about current practice using evidence from the literature and through preparation of case studies in the Clinical Science

4 of Dementia, Care in Dementia and Leadership and Change in Dementia Care modules will develop critical assessment skills during these sessions. Students will be expected to contribute to discussions using their own knowledge and experience in tutorials and in on-going on-line discussion forums during the course as well as individually in two different reflective tasks. This will be further developed and refined during the project work and subsequent writing of the dissertation. Assessment: Essays require in-depth critical assessment of a research topic. The dissertation and further development of one of the essays in to a portfolio in the Leadership and Change in Dementia Care module will further assess and extend the ability to critically assess evidence from the literature, requiring students to demonstrate integration of published evidence with their own research results and assess approaches to implementing change in dementia care practice which they identify. It will also develop a reflective approach to future practice. Additionally, submission of a reflective summary using a scenario drawn from a workplace setting in the Care in Dementia and Clinical Science of Dementia modules will provide formative feedback on the ability to critically relate research evidence and acquired knowledge to dementia care practice. Submission of a project plan following discussion of the project with supervisor(s) will be assessed and feedback provided. This will not contribute to the final grade, but will be an opportunity to monitor progress and offer feedback. Feedback will be provided on all essays to extend the learning process. Practical skills: Listening and communicating with people with dementia Assessing and implementing strategies to improve quality of life in These are achieved through the following teaching/learning methods and strategies: In tutorials, different types of case studies will be presented and role play

5 people with dementia Assessing and providing support to carers/staff who are experiencing stress Recording and analysing data appropriately, and carry out basic manipulation of qualitative and quantitative data (and some statistical analysis when appropriate) Changing the environment of the person with dementia according to person-centred care principles Adapting the environment to compensate for cognitive difficulties in dementia using cognitive rehabilitation techniques Meeting a person s social, cultural and spiritual needs Having conversations with service users and carers about advanced care decisions Being aware of one s competencies and abilities and knowing when to refer on for further specialist advice and support will be used to practice different strategies for patient and carer communication. The project will offer the greatest opportunity for students to apply theory in practice and gain experience of working with colleagues and dementia patients and their families. With support provided by their supervisor(s) students will need to develop an appropriate research question and design and analyse the data using the correct methodology. Depending on the project, they might also have the opportunity to practice their communication skills with patients and their carers. Assessment: The ability to generate data and apply appropriate research methodology will be assessed largely by the dissertation. Projects will be additionally assessed though a poster presentation and oral examination of research findings. Group presentations within the Care in Dementia and Leadership and Change in Dementia Care modules will further allow practice and assessment of communication skills. Submission of a reflective case summary for the Clinical Science of Dementia module will demonstrate a student s ability to utilise their knowledge and apply it in the workplace, with an emphasis upon information sharing and education of colleagues, other professionals, and carers. Generic/transferable skills: Research design and implementation Management and organisation of a research project Teamwork by working with other students and colleagues toward a common goal Critical thinking through conducting literature searches and being able to evaluate the logical strength of different arguments through reading scientific papers, analysing and presenting case studies Communication skills Record data accurately, and to carry out basic manipulation of qualitative and quantitative data (and some These are achieved through the following teaching/learning methods and strategies: The Essays, Reflective Summaries, Portfolio, Presentations, Poster and Dissertation will all develop a range of generic skills important for research and clinical practice which will be supplemented through elearning tasks and tutorials. For example, the design and presentation of a poster, oral presentations and group discussions and submission of a research report will all require the development of a range of different communication skills. Formative feedback will be provided on submitted work. Supervisors will

6 statistical analysis when appropriate) Use initiative and take responsibility Identify and solve problems in creative and innovative ways Make decisions in challenging situations Identify, initiate, apply and reflect on change implementation provide significant feedback on research design, management and organisation of a research project, data manipulation and use of evidence from the literature. The Portfolio and reflective summaries will establish habits of reflective practice and a culture of identifying and developing initiatives and implementing appropriate change to continue to develop the best dementia care. Assessment: Essays, Reflective Summaries, Portfolio, Presentations, Poster and Dissertation 17. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines There are no specific benchmark statements for dementia care education and training, although the Higher Education Dementia Network (HEDN) issued guidance on a curriculum framework for dementia care education ( Benchmark statements exist for biomedical science and academic and practitioner standards in health care subjects other than dementia ( and we have considered these when planning the programme. There are no professional, statutory and regulatory body guidelines for Level 7 learning in Dementia Care. We have developed the programme in response to a number of reports detailing the learning gaps identified for dementia care and the need for improvements in evidence-based practice (e.g. NICE clinical guideline 42, 2006) and using a model of learning developed by the Nightingale School of Nursing and Midwifery, applied across 14 specialty-specific MSc programmes, which are applicable to the social and healthcare professions involved in dementia care. 18. In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic The programme is postgraduate and therefore not a joint honours programme. Two of the taught modules, namely, Principal Methods for Healthcare Research (7KNIM700) and Evidence-based decision making (7KNIM110) will be taught/supervised/assessed by academics within the Florence Nightingale School of Nursing & Midwifery at King s College London but the overall lead school for the programme will be the Institute of Psychiatry.

7 19. Programme structure Please complete the following table and, if appropriate, to include joint, major/minor or other variations Code = code of each module available for the programme Title = title of each module available for the programme, plus its credit level and credit value Status = please indicate whether the module is introductory (I), core (Cr), compulsory (Cp), one or more of however many modules must be passed to progress (CrCp), (P) professional (i.e. module testing skills/competency that has no credit level or value but is a professional body requirement) or optional (O) for each type of programme. For postgraduate programmes use the "single honours" column Pre-requisite/Co-requisite = where appropriate please indicate whether the module is pre-requisite to another module or co-requisite by noting pre or co and the module code that it is pre/co-requisite to. Assessment = please indicate in broad terms the assessment for the module eg written examinations, coursework (Note: the availability of optional modules may vary slightly from year to year; the following are the modules available at the commencement of the programme) Code Title Credit Level Full-time Study First Year 7KNIM700 Principal Methods for Healthcare Research 7PCDACSD Clinical Science of Dementia Credit Value Status (I, Cr, Cp, CrCp, P, O) for each type of module Single Joint Major/ Minor Pre-requisite/ Corequisite (Please note the module code) Single Joint Major/ Minor Assessment 7 15 Cp N/A N/A N/A N/A N/A 1 X Essay 3,500 words contributing 100% of final grade 7 30 Cp N/A N/A N/A N/A N/A 1 X Essay 3,500 words based on clinical scenario s, contributing 50% of final grade (supported by submission of 3 case reports 500 words each, must be completed to pass course. The case reports do not contribute to the final grade). 1 x Reflective Case Summary (total 3,000 words) contributing 50% of the final grade (1,000 words description of the case; 2,000 words description of

8 7KNIM110 Evidence-based decision making in Health Care how the knowledge was used to communicate/educate others and the impact upon clinical practice) 7 30 Cp N/A N/A N/A N/A N/A Prepare and present report (5 mins) contributing 0% to final grade (must complete presentation to pass course) 1 X Essay 3,500-word research review contributing 100% of final grade 7PCDACID Care in dementia 7 30 Cp N/A N/A N/A N/A N/A 1 X Group Presentation contributing 0% of final grade 1 X 500 word Reflective Summary contributing 10% of final grade 2 X Essays 3,500 and 2,000 words contributing 60% and 30%, respectively, of final grade 7PCDALCD 7PCDARES Leadership and Change in Dementia Care Dissertation in Dementia Care Research Part-time Study First Year 7KNIM700 Principal Methods for Healthcare Research 7PCDACSD Clinical Science of Dementia 7 15 Cp N/A N/A N/A N/A N/A 1 X Group Presentation contributing 0% of final grade 1 X 1,000 word Portfolio and 2,500 word Essay prepared separately and then presented as a combined submission will contribute 100% to the final grade Cr N/A N/A N/A N/A N/A 1 X Dissertation (7,500-10,000 words contributing 80% of final grade 1 X Poster contributing 20% of final grade 7 15 Cp N/A N/A N/A N/A N/A 1 X Essay 3,500 words contributing 100% of final grade 7 30 Cp N/A N/A N/A N/A N/A 2 X Essays 3,500 words based on clinical scenario s each contributing 50% of final grade (supported by

9 7KNIM110 Evidence-based decision making in Health Care submission of 3 case reports 500 words each, must be completed to pass course. The case reports do not contribute to the final grade) 7 30 Cp N/A N/A N/A N/A N/A Prepare and present report (5 mins) contributing 0% to final grade (must complete presentation to pass course) 1 X Essay 3,500-word research review contributing 100% of final grade 7PCDACID Care in dementia 7 30 Cp N/A N/A N/A N/A N/A 1 X Group Presentation contributing 0% of final grade 1 X 500 word Reflective Summary contributing 10% of final grade 2 X Essays 3,500 and 2,000 words contributing 60% and 30%, respectively, of final grade Second Year 7PCDALCD 7PCDARES Leadership and Change in Dementia Care Dissertation in Dementia Care Research If a Masters programme, are level 6 credit levels permitted within the programme? No 7 15 Cp N/A N/A N/A N/A N/A 1 X Group Presentation contributing 0% of final grade 1 X 1,000 word Portfolio and 2,500 word Essay prepared separately and then presented as a combined submission will contribute 100% to the final grade Cr N/A N/A N/A N/A N/A 1 X Dissertation (7,500-10,000 words contributing 80% of final grade 1 X Poster contributing 20% of final grade Maximum number of credits permitted with a condoned fail (core modules excluded) 30 credits

10 Are students permitted to take any additional credits, as per regulation A3; 5.10? No Are students permitted to take a substitute module, as per regulation A3, 20.7? No Are there are any exceptions to the regulations regarding credits, progression or award requirements? (where relevant the information should also differentiate the particular requirements of pathways within a programme or nested/exit awards) The programme offers a nested exit award at PgDip in Advanced Care in Dementia if the student has completed 120 credits by taking the following modules Clinical Science of Dementia Care (30 credits) Care in Dementia (30 credits) Leadership and Change in Dementia Care (15 credits) Evidence Based Decision Making in Health Care (30 credits) Principal Methods for Healthcare Research (15 credits) The programme also offers a nested/exit award, PgCert in Advanced Care in Dementia if the student has completed 60 credits by taking the following modules: Clinical Science of Dementia (30 credits) & Care in Dementia (30 credits) Other relevant information to explain the programme structure Please note that new students enrolling on the information provided on this section of the PAF will have these regulations stipulated throughout their programme of study. The only exception to this will be if there are changes made by Professional, Regulatory or Statutory Bodies that are noted to this programme. N/A

11 20. Marking criteria The College-approved Generic Marking Criteria for Level 7 Taught Postgraduate programmes will be used for all assessments. Examiners will be encouraged to use the full range of marks, according to the supplied marking scheme using grade boundaries of Distinction, Merit, Pass, and Fail detailed in the Academic Regulations, to arrive at the overall result. As appropriate, additional assessment-specific marking guidelines for essays, case summaries and the portfolio will be used. In the case of coursework towards formative assessments, a standard mark sheet will be attached to each script and annotated to provide feedback to the students. These guidelines will be publicised to students and will be available on the Programmes public website. 21. Will this Programme report to an existing Board, and if so which one? If a new Programme Board of Examiners is to be set up please note name of Board here Evidence-based decision making in Health Care and Principal Methods for Healthcare Research are undertaken within Nursing and are being assessed via their assessment board. The final award however is made within IOP through the Advanced Care in Dementia programme exam board which will report to the IoP School Exam Board. 22. Please confirm that the process for nominating External Examiners has commenced, and if known, note whom the nominated External Examiner(s) may be This process is underway, and the external examiner will be: Claire Surr Head of Education Programmes Division of Dementia Studies School of Health Studies University of Bradford Bradford BD5 0BB Tel: + 44 (0) Fax: +44 (0) Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements No particular features have been identified. The course should be accessible for people with most disabilities. The dissertation module which will require individual research projects to be identified and carried out within the Institute of Psychiatry and the local NHS (SLaM) under the direction of local supervisor s may not all be appropriate for all students. Advice will be sought from the Institute of Psychiatry Disability Officer - Juliana Onwumere as required. Appropriate allowances will be made for students during assessments with guidance from the Special Examinations Committee e.g. for learning disabilities such as dyslexia.

12 PROGRAMME APPROVAL FORM SECTION 3 SUPPLEMENTARY INFORMATION Not all of the information in this section will be relevant for all programmes and for some programmes this section will not be relevant at all 1. Programme name MSc Advanced Care in Dementia 2. Is this programme involved in collaborative activity? Yes No If yes what type of Collaborative Provision is it (tick appropriate box)? Does the programme have an access/feeder Programme for entry into it? Does the programme have an articulation/ progression agreement for entry into it? Dual Award Franchised Provision Joint Award Partnership Programme Recognition of Study or Award of Credit through off-campus study or placement Staff and student exchange Validated provision Have the relevant stages and appropriate paperwork been approved and the paperwork forwarded onto ASQ Office? Yes No Not applicable 3. If the programme is a joint award with an institution outwith the University of London, validated provision or franchised provision, has the necessary approval been sought from College Education Committee? Yes No Not applicable

13 Please attach a copy of Part 1 of the Partner Profile and checklist submitted to the College Education Committee 4. Partnership programme - in cases where parts or all of the programme are delivered away from one of the College campuses by a body or bodies external to the College please provide the following details Name and address of the off-campus location and external body South Maudsley and London NHS Trust (within the remit of the joint partnership established between Mental Health of Older Adults and Dementia Clinical Academic Group (MHOA and Dementia CAG), which includes the Department of Old Age Psychiatry, Sections of Ageing and Mental Health and Epidemiology within Health Service and Population Research, and the Wolfson Centre for Age-Related Disease at KCL and SLaM Percentage/amount of the programme delivered off-campus or by external body Variable, but likely to be approximately 10% Nature of the involvement of external body The majority of the supervisor s for the Dissertation in Dementia Care Research module will be drawn from the MHOA and Dementia CAG. They will be people who are already research active or have strong academic backgrounds, and either formally employed by the NHS with research interests or have honorary contracts with the NHS but academically employed by the Institute of Psychiatry. Depending on the projects offered, some or all of the work for individual projects may require access to patients and carers within the NHS and on-site activity to collect and analyse data. Description of the learning resources available at the off-campus location Specialist supervisors actively involved in clinical and/or academic research related to dementia care. Access to specialist services and multidisciplinary clinical teams in order to involve patients and carer s in the research project. What mechanisms will be put in place to ensure the ongoing monitoring of the delivery of the programme, to include monitoring of learning resources off-site or by the external body? All students will be allocated a personal tutor and will be appointed additional supervisors (as necessary). Students will be encouraged to feed back any issues of concern and difficulties which can not be resolved, at an early stage. Supervisors with an established track record of supervision or active involvement in academic research activity will be prioritised where there is an excess of projects offered. People supervising for the first time will be offered guidance, support and training (e.g. through a supervisors workshop offered at the Institute of Psychiatry). We have timetabled a specific deadline for students to have sought timely feedback from supervisors on their proposed research plan. Please attach the report of the visit to the off-campus location

14 5. Recognition of study or award of credit through off-campus study or placement - please indicate how the time will be spent, the length of time out, the amount of credit and whether it is a compulsory or optional part of the programme Year abroad Year in employment Placement Other (please specify) Time spent: 39 days (312 hours) Including write-up and poster presentation Credit amount: 60 credits Compulsory/optional: Compulsory 6. Please provide a rationale for any such time outside the College, other than that which is a requirement of a professional, statutory or regulatory body The research project is an essential component of most Level 7 programmes. It is an opportunity to synthesise all aspects of the course in an independently led piece of original research supported by supervisors with specialist knowledge of the area. Drawing on the high calibre and multidisciplinary talent available across the MHOA and Dementia CAG will allow us to provide the most stimulating and relevant environment in which to develop research projects. It will also improve research cohesiveness across the MHOA and Dementia CAG and promote research more widely as a normal activity within the clinical setting. 5. Please give details if the programme requires validation or accreditation by a professional, statutory or regulatory body None required Name and address of PSB Frequency of validation/ accreditation Date of next validation/ accreditation