Register Now with SASPA : 

National Office Bearers:

Dr I Ahmad, Chair SASPA UK

Dr J P Rajendran, General Secretary

Dr Fowad Chowdhury, Treasurer

Dr Joji George, Past General Secretary

Miss Emma Black, Administrator

Stafford University Course Contact :

Course Enquiries:  

Derek Beeston -Award Leader

T: 01785 353742   // Email: d.beeston@staffs.ac.uk  

 Further information and application forms are available from:

Lifelong Learning Team

T:  01785 353766 // Email:  healthyoptions@staffs.ac.uk             

 Faculty of Health, Staffordshire University, Blackheath Lane, Stafford, ST18 0AD  

Staffordshire University - Faculty of Health

MSc Professional Development in Psychiatry

The Award

This three year programme which will commence in the autumn of 2011 has both taught and distance learning elements and is designed to assist the professional working in psychiatry to develop leadership, educational and applied research skills. Throughout, the course will take cognisance of the current ‘state of the art’ knowledge in leadership, education and applied research and the students will be able to apply this knowledge to their own specialist area in psychiatry.

This award recognises that leadership, education and applied research are all essential in the drive to continuously improve the quality of mental health services and that they are key components in safeguarding high standards of care so that clinical excellence can flourish. The Professional Development in Psychiatry award embraces an approach to clinical leadership which takes as axiomatic that every clinician is involved at some level in exercising leadership and that every one can improve their leadership skills. The award takes the view that leadership can be taught as a practical skill and that leadership by observing and learning from effective leaders and leadership ‘by doing’ are effective and pragmatic ways to develop ones leadership potential. In keeping with this view the award is underpinned by the basic actions of effective leaders; defining what needs to be done; planning and briefing; controlling and evaluating performance; motivating and organising; and setting an example. The philosophy of this award is that effective leadership involves achieving the task through building motivated teams and rewarding and encouraging individual effort.

A second part of the philosophy of this award is that in order to continuously progress towards excellence in psychiatry education is a crucial factor. Public and patients alike expect high standards of clinical practice in terms of prevention, diagnosis, treatment and aftercare. In order to meet this expectation the mental health workforce is engaged in the process of continual lifelong learning. This award will enable and facilitate the student to maximise their own learning whilst at the same time encouraging and facilitating the learning potential of their peers, colleagues, patients and carers.

A third part of this award is the importance of understanding and effectively applying research. The award is underpinned by the idea that effective research governance is key to ensuring that mental health and social care is based on sound evidence. This award takes the position that whilst not all clinicians in psychiatry will be ‘research active’ they will be required to read, understand and apply research to their practice in a way that makes best use of the limited clinical resources available, and in a way that recognizes and takes account of  societal values and the patient and carers preferences.

Finally this award recognizes that care is now delivered in multi-disciplinary teams that may include a wide range of professionals and stakeholders. Each of these disciplines has its own professional language and (often implicit) set of values and priorities, so clinicians undertaking this award will further develop their ability to communicate across disciplinary and agency boundaries.

Features of this award include

• Its clear focus on leadership, education and applied research in psychiatry
• the ability to select from both ‘traditional’ and distance learning modules
• being able to vary the pace of study to suit ones own personal circumstances
• studying alongside students from other health service disciplines
• individualised personal tutor support