Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme

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1 COURSE SPECIFICATION: Core Award Data Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme AWARDING INSTITUTION Robert Gordon University INSTITUTION OF DELIVERY Robert Gordon University COURSE ACCREDITED BY The Nursing and Midwifery Council. COURSE ACCREDITATION / RECOGNITION Successful completion of the B Nursing / B Nursing (Honours) programme and attainment of the relevant academic award allows the student to apply for registration with the Nursing and Midwifery Council. Registration with the Nursing and Midwifery Council enables the student to legally use the title "Nurse" and be employed as a registered nurse. AWARDS Stage 1 Certificate of Higher Education Health Studies on successful completion of 120 SCQF credits. Stage 2 Diploma of Higher Education Health Studies on successful completion of 255 SCQF credits. Stage 3 B Nursing (Adult Nursing) on successful completion of 375 SCQF credits. B Nursing (Mental Health Nursing) on successful completion of 375 SCQF credits. Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme 1

2 B Nursing (Children and Young People's Nursing) on successful completion of 375 SCQF credits. Stage 4 B Nursing (Honours) (Adult Nursing) on successful completion of 495 SCQF credits. B Nursing (Honours) (Mental Health Nursing) on successful completion of 495 SCQF credits. B Nursing (Honours) (Children and Young People's Nursing) on successful completion of 495 SCQF credits. AWARD TYPE Undergraduate MODES OF STUDY Full-time DURATION OF COURSE The full time B Nursing (Honours) pathway is 4 years in length. The student is required to complete the B Nursing (Honours) within 6 years of commencement (as per the University Academic Regulations relating to the maximum period of enrolment). The full time B Nursing pathway is 3 years in length. The student is required to complete the B Nursing within 5 years of commencement (as per the University Academic Regulations relating to the maximum period of enrolment). LANGUAGE OF STUDY English LANGUAGE OF ASSESSMENT English UCAS CODE B740, B741, B731, B760 JACS CODE Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme 2

3 B700 RELEVANT QAA SUBJECT GROUP Nursing [Scotland] DATE OF PRODUCTION / REVISION 01 September 2015 INTRODUCTION TO THE COURSE The programme provides students with a qualification in accordance with the Nursing and Midwifery Council (NMC) requirements for registration. Students apply to study one of three fields of practice - Adult Nursing, Mental Health Nursing or Children and Young People's Nursing. Additionally, within the programme, there are two distinct academic award pathways, a three year Bachelor Nursing and a four year Bachelor Nursing (Honours). The International Council of Nursing (2010) provides a definition of nursing: "Nursing encompasses autonomous and collaborative care of individuals of all ages, families, groups and communities, sick or well and in all settings. Nursing includes the promotion of health, prevention of illness, and the care of the ill, disabled and dying people. Advocacy, promotion of a safe environment, research, participation in shaping health policy and in patient and health systems management, and education are also key nursing roles" Modern health and social care is constantly changing and becoming increasingly integrated. In treating, supporting and caring for individuals, families and communities as well as actively promoting health and preventing illness, registered nurses ensure that their contribution to health and social care is safe, effective and person centered at all times. The aim of this course is to prepare the student to become a registered nurse. This programme prepares students to acquire the knowledge, skills and behaviours required of registered nurses in order to respond to changing priorities, developments and expectations of health and healthcare. The programme also aims to prepare students to meet future challenges in health and healthcare. The programme is underpinned by the NMC Standards for Pre-registration nursing education (NMC 2010). The NMC is the professional and regulatory body that assures that registered nurses meet the standards of conduct, education and practice required to protect members of the public. As such, on successful completion of the programme the student will have acquired the competencies required to meet the criteria for registration with the NMC. The B Nursing and the B Nursing (Hons) pathways within the programme have different entry requirements and the exit awards are at different academic levels but both pathways provide the opportunity for the student to meet the criteria for registration with the NMC. The B Nursing (Hons) pathway is structured in a way that is similar to a standard 4 year Scottish Honours degree programme, including an extended summer break. The B Nursing pathway is structured as 45 weeks per year, each year, to meet the NMC requirements for a 3 year preparation that enables the criteria for registration to be met. The programme focuses on five key subject strands which are revisited in all stages throughout each pathway. The five key subject strands are health, sciences, person and family centred care, essential skills for practice and practice learning. Practice learning constitutes 50% of learning across the programme and is undertaken via a series of practice placements located within each stage. The programme is modularised resulting in sharing across all three fields of practice and both pathways (generic modules) as well as modules which specifically focus on the student's chosen field of practice (field specific modules) (see appendices 3 and 4 which illustrate the modular framework as well as the semesters in which the modules are situated). EDUCATIONAL AIMS OF THE COURSE The educational aims of the programme are presented with reference to NMC in that the NMC expects that at the conclusion of the programme, in order to instill public confidence, the student will: Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme 3

4 Deliver high quality essential care to all. Deliver complex care to service users in their field of practice. Act to safeguard the public, and be responsible and accountable for safe, person-centred, evidence-based nursing practice. Act with professionalism and integrity, and work within agreed professional, ethical and legal frameworks and processes to maintain and improve standards. Practise in a compassionate, respectful way, maintaining dignity and wellbeing and communicating effectively Act on their understanding of how people's lifestyles, environments and the location of care delivery influence their health and wellbeing. Seek out every opportunity to promote health and prevent illness. Work in partnership with other health and social care professionals and agencies, service users, carers and families ensuring that decisions about care are shared. Use leadership skills to supervise and manage others and contribute to planning, designing, delivering and improving future services. On successful completion of the programme the student will be deemed fit for purpose (employment) and fit for practice (registration). Stage 1 (Certificate of Higher Education Health Studies) The student will develop knowledge and skills associated with their development toward professional registration and achieving the NMC requirements for progression to Stage 2 of the programme. This will include knowledge of life and social sciences, essential concepts related to the chosen field of nursing practice, quality person and family centred nursing care, cultural competence and knowledge of global health challenges as well as acquiring essential nursing skills for nursing practice. Stage 2 (Diploma of Higher Education Health Studies) Stage 2 will enable the student to build on the knowledge and skills learned in Stage 1. Stage 2 enables the student to apply knowledge of life and social sciences, therapeutic interventions relevant to the chosen field of nursing practice, health improvement and quality person and family centred nursing care. In addition to this, this student will acquire further essential skills for nursing practice. Stage 2 will enable the student to become a more independent learner and to achieve the NMC requirements for progression to Stage 3 of the programme. Stage 3 (B Nursing) Building on Stage 2 of the programme, Stage 3 will enable the student to consolidate, integrate and apply their existing knowledge, skills and attributes while developing further knowledge and skills related to leadership and management, research, person and family centred care, complex therapeutic interventions, health improvement and essential skills. A greater level of independent study is encouraged at this stage. Following successful completion of Stage 3, students on the B Nursing pathway will be eligible for the award of B Nursing in the chosen field of practice as well as meeting the criteria for registration with the NMC. Following successful completion of modules in Stage 3, students on the B Nursing (Honours) pathway will achieve the criteria for progression to Stage 4 of the programme. Stage 4 (B Nursing (Hons)) The Honours student is enabled to consolidate their leadership and management skills as well as further develop their research, knowledge and skills in order to demonstrate autonomy in their personal and professional development. Stage 4 offers the student the opportunity to elect to specialise in either acute and unscheduled care or contemporary healthcare in the community. Stage 4 enables the student to achieve the award of B Nursing (Honours) as well as meet the criteria for registration with the NMC. LEARNING OUTCOMES The programme learning outcomes are mapped to the Scottish Credit and Qualifications Framework (SCQF) levels 7, 8, 9 and 10. The outcomes are also informed by the Standards for pre-registration nursing education (NMC 2010) as well as contemporary health and social care policies. Stage 1 - SCQF Level 7 The student will demonstrate knowledge and understanding of cultural competence and global health challenges, life and social sciences relevant to nursing, essential nursing concepts relating to their chosen field of practice and person and family centred approaches to quality nursing care. Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme 4

5 In addition to this the student will learn and acquire a range of essential clinical skills which will inform and underpin learning in two practice placements within this stage. The student will apply key study skills to inform their development across stage 1 as well as demonstrating an understanding of the relevance of reflection and continuous personal development and life long learning for practice. The student will be able to demonstrate knowledge and understanding of the main theories, concepts and principles related to the subject strands. The student will develop a range of communication, information technology and numeracy skills while exercising a degree of initiative and independence, with support, in performing module defined activities and assessments. Stage 2 - SCQF Level 8 Within stage 2 of the programme the student will continue to study the topic areas introduced in Stage 1 but will build knowledge and skills and will be enabled to apply this within three practice placements. The student will demonstrate increased comprehension of the role of the nurse in improving health and wellbeing, contemporary health priorities and policy, the pathophysiology and psychopathology of selected conditions relevant to the field of practice and related nursing theory and nursing principles, research and evidence based practice and quality improvement, the delivery of key essential skills for practice as well as the intellectual skills of reflection, personal development planning and application of research and evidence to inform practice. The student will continue to develop more advanced and specialised skills associated with the field of practice. Stage 3 - SCQF Level 9 Stage 3 of the programme will enable the student to become a more independent learner and within this stage the student will explore more complex therapeutic interventions related to their chosen field of practice while developing further knowledge and skills relating to health improvement, sciences related to nursing, leadership, management and essential skills for professional practice. As well as developing knowledge, skills and attributes toward working within more complex areas within their own field of practice, the student will continue to enhance their knowledge and understanding of heath across the lifespan and within varied communities as well as the delivery of core fundamental person and family centered care to all out with their field of practice. Students will undertake two clinical practice placements within Stage 3. Stage 4 - SCQF Level 10 Students elect to study one of two key areas in healthcare provision - unscheduled care and the management of acute emergencies or contemporary healthcare in the community. In doing so the student will develop more in-depth knowledge, skills and an ability to apply more complex decision making processes in practice as well as enhance their confidence in working independently, within teams and in interagency contexts. The student will develop more in depth knowledge, skills and understanding of their chosen elective area not only within a theoretical sense but also in undertaking a 12 week clinical practice placement related to their elective area. Furthermore, the student will conduct an independent extended literature review pertaining to a clinical question based within their elected area of healthcare provision. DISTINCTIVE FEATURES OF COURSE The programme has a number of distinctive features, not least the opportunity to undertake a range of practice based learning experiences across a breadth of geographical regions e.g. urban, remote and rural. Additonally, practice learning experiences are based in both NHS and private sector providers meaning students can expect to learn in a range of differing areas e.g. acute/unscheduled/emergency care, community based care, private sector care and specialist practice. Fifty percent of the programme is devoted to practice based learning as a requirement of the NMC. This enables the student to not only experience a range of health and social care provider areas but it also enables the student to apply the knowledge, skills and attributes gained within University based learning in a supportive learning environment. The School of Nursing and Midwifery has partnership agreements with NHS Grampian, NHS Shetland and NHS Orkney (as well as NHS Highland and Tayside for midwifery). Students are fully supported during practice learning placements and they will have a named mentor, an experienced registered nurse, who with the support of other health and social care professionals, will provide the student with a range of learning opportunities. Students undertake two placements Stage 1 and Stage 3 in the three year B Nursing pathway. In Stage 2 the student undertakes three placements, one of which the student can state a preference as to which placement area they are allocated.the B Nursing (Honours) route offers a similar range of placement opportunities in Stage 1, 2 and 3 however in Stages 1 and 3, placement experiences are of shorter duration, providing the student with a longer summer vacation period. B Nursing (Honours) students undertake a further 12 week placement in Stage 4. The elective placement in Stage 2 is a distinctive feature of the programme related to the aim of enhancing graduate employability. In partnership with partners in practice the programme supports the students preparation for employment through distinct periods of careers and Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme 5

6 employability events where the student can develop skills relating to CVs, interview skills, applying for jobs as well as learning about post graduate study opportunities. The elective placement in Stage 2, enables the student to state a preference for this placement experience which may relate to an area of practice that is potentially one in which, on completion of their programme, the student would foresee themselves practicing. This is then reflected in the student's transcript thus enabling potential employers to see the students interests e.g. the student could present their elective experience within their CV or at an interview. The programme also affords students the opportunity to apply to take placement experiences overseas. The School of Nursing and Midwifery embraces an internationalisation agenda that promotes a global perspective towards health thereby enhancing undergraduate student learning in preparation for an evolving and dynamic nursing career. Developing professional and personal confidence, knowledge and skills as well as cultural competence in nursing in another country is recognised as a significant personal achievement as well as a valuable asset to the global nursing profession. The School is a member of the European Network for Nursing in Higher Education (ENNE) network, which actively promotes the development of a dynamic European University and supports European Exchanges for students and staff via the Erasmus Lifelong Learning Programme. The School of Nursing and Midwifery has been recognised nationally for its exemplary model that facilitates the Erasmus Life Long Learning Programme (Erasmus LLP) exchange opportunities for undergraduate student nurses. The School has developed a robust partnership model of study exchange placements which enable the student to apply to undertake a 3 month European practice placement in Stage 3 of the programme through the Erasmus LLP. The School of Nursing and Midwifery supports twenty-nine third year undergraduate nursing students (to and from one of our European Partners) to undertake this experience thus enhancing their personal and employability profile both nationally and internationally. Innovative teaching and experiential learning strategies enable the student to appreciate the cultural commonalities and diversities between countries and population groups and how this can impact on health, well being and care provision. Currently, as part of this internationalisation agenda the student is eligible to apply to undertake this study exchange with one of nine established partner institutions in Europe all of whom provide a dynamic and supportive learning environment: Hogeschool, Limburg, Belgium. Satakunta University of Applied Sciences, Satakunta, Finland. Kajanna University of Applied Sciences, Kajanna, Finland. Hogeschool Aalesund, Aalesund, Norway. Hogeschool Stord/Haugesund, Haugesund, Norway. University of Alicante, Alicante, Spain. Autonomous University of Barcelona, Barcelona, Spain. Zuyd Hogeschool, Heerlen, Maastricht, The Netherlands. University degli studi di Torino, Italy. In addition to these partnerships with European Institutions, the School of Nursing and Midwifery also provides an opportunity for two undergraduate students per year to apply for a two week study exchange with Houston Baptist University (HBU), Texas. This opportunity is provided under the auspices of the Grampian Houston Association. The student who is successful in being selected for this high profile exchange undertakes this experience in Stage 3 of their programme. During this visit the student will experience a variety of differing clinical placements within the Texas Medical Centre as well as spending time in HBU, attending classes and building relationships with nursing students in the host institution. Furthermore there is opportunity for up to four stage three students to apply for a two week study exchange at the College of Nursing, University of Tennessee, Knoxville, TN. Interprofessional Education (IPE) is an important area for the Faculty of Health and Social Care. RGU collaborates with the University of Aberdeen to bring together students of medicine, nursing and midwifery, pharmacy, social work and the allied health professionals. Investment in the IPE strategy is set to continue and the student can expect to have access to a range of innovative and exciting opportunities to learn alongside students of other professions. Throughout the whole programme in both theory and in practice, the student is exposed to experiences that promote interprofessional education which is considered crucial for effective partnership working within and between health and social care services. Students will learn core essential generic skills throughout all stages of the programme as well as skills which are specific to the student's chosen field of practice. Nursing is a skills-based profession, and students value developing and practicing clinical nursing skills. This component of the programme is supported by excellent facilities and resources, for example, the Clinical Skills Centre is equipped with state of the art equipment such as mannequins of varying levels of fidelity. This provides the student with cutting edge simulated clinical experiences. In addition, members of Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme 6

7 the public role play patients as part of the Volunteer Patient Programme. The provision of such a robust and realistic simulated environment is something very special and the student is able to expand their repertoire of clinical skills in a safe environment before applying their learning in practice placements. Safety is paramount in the development of clinical skills therefore the student is required to undertake the NHS Education for Scotland, Cleanliness Champions Programme as part of the programme. This ensures the student is a Cleanliness Champion on completion of their studies. Safe Medicate, an online learning resource, is utilised to ensure the student is able to demonstrate numeracy and administration of medicines at the required standard. In addition, the student will have specialised knowledge and skills training in relation to suicide prevention using national programmes, for example, ASIST and STORM. Furthermore, the student will evidence the achievement of a Dementia Skilled Level of Practice on Completion of the programme as outcomes from specific modules have been mapped against "Promoting Excellence: A framework for all health and social services staff working with people with dementia, their families and carers." (NHS Education for Scotland 2011). In Stage 4, the Honours student will select an elective route that will focus on either Acute and Unscheduled Care or Contemporary Heath Care in the Community. The elective route is comprised of a theory module and a practice module and will have links to the student's dissertation module. It is envisaged that the student will have identified their preferred area of interest or future employment and will select a route that reflects this preference. WHAT THE COURSE INVOLVES This is a modularised programme. All modules within the programme are central to the academic award. The programme is delivered using blended approaches to learning. This means the programme is delivered in a traditional face to face sense e.g. via lectures, tutorials and clinical skills classes but with additional online learning resources to compliment this. There are five theory modules in each of the Stages 1-3. There are also practice modules in Stages 1-3. There is one practice module in Stage 1 and two in Stage 2. The practice module in Stage 1 and the first practice module in Stage 2 comprise two practice placements each. Each placement is graded and the overall module grade is calculated from an aggregate of the two placements. The second practice module in Stage 2 is an elective module where the student can state a preference for the placement experience. This is assessed on a pass/fail basis. In Stage 3, students undertake two clinical practice modules. In Stage 4, B Nursing (Honours) students undertake three theory modules and one practice module. The Stage 4 practice module comprises one clinical placement. Clinical practice placements are located in a range of both urban and rural settings, thus the student can expect to be placed in a range of different healthcare environments across the 3 or 4 years of their studies. In Stages 1-3, the student will be placed in what is termed a "HUB" placement. Essentially, this is a placement location that student will return to in each stage. This has benefits for student learning, student development and student support. Within the University setting, the student will be exposed to a range of different teaching and learning methods that are designed to maximise learning in different areas related to professional nursing practice. This includes lectures, tutorials, simulated clinical skills and online learning. The NMC sets out four domains within their competency framework which underpin the programme; professional values, communication and interpersonal skills, nursing practice and decision making, leadership, management and team working (NMC, 2010). These domains are reflected in the key subject strands that the student will learn about throughout the programme. In addition the student will gain a further range of skills related to the development of their academic work e.g. information literacy and the use of information technology, academic writing skills through written reports and essays, presentation skills, working in groups, reflection, critical thinking. A range of assessment techniques are used across the programme e.g. written reports and essays, written examinations, computer assisted examinations, clinical skill examinations, group presentations. The use of the university's virtual learning environment, Campus Moodle, is embedded within all modules and the student will learn to engage with a range of technologies as they progress. All modules have online learning activities associated with them. The student will be required to provide evidence of engagement in online discussion forums and perhaps the development of online resources for enhancing practice. Practice learning, reflection and enquiry-based learning (an approach in which learning is facilitated by posing problems or questions rather than simply providing facts to the learner) are promoted as important strategies for integrating theory and practice alongside lectures, tutorials and directed reading. University-based learning is organised to create a manageable workload for the student that is based upon a 37.5 hour week. Attendance is required as this is a full time funded programme. Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme 7

8 Attendance is monitored to evidence the NMC Standards for theory. Classes are normally scheduled between 0900 hours and 1700 hours, but there may also be evening classes. For example, moving and handling and resuscitation classes can be delivered in the early evening, usually 4-6pm or 5-7pm. These sessions are not optional and the Partners in Practice Agreements between the School and service provider partners, such as the NHS Boards, stipulate that access to practice learning placements is conditional on the student attending these mandatory sessions. The student is expected to attend and participate in all teaching and learning activities to ensure they are safe to practice and to meet the NMC requirement for the student to evidence 2300 hours of theoretical learning and 2300 hours of practice learning. Also, in relation to attendance, the student will undertake practice learning according to the shift patterns established in the placement area and this must take account of the 24 hour day and 7 days a week, nature of nursing. All placements in Stages 1-3 are based on a 37.5 hour week, except the elective placement in Stage 2 which is based upon a 30 hour week. The placement in Stage 4 is also based upon a 30 hour week. Attendance at placements is based on a variety of shift patterns e.g. twelve hour shifts , weekends and rotational night nursing. It is important that this is understood by the student and that steps are taken to ensure attendance on this basis. Throughout stages of the programme students will undertake periods of preparation for practice prior to placements as well as debrief periods following practice learning where students will engage in reflective learning to integrate theory and practice. Practice attendance is monitored closely to ensure the student satisfies the NMC requirements. In addition students have minimum requirements of attendance in order to be able to be graded for their placements. PLACEMENT / PROFESSIONAL EXPERIENCE Practice learning is a key part of the programme. Students will spend 50% of their programme in practice learning placements. These placements are scheduled throughout all stages of the programme and offer the student exciting, challenging and rewarding opportunities to apply theory to practice. The integration of preparation for practice periods as well as debrief following practice helps ensure that the student is suitably and supportively prepared for practice learning experiences but also enabled to reflect upon these experiences within the University on completion of the placement in an environment which facilitates reflection and connection between theory and practice. Practice placements are viewed as an equitable academic endeavour and throughout the programme individual placements are graded or placements are graded in combination to give an overall aggregate grade for the clinical module to which they contribute. Supernumerary status of students: The Nursing and Midwifery Council (2008) states that Pre-registration students have supernumerary status and can expect to be able to work with mentors. Supernumerary status means that students will not be considered part of the workforce. Student's names may appear on duty rotas for scheduling purposes but they will not be counted as part of the workforce. the learning experience should provide the student with opportunities to meet their learning outcomes and learning needs. Where appropriate students may visit other areas as determined by their learning needs. A student will undertake what is termed as a "HUB" placement in every year of the Programme. A HUB is a specific placement area to which the student will return in each stage of their programme. This approach is used in placements throughout NHS Grampian, NHS Orkney and NHS Shetland. This also means the student will return to the same named mentor and mentoring team. This approach enables the student to build their relationships with practice, become familiar with the practice placement area and for practice to support and assess the student's progression throughout the stages of their programme. The experiences provided to the student by a HUB placement can be further enhanced by the provision of "SPOKE" learning experiences/placements. These are linked to the HUB placement specialty or service and aim to reflect the patient/service user journey so that a deeper understanding of their experience and care can be gained. These SPOKE learning experiences/placements can also provide inter-professional and inter-agency learning opportunities (refer to appendix 1 and appendix 2 where Programme Structure diagrams for B Nursing and B Nursing (Honours) illustrate where HUB placements are allocated throughout the Programme. Appendix 5 also provides a comparison between the two programme pathways). Grading in practice forms part of the feedback that students receive from their named mentor. In addition to this students must achieve relevant NMC competencies, essential skills and progression criteria (for Stage 1 and Stage 2) within practice modules. The grading of student performance, the recording of the achievement of NMC competencies, essential skills as well as progression criteria is provided by the named mentor following liaison with other members of the nursing staff team, service users and carers. The student will also receive a preliminary interview at the start of each Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme 8

9 placement where discussion around an individual learning development plan will be recorded by the mentor. At the midpoint within a placement the named mentor and student will meet to discuss progress within the placement. A final interview, integrating feedback from service users and carers, student reflection upon service user and carer feedback and feedback from interprofessional/spoke experiences is then provided by the named mentor in relation to four key domains of practice as defined by the NMC: professional values, communication and interpersonal skills, nursing practice and decision making, leadership, management and team working. Following each placement experience the student will reflect upon his/her experience and identify the ways in which it has contributed to their competence in nursing as well as identifying areas for potential development in relation to their assessments and overall professional development. Student performance and assessment in practice learning placements is achieved by using the "Ongoing Achievement Record (OAR) Scotland". In Scotland all Higher Education Institutions providing pre-registration nursing programmes leading to registration with the NMC have collaborated to produce a single OAR. The purpose of the OAR is to provide a record of practice learning progress and achievement of learning outcomes throughout each practice learning experience. This allows current and future mentors to see an overview of the student's progress from the first practice placement right through to the last. The OAR is an integral part of the learning process. It is not simply a catalogue of learning activities; rather, it should provide clear evidence of the learning that has occurred. The OAR provides evidence of learning from academic activities as well as from practice experience. All pre-registration nursing students consent to the sharing of practice learning documentation throughout the length of their programme and recognise the importance of the OAR to ongoing learning, the final assessment of competence by the Sign-Off-Mentor (an NMC requirement for the student's final placement on their programme) and for future practice. Practice placement experiences are varied. They can take place within traditional hospital wards, within the community e.g. within people's homes, G.P. practices, residential care homes, nursing homes, schools, community hospitals, clinics, the prison service and specialist practice areas in both acute and community based settings. In addition to this the rural nature of Aberdeenshire means that students can expect to be placed in a range of both acute hospital and community based placements as well as in Shetland and Orkney, reflecting the change in health and social care as well as nursing i.e. healthcare is about preventing ill-health, promoting health, is where possible community-based, integrates services that are near to people's homes, promotes shorter hospital stays and enables people to manage their own care and recovery. The student's expectation of the nurse's role and of practice learning will need to take account of this. In addition to this changes within population demographics mean that students, irrespective of their chosen field of practice will come in contact with older people as individuals, members of families and members of communities. Throughout the three and four year programme, students will have regular opportunities to engage in practice learning order to achieve both university and NMC requirements. Students on both the B Nursing (Honours) and B Nursing pathways undertake placements in each stage of the programme, these being of variable duration. B Nursing (Honours): Stage 1: Two placements - one in a HUB for nine weeks and a second six week placement. Stage 2: Three placements - an eleven week placement and then a second nine week placement within the HUB. A third five week elective placement is situated toward the end of the stage. Stage 3: Two placements - an eleven week placement and an eight week placement within the HUB. Stage 4: One twelve week placement based in a placement reflective of the student's stage four elective choice i.e. community or acute and unscheduled care. B Nursing: Stage 1: Two placements - one in a HUB for nine weeks and a second nine week placement. Stage 2: Three placements - an eleven week placement and then a second nine week placement within the HUB. A third five week elective placement is situated toward the end of the stage. Stage 3: Two placements - an eleven week placement and a twelve week placement within the HUB. Stage 1: Practice experiences - additional notes relevant to field. Adult nursing placements will draw from medical in-patient or surgical in-patient, and community (care home or district nursing or health visitor) which will include pathway learning to other community services and experiences in order to meet EU practice requirements. Mental Health placements will include the hub, e.g. CPN, (older adult services, with the patient journey providing access to a range of experiences). The two children and young people's nursing placements will draw from medical in-patient, surgical in-patient, day case or emergency care and community (community learning disability, district nurse or health visitor) and will include pathway learning to other community services. Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme 9

10 Stage 2: Practice experiences - additional notes relevant to field. Adult nursing placements will draw from specialist hospital-based services, e.g. high dependency unit, theatres, out patient departments, oncology, and community (care home or district nursing or health visitor) which will include pathway learning to other community services and experiences in order to meet EU practice requirements. Mental Health placements will include the hub, e.g. CPN, (older adult services, with the patient journey providing access to a range of experiences). The HUB will be the final placement of Stage 2. In addition, there will be a contrasting experience, for example, forensic rehabilitation service (hospital & community-based) Children and young people's placements will draw from specialist nursing teams, for example, oncology, diabetic nurses, rheumatology, and community (community learning disability, district nurse or health visitor) and will include pathway learning to other community services. Stage 3: Practice experiences - additional notes relevant to field. Adult nursing practice will be undertaken in two hospital-based services, e.g. critical care, acute medical admission, intensive care, surgical, and community, with a district nurse. Mental health practice learning will take place in three locations with the hub being the final placement; hub e.g. CPN, (older adult service, with patient journey experiences). The two contrasting experiences will take account of previous contrasting experiences, e.g. CPN, substance misuse service, and acute in-patient (Over 65 years service). The placements within the Children and Young People's field with draw from specialist hospital areas, e.g. neonatal unit, high dependency unit, theatres etc with a third placement being community based with nurses who are registered on the children's nursing part of the NMC register. Stage 4: Practice experiences - additional noted relevant to the field. In Stage 4 the placement locations will reflect the elective route selected by the student; acute and unsheduled care or public and community health. Placements will be field specific, for example, NHS 24, emergency care centres, crisis intervention teams or specialist public health nurses, specialist district nurses or CPNs. It is envisaged that the mental health student will have expressed their preference at the outset of the programme and that the Stage 4 placement will be the hub from previous stages, however, this is not essential. Assessment - grading of practice, notes for students: There are five practice modules in the B Nursing three year programme and six practice modules in the B Nursing (Hons) four year programme. There is one practice module in Stage 1 (30 SCQF credits) and two practice modules in Stage 2 (one 30 SCQF credits and a second 15 SCQF credit). In Stage 3, there are two practice modules each bearing 15 SCQF credits. The Stage 4 practice module bears 30 SCQF credits. Stage 1: The practice module for Stage 1 is NU1451 "Initial practice in Nursing". Students are assessed and graded in each of the two placements in Stage 1. The overall grade for this practice module will be awarded from an aggregate of the two grades achieved i.e. placement 1 and 2 grades. The placements enable the student the opportunity to achieve the NMC competencies, essential skills and NMC progression criteria. Normally, the student must achieve a pass grade in each placement. The student must achieve an overall pass grade for this module as well as achieve all NMC competencies, essential skills and meet the first progression point criteria as stipulated by the NMC Standards, Annexe 2: Progression Criteria, by the end of placement 2. Failure to achieve this at the first progression point means that the student will be required to undertake a second submission opportunity for NU1451. Exceptionally, the second submission opportunity will take place within the first six weeks of placement 1, Stage 2, in accordance with the NMC Standards i.e. any outstanding outcomes are met and confirmed within 12 weeks of the student entering the next Stage of the programme. The student will have no more than two assessment opportunities in practice modules. Stage2: The graded practice module for Stage 2 is NU2562 "Intermediate Practice in Nursing". Students are assessed and graded in the first and second practice placements in Stage 2. The overall grade for this module will be awarded from an aggregate of the two grades achieved i.e. placement 1 and 2 grades. The placements enable the student the opportunity to achieve the NMC competencies, essential skills and progression criteria. Normally, a student must achieve a pass grade in each placement. The student must achieve an overall pass grade for this module as well as all NMC competencies, essential skills and meet the second progression point criteria as stipulated by the NMC Standards, Annexe 2: Progression Criteria by the end of placement 2.There Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme 10

11 is a second practice module (elective module) in Stage 2 which is assessed on a pass/fail basis.failure to achieve a pass grade and the relevant NMC requirements for progression in NU2562 and a pass grade for the elective module at the second progression point means that the student will be required to undertake a second submission opportunity for NU2562. in order to do this the student will be required to step off the programme in order to achieve the requirements for progression to the next stage. The student will have no more than two assessment opportunities in practice modules. Stage 3: There are two practice modules in Stage 3. The first placement (NU3664/3665/ Adult/Mental Health/Children and Young People's Nursing) is a 15 SCQF credit module. Students must achieve a pass grade for this module. A student failing to pass this module will have a resubmission opportunity in the second placement period of Stage 3. The second placement (NU3667/3668/3669) is a 15 SCQF credit module. Students on the B Nursing and B Nursing (Hons) programme must achieve a pass grade in this module. In addition to this, B Nursing students must achieve all NMC competencies, essential skills as well as Sign Off Mentor Proficiency sign off in this module. Students must evidence a pass in each of the two field specific theory modules in Stage 3 in order to progress to the second clinical module in Stage 3. A student who does not achieve passes in these modules will have their second placement deferred until they have been presented at the Assessment Board. Stage 4: There is one practice module which reflects the students elective choice - Competent Practice in Acute and Unscheduled Care (NU4554/NU4556/NU Adult/Mental Health/Children and Young People's Nursing) or Competent Practice in Community and Public Health Contexts (NU4560/NU4561/NU Adult/Mental Health/Children ad Young People's Nursing). B Nursing (Hons) students must achieve a pass grade as well as all NMC competencies, essential skills as well as Sign Off Mentor Proficiency sign off in this module. OPPORTUNITIES FOR FURTHER STUDY Students who exit with the B Nursing or B Nursing (Hons) can access further opportunities to study ranging from stand alone Continuous Professional Development modules, further degrees or courses to Masters level or MPhil/PhD and other Doctoral degree programmes not only as a requirement of the NMC but also in response to ever changing ways in which healthcare is provided, where it is provided and also in relation to service provision and the integration of health and social care. EXTERNAL AND INTERNAL INDICATORS OF QUALITY AND STANDARDS The curriculum has been developed in line with the University's Strategy; A Clear Future- for a leading University in a new era, as well as external and internal reference points. External reference points include: The Quality Assurance Agency for Higher Education Scottish Subject Benchmark Statement (Nursing) The Nursing and Midwifery Council Standards for Pre-registration Nursing Education (2010) Liaison with NHS Education for Scotland Annual monitoring and Review by NHS Education for Scotland on behalf of the Scottish Government Health Department Liaison with the Scottish Government Health Department Mapping to the Scottish Subject Benchmark Statements Nursing (2009) RGU Strategic Plan: A Clear Future- for a leading University in a new era. School of Nursing and Midwifery Vision, Mission and Values External Examiners for the pre-registration nursing programme also provide critical feedback which allows for benchmarking against other institutions. ACADEMIC REGULATIONS This course is governed by the provisions of the University's Academic Regulations, which are available at In particular: Regulation A1: Courses Regulation A2: Admission Regulation A3: Section 1: Student Appeals (Awards and Progression) Procedure Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme 11

12 Regulation A3: Section 2: Student Misconduct Procedure Regulation A4: Assessment and Recommendations of Assessment Boards Entry Requirements Applicants must satisfy the University's general admission requirements for undergraduate and postgraduate courses as contained in Academic Regulation A2: Admission, including proficiency to a minimum standard in the English language. Specific entry requirements for this course are detailed below. Bachelor of Nursing Award (Adult Nursing or Mental Health Nursing or Children and Young People's Nursing) SQA Higher: CCC preferably to include English and a science subject. Maths, English and a science subject required at National 5 if not held at Higher. GCE A Level: CC preferably to include English and a science subject. Maths, English and a science subject required at GCSE Grade C or above. Irish Leaving Certificate Higher: C1C1C1 preferably to include English and a science subject. Maths, English and a science subject required at Ordinary Level C1 or above if not held at Higher. Alternative Qualifications: An appropriate Access to Nursing course that is equivalent to 3 SQA Highers at Grade C or above. Advanced Entry: For Mental Health and Adult Nursing entry to year 2 may be possible following completion of HNC Care and Administrative Practice from one of our partner FE colleges. English Language Qualification: All Applicants whose first language is not English are required to have an IELTS (International English Language Testing System) score of 7.0 in all elements or an appropriate equivalent. Bachelor of Nursing (Honours) Award (Adult Nursing or Mental Health Nursing or Children And Young People's Nursing) SQA Higher: BBBC including English. A science subject is recommended. Maths, English and a science subject are required at National 5 or above if not held at Higher. GCE A Level: BCC including English. A science subject is also recommended. Maths, English and a science subject are required at GCSE Grade C or above if not held at A Level. Irish Leaving Certificate Higher: B2B2B2C1 including English. A science subject is also recommended. Ordinary Level Maths, English and a science subject required at Grade C1 or above if not held at Higher. English Language Qualification: All Applicants whose first language is not English are required to have an IELTS (International English Language Testing System) score of 7.0 in all elements or an appropriate equivalent. ADDITIONAL ENTRY REQUIREMENTS All applicants are required to undertake a criminal record check through Disclosure Scotland Protection of Vulnerable Groups Scheme. This process will require applicants to declare convictions, cautions, pending charges and any other relevant information, including spent convictions. This is a legal and Nursing and Midwifery Council requirement. All applicants who accept a place on the programme are subject to an occupational health assessment. Applicants who declare a health condition or a disability will be assessed as appropriate through the occupational health provider and/or the university disability advisor in relation to the compatibility of the applicant's condition to nursing practice, with a view to reasonable adjustments being made where feasible. An offer of a place on the programme is conditional on the applicant's carrier immune status for specific infectious diseases being acceptable e.g. Hepatitis B and TB. ALTERNATIVE ENTRY REQUIREMENTS The School aims wherever possible to recognise and accredit prior learning. University and Nursing and Midwifery Council Regulations inform this area of activity. Consistency in making decisions is key within the process and this is supported by the implementation of a School wide strategy. The School of Nursing and Midwifery Recognition and Accreditation of Prior Learning Policy can be found at, The School's approach is to be learner focused, flexible and inclusive, and to make sure the Bachelor of Nursing/Bachelor of Nursing (Hons) Bachelor of Nursing/Bachelor of Nursing (Hons) Nursing Programme 12