Library and information resources.

The identification of relevant texts, journals and supporting materials will be dependent upon the identified topic and area of specialist professional practice some general texts could include:
Baggott, R. (2002) Health and Health Care in Britain Basingstoke Palgrave ISBN 0-333-96159
Johns, C. (2000) Becoming a Reflective Practitioner Oxford. Blackwell. ISBN 0-632-05561-8
McSherry, R. & Pearce, P. (2001) Clinical Governance: a guide to implementation for healthcare professionals. Oxford. Blackwell. ISBN 0-632-05801-3

Negotiate, plan and implement a learning experience which contributes to your field of specialist professional/clinical development
Demonstrate skills of critical reflection, problem-solving and analytical reasoning
Demonstrate appropriate application and integration of specialist professional theoretical knowledge and concepts to promote critical analysis of the topic
Critically reflect upon the value of the findings and determine how they may be used to develop care care/services/knowledge base
Evaluate the learning process with critique of the extent to which this has contributed to the achievement of professional goals
Develop and present a seminar paper that promotes dissemination of your learning

Formative assessment: seminar presentation of healthcare topic
Summative assessment: written seminar paper that focuses upon the identified healthcare topic/issue and which meets the module outcomes.

This flexible, student centred module will enable Doctorate students to undergo an in-depth exploration of current healthcare topics/policy issues. This student negotiated activity provides the opportunity to locate the topic in the broader realms of current healthcare policy and professional practice, while employing the skills of critical reflection, problem-solving and analytical reasoning.

The student group will identify current topics which have relevance to the student's clinical/professional speciality, and through a process of in-depth exploration of the topic will demonstrate critical analysis by appropriate application and integration of specialist knowledge.

Independent learning focussed upon student/peer negotiated group work forms the majority of time for this module - with student directed seminars of 8 - 10 hours relating to the development of the exploratory study enabling students to share ideas and act in the process of formative assessment. Participation in group discussion and debate will provide the opportunity for the sharing of experiences and the development of a strategy for dealing with emerging findings.

Negotiated and agreed strategies could involve:

Reflection upon critical incidents
Critical appraisal of relevant conceptual and methodological material
Seminar and workshop activities
Inviting local Trust experts/representatives for discussion and debate
Conference/seminar attendance
Networking
Group discussion and debate

A SEMINAR REPORT length 2500 WORDS weighted at 100%.
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