School of Community and Health Sciences. RN/DipHE Nursing RN/BSc (Hons) Nursing. Programme Handbook. Year 2 February 2009 Cohort

Transcription

1 School of Community and Health Sciences RN/DipHE Nursing RN/BSc (Hons) Nursing Programme Handbook Year 2 February 2009 Cohort February 2010 February 2011

2 Table of Contents DETAILS OF PROGRAMME DIRECTORS... 3 WELCOME FROM THE PROGRAMME DIRECTORS... 4 RN/DIPLOMA/BSC (HONS) ADULT NURSING... 5 WELCOME TO THE ADULT NURSING ROUTE... 5 RN/DIPLOMA/BSC (HONS) CHILDREN S NURSING... 8 WELCOME TO THE CHILD HEALTH ROUTE... 8 RN/DIPLOMA/BSC (HONS) MENTAL HEALTH NURSING PRACTICE PROGRESSION FOR STUDENTS WHO HAVE OUTSTANDING ASSESSMENTS PROGRESSION FOR STUDENTS WHO HAVE OUTSTANDING PRACTICE HOURS STANDARDS OF BEHAVIOUR NURSING & MIDWIFERY COUNCIL (NMC) PROFICIENCIES CURRICULUM THEMES FUNDAMENTAL ASPECTS OF CARE (FACT) PSYCHOSOCIAL SCIENCES & PUBLIC HEALTH (PSPH) PROFESSIONAL NURSING & MIDWIFERY KNOWLEDGE (PNMK) APPLIED BIOLOGICAL SCIENCES (ABS) PRACTICE RESEARCH INTERPROFESSIONAL EDUCATION (IPE) USER AND CARER INVOLVEMENT IN NURSING EDUCATION LEARNING AND TEACHING STRATEGIES ASSESSMENTS CALCULATION OF FINAL AWARD PROFESSIONAL REGISTRATION... ERROR! BOOKMARK NOT DEFINED. APPENDIX 1 NMC NURSING PROFICIENCIES (2004)

3 DETAILS OF PROGRAMME DIRECTORS ADULT NURSING Programme Director: Adult Nursing Cheryl Holman Room and site Room 317, West Smithfield Telephone number address Deputy Programme Director: Adult Nursing Year 1 Melissa Chamney Room and site Room 324, West Smithfield Telephone number address M.Chamney@city.ac.uk Deputy Programme Director: Adult Nursing Year 2 Linda Cook Room and site Room 1.14, Whitechapel Telephone number address L.R.Cook@city.ac.uk Deputy Programme Director: Adult Nursing Year 3 Anne McLeod Room and site Room 1.4, Whitechapel Telephone number address A.C.Mcleod@city.ac.uk CHILDREN S NURSING Programme Director: Children s Nursing David Anderson Room and site Room B5, Whitechapel Telephone number address D.Anderson-1@city.ac.uk MENTAL HEALTH NURSING Programme Director: Mental Health Nursing Lynny Turner Room and site Room 3.1, Whitechapel Telephone number address L.Turner@city.ac.uk 3

4 WELCOME FROM THE PROGRAMME DIRECTORS Congratulations on completing the first year of your programme, and welcome to the second year. This handbook contains an introduction to each programme and some information about the structure of the programme that is common to all as well as unique. There will be more specific information provided about the themes of your programme in each theme/module handbook. We hope that you have an enjoyable, stimulating and successful time during the final two years of your programme. Structure of the Programme As you will be aware, the programme consists of three years (except for those with Advanced Standing and AP(E)L). The three years are divided into two parts related to the NMC (Nursing & Midwifery Council) standards and proficiencies for these programmes (NMC 2004 see appendix 1 for proficiencies). You completed Part 1 during your first year which consisted of five modules totalling 120 credits at HE Level 1. The second and third years of the programme are Part 2 and are known as the Branch programme. Over the next two years, Diploma students will undertake seven modules in Part 2, totalling 195 credits all at HE Level 2. Four of the modules are worth 15 credits each and the remaining three modules are worth 45 credits each. Over the next two years, Degree students will undertake nine modules in Part 2, totalling 120 credits at HE Level 2 and 120 credits at HE Level 3. Of the four HE Level 2 modules, two are worth 15 credits each and two are worth 45 credits each. Of the five HE Level 3 modules, three are worth 15 credits each, one is worth 30 credits and the remaining is worth 45 credits. All modules except where exception is permitted are compulsory. There are two additional optional AP(E)L modules which are compulsory only if you are following a permitted shortened programme. For those following the AP(E)L three year programme there is a module of this title which is the only compulsory module in Part 1, then you must follow all modules in Part 2. For those of you following a shortened programme through Advanced Standing you do not undertake Part 1 but you must complete the AP(E)L Advanced Standing module in Part 2 and then complete all the compulsory modules in year- 3. 4

5 RN/DIPLOMA/BSC (HONS) ADULT NURSING Welcome to the Adult Nursing Route Congratulations on completing your first year and welcome to your Adult Nursing branch programme. During this year you will study four modules. In the Professional Nursing & Midwifery Knowledge (PNMK) module you will study alongside child and mental health nursing students to look at professional practice in further depth and address the complexities of working in a multidisciplinary team within a caring environment. In the Psychosocial Sciences & Public Health (PSPH) module you will learn of the impact of illness and health on the individual and their family and/or significant others. You will study alongside child and mental health nursing students in this module. The Fundamental Aspects of Care (FACT) and Applied Biological Sciences (ABS) themes will run a combined module in your second year to provide a more cohesive link between the content of the two themes. This module will give you the biological sciences theory and practical caring skills and knowledge you need to support your development as an adult nurse in the first year of your branch programme. It will help you to gain an understanding of human processes in health and illness to support the care provided in the practice setting. Your nursing practice this year will focus on community and older adult placements, as well as a shorter ward-based placement towards the end of the year to help prepare you for your final year. You will complete your second which is a Personal Development Planning (PDP) tool designed to consolidate your learning in the practice setting. Please see the curriculum framework charts on the following pages for details of the Adult Nursing Programme. At the end of the second year, diploma students who have achieved the necessary criteria will be invited to transfer to the degree programme. We hope you continue to enjoy your studies with us and wish you success in completing the first year of your Adult branch programme. Key for curriculum framework chart: Shared modules with branch-specific seminars Adult Nursing-specific modules ABS Applied Biological Sciences FACT Fundamental Aspects of Care PNMK Professional Nursing and Midwifery Knowledge PSPH Psychosocial Sciences and Public Health 5

6 3-Year Adult Nursing Pre-registration Diploma Programme February 2009 Cohort YEAR 1 Common Foundation Programme (February 2009 February 2010) NM n/a PNMK AN Building Professional Knowledge Anne Manning Case Study/Report NM n/a PSPH ISPP Health and Society Hanna Weir Locality Project NM n/a ABS DABS Essentials of Applied Human Biology Maria Dingle Biology Exam NM1709* 1 45 n/a Practice AN Introduction to the Delivery of Professional Care n/a NM n/a FACT AN An Introduction to Practice Knowledge and Skills Tracey Bowden Nursing Exam *Please note: this will appear on your transcript as module code NM1729 YEAR 2 (Branch Programme): Developing an identity as a nurse and health care practitioner (February 2010 February 2011) NM % PSPH PHPCFP The Experience of Health and Illness Ermine Woodley Client Study NM % PNMK AN Progressing Professional Nursing Knowledge Anne Manning EBL Paper/Essay NM % ABS & FACT AN/ DABS Developing Adult Nursing Practice, Pathology and Related Pharmacology Peter Bentley (ABS) Janet Hunter (FACT Biology Exam NM % Practice AN Delivery of Professional Care in the Wider Context n/a YEAR 3 (Branch Programme): Working as a nurse & health care practitioner developing professional autonomy (February 2011 February 2012) NM % PNMK AN Consolidating Professional Nursing Knowledge NM % FACT AN Evaluating and Disseminating Adult Nursing Practice Janet Hunter & Karen Rawlings-Anderson Linda Cook & Marie Hill Scenario Exam NM % Practice AN Developing Professional Autonomy n/a 6

7 3-Year Adult Nursing Pre-registration Degree Programme February 2009 Cohort YEAR 1 Common Foundation Programme (February 2009 February 2010) NM n/a PNMK AN Building Professional Knowledge Anne Manning Case Study/Report NM n/a PSPH ISPP Health and Society Hanna Weir Locality Project NM n/a ABS DABS Essentials of Applied Human Biology Maria Dingle Biology Exam NM1709* 1 45 n/a Practice AN Introduction to the Delivery of Professional Care n/a NM n/a FACT AN An Introduction to Practice Knowledge and Skills Tracey Bowden Nursing Exam *Please note that this will appear on your transcript as module code NM1729 YEAR 2 (Branch Programme): Developing an identity as a nurse and health care practitioner (February 2010 February 2011) NM % PSPH PHPCFP The Experience of Health and Illness Ermine Woodley Client Study NM % PNMK AN Progressing Professional Nursing Knowledge Anne Manning EBL Paper/Essay NM % ABS & FACT AN/ DABS Developing Adult Nursing Practice, Pathology and Related Pharmacology Peter Bentley (ABS) & Janet Hunter (FACT Biology Exam NM % Practice AN Delivery of Professional Care in the Wider Context n/a YEAR 3 (Branch Programme): Working as a nurse & health care practitioner developing professional autonomy (February 2011 February 2012) NM % PNMK AN Consolidating Professional Nursing Knowledge Janet Hunter & Karen Rawlings-Anderson NM % FACT AN Evaluating and Disseminating Adult Nursing Practice Linda Cook & Marie Hill Scenario Exam NM % PSPH ISPP Management, Ethics & Law Ursula Smith Media Article & Presentation NM % Research AN Literature Review Project (Nursing) Helen Noble Dissertation NM % Practice AN Developing Professional Autonomy n/a 7

8 RN/DIPLOMA/BSC (HONS) CHILDREN S NURSING Welcome to the Child Health Route Welcome to your Child Health branch programme and well done on completing your common foundation programme in Year 1. During the first year of your branch programme you will further develop and consolidate nursing knowledge and skills to prepare you to undertake care delivery activities in primary, secondary and tertiary settings. Some learning will be shared between students of mental health and children s nursing, exploring both physical and mental health theory and practice across the lifespan. The acquisition of a reliable, up-to-date biological theory by the children s nurse is fundamental to safe, effective professional practice in every healthcare setting. This applied clinical knowledge should be the defining characteristic of the professional in the context of today s society. This contributes towards meeting the goals of the National Service Framework for Children and Young People (DH 2004a) and NMC (2004) Nursing proficiencies. You will complete your second which is a Personal Development Planning (PDP) tool designed to consolidate your learning in the practice setting. Please see the curriculum framework charts on the following pages for details of the Children s Nursing Programme. At the end of the second year, diploma students who have achieved the necessary criteria will be invited to transfer to the degree programme. We look forward to helping you in your journey towards Registration as a Children's Nurse. Key for curriculum framework chart: Shared modules with branch-specific seminars Child Health Nursing-specific modules ABS Applied Biological Sciences FACT Fundamental Aspects of Care PNMK Professional Nursing and Midwifery Knowledge PSPH Psychosocial Sciences and Public Health 8

9 3-Year Children s Nursing Pre-registration Diploma Programme February 2009 Cohort YEAR 1 Common Foundation Programme (February 2009 February 2010) NM n/a PNMK AN Building Professional Knowledge Anne Manning Case Study/Report NM n/a PSPH ISPP Health and Society Hanna Weir Locality Project NM n/a ABS DABS Essentials of Applied Human Biology Maria Dingle Biology Exam NM1709* 1 45 n/a Practice AN Introduction to the Delivery of Professional Care n/a NM n/a FACT MCH An Introduction to Practice Knowledge and Skills Tracey Bowden Nursing Exam *Please note that this will appear on your transcript as module code NM1729 YEAR 2 (Branch Programme): Developing an identity as a nurse and health care practitioner (February 2010 February 2011) NM % PSPH PHPCF P The Experience of Health and Illness Ermine Woodley Client Study NM % PNMK AN Progressing Professional Nursing Knowledge Anne Manning EBL Paper/Essay NM % ABS & FACT MCH/ DABS Developing Children s Nursing Practice, Pathology and Related Pharmacology Agnes Kanneh (ABS), David Anderson & Michelle Ellis (FACT) Biology Exam NM % Practice MCH Delivery of Professional Care in the Wider Context n/a YEAR 3 (Branch Programme): Working as a nurse & health care practitioner developing professional autonomy (February 2011 February 2012) NM % PNMK AN Consolidating Professional Nursing Knowledge Janet Hunter & Karen Rawlings- Anderson NM % FACT MCH Managing Child Health Care in Acute Situations Polly Lee Scenario Exam NM % Practice MCH Developing Professional Autonomy n/a 9

10 3-Year Children s Nursing Pre-registration Degree Programme February 2009 Cohort YEAR 1 Common Foundation Programme (February 2009 February 2010) NM n/a PNMK AN Building Professional Knowledge Anne Manning Case Study/Report NM n/a PSPH ISPP Health and Society Hanna Weir Locality Project NM n/a ABS DABS Essentials of Applied Human Biology Maria Dingle Biology Exam NM1709* 1 45 n/a Practice AN Introduction to the Delivery of Professional Care n/a NM n/a FACT MCH An Introduction to Practice Knowledge and Skills Nursing Exam *Please note that this will appear on your transcript as module code NM1729 YEAR 2 (Branch Programme): Developing an identity as a nurse and health care practitioner (February 2010 February 2011) NM % PSPH PHPCFP The Experience of Health and Illness Ermine Woodley Client Study NM % PNMK AN Progressing Professional Nursing Knowledge Anne Manning EBL Paper/Essay NM % ABS & FACT MCH/ DABS Developing Children s Nursing Practice, Pathology and Related Pharmacology Agnes Kanneh (ABS), David Anderson & Michelle Ellis (FACT) Biology Exam NM % Practice MCH Delivery of Professional Care in the Wider Context n/a YEAR 3 (Branch Programme): Working as a nurse & health care practitioner developing professional autonomy (February 2011 February 2012) NM % PNMK AN Consolidating Professional Nursing Knowledge Janet Hunter & Karen Rawlings- Anderson NM % FACT MCH Managing Child Health Care in Acute Situations Polly Lee Scenario Exam NM % PSPH ISPP Management, Ethics & Law Ursula Smith Media Article & Presentation NM % Research MCH Literature Review Project (Nursing) David Anderson Dissertation NM % Practice MCH Developing Professional Autonomy n/a 10

11 RN/DIPLOMA/BSC (HONS) MENTAL HEALTH NURSING Welcome to the Mental Health Route Welcome to year two. In this year you will focus to a greater degree on mental health issues. You will also build on areas of knowledge which you were introduced to in the first year and consolidate your understanding of the assessment and care of people physically and emotionally. In the area of mental health you will be studying assessment and risk assessment, care of those with many different diagnoses and their rehabilitation. You will also be involved in aspects of care in the community. During the first half of the year you will be working with child branch students, sharing a module with which explores human development, personality development and impact of family life on mental health. We hope that both branches gain valuable insights from each other through this experience. You will complete your second which is a Personal Development Planning (PDP) tool designed to consolidate your learning in the practice setting. We hope you will continue to develop personally and professionally and use your portfolio to plot your development of clinical skills. You will develop greater understanding of user/carer perspectives and alternative approaches to mental health. Your personal development will also involve greater responsibility for your behaviour and understanding of the impact of self on others. Please see the curriculum framework charts on the following pages for details of the Mental Health Nursing Programme. At the end of the second year, diploma students who have achieved the necessary criteria will be invited to transfer to the degree programme. Key for curriculum framework chart: Shared modules with branch-specific seminars Mental Health Nursing-specific modules ABS Applied Biological Sciences FACT Fundamental Aspects of Care PNMK Professional Nursing and Midwifery Knowledge PSPH Psychosocial Sciences and Public Health 11

12 3-Year Mental Health Nursing Pre-registration Diploma Programme February 2009 Cohort YEAR 1 Common Foundation Programme (February 2009 February 2010) NM n/a PNMK AN Building Professional Knowledge Anne Manning Case Study/Report NM n/a PSPH ISPP Health and Society Hanna Weir Locality Project NM n/a ABS DABS Essentials of Applied Human Biology Maria Dingle Biology Exam NM1709* 1 45 n/a Practice AN Introduction to the Delivery of Professional Care n/a NM n/a FACT AN An Introduction to Practice Knowledge and Skills Tracey Bowden Nursing Exam *Please note that this will appear on your transcript as module code NM1729 YEAR 2 (Branch Programme): Developing an identity as a nurse and health care practitioner (February 2010 February 2011) NM % PSPH PHPCFP The Experience of Health and Illness Ermine Woodley Client Study NM % PNMK AN Progressing Professional Nursing Knowledge Anne Manning EBL Paper/Essay NM % ABS & FACT MHLD/ DABS Developing Mental Health Nursing Practice, Pathology and Related Pharmacology Bill Blows (ABS) Jenny Oates (FACT) Biology Exam NM % Practice MHLD Delivery of Professional Care in the Wider Context n/a YEAR 3 (Branch Programme): Working as a nurse & health care practitioner developing professional autonomy (February 2011 February 2012) NM % PNMK AN Consolidating Professional Nursing Knowledge Janet Hunter & Karen Rawlings-Anderson NM % FACT MHLD Essential Mental Health Nursing Skills Lynny Turner Scenario Exam NM % Practice MHLD Developing Professional Autonomy n/a 12

13 3-Year Mental Health Nursing Pre-registration Degree Programme February 2009 Cohort YEAR 1 Common Foundation Programme (February 2009 February 2010) NM n/a PNMK AN Building Professional Knowledge Anne Manning Case Study/Report NM n/a PSPH ISPP Health and Society Hanna Weir Locality Project NM n/a ABS DABS Essentials of Applied Human Biology Maria Dingle Biology Exam NM1709* 1 45 n/a Practice AN Introduction to the Delivery of Professional Care n/a NM n/a FACT AN An Introduction to Practice Knowledge and Skills Tracey Bowden Nursing Exam *Please note that this will appear on your transcript as module code NM1729 YEAR 2 (Branch Programme): Developing an identity as a nurse and health care practitioner (February 2010 February 2011) NM % PSPH PHPCFP The Experience of Health and Illness Ermine Woodley Client Study NM % PNMK AN Progressing Professional Nursing Knowledge Anne Manning EBL Paper/Essay NM % ABS & FACT MHLD/ DABS Developing Mental Health Nursing Practice, Pathology and Related Pharmacology Bill Blows (ABS) Jenny Oates (FACT) Biology Exam NM % Practice MHLD Delivery of Professional Care in the Wider Context n/a YEAR 3 (Branch Programme): Working as a nurse & health care practitioner developing professional autonomy (February 2011 February 2012) NM % PNMK AN Consolidating Professional Nursing Knowledge Janet Hunter & Karen Rawlings-Anderson Scenario Exam NM % FACT MHLD Essential Mental Health Nursing Skills Lynny Turner NM % PSPH ISPP Management, Ethics & Law Ursula Smith Media Article & Presentation NM % Research MCH Literature Review Project (Nursing) Sarah Eales Dissertation NM % Practice MHLD Developing Professional Autonomy n/a 13

14 YEAR 2 OF THE PROGRAMME PRACTICE You will remain in your allocated Community of Practice for your second year placements. PROGRESSION FOR STUDENTS WHO HAVE OUTSTANDING ASSESSMENTS If you have not completed all outstanding assessments for the first year of the programme by week 12 of Year 2 of the programme, you will be required to take a break in order to complete these assessments. Upon successful completion of the outstanding assessments, you will continue with Year 2 of your programme with the next appropriate cohort. PROGRESSION FOR STUDENTS WHO HAVE OUTSTANDING PRACTICE HOURS In order to progress successfully to Year 3 of the programme, you must have achieved all the practice hours required for Year 2. If you have any deficit of hours you will be required to achieve them before moving onto Year 3 of the programme. In some circumstances it may necessitate you taking a break from the programme. STANDARDS OF BEHAVIOUR You are advised to ensure that your behaviour is appropriate at all times whilst on University premises or engaged in any University-related activity. Any behaviour that is violent, indecent, threatening or offensive (including offensive language) may be deemed as misconduct and could lead to precautionary suspension from the programme and disciplinary action being taken. (Please see the documents on Misconduct in Part 2 of the Pre-registration School Handbook.) NURSING & MIDWIFERY COUNCIL (NMC) PROFICIENCIES The programme has been designed to ensure that you as a nursing or midwifery student can demonstrate competence in the NMC Proficiencies required for entry to the NMC Register these proficiencies are listed in Appendix 1 at the back of the handbook. 14

15 CURRICULUM THEMES Throughout your programme the curriculum continues to be structured around six themes and each module that you undertake in your second year will belong to one of the first five of the themes described below. Please note that the Research theme will only be taken by degree students in Year FUNDAMENTAL ASPECTS OF CARE (FACT) This theme will facilitate you to develop fundamental aspects of nursing care related to your specific programme. The theme emphasises the need for you to develop practice and communication skills within nursing practice. During these modules you will develop the ability to carry out a range of caring skills. Manual handling and cardio-pulmonary resuscitation are included, attendance at which is mandatory. You will be summatively assessed using examinations, coursework and Objective Structured Clinical Examinations (s), which take place in the simulated environment in the clinical and communication skills suites. You will be encouraged to practice skills in your student directed time by booking into one of the clinical skills rooms in the Robin Brook Centre at St Bartholomew s Hospital, on the following website: You will explore your own values and beliefs and those of others in the delivery of the fundamental aspects of care. Policy guidelines that underpin clinical and communication skills delivery, particularly National Service Frameworks (NSF) and Essence of Care will be integrated into the teaching so you understand the principles and evidence that underpin your learning and development of clinical and communication skills. Further information about learning and teaching clinical and communication skills can be found on the CETL website: 2. PSYCHOSOCIAL SCIENCES & PUBLIC HEALTH (PSPH) The psychosocial and public health theme will introduce you to different disciplines that provide ways of seeing the individual and their social contexts of health and illness. The modules will help you apply disciplines of sociology, psychology, public health, and policy, management, law and ethics, that help explain and inform the arts and sciences of health and social care practices. It is intended that the modules will provide a robust basis for you to gain critical understanding of the complex social, moral and cultural relationships at the heart of the political ands economic elements of health. 3. PROFESSIONAL NURSING & MIDWIFERY KNOWLEDGE (PNMK) The theme is designed to facilitate the progression of your knowledge of professional identity and practice. The contribution of theory to the practice of Nursing is emphasised within the fields of health and social care. You will be encouraged to develop an understanding of your contribution to the health and social care of patients/clients in all settings within the health care team. By the completion of the programme you will realise that professional practice involves the ability to make decisions on the basis of knowledge and understanding, and to be prepared to be professionally accountable for those decisions. 4. APPLIED BIOLOGICAL SCIENCES (ABS) The nature of nursing practice requires strong foundations in the applied biological sciences. The Applied Biological Sciences Theme provides teaching and learning associated with the disciplines of anatomy, biochemistry, embryology, genetics, medicines, microbiology, nutrition, physics, physiology, pathology, and pharmacology, to enable you to gain an appropriate understanding of the human processes in health and illness. During theme activities you will be challenged through various educational processes (e.g. laboratory experiments) to encourage understanding of subject matter within the wider health care contexts. 15

16 5. PRACTICE The practice theme will form 50% of the learning experience during the programme for nursing students. The emphasis will be on you applying and analysing the five components of holistic care which are physical, psychological, spiritual, cultural and social, to nursing practice. Learning experiences will progress from individualised care in the wider context and you will develop as autonomous practitioners which will allow a seamless transition from student to qualified practitioner. You will have placement based reflective sessions to help in your personal and professional development as a practitioner. Each year you will complete a Practice (Portfolio) which is a Personal Development Planning (PDP) tool designed to consolidate your learning in the practice setting. 6. RESEARCH The research theme will only be taken by BSc (Hons) students in Year 3. The module explores health informatics and research and will allow you to understand the nature of the generation of evidence and evidence based practice. We aim to help you become creative problem solvers and critical thinkers through the completion of a literature review at degree level. INTERPROFESSIONAL EDUCATION (IPE) Interprofessional education, or IPE, is a relatively new concept, having only been around since the early 1990 s, however, teams and team working have been an integral part of health and social care activities since their inception. Interprofessional education/training describes those occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care (Freeth, D., Hammick, H., Reeves, S., Koppel, I. and Barr, H. (2005). Essentially, it aims to advance and enhance the educational practices of health and social care professionals. As you continue your training as a health or social care professional, you will find yourself working with people from many different backgrounds and disciplines. Whilst you each have your own specific role, you are also a member of a wider team, a multiprofessional team, who must work together as one unit to provide the best quality of patient care. IPE will be present throughout your training programme. There is a strong focus on IPE within the health and social care services, and it is designed to develop your awareness of other professions, what they do and how you can work with them to enhance your own practice and hence the standard of care you are able to provide. We do hope you enjoy the interprofessional work that you participate in and that you will take what you learn into your practices in the future. USER AND CARER INVOLVEMENT IN NURSING EDUCATION The involvement of service users and carers, patients and public in the commissioning, design, delivery and evaluation of health and social care services has led to positive changes in service delivery and staff attitudes. By valuing and listening to experts through experience, staff can provide the types of interventions perceived to be most appropriate and effective in the manner that is most acceptable to those receiving the service. Involvement of service users and carers is also recommended in all aspects of health and social care education, including recruitment, curriculum planning, teaching and learning, and assessment. By ensuring the user and carer perspective is threaded throughout this programme, it is anticipated that you will be more attuned to working within and developing a consumer-focused service in the future. 16

17 LEARNING AND TEACHING STRATEGIES A range of learning and teaching strategies will be used throughout your programme. This is to facilitate different approaches to learning that suit your differing needs and that of the content of the programme. Outlined below are some definitions of those that will be commonly used. Lead Lectures A lecture enables information to be presented in a logical manner to groups of students. This is a useful method for presenting an overview of new material and in stimulating the student to read further around this subject. Small Groups (including role-play, seminars, debates) Small groups will encourage the application of theory to practice and extend the depth and breadth of students' knowledge. They encourage team working and can be motivating, enhance communication skills and challenge powers of reasoning. Personal Tutorials Tutorials and reflection on learning with personal tutors enables the student to discuss individual progress as well as issues of concern about the programme. Tutorials also offer pastoral support. Enquiry Based Learning (EBL) EBL enables introduction to a trigger or situation so that the student can embark on a journey of enquiry related to the issues raised. EBL allows the student to develop as a questioning learner whilst helping them to develop an understanding of the functioning of groups. Clinical Practice The aim of practice experience is for the student to observe, participate and practice their skills in a variety of real life contexts. This experience will facilitate the student to relate theory to practice and enable skills and knowledge to develop through supervised practice. Student Directed Learning During the programme the students will have periods of time that are set aside for them to determine what they will study and the pace. This time will be required for the student to read literature and theory to develop their knowledge, practice their skills and undertake activities to write or revise for their assessments. This time will be given in odd days or as blocks of time which are linked to assessments submission. This time is not annual leave and students are required to be within reach of the University as occasionally supplementary taught sessions may be scheduled within it. Details of the actual periods of time will be given in each year of the programme and on the programme plan. Workbook Using a workbook as the basis of sessions, the workbook may be used by the student as a means of identifying the various ways that the theoretical issues addressed in the module may have particular relevance for their own field of practice. Simulation This enables the student to be placed into situations which simulate real life clinical scenarios. Simulation enables the student to practice skills in a safe environment but assists with the transfer of these skills to the real life clinical setting. E-Learning E-Learning is about the utilisation of computer and internet technologies to facilitate, distribute and enhance learning. This programme will utilise CitySpace ( the University s Virtual Learning Environment, to enhance the student s learning experience. Students will also use Reusable Learning Objects created by the programme s teaching staff, available via the CETL website ( and a wide range of skills available through a web-based learning programme and reference tool. 17

18 ASSESSMENTS The following table gives a brief overview of the assessments to be undertaken in each year of the programme. Further specific detail about the assessments, such as word length, duration of the examination etc. for each individual module will be included in the individual assessment guidelines for each module, available at YEAR 1 YEAR 2 YEAR 3 THEME TYPE OF ASSESSMENT TYPE OF ASSESSMENT TYPE OF ASSESSMENT ABS Exam: *MCQ/Short Answers Biology Exam consists of two parts: a drug calculations section and an MCQ section. n/a FACT Module 1: Exam: *MCQ/Short Answers Module 2: ** Clinical (including hand washing IP) (Objective Structured Clinical Examination) DipHE Nursing Students: (Objective Structured Clinical Examination) BSc Nursing students: 1. (Objective Structured Clinical Examination) 2. Reflection PNMK Case Study/Report assessing a situation a patient finds themselves in. EBL Presentation & Paper Scenario Exam PSPH Locality Project Client Study DipHE Nursing Students: n/a BSc Nursing Students: Media Article PRACTICE RESEARCH n/a n/a BSc Nursing Students: Dissertation 6000-word literature review * MCQ Multiple Choice Questions ** Objective Structured Clinical Examination this is a practical assessment in the form of a simulation where you are assessed on specific topics at designated stations 18

19 CALCULATION OF FINAL AWARD Award of Diploma To qualify for the Diploma in Nursing, you must have passed or been exempted from all of the appropriate assessment(s) for Parts 1and 2. The Overall Aggregate Mark for the Award shall be calculated using the overall percentage marks obtained at the end of Part 2 only. Exempted modules will be excluded from the weighting. The module weighting relates to the credit for each module. The minimum percentage in the Overall Aggregate for recommendation for the award shall be: With Distinction minimum 70% With Merit minimum 60% Pass minimum 40% Award of Honours Degree To qualify for the Honours Degree in Nursing, you must have passed or been exempted from all of the appropriate assessment(s) for Parts 1 and 2. The Overall Aggregate Mark for the Honours Degree shall be calculated using the overall percentage marks achieved at the end of Part 2 only. Exempted modules will be excluded from the weighting. The module weighting relates to the credit for each module. The minimum percentage in the Overall Aggregate for recommendation for the award shall be: Class I minimum 70% Class II Upper Division minimum 60% Class II Lower Division minimum 50% Class III minimum 40% Transfer to the Nursing Degree Programme Nursing Diploma students may be eligible to transfer to the honours or non-honours (this option means you do not complete a dissertation) Degree programme at the end of Year 2. Students wishing to transfer to the honours degree for their third year must pass all level one modules and achieve an aggregate mark of 60% across the level 2, Year 2 theory modules at first attempt (usually without an extension). Modules to be to be included in the aggregate mark will be confirmed annually by the Programme Management Team. Students wishing to transfer to the non-honours degree for their third year must pass all level one modules and achieve an aggregate mark of 50% across the level 2, Year 2 theory modules at first attempt (usually without an extension). Modules to be to be included in the aggregate mark will be confirmed annually by the Programme Management Team. The aggregate marks of the first two second year theory assignments submitted by the students will be used as a predictor at the Interim Assessment Board to identify students with the potential to transfer to degree. This will be discussed with the students to ascertain if they do wish to transfer conditional on achieving the overall aggregate required, as specified above, which will be subsequently confirmed at the Assessment Board at the end of Year 2. The funding you receive from the NHS Grants Unit will change from a standard bursary to a meanstested bursary. If you wish to be considered for this option please discuss this with your Programme Director after you have completed 8 months of your second year. 19

20 In the three-year programmes there are several routes all sharing some modules of the programme and some unique parts. 1. Diploma and BSc (Hons) in Nursing with Registration in Adult Nursing on Part 1 of the NMC Register. 2. Diploma and BSc (Hons) in Nursing with Registration in Children s Nursing on Part 1 of the NMC Register. 3. Diploma and BSc (Hons) in Nursing with Registration in Mental Health Nursing on Part 1 of the NMC Register. When you have completed your programme and successfully passed all assessments and examinations you are eligible to register your qualification with the Nursing & Midwifery Council (NMC). Registration will confer on you the legal right to use the title Registered Nurse (RN). You will be provided with the relevant form towards the end of your programme, which you are required to complete and send to the NMC. You also need to pay a registration fee. The School is required to complete and send to the NMC a Declaration of Good Character and Health in support of your application to be entered onto the Professional Register, which indicates that you are of good character and fit to practice. If the School feels unable to sign this document you will be informed. A transcript of training is also sent to the NMC. This includes information about your theoretical and practical experience, and sickness and absence during your training. Once your application form, registration fee, Declaration of Good Character and Health and transcript of training have been received, the NMC will then write to you and provide you with a PIN Registration Number. Re-registration will be required at set periods, during which time you will be required to maintain a Professional Portfolio. 20

21 APPENDIX 1 NMC NURSING PROFICIENCIES (2004) Nursing Branch Proficiencies for entry to the NMC Register Professional and Ethical Practice Domain 1.1 Practice in accordance with the NMC code of professional conduct: standards for conduct, performance and ethics 1.2 Use professional standards of practice to self-assess performance 1.3 Consult with a registered nurse when nursing care requires expertise beyond one s own current scope of competence 1.4 Consult other health care professionals when individual or group needs fall outside the scope of nursing practice 1.5 Identify unsafe practice and respond appropriately to ensure a safe outcome 1.6 Manage the delivery of care services within the sphere of one s own accountability 1.7 Demonstrate knowledge of legislation and health and social policy relevant to nursing practice 1.8 Ensure the confidentiality and security of written and verbal information acquired in a professional capacity 1.9 Demonstrate knowledge of contemporary ethical issues and their impact on nursing and health care 1.10 Manage the complexities arising from ethical and legal dilemmas 1.11 Act appropriately when seeking access to caring for patients and clients in their own homes 1.12 Maintain, support and acknowledge the rights of individuals or groups in the health care setting 1.13 Act to ensure that the rights of individuals and groups are not compromised 1.14 Respect the values, customs and beliefs of individuals and groups 1.15 Provide care which demonstrates sensitivity to the diversity of patients and clients Care Delivery Domain 2.1 Utilise a range of effective and appropriate communication and engagement skills 2.2 Maintain and, where appropriate, disengage from professional caring relationships that focus on meeting the patient s or client s needs within professional therapeutic boundaries 2.3 Consult with patients, clients and groups to identify their need and desire for health promotion advice 2.4 Provide relevant and current health information to patients, clients and groups in a form which facilitates their understanding and acknowledges choice/individual preference 2.5 Provide support and education in the development and/or maintenance of independent living skills 2.6 Seek specialist/expert advice as appropriate 2.7 Select valid and reliable assessment tools for the required purpose 2.8 Systematically collect date regarding the health and functional status of individuals, clients and communities through appropriate interaction, observation and measurement 2.9 Analyse and interpret data accurately to inform nursing care and take appropriate action 2.10 Establish priorities for care based on individual or group needs 2.11 Develop and document a care plan to achieve optimal health, habilitation, and rehabilitation based on assessment and current nursing knowledge 2.12 Identify expected outcomes, including a time frame for achievement and/or review in consultation with patients, clients, their carers and family and friends and with members of the health and social care team 2.13 Ensure that current research findings and other evidence are incorporated into practice 2.14 Identify relevant changes in practice or new information and disseminate it to colleagues 2.15 Contribute to the application of a range of interventions which support and optimise the health and well-being of patients and clients 21

22 2.16 Demonstrate the safe application of the skills required to meet the needs of patients and clients within the current sphere of practice 2.17 Identify and respond to patients and clients continuing learning and care needs 2.18 Engage with, and evaluate, the evidence base that underpins safe nursing practice 2.19 Identify, collect and evaluate information to justify the effective utilisation of resources to achieve planned outcomes of nursing care 2.20 Collaborate with patients and clients and, when appropriate, additional carers to review and monitor the progress of individuals or groups towards planned outcomes 2.21 Analyse and revise expected outcomes, nursing intervention and priorities in accordance with changes in the individual s condition, needs or circumstances 2.22 Use evidence based knowledge from nursing and related disciplines to select and individualise nursing interventions 2.23 Demonstrate the ability to transfer skills and knowledge to a variety of circumstances and settings 2.24 Recognise the need for adaptation and adapt nursing practice to meet varying and unpredictable circumstances 2.25 Ensure that practice does not compromise the nurse s duty of care to individuals or the safety of the public Care Management Domain 3.1 Apply relevant principles to ensure the safe administration of therapeutic substances 3.2 Use appropriate risk assessment tools to identify actual and potential risks 3.3 Identify environmental hazards and eliminate and/or prevent where possible 3.4 Communicate safety concerns to a relevant authority 3.5 Manage risk to provide care which best meets the needs and interests of patients, clients and the public 3.6 Establish and maintain collaborative working relationships with members of the health and social care team and others 3.7 Participate with members of the health and social care team in decision-making concerning patients and clients 3.8 Review and evaluate care with members of the health and social care team and others 3.9 Take into account the role and competence of staff when delegating work 3.10 Maintain one s own accountability and responsibility when delegating aspects of care to others 3.11 Demonstrate the ability to co-ordinate the delivery of nursing and health care 3.12 Literacy interpret and present information in a comprehensible manner 3.13 Numeracy accurately interpret numerical data and their significance for the safe delivery of care 3.14 Information technology and management interpret and utilise data and technology, taking account of legal, ethical and safety considerations, in the delivery and enhancement of care 3.15 Problem-solving demonstrate sound clinical decision-making which can be justified even when made on the basis of limited information Personal and Professional Development Domain 4.1 Identify one s own professional development needs by engaging in activities such as reflection in, and on, practice and lifelong learning 4.2 Develop a personal development plan which takes into account personal, professional an organisational needs 4.3 Share experiences with colleagues and patients and clients in order to identify the additional knowledge and skills needed to manage unfamiliar or professionally challenging situations 4.4 Take action to meet any identified knowledge and skills deficit likely to affect the delivery of care within the current sphere of practice 22

23 4.5 Contribute to creating a climate conducive to learning 4.6 Contribute to the learning experiences and development of others by facilitating the mutual sharing of knowledge and experience 4.7 Demonstrate effective leadership in the establishment and maintenance of safe nursing practise. 23