Module content will include:  

• Frameworks of analysis, values, beliefs, attitudes, ethics, self-awareness, emotional intelligence, openness, personal motivation, mind mapping and personal action planning, and developing a vision for future direction.  
• Theories and models of leadership and management, including compassionate, situational, transformational and transactional leadership styles. The impact of reorganisation of services, including the regulatory influences of governance and policy within an organisational culture. Health and Safety legislation in home and community environments. 
• Change management theory; tools for analysing to achieve specific developments innovations and improvements in organisational systems, or in the health and wellbeing of the population. Working across organisational boundaries; formulating business cases for service development. 
• People/service users/carer participation models, advocacy, self-advocacy, self-efficacy, empowerment, human rights, equality, inclusion, diversity and partnership working. Leadership at the point of care, cultural competence and inclusivity. Managing and evaluating people with complex health needs, including end of life care, Safeguarding and protection. 
• Team analysis across agencies and disciplines including team collaboration and development, team leadership, team cohesion, negotiation and productivity, technology for service improvement. 
• Development of specific roles and responsibilities in role modelling and leading and managing a service. Demonstrate sustainability, accountability, delegation and conflict resolution techniques. Demonstrate cultural competence and leadership when challenging discriminatory, oppressive cultures and behaviours. 

• Formulating differential diagnosis (Ear Nose & Throat, Respiratory, Cardiovascular, Gastrointestinal, Mental Health) using advanced communication, history taking, clinical examination, diagnostics, – to develop patient centred management plans  including safety netting and collaboration with others (Health Education England’s framework to promote person-centered approaches in health and care.) 
• Interpreting the evidence to justify clinical decisions made and to ensure best practice is delivered and shared widely in day to day Advanced Clinical Practitioner (ACP) roles. Be able to identify gaps within the evidence available and consider how these may be addressed 
• Working in partnership to understand the influences of individuals, society and communities on health and access to health care services 
• Explore role modelling to ensure care that is delivered by all is safe and evidence-based

Module content will include: 

• Underpinning theories and principles of public health across the lifespan, population health and the wellbeing of people and communities. Emerging public health themes, key policies, strategies and related governance requirements, including global and national policies and research. 
• Understanding epidemiology and demography. Specialist knowledge and application of epidemiological evidence at national and local policy levels, to include utilisation of data in the assessment and identification of need within social determinants of health across the lifespan. 
• Utilisation of professional, legal and ethical frameworks to empower individuals and communities to engage effectively with public health and health promotion initiatives promoting person centred inclusive care. Adopting an evidence base to underpin specialist community and public health nursing practice to support innovative approaches to influence people’s motivation, choices and behaviour to maximise their health potential.  
• Partnership roles. Understanding the unique contributions which specialist community nursing and public health nursing practice make to establishing and maintaining collaborative partnerships with people, families and communities.
• Understanding of how culturally responsive resources and community and strength-based assets support health and wellbeing. Application of specialist knowledge of social prescribing and commissioning. Identifying those who are vulnerable and taking action to support, safeguard and protect them. Understand and apply genomics and epigenetics in sufficient detail to inform the concept of health as a fundamental human right and a shared value. 
• Understanding how communities are developed and sustained in relation to their specialised characteristics and assets, and acknowledge their impact when planning preventative strategies to reduce inequalities within a diverse and multicultural society. Political and economic drivers in communities which impact upon resource allocation and health. Understanding how to assess, plan, implement and evaluate major incidents and outbreaks in population health. Infection prevention and control including immunisation and vaccination programmes.

he aim of this module is to enable the professional to attain the competencies as identified by the Royal Pharmaceutical Society (2021) Framework for safe effective prescribing practice.

The RPS (2021) generic Prescribing competency framework forms the basis of the curriculum and has been used to inform the design and delivery of the programme acting as a contextual framework to structure learning and assessment for all students regardless of their professional background. The RPS competencies are: 

1. ASSESS THE PATIENT
2. CONSIDER THE OPTIONS
3. REACH A SHARED DECISION
4. PRESCRIBE
5. PROVIDE INFORMATION
6. MONITOR AND REVIEW PRESCRIBING GOVERNANCE (COMPETENCIES 7-10)
7. PRESCRIBE SAFELY
8. PRESCRIBE PROFESSIONALLY
9. IMPROVE PRESCRIBING PRACTICE
10. PRESCRIBE AS PART OF A TEAM

The module content will include:

• Data and professional practice: Evidence-based practice, benchmarking, audit, evaluation, practice development and quality improvement. 
• Key concepts and issues in social and behavioural research: Research topics and research questions, answering questions with data, validity and reliability of data, qualitative and quantitative data, description, exploration, finding connections, formulating and testing hypotheses, populations and sampling, cultural competence in research practice. Research traditions and designs: Ethnography, survey, experiment, mixed method, research process. 
• Gathering and analysing data: Observation, questionnaires, interviews, surveys, audits, psycho-biometrics. Data analysis and drawing conclusions. 
• Ethical and legal frameworks, constraints in specialist practice, data protection, confidentiality, human rights, cultural competence, Helsinki declaration.  
• Auditing current practice: Prioritisation, best practice standards, service and carer user involvement, collecting data, analysis and evaluation. 
• Quality Improvement: QI models; co-production with service users; community of practice; leadership; monitoring methods and techniques for dissemination.