Awards

Target Award

Award Description:Doctor of Professional Practice in Health - DPPH

Programme Offerings

Part-Time

F2F-JMU-JAN

F2F-JMU-SEP

Educational Aims of the Course

The Doctorate in Professional Practice in Health aims :

To facilitate  create and interpret new knowledge associated with professional research practice in the students’ field of health practice.

To enable students to safely utilise research approaches and skills to conduct independent investigation resulting in work at the forefront of health practice.

To enable students to develop a critical understanding of ethics in research, and to relate theoretical concepts to their field of professional health practice.

Learning Outcomes

1.
Demonstrate possession, interpretation and creation, of a substantial body of new knowledge at the forefront of health practice, of a quality to satisfy peer review, extend the forefront of the discipline and merit publication.
2.
Demonstrate the ability to adapt knowledge and skills to new situations, concerns and areas of research, and the ability to work with theoretical/research knowledge at the forefront of healthcare practice
3.
Demonstrate the capacity to conceptualise, design and implement projects, analysing and managing the implications of ethical dilemmas and to critically explore and understand the relationship between the researcher and the researched
4.
Demonstrate the cognitive and intellectual skills leading to critical awareness and analysis of complexities and contradictions in data or in areas of knowledge, and to synthesise and evaluate data, scholarship and methodologies.
5.
Demonstrate the ability to conceptualise, design and implement a project for the generation of new knowledge, applications or understanding at the forefront of the discipline, and to adjust the project design in the light of unforeseen problems
6.
Demonstrate the ability to communicate complex or contentious information clearly and effectively to diverse audiences. 
7.
Demonstrate possession of high-level skills in critical thinking, reflective practice and meta-reflection, exercising personal responsibility and autonomous evidence based decision making in complex and unpredictable situations.
8.
Act independently and with originality in conceptualising, designing, planning and implementing projects at a professional or equivalent level.

Teaching, Learning and Assessment

Teaching and Learning

The teaching and Learning approach for the DPPH will include, lectures, seminars, tutorials and self-directed study. the Virtual Learning Environment (VLE) will support an active blended approach between the face to face delivery and online materials and support.  Coursework will include oral presentations, written reports, reflection, thesis and a viva voce. Below is a breakdown of the programme:

Stage 1: Taught programme

Stage 1 of the DPPH is taught. The taught elements of the DPPH will operate around a seminar model that will incorporate lecture delivery complemented by interactive and discursive methods, including discussion, peer presentation, workshops, masterclasses, book clubs and tutorials. The taught element of the DPPH offers the distinct advantage that students will form a community of learning that will sustain the group as it progresses through the course. This will be facilitated through face to face and virtual ‘Professional Peer Learning Sets’ (PPLS) and these will provide essential 'touch points' for both team and students.

Delivery of the DPPH will be managed through intensive teaching blocks. There will be two teaching blocks per module. These will be complemented by three Masterclasses per module, VLE materials and activities and the use of the PPLS.

  • 8001DPPH: Professional identity, theory, and practice (30 credit) this year long module will include two assessments. Summative: 1: Critical reflection and 10-year research-related growth plan (2,000-word submission) 2: Report- area of investigation (6,000-word submission) this outlines the student’s area of practice and provides a rationale for the future study.
  • 8002DPPH: Planning and designing your research (30 credits) this year long module will have both a formative and summative assessment. Formative: Presentation of literature review findings: 30 min presentation and then Summative: The Research Proposal (8,000-word submission)  is a detailed outline of the design of the proposed study. Including research question (s), aims and objectives, methodology, ethical considerations, data collection and data analysis.

The assessment strategy has been based on skills and intellectual preparation for Stage 2- the thesis phase of the DPPH. The modular structure will provide continuous feedback. This will be achieved through feedback on draft work, one to one tutorial support and a formative opportunity to present findings of their literature and proposed research study in Stage 1 of the DPPH. 

Stage 2 and 3: Independent study

Stage 2 and 3 of the DPPH will be assessed by a thesis and a reflective submission. Both of these submissions will be examined through a viva voce (oral examination). Below is a breakdown of the assessment strategy for stage 2 and 3 of the DPPH

 Assessment Strategy for Stage 2 and 3

  • 8003DPPH: Thesis (240 credits) Summative: Thesis (60,000-word submission) The thesis element will be managed through a supervision model. The requirements of doctoral supervision are outlined in the LJMU Professional Doctorates (Annex to the Regulations for Research Degrees) and will be met within this programme.
  • 8004DPPH: Reflection (60 credits) Summative: Reflection (5,000 words) In addition to submission of a thesis the students will submit a reflective assessment. Following assessment of both thesis and reflection the student will be examined through a viva voce.

Programme Structure

Programme Structure Description

The DPPH will adopt the following programme structure: Stage 1 of the DPPH is taught. Stage 1 will adopt the modular structure and offer key milestones to facilitate informed progression. This will be a two-year (24 month) taught stage which will include two year-long 30 credit modules.  The taught elements … For more content click the Read More button below. The taught element of the DPPH offers the distinct advantage that students will form a community of learning that will sustain the group as it progresses through the course. This will be facilitated through face to face and virtual ‘Professional Peer Learning Sets’ (PPLS) and these will provide essential 'touch points' for both team and students. Stage 1 will be delivered over the two year taught element of the DPPH. Year 1 will include one year long 30 credit module, 8001DPPH- Professional Identity, theory, and practice. This module will explore professional identity in health practice and relevant theory, policy and research that influences practice. Year 2 will include a further 30 credit module ,8002DPPH-Planning and designing your research. This module will assist students to develop a systematic understanding of the use of evidence in health care practice and the methodological approaches used within health research. On completion of Stage 1, students will have completed 60 credits at level 8. Stage 2 is independent study and will be framed by the thesis (240 credits) 8003DPPH over 60 months and students will be guided through this stage using the supervision model of support.   Stage 3 is a reflective summary of research outcomes and application (60 credits) 8004DPPH and viva voce. The PPLS's and periodic Masterclasses will continue through the independent element of the DPPH to maintain the essential 'touch points' for monitoring progress and to promote collegial support. 

Entry Requirements

Postgraduate degree (required for research programmes)

RPL

Extra Entry Requirements

All short-listed candidates must be interviewed.

HECoS Code(s)

(CAH15-04) health and social care