Teaching Responsibility

LJMU Schools involved in Delivery:

Pharmacy & Biomolecular Sciences

Learning Methods

Tutorial

Module Offerings

7212CPPHAR-MAR-CTY
7212CPPHAR-SEP-CTY
7212CPPHAR-SEP_NS-CTY

Aims

To provide clinical knowledge and skills that are relevant to the needs of healthcare professionals working with medicines in fundamental paediatric practice and to facilitate the professional development of the student, including fostering development of an enquiring, open-minded attitude, tempered with scientific discipline for paediatric medicine, which encourages lifelong learning.

Learning Outcomes

1.
Demonstrate knowledge of common neonatal and paediatric conditions and understanding of medicines use in those conditions, including fundamental practical aspects of paediatric care
2.
Assess and manage the particular safety issues and pharmacological care relating to paediatric therapy for some fundamental paediatric specific conditions
3.
Demonstrate commitment to continue to advance their own and others’ knowledge and understanding in paediatric pharmaceutical care and document continuing professional development in the field

Module Content

Outline Syllabus:
• Developmental pharmacokinetics and pharmacodynamics and application to practice • Practicalities in Children Medicine Use: – Prescribing safety in Paediatrics – Licensing and formulation issues – Medicines administration in children • Adverse drug reactions in children • Safeguarding in children • Fundamentals in Care of the Neonate • Paediatric GORD and constipation • Fundamental Paediatric respiratory conditions: Croup, Asthma, Allergies and Anaphylaxis • Fundamental Paediatric infections: CAP, UTI, Fever in children, Influenza, Bronchiolitis, childhood vaccinations • Fundamental Dermatology in paediatrics: eczema, acne, common skin parasites • Nocturnal enuresis
Module Overview:
This module is for the PGDip and MSc. The module provides clinical knowledge and skills that are relevant to the needs of healthcare professionals working with medicines in fundamental paediatric practice and to facilitate professional development, including fostering development of an enquiring, open-minded attitude, tempered with scientific discipline for paediatric medicine, which encourages lifelong learning.
Additional Information:
This module is also offered as a L7 CPD programme (36439) with the following specification: CPD programme to be made available from September 2020 Students may choose to apply for this programme via a number of different pathways: • Second year optional module of the MSc/PgDip/PgCert Clinical Pharmacy for secondary care (20 credits) • Second year optional module of the MSc/PgDip/PgCert Clinical Pharmacy for Primary care and community pharmacy (20 credits) • Stand-alone distance learning module (20 credits) The programme has been designed to meet some competencies as detailed in the Expert Professional Practice Curriculum for Cancer Care framework developed by the British Oncology Pharmacy Association (BOPA) and Faculty of Cancer Pharmacy (FCP). The competencies included in the module/programme have been chosen to be suitable for secondary care pharmacists working with oncology patients in a district general hospital Trust or specialist oncology Trust. The programme is delivered completely via blended learning using the online platform Canvas. Every student will be supported by an adequately experienced tutor in the field of oncology. Study mode is part-time distance learning and lasts for 6 months. No attendance is required. Intakes will be available in September and March. Admission criteria: The criteria for admission to the CPD programme are as described below: • Students entering the programme must be a registered Pharmacist with the relevant professional body in the UK, or with a professional body recognised to be of similar standing to the UK regulator bodies. • Where English is not the student's first language, we would normally require a score of 6.5 in the IELTS system (or equivalent), with scores of greater than 5.5 in each of the domains. This is to ensure that the student is able to complete the necessary reading, communication with the programme team and assessments, which must all be completed in English. There may be some exceptions to this requirement if the student is from a majority English speaking country or they have completed studies in English language in the UK or another English speaking country, in which case, a recent high school diploma or equivalent course title may be sufficient. • Students must be working in an environment that will provide sufficient access to paediatric patients to provide opportunities to develop skills in applying knowledge to real-life cases and collect evidence for the professional practice portfolio. This may include placements, provided that the placement provider can confirm that sufficient access/involvement in care will be possible during the placement and that the placement duration is of sufficient length to allow full development of the relevant skills. The suitability of the access an individual has will be assessed by the programme team prior to admission, but guidance can be obtained prior to application by contacting the programme administrator. Standards: No specific benchmarks are available for this module, but the learning outcomes at least meet, if not exceed, those stipulated in the relevant qualification descriptors for a higher education qualification at level 7 (Master's degree characteristics) as defined by QAA UK Quality code. The LJMU University regulations that the programme(s) will be operating within are written in line with the wider QAA UK Quality Code. The programme(s) have also been designed following consultation with reference to specific aspects of the QAA UK Quality Code: The programme has been written in line with the LJMU Academic Framework (https://www.ljmu.ac.uk/about-us/public-information/academic-quality-and-regulations/academic-framework). The programme has been designed to ensure that learning and assessment are appropriate to a FHEQ Level 7 standard. Learning outcomes are assessed through a number of activities, but these are tailored to maximise the application of knowledge wherever possible and thus require recall an

Assessments

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