PROGRAMME HANDBOOK BSc (HONS) Nursing (Adult) Full-time / Part-time February 2016 intake

Transcription

1 PROGRAMME HANDBOOK BSc (HONS) Nursing (Adult) Full-time / Part-time February 2016 intake 1

2 SECTION Contents Page Welcome and Introduction Section 1 Programme Details & Calendar Section 2 Communications Section 3 Programme Support for students Section 4 - Health, Safety and Welfare Welcome Statement Introduction 1.1 Programme Overview 1.2 Programme Aims 1.3 Programme Structure 1.4. Programme Calendar 2.1 Communication Systems 2.2 Opening times of offices 2.3 Key Programme Staff 2.4 Contacting Programme Staff and Response Time to s or Voice Mail 3.1 Personal tutoring arrangements 3.2 Support for Students with Disabilities, Learning Difficulties or Specific Needs 3.3 Support for Part-Time Students, Work- Based Learners 3.4 Attendance 3.5 IT Resources 4.1 Health and Safety 4.2 Use of Computers 4.3 Student Welfare Section 5 Staff Student Liaison Committee and Student Representation Section 6- Learning resources Section 7. The Role of External Examiner 5.1 Staff-Student Liaison Committees and Student Representatives 5.2. Student Feedback 5.3 Students Union 6.1 Resources 6.2 Library Support 6.3 BISSTO Bolton Interactive Study Skills Tutorial Online Teaching rooms and clinical skills / access The Role of External Examiner 49 Section 8 Careers, professional body membership and employability opportunities 8.1 Enhancing employability 8.2 Membership of professional bodies 8.3 Career Services Section 9 Prizes, scholarships and bursaries Prizes, scholarships and bursaries 50 Frequent reference is made throughout this Programme Handbook to University of Bolton policies, procedures, regulations and codes of practice which apply to you. Parts of these are sometimes summarised here for your benefit. In all cases, these summaries are subject to the full University versions referred to. In the case of any conflict between the latter and any summaries presented here, it is the full University versions which apply. 2

3 BSc (Hons) Nursing (Adult) Programme Handbook Welcome Statement Welcome to the School of Health & Human Sciences at the University of Bolton, the home of the BSc (Hons) Nursing (Adult). The wider School comprises a diverse range of academic areas, including Early Years, Community Studies, Youth & Community. In each of these areas, we have a simple aim and that is to provide you with opportunities to study for the qualifications which will equip you for the best jobs in your field. We can be confident in this aim, because each of our programmes provides academic perspectives alongside experience-based insights from the professional field. We hope you will enjoy your time with us and use the learning to improve care services for others. The programme is specifically tailored to meet your professional and personal development needs to enable you to become an independent safe competent and autonomous graduate nurse who is fit for practice and award. The course is a 50/50 partnership between the University of Bolton (UoB) and Bolton NHS Foundation Trust. You will be a student of the University. Once accepted onto the course, while waiting for it to commence, you will be have been offered employment as a Healthcare Assistant. On successful completion of the course you will be entered onto the NMC register and will be given the opportunity to apply for a band 5 nursing post with BOLTON FT. This programme sets out to produce an all graduate nursing workforce with the required knowledge and skills required to meet the nursing involvement in the ongoing health care needs of the population. We intend your programme to educate, challenge and stimulate your personal development and your professional career. While developing professional practice is obviously a core aim of your study, in all our programmes there is an emphasis on personal development and planning for this. Personal Development Planning is a structured and supported process undertaken by an individual to reflect upon your own learning, performance and/or achievement and to plan for your personal, educational and career development. You will be compiling a Professional Development Portfolio throughout your 3 years. The design of the various parts of our modules: their content, style and the way you learn and are assessed; is intended to promote professional and personal development In this Handbook we have tried to draw together the things all under-graduate students on modules of the BSc need to know so that you have them in one place. I hope you find the Handbook useful. Do let us know how we can improve it. I hope you find your time with us rewarding and stimulating. Jane Howarth Dean of School 3

4 Introduction Welcome to the 2014/15 academic year and the BSc Nursing (Adult) programme. This Programme Handbook is designed to ensure that you can find key information about your programme of study. It should be read in conjunction with Student Handbook webpages. You can access the Bolton University Student Handbook webpages by following this link: This handbook is designed to provide you with a detailed explanation of your course, its aims and outcomes, the curriculum content, the approach to teaching, learning and assessment, the tutorial support system and staff who are able to assist you with your studies. Please read it carefully at the beginning of the course and again from time to time. Please ask for clarification of any aspect that is not clear to you. It also provides an essential reference document and you should keep it for future use. For detailed information in relation to wider University policies and procedures such as Assessment and Examination boards, how to apply for mitigation, funding etc. please seek advice from your University Handbook webpages. University information can be found on the website at This undergraduate degree is delivered and assessed at levels FE3/HE4-6 and complies with the Assessment Regulations for Undergraduate Programmes. These are accessible via the following web-link: ught-programmes.aspx Our modules allow for a progressive development of learning and a broad understanding of the subject area, these are taught by a dedicated staff team, both within our new state of the art simulation and teaching facilities within Bolton One which is a new 31 million health, leisure and research Centre, built through a unique and visionary partnership between Bolton Council, NHS Bolton and the University of Bolton. Along with our accommodation at the Senate House, Chancellors Mall, Eagle Tower all based on Eagle Campus. We hope you have an enjoyable and rewarding time with us gaining new friends and experiences for years to come. Your thoughts, responses and ideas relating to your programme are very important to us and we hope you will have the opportunity 4

5 to become an active member of the student course team bringing along fresh ideas for the future. The Programme Team wishes you success on the course and we will do everything in our power to ensure that your experience is both an enjoyable and rewarding one. Should you experience any problems then please do not hesitate to talk to us about them. We wish you all the success and look forward to working with you throughout the programme. Trish Houghton Programme Lead 5

6 1. Programme Details and Calendar 1.1 Programme Overview The aim is to enable you to attain a BSc (Hons) Nursing (Adult) leading to Registration on Part 1 of the Nursing and Midwifery Council (NMC) Register. 1.2 Programme Aim The principal aims of the programme are to: Develop as an independent safe competent and autonomous graduate nurse who is fit for practice and award and who is able to maintain professional standards and assure protection of the public. Develop so that you apply a person-centred approach to care based on partnership, which respects the individuality of people and families. Develop your personal, academic and professional skills, knowledge, attitudes, technical abilities and values essential for safe and effective nursing and healthcare practice based on best evidence by providing a range of quality learning opportunities. Develop as a practitioner who is compassionate and aware of the interpersonal therapeutic use of self and the impact on patients and other members of the multi-professional healthcare team. Become a graduate nurse who is able to access and appraise the best available evidence by developing your analytical / critical thinking skills to make safe and effective clinical decisions in practice. Develop as a nurse to understand and appreciate the health associated needs of patient and carers from a diverse population across the lifespan within a variety of settings. Develop your leadership skills so that you are able to work collaboratively across professional boundaries and in partnership with individuals, communities and healthcare workforce to contribute to the provision of high quality care. Enable you to develop as a practitioner who is equipped with key transferable skills that enhance employability within a changing healthcare environment. Ensure you develop as a reflective practitioner who can recognise the need for lifelong learning and continued professional development. The achievement of the programme aims and outcomes will be underpinned by the achievement of generic and field-specific competencies in the four domains of: professional values communication and interpersonal skills nursing practice and decision making leadership, management and team working Programme Learning Outcomes Based on the NMC statement for public confidence in the newly qualified nurse the programme will ensure that the student nurse on qualifying will meet the following learning outcomes in relation to knowledge and understanding, cognitive, intellectual 6

7 and thinking skills, Practical, professional or subject-specific skills Transferable, key or personal skills : Programme learning outcomes K. Knowledge and understanding (NMC Domain 1 Professional values) On completion of the programme you will be able to demonstrate systematic knowledge and understanding of: 1. Structure and Function of the human body, dysfunction, pathophysiology, immunology and microbiology. 2. Ethical principles, values and moral concepts inherent in nursing and social care practice across the lifespan. 3. Legislative, professional and statutory codes of conduct relevant to physical, mental and socio-cultural needs of a range of service users. 4. Your responsibilities regarding safeguarding and know how to raise concerns when you believe people s safety is at risk. 5. Contemporary health care policy and its impact upon determining public health issues within adult nursing and apply a public health framework to assess needs and plan care for individuals, communities and populations. 6. Contemporary national, global and environmental developments in health care and evidenced based practice which influences and supports the development of evidenced based practice within adult nursing practice. 7. The role of governance in maintaining and developing standards, remaining accountable for the management of self and others effectively and confidently in order to deliver high quality care to a range of service users. 8. A range of acute and long terms conditions including both physical & mental health across the life span. 9. Legislation, legal, ethical and professional frameworks for safe and effective medicines management along with the fundamentals of pharmacology and therapeutic effects of major drug groups on the body. C. Cognitive, intellectual or thinking skills On completion of the programme you will be able to demonstrate the ability to: 1. Think analytically, using higher levels of professional judgments and decision makes in increasing complex care environments. 2. Apply skills of critical analysis to real world situations and evaluate practice and theoretical evidence which contributes to an understanding of practice and service delivery. 3. Demonstrate the development of skills in intellectual debate, knowledge and skills in clinical reasoning, structured evaluation and problem solving 4. Utilise reflective strategies to maintain your own professional development through a portfolio which demonstrates effective self-appraisal and personal development planning following constructive feedback. 7

8 P. Practical, professional or subject-specific skills (NMC Domain 1 & 3 Professional values & Nursing Practice and decision making) On completion of the programme you will be able to demonstrate the ability to: 1. Practice independently and make autonomous decisions 2. Practise in a way that empowers and respects the safety, dignity, rights, choices and wishes of a diverse range of service users across the lifespan, your carers and families in a manner that is consistent with professional, ethical and legal frameworks. 3. Practise in accordance with The Code: Standards for Conduct, Performance and Ethics (The Code) (NMC 2008), consistent with the legislation relating to nursing practice. 4. Plan, deliver and evaluate a high standard, compassionate, evidenced based and person centred care in partnership with service users, carers and their families. Provide care across all age groups that may present with acute physical, mental health and learning disabilities health conditions using the latest technology. 5. Plan, deliver and evaluate a high standard, compassionate, evidenced based and person centred care in partnership with service users, carers and their families. Provide care across all age groups that may present with long term, complex physical, mental health and learning disabilities health conditions using the latest technology. 6. Critically evaluate appropriate evidence and research in order to safely and systematically assess, plan, implement and evaluate the physical, mental and socio-cultural needs of a range of service users who may present with complex acute and long term physical, mental health and learning disability need across the lifespan. 7. Critically evaluate the changing needs of service users and carers when planning, supporting and delivering care throughout the end of life by respecting their choices and responding to the potential and actual impact of loss and bereavement upon the family. 8. Manage service users medication therapies safely and effectively within the relevant legal frameworks. 9. Explore the concepts and contemporary approaches to nursing care of the older person within the acute and community health and social care setting. T. Transferable, key or personal skills ( NMC domains 2 & 4 ) Communication & interpersonal skills; Leadership, management and team working On completion of the programme you will be able to demonstrate the ability to: 1. Be an autonomous practitioner in managing your work and care delivery to drive up professional standards. 2. Adapt and be flexible in the leadership of individuals and teams, demonstrating the ability to co-ordinate multi-professional & inter-professional care in acute, community and public health contexts. 3. Communicate effectively by written, spoken and other means using appropriate techniques and interpersonal skills through group discussions and presentations. 4. Engage with numerical data and calculation and understand their significance for patient safety. 5. Use information and communication technology appropriately and effectively 6. Work independently or effectively in teams utilising your leadership skills and respecting other peoples contributions 7. Utilise problem solving skills 8. Engage in continuing professional development and direct personal development 9. Acquire, analyse, evaluate, synthesis and apply research skills from a wide range of 8

9 sources 1.3 Programme Structure The BSc (Hons) Nursing (Adult) comprises of 120 credits at level HE credits at HE credits at HE6. Each module is worth either 10 or 20 or 40 credits to accumulate the required credits at each academic level. All bar one 20 credit module will be core modules. It will take 3 years full time to complete the full honours degree, and you have a maximum 5 years in order to complete. BSc (Hons) Nursing (Adult) pathway your programme will look like this: HE4 40 credits HLT4080 Caring and compassionate foundation skills for nursing practice HE5 40 credits HLT5017 Care of acute physical & mental health issues across the lifespan 10 credits HLT4081 Developing graduate skills & using evidence to inform practice 20 credits HLT5018 Principles of medicines management 20 credits HLT4082 Introduction to human anatomy & physiology 20 credits HLT5019 Care of complex physical & mental health issues across the lifespan 20 credits HLT4084 Contemporary approaches to health & wellbeing 20 credits HLT5020 Enhancing health & wellbeing 10 credits HLT4085 Foundation of medicines management 20 credits HLT5021 Contemporary nursing care for the older person 20 credits HLT4083 Introduction to the principles of professional practice - HE6 40 Credits HLT6069 Preparation, transition nursing management professional practice and for HE6 10 Credits HLT6072 Application of medicines management HE6 10 Credits HLT6071 Applied Adult nursing practice HE6 20 credits HLT6073 Palliative & end of life care in adult nursing practice 20 Credits HE6 Elective module 20 Credits HE6 HLT6074 Developing the evidence base for professional nursing practice Details for each individual module and their specifications can be found on the university Module Database: Module Caring and compassionate foundation skills for Module Number HLT4080 Link Credits 40 9

10 nursing practice Developing graduate skills & using evidence to inform practice Introduction to human anatomy & physiology HLT4081 HLT Contemporary approaches to health & well-being Foundation of medicines management HLT4084 HLT Introduction to the principles of professional practice Care of acute physical & mental health issues across the lifespan Principles of medicines management HLT4083 HLT5017 HLT Care of complex physical & mental health issues across the lifespan Enhancing health & wellbeing HLT5019 HLT Contemporary nursing care for the older person HLT Preparation, transition and nursing management for professional practice HLT Application of medicines management HLT Applied Adult nursing practice HLT Palliative & end of life care in adult nursing practice Developing the evidence base for professional nursing practice Elective Modules HLT6073 HLT Nursing care of patients with acute changes HLT

11 15 Contemporary approaches to dementia care Safeguarding vulnerable adults HLT6061 HLT Programme Calendar The term dates for your programme fall outside the university calendar due to being a 44 week programme. Most undergraduate courses are taught in Term 1 and 2 only however your programme is taught over term 3 also due to being a 44 week x 3 year programme Annual leave will be allocated into the programme and is not negotiable. The BSc (Hons) Nursing (Adult) Programme is a 3 year programme. Each year is 44 weeks in length consisting of 22 weeks theory and 22 weeks practice therefore this programme does not follow the usual University academic calendar. The programme utilises a 3 Term model and theory and practice is integrated in each module. There are formative elements in each module. The progression points are at the end of Year 1 and 2. Continuous practice of at least 4 weeks will take place in Year 1 Term 3 (end of the year) and Year 2 Term 3 (end of Year) and up to 14 weeks of practice in Year 3 Term 3. This will allow time for judgements to be made with regards to the student s ability to deliver safe and competent practice within the field of practice. The dates set out below apply specifically for your course. You should check specific programme dates with your programme lead, module specific dates and assignment submission dates with your module tutors or personal tutor. See below for the Yearly Planner for each Year of the programme in relation to planned Theory, Practice and Annual Leave Weeks. 11

12 Pre-registration Academic Calendar 15/16 - Feb Year 1 Academic Year Date / Week beginning Semester / term Comment 01 February 2016 Term 1 - Enrolment / induction / Teaching starts Theory (9 weeks) 08 February February February February March March March 2016 (Good Friday) 28 March 2016 Term 1 Trust Induction (Easter Monday) 04 April 2016 Clinical Skills (1 week) 2015/ / April 2016 Practice (7 Weeks) 18 April April May May May May May 2016 Annual leave 06 June 2016 Annual leave 13 June June June July July July 2016 Term 2 - Theory (6 weeks) 25 July 2016 Term 2 Annual leave 01 August 2016 Clinical Skills (1 week) 08 August 2016 Practice 7 weeks 15 August August August September September

13 19 September September 2016 Annual leave 03 October 2016 Annual leave 10 October October October October November November November 2016 Term 3 - Theory (7 weeks) 28 November 2016 Clinical Skills (1 week) Term 3 05 December 2016 Practice (5 Weeks) 12 December December December January January 2017 Annual leave 16 January 2017 Annual leave 23 January 2017 Annual leave Pre-registration Academic Calendar 16/17 - Feb Year 2 Academic Year Date / Week beginning Semester / term Comment 30 January 2017 Term 1 - Theory (8 weeks) 2016/ February February February February March March March 2017 Term 1 27 March 2017 Practice (4 Practice ) 03 April April 2017 (Good Friday) 17 April 2017 (Easter Monday) 24 April 2017 Annual leave 01 May 2017 Annual leave 08 May May 2017 Term 2 Term 2 - Theory (7 weeks) 13

14 22 May May June June June June 2017 Clinical Skills (1 Week) 03 July 2017 Maternity (1 Week) 10 July 2017 Child (1 Week) 17 July 2017 Annual leave 24 July 2017 Practice (5 Practice ) 2017/ July August August August August 2017 Annual leave 04 September 2017 Annual leave 11 September 2017 Term 3 - Theory (7 Weeks) 18 September September October October October October October 2017 Clinical Skills (1 week) 06 November 2017 Practice (9 Weeks) 13 November November 2017 Term 3 27 November December December December December January January 2018 Annual leave 15 January 2018 Annual leave 22 January 2018 Annual leave Pre-registration Academic Calendar 17/18 - Feb Year 3 Academic Year Date / Week beginning Semester / term Comment 14

15 29 January 2018 Term 1 Theory (6 Weeks) 05 February February February February March March 2018 Term 1 Practice (4 Weeks) 19 March March 2018 (Good Friday) 02 April 2018 (Easter Monday) 09 April 2018 Annual Leave 16 April 2018 Annual Leave 23 April 2018 Term 2 Theory ( 9 weeks) 2017/ April May May May May June June 2018 Term 2 18 June June 2018 Practice (5 Weeks) 02 July July July July July 2018 Annual leave 2018/ August 2018 Annual leave 13 August 2018 Term 3 - Theory (7 weeks) 20 August August September September September 2018 Term 3 24 September October 2018 Annual leave 08 October 2018 Practice 12 week 15 October October

16 29 October November November November 2018 clinical skills 26 November December December December December December January 2019 Annual leave 14 January 2019 Annual leave 21 January 2019 Annual leave Programme requirement hours This full time programme complies with the 4600 hours / 3 years in length and at least 2300 hours of this is practice learning. You will complete 44 weeks per year with 35 hours per week for theory, 37.5 hours per week for practice which provides 4785 hours overall. Therefore you will achieve at least 4600 hours for both BSc (Hons) which is requirements by the NMC to register as a Nurse. The table below identifies how this is broken down in each term and year based on 35 hours per week - theory, 37.5 hours per week - practice (weeks in brackets). The programme requirements for attendance are compulsory for both theory and practice. Non-attendance / authorised absence must be reported and agreed. This will normally be as a result of sickness. You must request authorised absence from your Programme Leader. Requests may include compassionate leave, hospital appointments and are granted at the Programme Leader s discretion. Year & Credits Theory Practice Totals Semester Year 1 Term hrs (9 weeks) 300 hrs (8 weeks) 615 (17 weeks) Year 1 Term hrs (6 weeks) 300 hrs (8 weeks) 510 (14 weeks) Year 1 Term hrs (7 weeks) 225 hrs (6 weeks) 470 (13 weeks) Year 1 totals (22) 825 (22) 1595 (44) Year 2 Term (8 weeks) 150 (4 weeks) 430 (12 weeks) Year 2 Term hrs (7 weeks) 300 hrs (8 weeks) 545 (15 weeks) Year 2 Term hrs (7 weeks) 375 (10 weeks) 620 (17 weeks) Year 2 totals (22) 825 (22) 1595 (44) Year 3 Term (6 weeks) 150 (4weeks) 360 (10 16

17 Progression Point 2 (PP2) Progression Point 1 Year 3 Term hrs (9 weeks) 150 (4 weeks) Year 3 Term hrs (7 weeks) 525 (14weeks) weeks) 465 (13 weeks) 770 (21 weeks) Year 3 totals 770 (22) 825 (22) 1595 (44) Year 1 HE4 Theory / Practice Totals = Theory 22 weeks Practice 22 weeks A/L 8 weeks The overall module structure is noted below: Term 1 Term 2 Term 3 Module HLT4080 Caring and Compassionate Foundation Skills for Nursing Practice = 40 credits Module HLT4081 Developing Gradate Skills & Using Evidence to Inform Practice = 10 credits Module HLT Introduction to Human Anatomy & Physiology = 20 credits 9 weeks Theory 8 weeks Practice (summative assessments ) 2 weeks A/L Module HLT4084 Contemporary Approaches to Health & Wellbeing = 20 credits 6 weeks Theory 8 weeks Practice (summative assessments) 3 weeks A/L Module HLT4083 Introduction to the Principles of Professional Practice = 20 credits Module HLT4085 Foundation of Medicines Management = 10 credits 7 weeks Theory 6 weeks Practice (summative assessments) 3 weeks A/L Year Level 4 credits Certificate of Higher Education at end of year 1. Year 2 HE5 Theory / Practice Totals = Theory 22 weeks Practice 22 weeks A/L 8 weeks Term 1 Term 2 Term 3 Module HLT5017 Care of the Acute Physical & Mental Health Issues Across the Lifespan = 40 credits Module HLT5019 Care of Complex Physical & Mental Health Issues Across the Lifespan = 20 credits 8 weeks Theory 4 weeks Practice Module HLT5018 Principles of Medicines Management = 20 credits Module HLT5030 Enhancing Health & Wellbeing = 20 credits 7 weeks Theory 8 weeks Practice Module HLT5021 Contemporary Nursing Care for the Older Person = 20 credits 7 weeks Theory 10 weeks Year level 5 Credits Diploma in Higher Education At the end of Year 2 17

18 Progression Point 3 (PP3) (summative assessments) 2 weeks A/L (summative assessments) 3 weeks A/L Practice(summative assessments) 3 weeks A/L Year Term 1 Term 2 Term 3 Module HLT6069 Preparation, Transition and Nursing Management for Professional Practice In Year Level 6 credits Theory / Practice Totals = Theory 22 weeks Practice 22 weeks A/L 8 weeks Module HLT6072 Application of Medicines Management = 10 credits 6 weeks Theory 4 weeks Practice (summative assessments) 2 weeks A/L 10 HLT6071 Applied Adult Nursing Practice 10 credits Module HLT6070 Nursing Care of Patients with Acute Changes OR HLT6012 Safeguarding Vulnerable Adults OR HKT6061 Contemporary Approached to Dementia Care = 20 credits 9 weeks Theory 4 weeks Practice 3 weeks A/L 18 Module HLT6073 Palliative & End of Life Care in Adult Nursing Practice = 20 credits Module HLT6074 Developing the Evidence Base for Professional Practice= 20 credits 7 weeks Theory 14 weeks Practice(summative assessments) 3 weeks A/L 24 BSc (Hons) Nursing (Adult) OR Exit award of BSc Nursing (Adult) Or BSc Health Care (Non Qualifying) The optional modules in Year 3 Term 2 are all at Level 6 and attract 20 credits each and you will be given the option to choose 1 module from the menu below: 1. Nursing Care of Patients with Acute Changes 2. Safeguarding Vulnerable Adults 3. Contemporary Approaches to Dementia Care Module Delivery Year 1 Term 1, 2, and 3 Taught at the University of Bolton Year 2 Term 1, 2, and 3 Taught at NHS Trust Education Centre Year 3 Term 1 - Taught at NHS Trust Education Centre Year 3 Term 2 and 3 - Taught at the University of Bolton Module Time Table 18

19 Module Timetable Cohort Feb Year 1 - Term 1 Sessions will be at University of Bolton Day Time Week commencing Module Tutor Monday Am 1 Feb 2016 To 28 March 2016 Caring and compassionate foundation skills for nursing practice (8-9 weeks 1 week at trust Lecturer / Seminar - Theory Monday Pm induction week 9) Caring and compassionate foundation skills for nursing practice PBL / Workshops Tuesday Am 1 Feb 2016 To 28 March 2016 Inclusive (8 weeks) Developing graduate skills & using evidence to inform practice- Theory / Lecture Tutorials Group + Individual (alternate weeks) Wednesday Am 1 Feb 2016 To 28 March 2016 Thursday Friday Introduction to Human Anatomy & Physiology Lecture / Seminar / Theory Inclusive (8 weeks) PM Inclusive (8 weeks) Introduction to Human Anatomy & Physiology PBL / Workshops / skills Self-Directed Study Self-Directed Study Cohort Feb Year 1 - Term 2 - Sessions will be at University of Bolton Day Time Week commencing Module Tutor Monday Am Caring and 19

20 13 June 2016 To 18 July 2016 compassionate foundation skills for nursing practice Lecturer / Seminar - Theory Monday Pm (6 weeks) Caring and compassionate foundation skills for nursing practice PBL / Workshops Tuesday Am PM 13 June 2016 To 18 July 2016 (6 weeks) Contemporary approaches to health & wellbeing Lecturer / Seminar - Theory Contemporary approaches to health & wellbeing PBL / Workshops / skills Wednesday Thursday Friday Am 13 June 2016 To 18 July 2016 Contemporary approaches to health & wellbeing PBL / Workshops / skills PM Tutorials - (6 weeks) individuals Self-Directed Study Self-Directed Study Cohort Feb Year 1 - Term 3 - Sessions will be at University of Bolton Day Time Week commencing Module Tutor Monday Am 10 October 2016 To 21 November 2016 Foundation of Medicines Management Lecture / workshops Monday Pm (7 weeks) Foundation of Medicines Management Lecture / workshops 20

21 Tuesday Am PM 10 October 2016 To 21 November 2016 (7 weeks) Caring and compassionate foundation skills for nursing practice Lecturer / Seminar - Theory Caring and compassionate foundation skills for nursing practice PBL / Workshops Wednesday Am 10 October 2016 To 21 November 2016 Introduction to the principles of professional practice - Lecturer / Seminar - Theory Thursday Friday PM (7 weeks) To (7 weeks) Self-Directed Study Self-Directed Study Introduction to the principles of professional practice - PBL / Workshops / skills Cohort Feb Year 2 Term 1 Session will be at Lancashire Teaching Hospitals Day Time Week commencing Wednesday Am 30 January 2017 To 21 March 2017 (8 weeks) Module Care of acute & physical mental health illness across the lifespan Lecturer / Seminar - Theory Wednesday Pm Care of acute & physical mental health illness across the lifespan PBL / Workshops Tutor 21

22 Thursday Am Care of Complex 30 January 2017 To 21 March 2017 physical & mental health illness across the lifespan Lecturer / Seminar - Theory Thursday PM (8 weeks) Care of Complex Physical & mental health illness across the lifespan PBL / Workshops / skills Friday Am Tutorials Group Friday PM 30 January 2017 To 21 March 2017 Tutorials - individual (8 weeks) Monday Thursday Self-Directed Study Self-Directed Study Cohort Feb Year 2 Term 2 - Session will be at Lancashire Teaching Hospitals Day Time Week commencing Wednesday Am 8 May 2017 To Pm 19 June (Weeks) Module Principles of Medicines Management - Lecturer / Seminar - Theory Principles of Medicines Management - PBL / Workshops / skills Tutor Thursday Am PM 8 May 2017 To 19 June 2017 Enhancing Health & Wellbeing - Lecturer / Seminar - Theory Enhancing Health & Wellbeing - PBL / Workshops / skills 22

23 7 (Weeks) Friday Am 8 May 2017 To 19 June 2017 Monday Tuesday PM Self-Directed Study Self-Directed Study Care of acute & physical mental health illness across the lifespan Lecturer / Seminar - Theory PBL / Workshops Tutorials - Individual Cohort Feb Year 2 Term 3 - Session will be at Lancashire Teaching Hospitals Day Time Week commencing Wednesday Am 11 September 2017 Pm To 23 October 2017 (7weeks) Thursday Am 11 September 2017 PM To 23 October 2017 (7weeks) Friday Am PM 11 September 2017 To Module Care of acute & physical mental health illness across the lifespan Lecturer / Seminar - Theory Care of acute & physical mental health illness across the lifespan PBL / Workshops Contemporary Nursing Care for the Older Person - Lecturer / Seminar - Theory Nursing Care of the Older Person - PBL / Workshops / skills Tutorials Group Tutorials - Individual Tutor 23

24 23 October 2017 (7weeks) Monday Tuesday Cohort Feb Self-Directed Study Self-Directed Study Year 3 - term 1 - Session will be at Lancashire Teaching Hospitals Day Time Week commencing Monday Am 29 January 2018 To Pm 5 March 2018 (6 weeks) Module Application of Medicines Management - Lecturer / Seminar - Theory Application of Medicines Management - PBL / Workshops / skills Tutor Tuesday Am 29 January 2018 To PM 5 March 2018 (6 weeks) Thursday Am 29 January 2018 To Preparation, Transition and nursing management for Professional Practice - Lecturer / Seminar - Theory Preparation, Transition and nursing management for Professional Practice PBL / Workshops Tutorials Group 5 March 2018 PM (6 weeks) Tutorials - Individual Wednesday Friday Self-Directed Study Self-Directed Study 24

25 Cohort Feb Year 3 term 2 Sessions will be at University of Bolton Day Time Week commencing Monday Am 23 April 2018 To 18June 2018 Pm (9 weeks) Tuesday Am 23 April 2018 To 18June 2018 PM (9 weeks) Thursday Am 23 April 2018 To 18June 2018 (9 weeks) Module Preparation, Transition and nursing management for Professional Practice - Lecturer / Seminar - Theory Preparation, Transition and nursing management for Professional Practice PBL / Workshops Elective Safeguarding Vulnerable adults or Contemporary approaches to Dementia care or Nursing Care of Patients with Acute Changes - Lecturer / Seminar - Theory Elective Safeguarding Vulnerable adults or Contemporary approaches to Dementia care or Nursing Care of Patients with Acute Changes - PBL / Workshops / skills Applied Adult Nursing Practice Tutor PM 23 April 2018 To Tutorials 25

26 18June 2018 Wednesday Friday Self-Directed Study Self-Directed Study Cohort Feb Year 3 term 3 - Sessions will be at University of Bolton Day Time Week commencing Monday Am 13 August 2018 Pm To 24 September 2018 (7weeks) Tuesday Am 13 August 2018 PM To 24 September 2018 (7weeks) Thursday Am 13 August 2018 To 24 September 2018 Module Preparation, Transition and nursing management for Professional Practice - Lecturer / Seminar - Theory Preparation, Transition and nursing management for Professional Practice PBL / Workshops Palliative & end of life care in adult nursing practice - Lecturer / Seminar - Theory Palliative & end of life care in adult nursing practice - PBL / Workshops / skills Developing the Evidence Base for Professional Nursing Practice Tutor 26

27 (7weeks) PM 13 August 2018 Tutorials To 24 September 2018 Wednesday Friday (7weeks) Self-Directed Study Self-Directed Study The philosophy of Year 1 is to provide you with the foundation for nursing theory, practice and the student learning experience. There will be a focus on the Professional Values and Communication and Interpersonal Skills domains of the NMC standards. Year 1 modules (Level 4) Provides you with the core foundation skills to work within health and social care. These include communication, interpersonal skills and fundamental nursing skills including caring and compassion. You will be introduced to the principles of professional practice, such as confidentiality, dignity, respect, legal, ethical and professional issues. You will gain knowledge and understanding of the human body anatomy and physiology, structure of the health service, contemporary influences on health and well-being and the foundation to medicines management. You will learn and develop essential study and academic skills to enable you to use evidence to inform your practice. The philosophy of Year 2 is to provide the pathways for professional practice, focusing on the Nursing Practice and Decision Making NMC standards domain. Service users / carers input are anticipated throughout the programme as applicable. There will be an opportunity for the application of the common core content to field specific contexts and this will be implemented through the various teaching and learning strategies. Year 2 modules (Level 5) The modules in year 2 will build upon the knowledge and skills gained from year. You will develop your knowledge and skills in caring for, co-ordinating and managing care for service users with acute and complex physical and mental health issues across the lifespan. You will learn the contemporary approaches to promoting and enhancing health and wellbeing as well as contemporary nursing care for the older person. The principles of medicines management will enhance the foundations of medicines management gained from year one. The philosophy of Year 3 is that of preparation for professional practice and preceptorship. There will be a focus: on the Leadership, management and team 27

28 working domain. Year 3 will enable to you to move from Advanced Beginner to Becoming Competent and then to the Competent stage (Benner (1984). In Term 1 of Year 3, you will start to explore issues relating to preparation for role transition such as teaching others; preceptorship; managing and delivering care; clinical competence; reflection and clinical supervision; involving patients / service users and carers in care, and behaviour change and this will continue through year 3. In term 2 and 3 the focus is on the application of field specific knowledge and skills of Adult Nursing and role concepts for transition to professional practice along with embedding evidenced based nursing for professional practice. Year 3 modules (Level 6) The final year 3 modules again build upon and consolidate the knowledge and skills gained from the previous 2 years. Within this final year your leadership and nursing management skills will develop which will enable you to be prepared for the transition from a student nurse to an autonomous qualified practitioner. You will be provided with the knowledge and skills when dealing with palliative and end of life care. There will be an opportunity to look at an area of nursing practice in more depth through the elective module. You will have the opportunity to apply your evidenced based knowledge and nursing practice to a chosen case study. Your research silks will be developed through the opportunity to develop a research proposal within an area of your chosen topic. The 3 long thin modules that extend across a full year in year 1, 2, and 3 relate to developing the necessary core and fundamental skills as a nurse and in year 2 and 3 in particular to the Field of Adult Nursing Practice. All three modules are 40 credits each and host the Practice Assessments Documentations (PAD s). There are 3 practice placements within each of the 3 years and you will be summatively assessed in each practice placement via the PAD s There is equal weighting in the assessment of practice and theory in contributing to the final award. Thus all assessments in practice must be passed in order to allow you to progress to the next stage / term / year and completion of the programme. There is no compensation between items of assessment (Both theory and practice. The summative PAD s and Professional Development Portfolio (PDP) sit within these 3 long thin modules. Each term you will be assessed in practice and will need to submit your PAD s to your personal tutor on the given dates. You must be successful in each practice placement in order to progress. In addition to these PAD s you will start to compile and develop evidence for your PDP from the first term of year 1 through to the end of term 3 year 3. This will be summatively assessed as you progress through the course and it will be verified by your personal tutor each term. You will be required to submit elements of the PDP as you progress, however the final PDP must be submitted in year 3 term 3 and must be successfully passed. Once these modules have been completed then the NMC theory and practice hours and assessment of the NMC competencies for entry to the register will have been completed in order for you to gain a BSc (Hons) or Ordinary Degree and eligible to register your Professional Qualification as Nurse (adult) on the NMC register. 28

29 In addition to the theory / module learning and practice placement learning you will have the opportunity for shared learning across the 3 years. This is via the practice placement learning plus whilst you are based in the trust you will be invited to access a wide range of Inter Professional Learning Session facilitated by the Practice Education Facilitator s (PEF s). Currently the Trust has 35 individual IPL sessions and the plan is to have 50 by November This range of sessions include: Adverse Drug Reactions, Bereavement & Tissue Donation, Learning Disability Training, Wound Management, Fluid Balance and Renal Function to name but a few. There will also be joint sessions in relation to clinical skills. Formative assessment will be embedded within each module. This formative assessment allows you to establish your current abilities of your knowledge and skills in relation to the module and thus you will then be able to identify any gaps. From this your tutor will provide feedback and guidance to enable you to address these areas. Practice Learning You will be prepared for practice learning before your first practice placements. This will be within the Caring and Compassionate Foundation Skills for Nursing Practice module, via tutorials and reiterated in the Trust induction and the Clinical skills week. Practice learning opportunities provides you with an array of settings within the hospital, outreach services and up to but no more than 300 hours of simulated learning will be used in the programme (R5.2.4). These have already been allocated within your yearly planner known as clinical skills weeks see as above. The practice learning includes 2475 hours and will cover 24 hour 7 day a week. 150 hours of learning in practice will take place outside the normal day shift pattern and these needs to be documented in the PDP. This may include night duty and twilight shifts (late evening usually from 6pm till midnight) in keeping with any reasonable adjustments that may be required. The School of Health & Human Sciences utilises hub placements and spoke placements across BOLTON FT. You will be allocated placements within BOLTON FT and also receive experience in a selection of Care Home settings. It is a requirement of the NMC that students are exposed to experiences in all fields of practice - adult, mental health, children s and learning disability. You are also expected to achieve this over the three year programme of study and consider this as part of your personal and professional development goals. EU Directive In addition Adult Nursing students need to complete the Mother and Baby experience and other defined practice experience and theory as set out in EU Directive 77/453/EEE. The importance and benefits of students demonstrating the requirements of the EU Directive is to enable the free movement of workers within the EU as this was one of the cornerstones of the original Treaty of Rome establishing the European Economic Community. The directive has been an important lever for raising standards in nurse education in countries wishing to join the EU, and in women s access to further education and it has provided some 29

30 Progression Point 2 (PP2) Progression Point 1 (PP1) assurances on patient safety. Overall, according to the RCN (2013) many EU initiatives have heralded important improvements in nurses working lives here in the UK and across Europe. Working at European level has also heralded much closer cooperation between counterpart nursing organisations and greater understanding and sharing of best practice to deliver better health services and improve health. You will be exposed to these areas of practice mainly in year 2 but as mentioned above you are also expected to achieve this over your three year programme of study and consider this as part of your personal and professional development goals. To demonstrate these requirements you will be expected to undertake selfassessments, action planning, significant events and the collection of evidence utilising knowledge and skills gained from previous modules as well as evidence from your clinical placements. These all need to be evidenced in your PDP that you will start to build from your first week of the programme to the end of year 3. In Year 1 Term 1 you will be exposed to 8 weeks of practice learning. You will be assessed in practice in this initial term via the PAD linked to Principles of Infection Control and Hand Washing. This is to ensure that you are able to wash your hands safely to limit cross infection from the start of the course. You will also be assessed on your communication skills, professional values and attitude. From Year 1 Term 1 you will be working towards the NMC Standards and Essential Skills Clusters (ESC) and will be assessed on these whilst in practice via the PAD s. The PAD s have been mapped to the NMC Progression Point 1, Progression Point 2, and the NMC Competencies for entry to the register. The NMC Competencies will be assessed in the following Years and Terms and practice placements. Alongside these competencies within the PAD s are the ESC's. These will be addressed in practice and will be summatively assessed within certain Years and Terms as noted below. All must be successfully completed: Year 1 Level 4 Year 2 Level 5 Term 1 Term 2 Term 3 Module HLT4080 Caring and Compassionate Foundation Skills for Nursing Practice = 40 credits Professional Values + Principles of asepsis, hand washing & infection control - ESC 3 Pass / Fail NMC Assessment of PP1 competencies Pass / Fail NMC Assessment of PP1 competencies Pass / Fail Progression Point 1 level Module HLT5017 Care of the Acute Physical & Mental Health Issues Across the Lifespan Care / Compassion NMC Assessment of NMC Assessment of Communication & generic and field generic and field competencies + ESC 5 competencies + ESC 4 Interprofessional Medicines Management Fluid and Nutritional skills and Management professional values Pass / Fail Pass / Fail set at ESC 1 Pass / Fail Progression Point 2 level 30

31 Progression Point 3 (PP3) & ESC 2 in relation to organisation, management & assessment of a patient / client Pass / Fail Year 3 Level 6 Module HLT6069 Preparation, Transition and Nursing Management for Professional Practice NMC Assessment of generic and field competencies + ESC 5 medicines management for entry to the register Pass / Fail NMC Assessment of generic and field competencies + ESC 3 Infection prevention and control NMC Assessment of competencies + ESC 2 Organisational aspects of care Pass / Fail set at entry to register. Sign-off mentor to complete. Pass/Fail Information regarding the above will be included in each of the relevant module handbooks and PAD s so that you are aware of what you have to achieve in the relevant years. In addition these will be discussed at the beginning of each year in the theory weeks and you will be reminded within each Term. The web based practice placement Moodle site will also hold all of this information so that it is freely accessible to you whilst on practice placements. The Trust induction will reinforce practice opportunities and assessment issues. Your personal tutor will also discuss with you what you have to achieve in practice. You will also have access to a clinical tutor during your practice placement whom is employed and based within BOLTON FT. Once the practice placements are completed, you are then required to submit the documentation by a given date and this documentation is seen in detail and verified by your personal tutor. At this time your personal tutor also monitors the development of your personal development portfolio (PDP) which is viewed as a crucial component of personal and professional development. Protecting the Public Good Health and Good Character You must also demonstrate Good Health and Good Character, sufficient for safe and effective practice as a nurse on entry to, and for continued participation in programmes leading to registration with the NMC (standard 3). Following the initial good health and character checks, during your recruitment to the programme you are required to self-report at the beginning of Year 2 and 3 and at the end point that you continue to have good health and character. Protocol for Raising Matters of Concern in Practice 31

32 A protocol for raising matters of concern in practice has been agreed for dealing with incidents involving learners in practice Causes for concern may arise in the practice setting relating to: Insufficient progress by the student; Student or Practice Teacher concerns regarding inadequacy of the provision of practice experience/teaching and learning. Student concern regarding poor standards of care Please read the guidance on the Placement Moodle website. Or see appendix. If you witness or are involved in an incident or near miss within the Trust or any associated placement you must report the incident according to the Trusts organisational policy. The University has devised a Flowchart University of Bolton Process of dealing with incidents involving Students - Student Process to illustrate the correct course of action for staff and students. As part of each practice placement induction you will be informed of the importance of, and process for, raising and escalating concerns when on practice placements Professional Conduct Professional conduct will be monitored throughout the programme in academic and practice environments. Assessment of professional behaviour and attitude will be carried out by academic and practice staff. If you act in a way that would question your suitability for eligibility for registration the programme team may be required to withdraw you from the programme. This may be with reference to: Professional behaviour / misconduct Personal integrity Attitudes Attendance Social Networking Where there is evidence of professional unsuitability and / or misconduct the Disciplinary and / or the Fitness for Practice procedure will be followed. Please refer to your programme handbook for further information 2. Communications 2.1 Communication Systems Communication to individual students is usually through . As a policy the University of Bolton will only respond to student communication sent via if the student University account is used. This is to ensure we comply with data protection legislation in that s from other accounts such as yahoo and Hotmail. These do not have authentication checking the claims made when the account is created. In some cases letters may be sent to your local address, though most Module Leaders and Module Tutors will post announcements through Moodle, the University s virtual learning environment (VLE). It is important therefore that you familiarise yourself with how to access this electronic information. You will be given a 32

33 password at the beginning of your programme. Useful web addresses: University of Bolton website: University of Bolton Student Portal: University of Bolton Library: University of Bolton Moodle Site: elearning.bolton.ac.uk// 2.2 Opening Times of Offices Office Student Services dentservices/home.aspx Peter Marsh Library ary Careers Centre & Job Shop reers/home.aspx Sport and Recreation Service ort/home.aspx Student Union Location Telephone No. Chancellor s Mall Chancellor s Mall via SLZ Chancellor s Mall Bolton One Chancellor s Mall Opening Hours Monday Friday 8:45 5:00pm Advisor available in the Library (term time only): Monday Thursday 5:00 9:00pm Monday Thursday 8.45am 9.00pm Friday 8.45am 5.00pm Saturday 9.30am 12.30pm Refer to notice outside facility Monday Friday 9.00am 10.00pm Saturday 10.00am 5.00pm Sunday 10.00am 8.00pm Student Union Office Monday Friday 9.00am 5.00pm Administrative Support is available to you through the Student Centre, where you will be able to speak with a student advisor. All enquiries are to go through to the Student Centre, ext Opening times are pm, during term time there is an evening advisor in the Library from 5.00 pm 7.00 pm 33

34 The student centre is where you log on your module choices, pick up your timetable for the semester, find important forms for the programme and submit written work for assessment etc. For further information please consult your University handbook. The library At an early stage of your programme of study, you will be introduced to the library. The library is situated in the Chancellors building and accessed via the Student Learning Zone. The staff there are extremely helpful, both in pointing you to sources of advice, and as a source of advice themselves. This library holds a diverse and extensive collection of books and journals covering health & Social care disciplines. The specialist librarian for the School is Dawn Grundy. She is available to assist you with any queries and help your require in obtaining books, journals and accessing the electronic resources. You will have access to the full range of library and IT resources provided at the University including supporting materials and communication tools which are available electronically via Moodle. In addition there are numerous written guides available about the services available. Dawn has updated the current library stock in light of indicative reading lists and is available to support students with their individual requirements. Due to the rapidly changing nature of health & social care, Dawn is constantly alerted to any on-line services and journals/magazines that are also appropriate. We also have an Inter-library loan service enabling access to specialised material. You will also have an OpenAthens username and password which is the same as your university username and password. This will enable access to electronic databases, journals and e-books both on-campus and remotely. Those students employed within the NHS organisations will also have access to their NHS library and IT resources along with an NHS Athens account. Please contact your NHS organisation Librarian. 2.3 Key programme staff The Admissions Tutor The role of the admissions tutor is to respond to applications and arrange interviews to determine an appropriate match between the applicant s professional and academic development and their prospective programme of study. This will also provide the opportunity to clarify whether entry requirements have been met, whether you can accredit any prior learning and to discuss what route might best suit your professional development. Programme Leader The Programme Leader is responsible for the day to day running of the programme including staffing, timetabling, and curriculum provision. She / he will be in attendance at some of the Programme Committee Meetings and take forward your views and concerns in order to maintain the quality of programme provision. She / he is responsible to the Dean of School, and will represent the programme at Health Examination & Progression Boards. (See below for contact details) The programme is led by Trish Houghton Programme Leader- who coordinates the programme as a whole including assessments, quality assurance and communication matters. 34

35 Academic and support staff The Programme team includes a number of academics, administrative staff and support staff and are drawn from the Health, Community and Social Care programmes. In addition modules may be co taught with a named clinical advisor from BOLTON FT. If you have particular questions about an element of the course, please refer first to the Programme Leader who will respond to any questions. Queries regarding specific modules will be addressed by the appropriate Module Tutor. Your tutors are committed to helping your learning. (See below for contact details) Module tutors Module tutors are responsible for the day to day management of the modules they deliver. Module tutors are responsible to the programme team, and the academic manager, and will attend the Programme Meetings throughout the year. Module tutors will also provide feedback (written and verbal), on your progress in each module. Module tutors also produce the module handbook which contains all the key information relating to learning and teaching on that module. If you have any questions or concerns relating to specific understanding of the content of the module or concerns regarding the assignments contact the module tutor in the first instance. Please refer to the university website or the BSc Nursing Gateway Moodle site for further information and profile for each module tutor. General academic support We have a Learning Support Officer in the health and Community Studies group, who can give you helpful personal support if you have any particular, non-subject specific difficulties. See also the online Staff Search at This enables you to locate contact details for every member of the University s staff. The table below identifies key staff associated with your programme along with their locations and contact details. Staff Name Position Location Phone Trish Houghton Programme Leader T3-08c Eagle tah1@bolton.ac.uk Overiew + Campus Academic School Cocoordinator Standards and Enhancement Lesley Woodcock Programme Administrator Student centre L.Woodcock@bolt on.ac.uk Jane Howarth Dean of School T3 58a jeh1@bolton.ac.uk

36 Eagle Campus Sue Ramsdale Pathway / Programme lead Lancs Senior Lecturer Health team Jayne Hardicre Pathway / Programme lead Bolton Senior Lecturer Health team Greg Bleakely Pathway / T3-32 L.Tomlins@bolton programme ac.uk lead CMFT - Senior Lecturer Maddy Hopkinson Lecturer Health T3-32 m.hopkinson@bolt on.ac.uk Chris Mulryan Senior Lecturer Health Bolton one Third floor Room Tracey Lecturer Dearden Health Ruth Heffernan Senior Lecturer Health Nyree Kendall Emma Street Sian Russell Helen Lord Joanne Smith Michelle Powell Senior Lecturer Health Lecturer Health Lecturer Health Lecturer Health Senior Lecturer Health + Academic Cocoordinator Recruitment & Retention Senior Lecturer Health T3-40 t.deardent@bolton.ac.uk T3-28 Eagle Campus r.heffernan@bolto n.ac.uk T3-28 n.kendall@bolton. ac.uk T3-28 e.street@bolton.a c.uk T3-30 S.Russell@bolton. ac.uk T3-36 H.Lord@bolton.ac. uk T3-44 Eagle Campus Bolton one Third floor Room joanne.smith@bolt on.ac.uk Michelle.powell@b olton.ac.uk Dawn Grundy Subject Librarian Eagle Library dg1@bolton.ac.uk

37 IT help desk IT issues Practice Placement Support Clinical Tutor You will be allocated a Clinical Tutor employed and based within the BOLTON FT to provide support whilst in your practice placement. This role will liaise with the placement areas and inform them of placement allocations, allocate you and your peers to practice placements, work with you in practice, support mentors with any issues or concerns. If you have any queries or concerns whilst in placement contact the clinical tutor in the first instance. Mentors You will be allocated a named mentor for each practice placement. This named mentor will supervise and be responsible for facilitating your learning needs. He / she will take responsibility for assessing your summative assessments (PADS). The mentor is there to support, facilitate and assess your leaning needs. They will work collaboratively with yourself and the remaining placement team to develop your skills throughout your time in the placement area. Sign off mentor You will be allocated a sign off mentor when you are in your final third year practice placement in order to support your learning and assessment needs to ensure you meet the standards for entry onto the NMC register. The sign off mentor also will work collaboratively with yourself and the remaining placement team to develop your skills throughout your time in the placement area. Patient Coach You will meet with your patient coach in groups on 3-4 once every 6 months during your progress through the course. Patient coaches are patients/service users/carers who are currently accessing care services or those that have done so recently. Either way, they have valuable experiences of the care services that you are working in, only from a service user perspective. These means as a developing healthcare professional, you have the opportunity to discuss key topics and issues and gain a clearer understanding of how it may be viewed from a patient s perspective. University Link Lecturer (ULL) The ULL is a named Academic member of staff from the University of Bolton who link with the practice placement area. There is a named ULL for each practice placement and they are responsible for verifying the Placement Audit and supporting the placement area to ensure they are providing good quality placements. Whilst in the practice placement you may contact them regarding any issues are concerns that you may have. 37

38 2.4 Contacting Programme Staff and Response Time to s or Voice Mail The best way to contact staff outside lecture time is by . Staff will endeavour to respond to your s within 2 working days. However, when staff are on holiday their and voice mail messages will indicate their return to work date. If face-toface discussion is required, you may arrange a mutually convenient appointment with your Programme Leader or Module Tutor. Tutorials will be available through the personal tutoring system. This may be via a group tutorial session or a one to one tutorial. Please check with each module tutor. You will be expected to have regular access to a computer and . All students at the University of Bolton are allocated a university address, which you can access from home if you wish. During the on-line enrollment, you will be provided with your address, username and password. Urgent matters If you have a matter which cannot wait until the next time you meet with your tutor or booked tutorial please ensure you contact staff and they will give you an urgent appointment to deal with your matter. However, please bear in mind that staff may be working outside of the University on placement visits, attending meetings or engaged in other external matters. Please contact staff via the system where staff can regularly pick up messages. Extreme emergencies Please contact the student centre on and explain your circumstances they may be able to contact staff via mobile phone if required. Leaving a voic message When using the telephone voic system please speak clearly and slowly repeating your name and any telephone numbers that you can be contacted on this can save staff time in locating your contact details. Please state the date & time that you leave the message please bear in mind that staff may not be able to access your call until their next day in University. 3. Programme Support for students 3.1 Personal tutoring arrangements 38

39 Not very many people arrive at university fully equipped and confidently prepared for university life and study. You may find that, at some point, you need assistance, guidance and/or reassurance. To meet this need the University operates a proactive Personal Tutoring scheme. Personal tutoring gives you valuable support throughout your learning journey. It helps you to make the transition to the University and your programme of study, and gives you support with both your academic and personal development. The University is committed to personal tutoring for all students and you will have access to personal tutoring and a named Personal Tutor. The role of the Personal Tutor is to: 1. maintain academic oversight of tutees progress and help them to achieve their potential; 2. periodically check if tutees who have declared a disability feel that their support needs are being met, and liaise with the University/partner institution s disability service and appropriate other staff as needed; 3. monitor tutees attendance, identify and support tutees who are at risk of failure or withdrawal, and make referrals and/or signpost tutees to the University/partner institution s support team if necessary; 4. provide pastoral care for tutees, and help them to access information and support at the University/partner institutions as appropriate; 5. devise, publicise, and deliver a planned schedule of personal tutoring meetings/sessions which meets the needs of his/her tutees within the context of their programmes of study, and evaluate its effectiveness; 6. maintain appropriate personal tutoring records including documenting attendance at personal tutorial meetings/sessions which the personal tutor has held with his/her tutees. Your Personal Tutor can be an immense help to you from when you start your programme until you finish it. If you have not been told who yours is, contact your Programme Leader or (if the Programme Leader is unavailable) the Programme Administration Manager in the Student Centre straight away. We are here to help you to succeed; do not be afraid to ask if you need advice or support. Personal Tutoring Role and the PDP Once every Term you will meet with your personal tutor for a progress review in which you will discuss how you are getting on with the course so far. This will involve reviewing the modules you have completed, looking at your placement reports and going over any material you have added to your PDP. It is a requirement of the NMC that you are exposed to experiences in all fields of practice - adult, mental health, children s and learning disability. You are also expected to achieve this over your three year programme of study and consider this as part of your personal and professional development goals. In addition Adult Nursing students need to complete the Mother and Baby experience as set out in EU Directive 77/453/EEE. Thus you will be exposed to this area of practice in year 2 but as mentioned above they are also expected to achieve this over your three year 39

40 programme of study and consider this as part of your personal and professional development goals. To demonstrate these requirements you will be expected to undertake self-assessments, action planning, significant events and the collection of evidence utilising knowledge and skills gained from previous modules as well as evidence from your clinical placements and then evidence this in the PDP. PDP processes will be integrated and embedded through the following: 1. Support the development and recognition of skills through: a. personal tutoring system; b. integrated PDP development and professional record of achievement as a programme requirement; c. teaching practices where PDP and portfolio development introducing students to the concept of PDP, including reflection, goal setting, key skills development and action planning are offered in the developing graduate skills & using evidence to inform practice module, within the planned group and one to one tutorials which take place each term throughout the 3 years and at key points at the beginning of each year. 2. Linking clinical practice feedback on specific scenario based learning and learning logs to PDP and portfolio development. 3. Summative assessment of PDP in Year 3 term 3 as part fulfilment of the module. 3.2 Support for Students with Disabilities, Learning Difficulties or Specific Needs The University of Bolton welcomes students with disabilities, learning difficulties or specific needs and will make every effort to support those needs. We will help you to develop strategies, discover skills and independence by a multi-team, studentcentred approach. We encourage you to work with us to achieve your full potential. We have contacts with local and national external bodies concerned with inclusion, disability awareness and disability provision. Advice is provided on an individual, strictly confidential basis by the Disability Advisor ( ). They will assist and co-ordinate the team effort required providing for your needs. Please see the link below to Student Services. Financial support for full-time and part-time students may be available through the Disabled Students Allowance (DSA). More information is available from the following website: If you are not sure whether you qualify for DSA or wish to contact the Student Disability Service for any other matter, you can telephone or send an to disabilityinfo@bolton.ac.uk. Alternatively call into the Student Centre to make an appointment. 40

41 3.3 Support for Part-Time Students, Work-Based Learners If you are a part-time student, you can follow the programme in the same way as fulltime students. As a Part-time student you will receive essentially the same support through the same systems as full-time students, but there are some additional arrangements you need to be aware of. Your attendance is restricted to a maximum of four modules each academic year. If you take more than that you become liable for full-time fees. On the BSc Nursing programme this means that if you stay in part-time study throughout the course it will take at least 5 years to graduate, as opposed to 3 year, for full-time students. The fact that your module selection may be affected by domestic and work commitments means that we sometimes have to be more flexible in relation to the normal ordering of modules. If you experience problems in relation to this, please contact your Programme Leader or Personal Tutor. If you experience personal problems which interfere with your academic work, you should also talk to your Programme Lead or Personal Tutor, who will help you resolve any difficulties. If you decide to change from part-time to full-time study, you may do so provided you can maintain yourself and find the fees, and provided you have successfully completed your studies to date. If you are thinking about going fulltime, again you should discuss the move with your Programme Lead or Personal Tutor first. Please note that there will be a Student Adviser, a member of the Student Services team, based in the Library some evenings during term-time who can provide you with a wide range of information and support. Please check with Student Services for their availability. You can find further information on the availability of Student Advisors by following this link: Attendance In order to progress and achieve the award for which you are registered, you must attend the classes for each individual module regularly and in accordance with any compulsory attendance requirements defined for such modules. The University attendance policy is located at: We expect full attendance. Poor attendance may be taken into account by assessment boards when they determine your results for modules or awards. All formally timetabled lectures, tutorials, seminars, organised visits, all allocated time within practice placements and other notified events are classified as Compulsory Attendance Requirements. 41

42 Registers are taken, usually at the start of each class, and recorded on an electronic system. This system allows us to check student s attendance and punctuality. This information is used by SLOs, module leaders and programme leaders to monitor attendance. If your attendance pattern is irregular then you will be contacted and this information noted in your records. During your practice placements you and your named mentor will be expected to complete the Record of Practice Hours sheet for each practice placement. This will be reviewed, checked and verified by your personal tutor. Reporting Absences You must notify your Personal Tutor and Module Leader or Programme Leader without delay of all absences and the reasons for them via to Yvonne Lythgoe: y.lythgoe@bolton.ac.uk without delay. This applies to both the theory and practice days. If the absence falls when you are in practice you MUST also ring the Practice Placement Mentor or member of staff in Charge and your Personal Tutor. Where the absence is due to illness of less than seven days the student must provide a written statement. If the illness is for seven or more days a Medical Certificate is required and needs to be given to your personal tutor. If a student knows in advance that they will miss a taught session they must inform the personal tutor & module tutor by phone, e mail, in person or in writing. Contact details for programme staff are listed in this handbook. The programme requirements for attendance is compulsory for both theory and practice, non-attendance or authorised absence must be reported. This will normally be as a result of sickness. However, you must request authorised absence from your Programme Leader. Requests may include compassionate leave, hospital appointments and are granted at the Programme Leader s discretion. If the absence falls when you are in practice you MUST ring the Practice Placement Mentor or member of staff in Charge Plus the relevant Clinical Tutor - and Yvonne Lythgoe y.lythgoe@bolton.ac/uk these relevant staff will then inform your Personal Tutor or Programme Leader. If no answer or if this falls on a weekend please leave a voice mail. It is well documented that students who attend generally do better on their programme than students who don t attend. Poor attendance, unless for documented reasons, may affect your progression through your programme of study. 3.5 IT Resources As a student at the University of Bolton you will be given a username and password. This will be required to access your account, Athens for access to the electronic databases and e-journals / books and access to Moodle. Moodle is the virtual learning environment (VLE) which is used in support of your learning on all modules that you undertake. You will have access to the BSc Nursing Gateway Moodle site which provides an overview of all the relevant information for the programme it also houses the links to each Module Moodle, Placement Moodle site, Assignment submission repository for each written element that needs to be 42

43 submitted to Turnitin and useful web links etc. We do have a dedicated IT team to assist you if you are experiencing any problems with your username and password etc. They can be contacted via ist-help@botlon.ac.uk or Health, Safety and Welfare 4.1 Health and Safety The University of Bolton is committed to providing a safe and healthy working environment and expect staff and students to contribute to the maintenance of this policy by adhering to the regulations and procedures that are in place. 4.2 Use of Computers General guidance on the safe use of computers will be given to you as appropriate at induction and you should at all times follow this guidance. In particular should: Not use the computers for longer than 90 minutes at a time without a 15 minute complete break from the screen Plan your work to enable you to have shorter sessions such as 30 minutes followed by 5 minutes of change or 60 minutes followed by 10 minutes of change. Computer Facilities The University library also houses large numbers of PC work stations around the library, student learning Zone, Deane suite and also the computer suites on T2 for you to use at any time. There are also a large number of self service laptops for loan. Printing can be done within the library at a cost. Students also have access to printing via the A0/A1 colour plotters situated on E:2. A number of large size digital printing machines, which can print onto a variety of media, including canvas are available. For help with IT you can call the help desk on or ist-help@bolton.ac.uk Social Networking facebook / twitter Whilst we appreciate the need to use social networking sites such as facebook or twitter for communication we would ask that you do not access these sites in the taught computer suites and studios. Using social networking sites during taught sessions can seriously undermine the learning experience and live chat during these sessions is actively discouraged. The standard of your conduct as a student, nurse or midwife, both online and offline, is important. The NMC are very clear on the use of social networking in relation to The Code of Conduct for Nursing and Midwifery students: The Code states that nurses and midwives must "uphold the reputation of your profession at all times" (NMC 2008), while students must "uphold the reputation of your chosen profession at all times" (NMC 2009a). This means that conduct online and conduct in the real world should be judged in the same way, and should be at a similar high standard. Nurses and midwives will put their registration at risk, and students may jeopardise their ability to join our register, if they: 43

44 Share confidential information online. Post inappropriate comments about colleagues or patients. Use social networking sites to bully or intimidate colleagues. Pursue personal relationships with patients or service users. Distribute sexually explicit material. Use social networking sites in any way which is unlawful. Practical guidance for students, nurses and midwives using social networking sites can be found via the following link Practice-Topics/Social-networking-sites/ Whilst we appreciate the need to use social networking sites such as facebook or twitter for communication we would ask that you do not access these sites in the taught computer suites and studios. Using social networking sites during taught sessions can seriously undermine the learning experience and live chat during these sessions is actively discouraged. 4.3 Student Welfare As well as your Personal Tutor, the Student Liaison Officers and the Student Union can provide you with support, advice and guidance Staff-Student Liaison Committees, Student Feedback, and the Student Union. 5.1 Staff-Student Liaison Committees and Student Representatives In relation to the management of the programme, you will be represented by your elected representative on the Student-Staff Liaison Committee (SSLC). There is one committee meeting per semester, and the student representatives are invited to attend. It is appreciated that students will not always have the ability to attend Committee Meetings at the University of Bolton. To ensure that students have the opportunity to raise issues and concerns, a Student Forum will be held for students to attend. The date will be agreed with the students at the beginning of each semester. As well as student representatives, this committee comprises your Programme Leader, Module Leaders and Module Tutors and representatives from the Library and administration. The proceedings of the SSLC are reported to the School s Achievement Review Board (ARB). You will be asked to elect student representatives at the start of the programme. The role of the student representative is very important to your rights and expectations of the programme. If you want to put forward suggestions regarding the running of the programme or with the provision of an essential utility for instance, the student representative is the person to discuss this with. The student representative is responsible to the student union president, and the student unions are very good at protecting students against unfair practice and promoting improvements for the benefit of students. You also need to ensure that you feedback comments to your group and arrange meetings with them. Matters raised by student representatives 44

45 are always an item of business on the Programme committee agenda. Information on what we are doing about issues raised by students may be found in these minutes and from Student Representatives. Information about being a student rep is available on the Student s Union website at: Elections for first year representatives These are held early in the Semester. The Students Union believes that Student Representatives play an important role in representing students and maintaining the quality of courses in the University. As a Student Representative you are in an excellent position to influence the University. You have the opportunity to express not just your own views, but to act as the spokesperson for all the learners on your course. This gives you an opportunity to make a real impact and change the learning experience for learners on your course Student Feedback All students have the opportunity to contribute to the monitoring and enhancement of their course of study. You can approach the Programme Leader or Module Tutor on an informal level to discuss issues. The SSLC is also an important forum at which elected Student Representatives can speak on behalf of their peers. In addition, you are asked to complete a satisfaction questionnaire for each module in each semester. Furthermore, at least once in your programme you will be requested to complete a programme questionnaire. Survey feedback is important as it is used by the Programme Team and Quality staff to enhance the provision and improve the student learning experience. We would be most grateful if you would complete student questionnaires when asked. 5.3 Students Union The University s Students Union exists to help all students enjoy their time at the University. The Union will support you by welcoming you to the university at the start of each year, providing you with advice, support and key services, as well as creating a strong community of students who are just like you. You can get involved by: becoming a Student Representative to work with your lecturers to improve your course getting advice and support through our student-friendly Advice Unit- we can help you with money concerns, housing concerns and any academic issues joining one of our many clubs and societies (or creating your own!) standing for election to be the next SU President or NUS representative- we elect these people in March every year. The Students Union also runs the campus shop, Athena Xpress, and the SU Bar. All University of Bolton students are automatically members of the Students Union, unless you choose to opt out. 45

46 For more information please visit us at visit us in Chancellors Mall (opposite the Student Centre) or us at You can also find us at or Arthur Kaddu SU President Learning resources The University of Bolton Library provides the resources required for the programme. 6.1 Resources The Library provides access to a wide range of information sources designed to meet the needs of members of the University. On-campus, The Peter Marsh Library contains print books, print journals, study space and access to IT facilities. Online learning resources are accessible via the Library website. Electronic resources include e-books, e-journals, academic databases and software packages. Specialist subject librarians liaise with teaching staff to ensure resources reflect current requirements and help to provide users with the information they need. 6.2 Library Support At an early stage of your programme of study, you will be introduced to the library here at the University of Bolton and also at BOLTON FT. The library at the University is situated in the Chancellors building and accessed via the Student Learning Zone. The subject librarian team provide support to students in the form of inductions and user education classes and workshops. The team run the Subject Help Desk in the Peter Marsh Library and have and phone enquiry services for off-campus students. The subject librarians provide a range of help guides such as cribsheets and videos which show how to access electronic books, journals and databases. The videos are available via the following link: The staff there are extremely helpful, both in pointing you to sources of advice, and as a source of advice themselves. This library holds a diverse and extensive collection of books and journals covering Nursing, Health & Social Care Disciplines. The specialist librarian for the School is Dawn Grundy. She is available to assist you with any queries and help you in obtaining books, journals and accessing the electronic resources. You will have access to the full range of library and IT resources provided at the University including supporting materials and communication tools which are available electronically via Moodle. In addition there are numerous written guides available about the services available. Dawn regularly updates the current library stock in light of indicative reading lists and is available to support students with their individual requirements. Due to the rapidly changing nature of health & social care, Dawn is constantly alerted to any on-line services and journals/magazines that are also appropriate. We also have an Inter-library loan service enabling access to specialised material. The Library provides staffed enquiry points and the IS&T help desk offers open 46

47 access PCs and laptop loans. The library facilities are zoned to support a variety of learning styles and activities, from group work to silent study. Semester opening hours are: Monday to Thursday, 8:45 21:00, Friday , Saturday :30 There is open access via self-service 24 hours, 365 days a year (selfservice only). During vacation periods the library is opening times may differ The Library aims to make its services as accessible as possible. The issue and return of books is now fully self-service and staffed enquiry desks at the library location deal with information and the IS&T desk deal with computing queries. As a student on the BSc Nursing programme you will also have access to your NHS library and IT resources along with an NHS Athens account. Please contact the BOLTON FT Librarian. The library facilities at BOLTON FT offer similar resources to the University which you will have access to and become a member. Induction to the Trust Library will take place during the Trust induction. The Library and Information Service is available to all staff and students at Lancashire Teaching Hospitals. There is a large collection of books covering medicine, nursing, management, allied health, primary care, and fiction. They also provide access to PCs, study areas, scanners, colour printers, and photocopiers. To become a member of the library you need go to the library at Chorley or Preston and fill in a membership form. Books can be taken out for 4 weeks at a time. A maximum of 8 items can be taken out. A Trust ID badge is required to join the library of which you will receive following Trust Induction. You can access Electronic Journals, Electronic Books and Databases such as Internurse, and the Royal Marsden. You can sign up for an Athens password, request a literature search, make an article request, find training information on databases such as Medline, Cinahl, and PubMed, search for books using the Library Catalogue 6.3 BISSTO Bolton Interactive Study Skills Tutorial Online. This is a particularly helpful resource for information skills, study skills, basic skills and research skills and is located at: Please note that BISSTO is an open resource and does not require a University login. Students registered with the University as having a need for additional learning support are able to benefit from a range of enhanced services, such as extended loans. The Library has an Assistive Technology room with specialist hardware and software to assist students with disabilities. 47

48 6.4. Teaching rooms and clinical skills / access Whilst you are on the programme, you will encounter a number of different types of learning and teaching / clinical skills rooms: Most teaching will take place in a classroom in either Eagle tower, Deane or Bolton One or in the Education Centre at BOLTON FT. Clinical skills modules will be delivered in the clinical skills simulation suite which is located on the third floor of Bolton One or in the clinical skills rooms / suite at BOLTON FT. Both taught sessions and self directed study sessions are identified for you on your timetable within your module handbooks. Lectures The majority, but not all of the time on the course will be spent in a seminar room. Normally the module timetabled sessions will be located and displayed on the Health notice board located on floor T3. The taught sessions include presentations, discussions and group work activities etc. The purpose of the lecture is to introduce concepts and ideas, which you will then develop further through discussions in a group and in preparation for the module assignments. The reading lists which are provided in the module guide are designed to help gain maximum benefit from the lecture. The more reading you are able to do before and during the lecture programme, the more you will be able to address underlying issues and complete any written assignments or oral presentations. You must be punctual and try not to miss any sessions as they are important periods when concepts, principles and ideas will be communicated and discussed and when technical notes are circulated and health and safety issues drawn to the your attention. You must make sure that you keep up with the week to week teaching programme. The modules are quite intense and success can ultimately depend on keeping up the pace required. If you fall behind or do not attend a lecture then self-directed study time should be used to catch up for the following week. You should be careful, also not to over-concentrate on one module at the expense of another as this could ultimately affect the degree classification. Successfully negotiating the way through a modular programme involves careful time management and organisation. VLE Virtual Learning Environment / E-learning A wide variety of teaching and learning strategies are used on this course. They include lectures, presentations, simulations delivered by tutors, seminar discussion, small group workshops, small group tutorials and one to one tutorials. The use of the virtual learning environment (VLE) will include E-learning packages via Moodle, Podcasts and video presentation etc. It is therefore essential that you use these to your full advantage and access them on a regular basis. Self- Directed Study Self-directed study time is a major and important aspect of the programme and is the time when you need to develop and extend your own personal work, and where the majority of the learning on the module will take place. It is important to realise that the time spent with a tutor during formally timetabled classes and the VLE packages is only a very small part of the learning time identified for a module. In addition to the contact time with lecturers and use of the VLE s a significant amount of personal study should be undertaken. This personal study time should be spent, for example, engaging in general background reading, preparing for seminar activities, working on 48

49 assignments or revising for examinations. Early in the studies guidance will be provided as to how you can make best use of this time. As you progress through the programme however, this guidance will become less structured and prescriptive. It is expected that you will demonstrate significant independence in your study, taking responsibility for the management of your own learning time. Seminars The Seminar performs an important function within many modules. It provides an opportunity to play an active part in the learning process. The seminar seeks to engage all students in the group in discussing and debating specific issues and subjects. The success of this kind of forum depends upon the depth and breadth of your preparation, and your willingness to engage in debate. You will be asked to study specific material and to prepare information relating to particular aspects of the programme. Occasionally you may be called upon to lead the seminar discussion and prepare a formal presentation. Tutorials Tutorials usually take the form of a one-to-one discussion or consultation between you and the tutor about ongoing work. Though essentially an informal situation the session will usually adopt a clear agenda to ensure that the necessary ground is covered to advise you on your studies. If a module group is a large one then group tutorials (where a group of students are involved) may be arranged. You must make sure that you keep up with the week to week teaching programme. The modules are quite intense and your success can ultimately depend on keeping up the pace required. If you fall behind then self-directed study time should be used to catch up for the following week. 7. The Role of the External Examiner All University degree programmes have at least one External Examiner. As the title implies, External Examiners come from other institutions and play a key role in ensuring that our marking and the standard of our programmes are in line with other UK Universities. External Examiners are involved in assessment of student work and are key members of Assessment Boards. They will write an annual report to the University outlining their findings. You can view copies of reports for each programme via the link below: The External Examiner for this programme is: Name: Lauren Mawson Position: Senior Principle Lecturer Professional Practice University: University of Cumbria Name Lynn Quinlivan Position: Programme Practice Coordinator Pre- Registration Nursing University: University of Hertfordshire 8. Careers, Professional Body Membership and Employability Opportunities 49

50 8.1 Enhancing employability The programme and modules you are undertaking are all work based related and therefore directly link to your practice placement experience. The completion of this programme will enable you to improve your career opportunities in the Health and Social Sector moving you along the pay bands from 5- and upwards. Once you are an NHS employee you should receive a period of Preceptorship and receive an annual IPR / PDP review to enable you to work towards your role within your allocated banding and move towards your career aspirations. 8.2 Membership of professional bodies This programme is approved by the Nursing and Midwifery Council and is subject to NMC annual monitoring procedures. Whilst on the programme you may be asked to meet with NMC reviewers to share your experiences which contribute to quality assurance processes. At the end of three years the Assessment Board will confirm that all assessments (theory and practice, including evidence of you being signed off in practice by a sign-off mentor) have been completed successfully and grant the final academic award and your eligibility to register as a registered nurse within the field of practice on the NMC Register. Within the final term of year three, you will be reminded of / informed that you have 5 years in which to register with the NMC. The programme leader (registered nurses within the field of practice) will act as the designated person who will confirm that you are of good health and good character. 8.3 Career Services The Careers Service can provide help and impartial guidance to all students. Practical help and advice on CVs and portfolios, job hunting and skills development is provided by a professional team of careers advisers. The team also works with employers, agencies and other organisations involved in student and graduate recruitment. 9. Prizes, Scholarships and Bursaries The Nursing Times each year have a number of Student Nurse Awards. You may be nominated for one of the Categories such as Student Nurse of the Year. See link: The Royal College of Nursing (RCN) also host a number of awards such as RCN Fellow Student Nurse Award: 1. To what extent has the entrant demonstrated an ability to assess the situation, using your initiative and leadership skills to bring about change? 2. Does the student stand out from the crowd as a patient champion or future leader? See link: This programme does not have any specific prizes, scholarships or bursaries. However each year consideration is given to your eligibility for governors prizes that are awarded by the Dean of School following a panel. These relate to: 50

51 1. The highest academic results in each School 2.The most significant achievements made in the most difficult individual circumstances in the academic year. 3. The best academic effort in view of the least favourable pre-admission record, in this academic year 51

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54 Appendix 1: Protocol for Raising Matters of Concern in relation to Practice Causes for concern may arise in the practice setting relating to: Insufficient progress by the student; Student or Practice Teacher Concern regarding inadequacy of the provision of practice experience/teaching and learning. Student concern regarding poor standards of care The portfolio of learning/assessment schedule, learning contracts and reflective diaries are tools, which support constructive critical dialogue between the Student, Mentor, Sign Off Mentor and / or Practice Teacher on all matters pertaining to the experience of practice. This dialogue is the prime focus for identifying and resolving any causes for concern. However, the named personal tutor for the student and relevant service manager, or PEF / Clinical Educator also have a responsibility to support both the student and the Mentor, Sign Off Mentor or Practice Teacher. It is recognised that the following guidance cannot take into account all circumstances. For example when there is concern about unprofessional conduct or threats to health and safety, the appropriate manager would need to be involved at the outset. However, when the issues can be characterised as primarily of an educational nature, the prime responsibility lies with the named personal tutors. All individuals must accept their personal professional responsibility to exercise judgement and to be accountable for their decisions. This will be aided by the maintenance of records in the student s portfolio of learning and/or personal file and by maintaining, as far as possible, the principle of transparency with all parties. Action plans should be developed, agreed, signed and reviewed within an agreed time scale by all parties involved, with each entitled to retain copies for their own use. Action plans may include: Alternative practice experience; The involvement of other Mentors, Sign Off Mentors or Practice Teachers or colleagues in Practice Teaching, teaching or assessment; Clinical supervision; Application of the employer s policies and procedures; Academic support; Other pastoral support including occupational health service referral; Communication between parties. Insufficient Progress by the Student a) Competence Issues 54

55 If the Mentor, Sign Off Mentor or Practice Teacher believes that the student is not making sufficient progress despite attempts to focus upon the student s particular needs (for example through the use of learning contracts) the Mentor, Sign Off Mentor or Practice Teacher should make the student aware of these concerns and inform her/him that the Mentor, Sign Off Mentor or Practice Teacher will share these concerns with the named personal tutor. The tutor will initiate discussion with the student and the Mentor, Sign Off Mentor or Practice Teacher to explore the nature of the concerns and support them in the development of an action plan (utilising learning contracts) to further address the cause for concern. This will include an explicit statement of what is expected of the student and the time frame within which the student s progress will be assessed. If necessary the tutor will visit the practice placement to initiate such discussion. If the cause for concern is sufficient to suggest that the student s potential to reach the required level of proficiency within the time period of the programme is in doubt, the appropriate manager or sponsor will be informed and will be involved in discussions aimed at seeking a successful outcome during the programme time period. If the student is unable to achieve the required level of proficiency in their practice placement during the available time they may not be able to continue on the programme. The Programme Leader will maintain a record of discussions and Action Plans in the student s personal file. Final authority to accept the Mentor, Sign Off Mentor or Practice Teacher s assessment of the student in practice remains with the Board of Examiners. b) Performance as an employee or professional conduct There may be circumstances in which the Mentor, Sign Off Mentor or Practice Teacher has concerns about the student, which relate to the student s professional conduct or performance as an employee or registered nurse. In such circumstances these concerns should be communicated in the first instance to the service manager, normally with the knowledge of the student. This should be followed up with the named personal tutor / clinical educator. The Manager or Placement Education Facilitator / Clinical Tutor, or Personal Tutor, Mentor, Sign Off Mentor or Practice Teacher and Practice Supervisor and student should then jointly plan action to be taken. c) Academic Issues Students experiencing difficulty in relation to the academic requirements of the course (for example, referral or failure in one or more modules) are expected to take responsibility for keeping their Mentor, Sign Off Mentor or Practice Teacher informed so that s/he is able to take into account the student s needs. If such difficulties are 55

56 sufficient to suggest that the student is in danger of failing to complete the programme, the appropriate manager will be contacted by the named personal tutor. It will be assumed that the student has kept the Mentor, Sign Off Mentor or Practice Teacher (representing the employing organisation if applicable) fully informed of such difficulties to date. The Manager or Placement Education Facilitator, or Clinical Tutor, Mentor, Sign Off Mentor or Practice Teacher, Practice Supervisor and Student should then jointly plan action to be taken aimed at supporting the student and the Practice Teacher towards a successful outcome, if possible. Inadequacy of the provision of practice experience/teaching and learning in the Practice Setting Notwithstanding an adequate audit of the practice placement, difficulties may arise concerning the adequacy of the provision of practice experience/teaching and learning. When this does not relate to the performance of the Mentor, Sign Off Mentor or Practice Teacher or Practice Supervisor, they may be brought to the attention of the named personal tutor or ULL by the student and/or the Mentor, Sign Off Mentor or Practice Teacher / Supervisor who will liaise with all necessary parties to determine how the difficulties may be resolved. The Mentor, Sign Off Mentor or Practice Teacher and Practice Supervisor When difficulties arise in relation to the student s perception of the performance of the Mentor, Sign Off Mentor or Practice Teacher or Practice Supervisor, the named personal tutor or ULL will support the student in addressing the issues with the person concerned. Should this strategy prove inadequate, the named personal tutor or ULL will arrange to address the issues directly with the Mentor, Sign Off Mentor or Practice Teacher or Practice Supervisor taking into account the feelings and views of the student. Should progress prove difficult, the relevant service manager and / or Placement Education Facilitator / Clinical Educator will be informed and if necessary be involved in subsequent planning to ameliorate the difficulties or, in exceptional circumstances to attempt to make alternative arrangements in respect of providing a practice placement. Raising Concerns about standards of client care By virtue of the fact that you are a student on this programme you are also a registered nurse or midwife or student (on an NMC approved programme) and have a professional duty to put the interests of the people in your care (all of those people you come across or know about because of your work) first and to act to protect them if you consider they may be at risk. If you come across a situation that you are concerned about it is important that you identify and share your concerns promptly 56

57 and appropriately. You may find the following guidance useful Raising Concerns: Guidance for Nurses and Midwives (NMC, 2013) and this should be read and considered in respect of The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwives (May 2008) Because you have student status whilst studying on this programme you should follow guidance which has been adapted from Guidance on professional conduct for nursing and midwifery students (NMC, 2009) Inform your Mentor, Sign Off Mentor or Sign off Practice Teacher and Personal Tutor or another member of the teaching team immediately if you believe that you, a colleague or anyone else may be putting someone at risk of harm. Seek help immediately from an appropriately qualified professional if someone for whom you are providing care has suffered harm for any reason. Seek help from your Personal Tutor or another member of the teaching team or your Mentor, Sign Off Mentor or Sign off Practice Teacher if people indicate that they are unhappy about their care or treatment. Complete the Practice Learning Environment Report form located on your programme Moodle site or the University mentor website The programme team recognises that it might not be easy for you to raise a concern; you may not be sure what to do or the process may seem quite daunting. You will be fully supported through and following the process of raising any concern with access to a range of student support mechanisms some of which are outlined in your programme handbooks Please remember if you want advice at any stage, please talk to your personal tutor or another member of the teaching team, your sign off practice teacher or another registered nurse such as your manager. 57

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