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1 Awarding institution Liverpool John Moores University
2 Teaching institution university LIVERPOOL JOHN MOORES UNIVERSITY
3a Programme accredited by:
3b Description of accreditation
4 Final award Certificate of Professional Development in Tissue
Viability
5 Programme title Tissue Viability
6 UCAS code
7 Subject benchmark statement DOH (2003) NHS Knowledge & Skills Framework and
Development Review
QAA (2001) Framework for Higher Education
LJMU (2002-2005) Learning, Teaching and
Assessment Strategy
LJMU (2003) Assessment Review Recommendations
(2nd Ed)
8 Educational aims of the programme
To enable the student to gain the appropriate knowledge, skills and understanding of tissue viability in order to
improve the care of individuals with the potential for, or having, tissue viability problems.
9 Intended learning outcomes - the programme provides opportunities for students to develop and
demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Intended Learning Outcomes summary
Knowledge and understanding
A1. The structure and function of the normal cell / integumentary system / thermoregulation and their application
to wound healing.
A2. The impact bio-psycho-social factors can have on wound healing.
A3. The assessment of acute and chronic wounds.
A4. The range of interactive and conventional wound care products.
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
A student centred-approach to learning
Clinical learning agreement
Reflective practice approach
Patient-centred teaching around lectures, discussions, tutorials, seminars
Workshops with external companies who provide wound care products.
Assessment
Skills and other attributes
Intellectual Skills
B1. Analyse factors which affect wound healing.
B2. Interpret the assessment information and utilise cognitive skills to aid decision-making.
B3. Review clinical evidence and consider its applicability to the student’s individual area of practice.
B4. Examine legal and ethical issues in the tissue viability context.
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
A student centred-approach to learning
Clinical learning agreement

1 Awarding institution Liverpool John Moores University
2 Teaching institution university LIVERPOOL JOHN MOORES UNIVERSITY
3a Programme accredited by:
3b Description of accreditation
4 Final award Certificate of Professional Development in The
Universe through a Large Telescope
5 Programme title The Universe through a Large Telescope
6 UCAS code
7 Subject benchmark statement Physics, Astrophysics & Astronomy
8 Educational aims of the programme
The programme aims to provide; an academically rigorous programme of astronomy education by distance
learning suitable for committed and enthusiastic people with a life-long interest in astronomy; an understanding
of physical laws and concepts as applied to the Universe; an understanding of how to use the data collected by
large telescopes and stored in online archives; the opportunity to develop skills and techniques used in
astronomy which have wider applications.
9 Intended learning outcomes - the programme provides opportunities for students to develop and
demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Intended Learning Outcomes summary
Knowledge and understanding
A1. physical laws and concepts as applied to the Universe
A2. basic structures in the Universe and the processes that take place within it
A3. how to access the archives of large telescopes that are stored online
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
Acquisition of 1, 2 and 3 is through interactive course notes including frequent non-assessed short answer
quizzes, discussions with tutors and other students (via the student newsgroup) as well as through course
videos and occasional TV and radio programmes. Throughout, the learner is encouraged to undertake
independent reading both to supplement and consolidate what is being taught/learnt and to broaden their
individual knowledge and understanding.
Assessment
Testing of the knowledge base is through assessed coursework in the form of practicals and essays.
Skills and other attributes
Intellectual Skills
B1. analyse and process astronomical results
B2. understand, apply and develop concepts
B3. construct and write scientific reports and essays
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
Intellectual skills are developed through the teaching and learning outlined above. The module involves the
student discussing their choices with their tutor and then applying concepts, analysis and interpretation of
material. Individual feedback is given to all students on all work produced.
Assessment
The variety of assessment methods employed all place great emphasis on the learner’s ability to demonstrate
skills 1-3 through the production of coherent written reports either to problems or tasks set.
Professional practical skills
C1. make measurements and record the results

1 Awarding institution Liverpool John Moores University
2 Teaching institution university LIVERPOOL JOHN MOORES UNIVERSITY
3a Programme accredited by:
3b Description of accreditation
4 Final award Certificate of Professional Development in The
Universe Through a Small Telescope
5 Programme title The Universe Through a Small Telescope
6 UCAS code
7 Subject benchmark statement Physics, Astrophysics & Astronomy
8 Educational aims of the programme
The programme aims to provide; an academically rigorous programme of astronomy education by distance
learning suitable for committed and enthusiastic people with a life-long interest in astronomy; an understanding
of physical laws and concepts as applied to the Universe; an understanding of how to conduct scientifically
meaningful observations using a small telescope; the opportunity to develop skills and techniques used in
astronomy which have wider applications.
9 Intended learning outcomes - the programme provides opportunities for students to develop and
demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Intended Learning Outcomes summary
Knowledge and understanding
A1. physical laws and concepts as applied to the Universe
A2. basic structures in the Universe and the processes that take place within it
A3. practical observing
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
Acquisition of 1 and 2 is through interactive course notes including frequent non-assessed short answer quizzes,
discussions with tutors and other students (via the student newsgroup) as well as through course videos and
occasional TV and radio programmes. Throughout, the learner is encouraged to undertake independent reading
both to supplement and consolidate what is being taught/learnt and to broaden their individual knowledge and
understanding. Practical observing experience is gained through a combination of independent observations as
well as guided assistance.
Assessment
Testing of the knowledge base is through assessed coursework in the form of practicals and essays.
Skills and other attributes
Intellectual Skills
B1. analyse and process astronomical results
B2. understand, apply and develop concepts
B3. construct and write scientific reports and essays
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
Intellectual skills are developed through the teaching and learning outlined above. The module involves the
student discussing their choices with their tutor and then applying concepts, analysis and interpretation of
material. Individual feedback is given to all students on all work produced.
Assessment
The variety of assessment methods employed all place great emphasis on the learner’s ability to demonstrate
skills 1-3 through the production of coherent written reports either to problems or tasks set.
Professional practical skills

1 Awarding institution Liverpool John Moores University
2 Teaching institution university LIVERPOOL JOHN MOORES UNIVERSITY
3a Programme accredited by: NURSING AND MIDWIFERY COUNCIL
3b Description of accreditation
4 Final award Certificate of Professional Development in The
Overseas Nursing Programme
5 Programme title The Overseas Nursing Programme
6 UCAS code
7 Subject benchmark statement Nursing
8 Educational aims of the programme
1. To prepare nurses who qualified outside the European Economic Area providing them with a theoretical base
and underpinning knowledge to support practice commensurate with NMC standards and enable registration
with the NMC.
2. To enable students to examine professional and legal issues applied to clinical and professional practice
across a variety of relevant settings to ensure safe practice and public protection.
9 Intended learning outcomes - the programme provides opportunities for students to develop and
demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Intended Learning Outcomes summary
Knowledge and understanding
A1. Evidence an understanding of contemporary, professional ethical and legal nursing issues relevant to
practice in the United Kingdom.
A2. Analyse effective collaborative management of client care within a framework of clinical Governance.
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
Teaching learning and assessment methods used to enable achievement of learning outcomes will include:
Interactive lectures, discussions, use of reflective experiences via professional portfolio, development of action
plan, problem based learning scenarios and interactive VLE blackboard.
Assessment
Skills and other attributes
Intellectual Skills
B1. Reflect upon lifelong learning and professional development from the perspective of self and
others.Teaching learning and assessment methods used to enable achievement of learning outcomes will
include: Interactive lectures, discussions, use of reflective experiences via professional portfolio, development of
action plan, problem based learning scenarios and interactive VLE blackboard.
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
Teaching learning and assessment methods used to enable achievement of learning outcomes will include:
Interactive lectures, discussions, use of reflective experiences via professional portfolio, development of action
plan, problem based learning scenarios and interactive VLE blackboard.
Assessment
Professional practical skills
C1. Practice within the Nursing and Midwifery Code of Professional Conduct and assume the responsibilities
and accountabilities necessary for public protection
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
Teaching learning and assessment methods used to enable achievement of learning outcomes will include:

1 Awarding institution Liverpool John Moores University
2 Teaching institution university LIVERPOOL JOHN MOORES UNIVERSITY
3a Programme accredited by: Liverpool John Moores University
3b Description of accreditation
4 Final award Certificate of Professional Development in Teaching in
the Prevention and Management of Violence
5 Programme title Teaching in the Prevention and Management of
Violence
6 UCAS code
7 Subject benchmark statement QAA (2001) Framework for Higher Education
LJMU (2002-2005) Learning, Teaching and
Assessment Strategy
LJMU (2006) Univeristy Learning, Teaching and
Assessment Strategy
DOH (2003) Thje NHS Knowledge and Skills
Framewrok and Development review
NICE (2005) Clinical Guidline 25
8 Educational aims of the programme
To enable course participants to engage in reflective in a reflective and introspective self appraisal of their own
attitudes and vlaues to service users.
To develope and adapt presentation skills to enable participants meet the teaching needs of the sponsoring
organisation
To acquire and extend ther essential knowledge base within a specific field of practice
To facillitate a greater understanding of the professional’s role and responsibility within a multi agency or
munlti-disciplinary approach to care
To encourage an enquiring attitude encompassing critical faculties within clinical practice
To develope the course participants teaching skils to be able to respond flexibly to changing demands within
parent services
To promote a greater understanding of non verbal communication
To enhance course participants’ de-escalatory and non-touch interventions skills
To consider responses to the prevention and managment of violence within a legal and ethical framework
Examine how course participants can maintain service user safety, by learning from past mistakes and
increasing our understanding of safe practice during restraint
9 Level Learning Outcomes:
Level 3 Outcomes:
Appraise whole systems approaches to ensuring safe services the learning organisation (e.g. risk assessment,
risk management, culture, environment and leadership)
Debate how legal, ethical and policy issuesinfluence individual group and organisationalstrategies in preventing
and managing violence
Critically examine service user and carers involvment and how we can embrace diversityin promoting violence
prevention strategies
Identify and appraise the effectiveness of primary, secondary and tertiary violence prevention stratagies and
explore the eivdence base (e.g. prevention, de-escalation, physical interventions and national curriculum)
Critically examine the diverse needs of adult learners working in the National Heath Service applied to teaching ,
learning and assessment within a national and local policy framework
Evaluate the processes asscoiated with lesson planning and curiculum design (needs analysis, horizon planning
and research application)
Examine the strenghts and weaknesses of different assessment methodology and the role of assessment and

1 Awarding institution Liverpool John Moores University
2 Teaching institution university SEGI COLLEGE
LIVERPOOL JOHN MOORES UNIVERSITY
3a Programme accredited by:
3b Description of accreditation
4 Final award Certificate of Professional Development in Teaching
and Assessing for Clinical Instructors
5 Programme title Teaching and Assessing for Clinical Instructors
6 UCAS code
7 Subject benchmark statement Generally informed by:
NBM (2006) Standards and Guidelines for Nursing
Programmes.
LAN (2003) The guidelines on the procedures and
process for approval, minimum standards and
accreditation for the PHEI course of study.
QAA (2001) Framework for Higher Education
8 Educational aims of the programme
Providing students with an appropriate knowledge base appropriate to first degree level study.
Providing students with knowledge and skills for teaching and assessing nurses in clinical practice.
Facilitating the further development of nurses who are able to respond to changing health needs in a flexible and
adaptable manner.
Providing opportunities to work in a critical, analytical and reflective manner.
Facilitating students to acquire skills and knowledge to innovate and apply contributions to the evidence base of
clinical teaching and assessing nurses.
To develop students’ knowledge, understanding and application of the concepts and theories associated with
clinical teaching, learning and assessment of nurses.
9 Level Learning Outcomes:
Level 3 Outcomes:
The programme award is located academically at the Honours level of the QAA Higher Education Framework
9 Intended learning outcomes - the programme provides opportunities for students to develop and
demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Intended Learning Outcomes summary
Knowledge and understanding
A1. Application and evaluation of learning theories in relation to the teaching of nurses in the clinical situation.
A2. Critical analysis of the factors that enhance or inhibit learning and assessment of nurses in practice settings.
A3. Critical evaluation and application of an appropriate range of assessment strategies used in nurse practice.
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
A student-centred approach to teaching and learning.
Reflective approaches to learning.
Keynote lectures.
Self-directed learning.
Seminars.
Student-led discussions.
E-supported learning.

1 Awarding institution Liverpool John Moores University
2 Teaching institution university SEGI COLLEGE
LIVERPOOL JOHN MOORES UNIVERSITY
3a Programme accredited by:
3b Description of accreditation
4 Final award Certificate of Professional Development inTeaching
and Assessing Nurses
5 Programme title Teaching and Assessing Nurses
6 UCAS code
7 Subject benchmark statement NBM (2006) Standards and Guidelines for Nursing
Programmes.
LAN (2003) The guidelines on the procedures and
process for approval, minimum standards and
accreditation for the PHEI course of study.
8 Educational aims of the programme
Providing students with a substantial knowledge base appropriate to first degree level study.
Providing students with knowledge and skills for teaching and assessing nurses.
Facilitating the further development of nurses who are able to respond to changing health needs in a flexible and
adaptable manner.
Providing opportunities to work in a critical, analytical and reflective manner.
Facilitating students to acquire skills and knowledge to innovate and apply contributions to the evidence base of
teaching and assessing nurses.
To develop students’ knowledge, understanding and application of the concepts and theories associated with
teaching, learning and assessment of nurses.
To explore current local, national and international issues associated with nursing education so as to inform and
enhance professional educational practice.
9 Intended learning outcomes - the programme provides opportunities for students to develop and
demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Intended Learning Outcomes summary
Knowledge and understanding
A1. Application and evaluation of learning theories in relation to the teaching of nurses.
A2. Critical analysis of the factors that enhance or inhibit learning and assessment of nurses.
A3. Critical evaluation and application of a range of assessment strategies used in nurse education.
A4. Critical appraisal of local, national and international initiatives that impact on education within nursing.
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
A student-centred approach to teaching and learning.
Action planning, portfolio development and written assignments.
Reflective approaches to learning.
Keynote lectures.
Self-directed learning.
Seminars.
Tutorials.
Student-led discussions.
E-supported learning.

1 Awarding institution Liverpool John Moores University
2 Teaching institution university ST HELENS COLLEGE
3a Programme accredited by:
3b Description of accreditation CPD
4 Final award Certificate of Professional Development in Supporting
Individual Needs
5 Programme title Supporting Individual Needs
6 UCAS code
7 Subject benchmark statement The QAA Foundation Degree Qualification Benchmark
Statement (draft 5) Education Studies
8 Educational aims of the programme
To provide continuing personal and professional development opportunities linked to in-depth exploration of the
theories, practicalities and processes of teaching and learning within the Lifelong Learning Sector. This CPD
award will offer teachers in the sector an accredited award which will support and enhance their own practices
within their work place. This, in turn, will assist the further development of appropriate skills, knowledge, values
and attitude to carry out their professional role.
The generic aims of the CPD award are to:
To make students aware of issues relating to special educational needs.
To enable students to develop strategies to support individual learning
9 Intended learning outcomes - the programme provides opportunities for students to develop and
demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Intended Learning Outcomes summary
Knowledge and understanding
A1. Explore their responsibilities with regards to meeting students’ individual needs
A2. Identify a range of educational support needs and analyse the difficulties these needs may present to a
student, in their learning
A3. Develop coherent strategies to meet each of the needs identified, to enable learning to take place effectively
A4. Discuss the role of support workers and analyse strategies for making the most effective use of their support
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
Acquisition of knowledge 1-4 is achieved through a broad range of teaching and learning methods including:
tutor input, workshops, participant presentations, seminar / group discussion, individual reading and research
and especially individual work place experience.
Assessment
All of the assessments for this award will be presented in a variety of written formats demonstrating the students
ability to work in a number of academic styles. Students final work for the module will be gained through the
combination of assessment of work based learning, and other more traditional means of assessment.
Assessment methods are specified in the module handbook and include:
Written assignments designed to demonstrate the students underpinning knowledge and theoretical applications
of teaching and learning strategies
Presentation to the peer group and / or students of a topic of their own choice within their subject specialisms
Evaluation of work place practice within their learning environment
Written reflective account which analyses their own performance.

1 Awarding institution Liverpool John Moores University
2 Teaching institution university
3a Programme accredited by:
3b Description of accreditation
4 Final award Certificate of Professional Development in Supporting
Children and Parents who experience Bereavement
and Loss
5 Programme title Supporting Children and Parents who experience
Bereavement and Loss
6 UCAS code
7 Subject benchmark statement DOH (2003) the NHS Knowledge and Skills Framework
and Development Review
QAA (2001) Framework for Higher Education
JMU (2002-2005 Learning, Teaching and Assessment
Strategy
JMU (2003) Assessment Review Recommendations
(2nd Ed)
8 Educational aims of the programme
The aim of the course is to encourage practitioners from a range of backgrounds engaged in direct work with
children and parents to consider how they may contribute to developing and enhancing the support offered to
families experiencing bereavement and loss
Further aims are to:-
further develop the student’s intellectual and counselling skills when supporting children and families
experiencing bereavement and loss.
promote collaborative working with other disciplines to optimise the care and support given to children and
families experiencing bereavement and loss.
develop skills related to the Core Dimensions of the Key Skills Framework
promote collaborative working with other disciplines to optimise the care and support given to children and their
families.
enable students to engage with lifelong learning, study and enquiry, and to appreciate the value of education.
develop a flexible practitioner with analytical skills, which will enable continuous personal and professional
development.
9 Intended learning outcomes - the programme provides opportunities for students to develop and
demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Intended Learning Outcomes summary
Knowledge and understanding
A1. an increased awareness of the individual nature of bereavement and loss
A2. the skills required for the support of children and families experiencing bereavement and loss.
A3. the psychological and physiological impact of bereavement and loss on the child and family.
A4. the role of the multidisciplinary team and other agencies in provision of bereavement care.
A5. applicable counselling skills.
A6. the application of appropriate models of bereavement to children and families.
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
lectures
seminars
group discussions

1 Awarding institution Liverpool John Moores University
2 Teaching institution university LIVERPOOL JOHN MOORES UNIVERSITY
3a Programme accredited by: Liverpool John Moores University
3b Description of accreditation Certificate of Professional Development in Supervision,
staff development and training - Level 3
4 Final award Certificate of Professional Development in Supervision,
Staff Development and Training
5 Programme title Supervision, Staff Development and Training
6 UCAS code
7 Subject benchmark statement Informed by Every Child Matters (DfES 2003)
National Occupational Standards for Youth Work
(LLUK 2008)
JMU (2006) Learning, teaching and assessment
strategy
8 Educational aims of the programme
The programme aims to:
To increase students’ effectiveness in undertaking the role of supervisor and trainer and to enhance their ability
to offer staff development opportunities which will, in turn, impact on the professional development of their
workforce.
Learning outcomes:
After completing the programme the student should be able to:
Critically examine the range of supervisory approaches and application to different supervisory settings.
Analyse and apply the skills and knowledge of supervision to work with a supervisee.
Synthesise the relevant theories, methods and skills needed to direct their workforce through the staff
development process.
Identify the needs of individual learners adn then apply their skills and knowledge to plan and deliver appropriate
learning experiences.
Evaluate the learning programme with recommendations for change.
9 Intended learning outcomes - the programme provides opportunities for students to develop and
demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas:
Intended Learning Outcomes summary
Knowledge and understanding
A1. The principles, theory and practice of learning, reflective practice, supervision, staff development and
training
A2. The philosophical basis and principles of lifelong learning utilised within a framework of continuing
professional development
A3. Equal opportunities, social divisions and the implications for anti-oppressive professional practice.
A4. The use of contracts as a tool to establish and manage the work of staff adn volunteers
A5. Professional accountability in the management of staff and other resources to ensure the delivery of a
quality service
Teaching, learning and assessment methods used to enable outcomes to be achieved and
demonstrated
Students’ starting points are identified through a skills audit of their formative experiences relating to supervision,
staff development and training.
Core knowledge and understanding (1-5) is developed through interactive lectures, seminars, group work
exercises, practice in the video suite and independent study.
Assessment