Postgraduate Certificate - Professional Practice in Health

What will I learn on this module?

During this module, you will explore the normal anatomy and physiology of the respiratory system before applying this knowledge to the altered pathophysiology of acute and chronic respiratory disorders. Key topics covered include:

• Respiratory pathophysiology
• Respiratory failure and its management
• Asthma and COPD
• Cognitive Behaviour Therapy (CBT) in respiratory care
• Respiratory history taking and physical examination
• Tuberculosis
• Lung transplantation
• Analysing clinical evidence and research
• Cystic Fibrosis
• Pulmonary Embolism
• Pulmonary rehabilitation
• Smoking cessation
• Pneumonia
• Pneumothorax
• Occupational lung disease

You will learn through a combination of interactive lectures, seminars, and directed study, delivered by lecturers and practitioners with specialist respiratory practice experience. As healthcare professionals, you will be expected to actively engage in the learning process, participate in group work, and apply what is taught to your practice setting. You will be encouraged to share your expertise and debate practice issues, enabling you to make evidence-based recommendations to improve patient care.

To support your learning, you will have access to Blackboard (Bb) Ultra, which provides flexibility in accessing module information and resources between taught sessions.

How will I learn on this module?

This module applies Universal Design for Learning (UDL) principles to remove barriers to learning and create an inclusive, flexible experience that accommodates diverse learning styles. By offering multiple ways to engage with content, varied formats for accessing and understanding material, and ample opportunities for diverse action and expression, you can develop and showcase key employability skills. Through a blend of online resources, and live seminars, the module ensures an active, authentic learning journey that supports your success in real-world contexts. (La, Dyjur, & Bair, 2018). This means learning will be via a blended delivery using a combination asynchronous (30 hours of web-based resources) and synchronous (12 hours of face-to-face online seminars) learning. A ‘flipped classroom’ approach (Bergman & Sams, 2012), promotes the front loading of theoretical content as preparatory independent study provided via online supported learning (OSL) and reading, prior to the face-to-face online seminar where your understanding of concepts and application of theory will be explored . This approach to module delivery promotes active learning as it works to accommodate your learning needs and abilities by offering flexibility and direction gained from the preparatory web-based materials which are then explored and applied during the live online seminars creating new knowledge. Offering multiple ways of learning helps you to engage along with giving you the opportunity to express your learning through action and/or expression. This encourages a positive learning environment where you are likely to feel more engaged and motivated in your learning. Authentic assessment means that any assessments throughout the module will mirror real life activities that you will be faced with in your professional practice. Authentic assessment will be an on-going key feature of the module, via tasks within the web-based materials and online simulated practice learning. These will not only support your learning of the theory related to professional practice but will also support assessment literacy through developing your skills and knowledge of the assessment process. All assessments within the programme will be operated in accordance with standard operating procedures and marked and moderated in accordance with the Assessment Regulations for Taught Awards (ARTA) ensuring the academic standards required for student awards are met.

Bergman, J., & Sams, A. (2012) Flip your classroom. Reach every student in every class every day. Washington D.C., International Science of Technology in Education.
La, H., Dyjur, P., & Bair, H. (2018). Universal design for learning in higher education. Taylor Institute for Teaching and Learning. Calgary University of Calgary

How will I be supported academically on this module?

You will be supported by the module lead who will guide your academic learning and assessment throughout the module. The module lead was involved in developing the e-learning materials, assessment exercises, and will provide some of your live online seminars, and feedback, supported by other staff. This module is supported by Blackboard Ultra and adheres to the university’s minimum standards. The site includes module information, assessment information, power-point presentations and e-learning packages, reading lists and relevant web links. Blackboard Collaborate will be used for the delivery of the live online seminars.

A discussion board is available to the cohort, through which students can post comments and ask questions of their peers throughout the duration of the module. You will have a live online group tutorial will help you prepare for the summative assessment. Your Programme Lead and Personal Tutor are also available to offer guidance on academic support throughout the programme.

The University Libraries offer an extensive collection of material, both hard copy and electronic, access to international databases and training in information retrieval. A variety of study-skills-related help sheets, and online videos can be found on the library Skills Plus site. You can also access a range of student support and wellbeing services via Student Central or by accessing the student support and wellbeing pages and Ask4Help via your electronic student portal.
You will also have an allocated personal/guidance teacher who will provide advice and support in relation to academic, procedural, and (where desired and appropriate) personal matters during the programme of study you have enrolled on. You will have access to 24/7 generic IT support and specific support from the programme team with any specific IT issues related to the e-learning package.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

What will I be expected to achieve?

On completion of this module:

Knowledge & Understanding:
1. You will have gained a comprehensive understanding of the common respiratory disorders, including chronic obstructive pulmonary disease (COPD), asthma, pneumonia, tuberculosis, and lung cancer, exploring their principal determinants and risk factors.
2. You will have critically assessed the pathophysiological alterations in respiratory disorders, examining how these changes impact lung function and the overall health of individuals.
3. You will have critically evaluated the current clinical management strategies for respiratory disorders, including pharmacological and non-pharmacological interventions, understanding their mechanisms of action, efficacy, and potential side effects.

Intellectual / Professional skills & abilities:
4. You will have critically appraised the contemporary evidence base for managing respiratory disorders, synthesising data from various sources to inform best practices in diagnosis, treatment, and ongoing management.
5. Through targeted research activities, you will have enhanced your ability to retrieve, analyse, and utilise information relevant to the care of patients with respiratory disorders, developing a solid foundation for evidence-based practice.
6. You will have explored the interdisciplinary nature of respiratory care, appreciating the roles and contributions of different health professionals in managing respiratory conditions, from diagnosis to palliative care.

How will I be assessed?

Formative assessments
Formative assessment will take place during scheduled sessions and will be informed by engagement in learning activities including group discussions and critique of case studies. Formative tests and quizzes will also be embedded within e-learning materials. Feedback will be provided by the module tutor. (MLO 1-5).

Summative assessment
The summative assessment strategy is designed to ensure that you have the comprehensive knowledge to recognise and provide appropriate care for patients with a chosen respiratory disorder. This will be achieved through two components of assessment at level 7.

1. Presentation (30%): This assessment involves delivering a 15-minute verbal presentation, using up to three slides, focusing on a key aspect of altered physiology in a chosen respiratory condition. Aligned with the module learning outcomes (MLO 4,5,6), you will critically evaluate the pathophysiological changes in respiratory disorders, exploring how these alterations affect lung function and overall health. Questions will be asked about any unclear areas, which should be explained by the presenter.

2. Essay (70%) weighting via an online electronic submission of a 1500 -word case study (MLOs 1,2,3,4)

Content Requirements:

• Pathophysiology: A detailed discussion of the pathophysiology of the chosen respiratory disorder, including its underlying mechanisms and impact on the respiratory system.

• Evidence-Base: A critical exploration of the current evidence base for the management of the disorder. This should include an analysis of the latest clinical guidelines, treatment options, and inter-professional approaches to care.

Submission Details:

The case study must be submitted electronically through the university's designated online platform by the specified deadline.

Feedback:

• Feedback on the case study will be provided electronically.
• It will include detailed comments on your understanding of the pathophysiology, the quality of your critical analysis, and the application of evidence-based practices.

Additionally, the feedback will offer development advice to support your future academic work, helping you to identify strengths and areas for improvement. (MLO 1-5).

Pre-requisite(s)

Students will have evidence of previous level 6 study and achieved a degree award of 2:2 or above
To undertake this module, applicants must hold a valid current professional registration (i.e. NMC/GMC/HCPC)

Co-requisite(s)

N/A

Module abstract

The Respiratory Disorders module is essential for registered healthcare professionals seeking to enhance their expertise in respiratory care. This module offers an in-depth study of the respiratory system's anatomy and physiology, and the pathophysiology of conditions such as asthma, COPD, and tuberculosis. Engage with the latest evidence-based practices through research-rich learning and technology-enhanced interactive lectures and online resources.

Assessment includes a 15-minute in-class verbal presentation on altered respiratory pathophysiology and a 3000-word case study, ensuring practical application of knowledge. Tailored feedback will support your academic and professional growth.

You will develop critical skills in respiratory assessment, management, and inter-professional collaboration. This module opens pathways to advanced roles in respiratory care and improves patient outcomes.