SCHOOL OF HEALTH SCIENCES FACULTY OF MEDICINE AND HEALTH SCIENCES VOLUME D. Masters of Science Adult Nursing Pre-Registration STUDENT HANDBOOK

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1 SCHOOL OF HEALTH SCIENCES FACULTY OF MEDICINE AND HEALTH SCIENCES VOLUME D Masters of Science Adult Nursing Pre-Registration STUDENT HANDBOOK STUDENT HANDBOOK January 2016 Page 1 of 52

2 CONTENTS A LETTER FROM THE COURSE DIRECTOR... 3 THE MSC PRE-REGISTRATION NURSING TEAM... 4 MSC PRE-REGISTRATION HANDBOOK... 5 SECTION 1 - KEY FEATURES OF THE PROGRAMME INTRODUCTION GLOSSARY COURSE TEAM... 9 MODULE LEADERS... 9 PERSONAL ADVISER (PA) STRUCTURE AND HOURS OF THE PROGRAMME OVERVIEW OF THE PROGRAMME ENQUIRY BASED LEARNING (EBL) INTER-PROFESSIONAL LEARNING WHAT WILL LEARNING IN PRACTICE BE LIKE? WHAT WILL SCHOOL-BASED LEARNING BE LIKE? HOW WILL YOU BE SUMMATIVELY ASSESSED? DIAGRAM 1: THE SUMMATIVE ASSESSMENT SCHEME WHAT WILL FORMATIVE ASSESSMENT BE LIKE? OVERVIEW OF FORMATIVE ASSESSMENT HOW WILL YOU BE SUPPORTED? VACATIONS SICKNESS MAKING UP TIME NMC COMPLETION REQUIREMENTS SECTION 2 - ADULT PROGRAMME PROGRAMME AIMS AND LEARNING OUTCOMES MSC ADULT NURSING: PRE-REGISTRATION PROGRAMME AIMS AND LEARNING OUTCOMES PROGRAMME AIMS EUROPEAN UNION DIRECTIVE TABLE 1: MODULE OUTLINES MODULE OVERVIEW SECTION 3 - PROGRAMME READING APPENDIX: UEA SENATE MARKING SCALE Page 2 of 52

3 A LETTER FROM THE COURSE DIRECTOR Dear Student I am delighted to welcome you to the School of Health Sciences and wish you every success during your Masters course in Adult Nursing. Adult Nursing is an exciting and rewarding career choice and one that you can make a difference to people s lives, right when they need it most. Adult nurses have a very important part to play in promoting health and in identifying the health needs of people across the life span experiencing a wide variety of physical and mental health needs and disabilities. Your programme aims to enable you to develop relevant and appropriate knowledge, essential skills and attributes so that you are able to make a significant contribution to the health needs of individual service users and their carers. The programme enables the development of your professional identity as a nurse. Amongst other things, your programme will help to increase your self-awareness, so that you are more conscious of your values, beliefs and attitudes, and the effect that these can have on others. You will learn how to communicate in a skilful, professional and therapeutic manner with service users and their carers, and to be aware of the boundaries that must exist between nurses and service users/carers. You will also become skilled at working effectively in collaboration with other professionals involved in health care to protect the public. The MSc programme will use a variety of approaches to teaching and learning that reflects and builds upon your prior learning and experience. It aims to develop skills of critical thinking and problem solving that is indicative of working at Masters level and will prepare you to progress as leaders and innovators in practice. This programme will enable you to register as a nurse with the Nursing and Midwifery Council and gain a Masters degree that will prepare you to meet the challenges and complexities of contemporary health care and enhance your employability and employment options. I hope that this programme will form the foundation of a satisfying career in nursing. The MSc pre- registration nursing team are here to assist you with your learning and development throughout your programme and beyond. Yours sincerely Marie McGee Course Director MSc Adult Nursing Page 3 of 52

4 The MSc Pre-Registration Nursing team Course Director Marie McGee Ext 7103 Module 1 HSC-M04E Lead Coralie Roll C.Roll@uea.ac.uk Ext 1282 Module 2 HSC-M05X Lead(s) Marie McGee M.Mcgee@uea.ac.uk Ext 7103 Steve Wilkinson S.Wilkinson@uea.ac.uk Ext 7012 Module 3 HSC-M06E Lead Maggie Quinn M.Quinn@uea.ac.uk Ext 7045 Module 4 HSC-M07X Lead Catherine Delves-Yates C.Delves-Yates@uea.ac.uk Ext 7059 Page 4 of 52

5 MSc Pre-Registration Handbook The handbook provides information related to the modules that you will be studying over the duration of the two year programme. This information will also be available on Blackboard, the virtual-learning environment that you will be using during the programme. This is to ensure that you are well informed about your programme. For ease of reference this handbook is divided into the following sections: Part 1- Contains general information. Part 2 - Contains information specific to adult nursing. You must read this handbook in conjunction with the School of Health Sciences (HSC) undergraduate and postgraduate Core Student Handbooks (2015) which covers general issues relating to programmes of study within the School. In particular, it contains important regulations concerning attendance, assessment, interruption from the programme and there is also useful information relating to the support systems available. While lecturers are here to guide and help you to achieve your learning outcomes, as a student you also have a personal responsibility to make use of the extensive support facilities available. Page 5 of 52

6 SECTION 1 - KEY FEATURES OF THE PROGRAMME 1.1 Introduction During the first weeks of the programme you will also have the opportunity to meet a variety of staff, including your Course Director and Personal Adviser. You will also be allocated to an EBL facilitation group during this time. The period also involves both orientation to the School of Health Sciences (HSC) and to the University, with opportunities to learn about the student-staff liaison committee, the Union of Students, recreational facilities and health and safety procedures. Additionally you will visit Occupational Health to complete screening procedures. A full induction programme will be scheduled into the timetable when you commence your course. 1.2 Glossary At this point it might be helpful to clarify some of the terminology used in this handbook. Blended learning: This is the programme team s teaching and learning strategy which involves a range of approaches such as lecturer led learning activities and experiential student led learning strategies which will help you to identify and develop your own learning needs. Carer: An individual providing personal care for a person or people who, due to illness, infirmity or disability, are unable to care for themselves without this help. Directed Study: Individual or group study where the focus of inquiry is determined by a member of academic staff. Essential Skills Clusters (ESCs): Five essential skills clusters as defined by the Nursing and Midwifery Council (NMC) inform the development of your Skill Development Profile. These include: care, compassion and communication, organisational aspects of care, infection prevention and control, nutrition and fluid management and medicines management. Field placement learning opportunity: A practice environment that facilitates the acquisition of knowledge, skills and attributes that you must acquire in order that you can practise in the field of Adult Nursing. Formative assessment: A self reflective process which enables you to identify strengths and weaknesses in your own learning and build on these experiences in preparation for summative assessment. Examples include feedback on class presentations, practice exam questions and drug calculation exercises. Generic placement learning opportunity: Relates to a practice environment, where skills, attributes and technical abilities required by all student nurses can be acquired and demonstrated. Page 6 of 52

7 Hub and Spoke: The Hub forms a primary placement learning opportunity where you will spend the majority of your clinical time during a Module placement allocation. The Spoke is any additional placement learning opportunities you need in order to experience relevant patient journeys and achieve the placement learning outcomes. Independent learning weeks: A period of time at the end of each academic year in which you, should you need to, can make up practice or theory time, undertake independent study/reading and at the end of the first year use as time for a 3 week local, national or international elective placement learning opportunity. Inter-professional Learning: An interactive process of learning which you undertake with students or registered professionals from a range of health and social care professions learning with and from each other. Mentor: A nurse who following successful completion of a Mentor Preparation Programme is eligible to supervise and assess you in a practice setting. Module: A self-contained period of teaching and learning which within this programme is equal to a semester in length. Ongoing Achievement Record (OAR): Throughout the programme you will be required to maintain an Ongoing Achievement Record (NMC 2007) which will take the form of a record of learning experiences together with supporting evidence of achievement and comments from mentors on your performance, including areas where further support and supervision is required. This record will consist of all assessment of practice documents to date, along with the Skill Development Profile. It will be available to the named mentor at the beginning of each placement experience in order to facilitate discussion of learning needs and support. Placement learning opportunities: the time you spend learning about and experiencing nursing practice. It can take place in hospital; peoples own homes, in general practice, nursing homes and other residential facilities, walk- in centres, schools and workplaces. Progression point: The NMC require 3 progression points. Progression point one requirements will be considered as part of the APL and admission process. Any point one progression requirements that are unmet on entry would be accommodated via an individual learning plan to be achieved within the first 12 weeks of the programme. The second progression point is at the end of year one (December) which is formally reviewed through a summative portfolio and progression meeting with your personal advisor. The third progression is at end of the second year (December) on course completion which is formally reviewed through a summative portfolio, including sign off which is an NMC requirement, and progression meeting with your personal advisor. Self-directed study: Individual or group study where the focus of inquiry is determined by you. Page 7 of 52

8 Semester: The two distinct teaching and learning periods which form the academic year. Service users: People across the life span, using health or social care services in all sectors that require the professional services of a nurse. Service users include inpatients, out-patients, clients and residents. Nurses also work with other individuals and groups to which the service user belongs or is closely connected. Shared Learning: A broad term that refers to opportunities for learning between you and students from different fields of nursing and between nursing students and those from other professions. Sign-off mentor: A nurse mentor who has met additional NMC requirements in order to be able to make judgements about whether you have achieved the overall standard of competence for entry to the professional register at the end of your programme. Summative assessment: This is assessment of learning where academic credit is awarded, for example, exams, course work and assessment of practice. Virtual learning Environments: these are methods of delivering teaching via the web. Page 8 of 52

9 1.3 Course Team Module Leaders The MSc pre-registration nursing programme is spread over four modules and each module has a module leader who is central to the delivery and management of the module and to ensure high levels of student satisfaction. Module Leads work closely with the Course Director to ensure that module content and assessment is coordinated with other modules so that students are able to demonstrate course-level learning outcomes. They will advise and guide you regarding the requirements for assessments for the individual modules. They will inform students the necessary module information or any changes that may occur during their module. They will be your key contact for advice and support for the specific module they are lead for. Module Leads have overall responsibility for the efficient administration of modules, including ensuring that appropriate module information is reported in keeping with the University s established quality assurance and enhancement processes such as the module evaluation at the end of each module. Each Module will have a dedicated Blackboard space (virtual learning environment) and the module lead will ensure that this is maintained and updated to facilitate student learning and information. See list of module leads with contact details in handbook introduction. Personal Adviser (PA) We ensure that from the very beginning of your programme you are allocated a lecturer who will act as your Personal Adviser for the duration of your course. You will be informed of this person s name and also how to contact him or her. You are encouraged to make use of your Personal advisor. Your Personal advisor will support you throughout the programme. The Personal advisor will also meet with you on an individual basis to monitor your progress and assist with any personal issues that may arise. Further information on the role of the Personal Adviser and more support networks can be found in the core student handbook. Name of Personal Advisor Contact telephone number Address.@uea.ac.uk Page 9 of 52

10 1.4 Structure and Hours of the Programme The programme has a structure of two modules a year for the two year period. You are required by the NMC to achieve a total of 4600 hours learning; 2300 hours in theory and 2300 hours in practice. Some of this will be achieved via the APL process. The average weekly contact time will be 20 hours, plus directed independent study/ebl and online activities, amounting to a total of approximately 40 study hours per week. A typical working week for each year of the programme is shown below. Year 1 Working Week (Theory) from Week 1 Monday Tuesday Wednesday Thursday Friday Directed study School: Theory session Self directed study School: Theory session Directed study Year 2 Working Week (Theory) from Week 1 Monday Tuesday Wednesday Thursday Friday School: Theory Directed study School: Theory Self directed Self directed session session study study Page 10 of 52

11 1.5 Overview of the Programme Year 1 MSc Level Module 1 (MM1) HSC-M04E Promoting Community Health and Wellbeing Module 2 HSC-M05X Living well with multiple and long term conditions Year 2 MSc Level Module 3 3(MM3) HSC-M06E Acute and Complex Care Module 4 HSC-M07X Profession al Practice and Leadership 40 credits 50 credits 40 credits 50 credits Page 11 of 52

12 1.6 Enquiry Based Learning (EBL) EBL is an approach to learning that facilitates deep learning and enquiry and as such will be used to enhance M Level capability through the development of critical thinking skills and analysis that will enable you to progress to be the leaders of future nursing practice. As graduate entry nursing students we value the experiences you bring from your prior learning and experiences and we will use these experiences to help solve problems and to help you work as a member of a team. The EBL packages will enable you to develop critical and problem solving skills through critical exploration, analysis and evaluation of shared problems and solutions of patient care whilst appreciating the wider organisational and global context of care. Within this programme the enquiry-based learning (EBL) element uses learning packages each containing a scenario that you will focus on, usually over a two week period with scenario exploration in week one and feedback at the end of week two. The scenarios will provide exemplars of clinical situations and patient presentations will stimulate students to engage in as if / for real situations. The use of EBL will encourage your skills of enquiry, reflection, decision making, problem solving and of team working. Reflection and reflexivity are central to professional practice and clinical decision-making; also to flexibility in learning and problem solving. EBL encourages independent learning facilitating analytic and critical thinking skills and the ability to find evidence systematically from diverse sources, to appraise the evidence and present this to peers. The curriculum supports complex decisionmaking by to facilitate critical/analytic approaches. Page 12 of 52

13 1.7 Inter-professional Learning The Centre for Inter-professional Practice (CIPP) was founded in 2002 with the aim of developing an Inter-professional Learning (IPL) programme at both pre- and postregistration levels, working with current existing clinical teams across Norfolk and Suffolk and between students from different health professional training programmes at UEA. CIPP is thus committed to improving standards of patient care through collaboration in learning and practice. The IPL programme here at UEA offers you the unique opportunity to develop professional relationships with peer healthcare students, providing you with foundations for successful inter-professional team working throughout your career. CIPP runs a pre-registration IPL programme in which students from all health professional training programmes have the opportunity to work together. The principal aim of the programme is to foster the skills, knowledge, attitudes and behaviour required for effective inter-professional team working. The learning objectives of the IPL programme are for you to: gain critical understanding of why effective inter-professional/inter-agency working is important for teams to be able to deliver high quality, compassionate care; develop knowledge and a critical understanding of your own role and responsibilities when working collaboratively with other health and social care professionals; develop knowledge about the roles and responsibilities of other professions and how you work together in the most effective way to deliver high quality, compassionate care; gain understanding of the benefits and challenges associated with interprofessional team working and the impact of attitudes and behaviour on team performance and care delivery; IPL2 (First Year) You will work in inter-professional groups, focusing on the placement learning opportunities to explore communication within inter-professional working. You will meet 3 times and work in inter-professional groups with a focus on placement learning use a case scenario based on communication. You will be required to present reflective statements and present your work to your peers. IPL3 (Second Year) You will be invited to attend two inter-professional conferences. These are voluntary and involve service users and practitioners to offer students a wider perspective on inter-professional development and prepare for the transition from student to practitioner. IPL4 (Final Year) In the fourth (voluntary) level of the IPL programme (IPL4), all final year healthcare Students (or second year for two-year programmes) across the Faculty of Medicine and Health Sciences, School of Pharmacy and School of Social Work and Psychology are invited to attend two half-day topic based workshops. IPL4 involves service users and practitioners with a specialist interest in caring for that particular service user group. Topics such as health and social care issues related to domestic abuse and health and social care issues related to alcohol abuse will be explored. You will be contacted during your final year regarding the specific topics to be explored. Page 13 of 52

14 For more details regarding the IPL programme at UEA please contact Dr Suzanne Lindqvist at IPL Assessment Assignments that you undertake during the IPL2 and IPL3experiences, which form part of the formative assessment for the inter-professional sessions in Years 1 and 2 respectively, may be used as evidence of your ability to work across professional boundaries. IPL2 and IPL3 are compulsory for all students undertaking pre-registration programmes within the School of Nursing and Midwifery. If you fail you are required to undertake remedial work to demonstrate your knowledge and understanding of inter-professional working. You should seek advice for remedial work within your School and submit your completed work to your academic advisor on a date agreed between yourselves. Once completed this work should be retained in your portfolio. Page 14 of 52

15 1.8 What will learning in practice be like? All modules include practice learning opportunities. You may be placed in a variety of practice settings across the East Anglia region and at times may be required to stay in accommodation away from your usual base. Practice learning opportunities are organised using a Hub and Spoke approach which allows you to effectively experience the service user s journey through the health care services. You will not be counted in the workforce numbers during practice. This is known as Supernumerary Status. Practice learning opportunities are preceded by school-based preparation which will include simulated practice. Exposure to placement learning opportunities involves periods of 12 weeks. Within the independent learning weeks at the end of year 1 you will have an elective placement either locally, nationally or internationally. You will experience the 24 hour and seven-day week nature of health care. Further information can be found on the School s Intranet Site at Where the practice learning environment operates a shift system, you are required to work the shifts to which you are allocated, facilitating at least 40% access to your mentor. Please be mindful that service users have the right to decline the opportunity for you to be involved with their nursing interventions. Page 15 of 52

16 1.9 What will school-based learning be like? The school working day is 9.00 am 5.00 pm. A blended approach to learning is used to prepare you for practice and to help you to develop the clinical reasoning, teamwork and lifelong learning skills needed to practise as a nurse. Using a blended learning approach a typical school-based week consists of direct contact time in class, directed and self-directed study, equating to 40 hours of effort. The programme requires you to take responsibility for your learning with periods of time devoted to directed and self-directed learning. Direct contact time gives you the opportunity to meet in groups and interact with subject specialists, including practitioners, service users and carers. High quality resources will be used to support your learning. These will include the library, electronic and web based programmes, and a well equipped skills laboratory. Programme Reading You are encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and internet resources. A range of electronic journals and a wide variety of websites and information gateways can be accessed remotely via UEA Portal. It is expected that your assignment, bibliographies and reference lists will reflect the range and depth of reading carried out. This programme offers you an opportunity to develop your information gathering skills. Students on the MSc Adult Nursing Programme will have experience of literature searching through their previous degree. However there will be opportunities within the programme to develop or refresh your literature research skills and awareness of the databases that are useful for nursing. The Faculty of Health Sciences and Medicine have their own dedicated faculty librarian and further support and training details can be found on the portal Page 16 of 52

17 1.10 How will you be summatively assessed? Summative assessments are those which must be passed in order to progress through the programme and to complete it successfully. Some assessments test applied theory, others are practice-based, and others take an integrated approach to the assessment of theory and practice. Practice-Based Assessments Practice-based assessment uses a system of continuous assessment over the period of each practice learning opportunity. You will have a preliminary interview during the first week of your placement followed by a formative assessment and a summative assessment at predetermined dates. You are expected to assess your own performance and share this with the Placement Mentor before they make the final assessment. The module outcomes have been developed to encompass all aspects of nursing practice. The summative assessment is informed by evidence drawn from your Ongoing Achievement Record which includes the Skill Development Profile. You should ensure that you collect a range of evidence from your placement learning opportunities (hub and spoke). All practice learning outcomes and the Nursing Attributes Assessment must be passed for each module. Service users and carers may contribute to your assessment. There is a Progression Point at the end of each year of the programme. To progress and be signed off in practice you must have demonstrated achievement of the module practice learning outcomes and relevant skills within the Skill Development Profile. At the end of the programme, you will be signed off by a Sign-off Mentor to confirm that you have met the Nursing and Midwifery competencies for the programme. Once a practice area has identified your Sign-off Mentor this information will be forwarded to your Course Director who is responsible for checking the name and live status of the identified Sign-off Mentor against the mentor database in the school. In the event of any changes in allocation of your Sign-off Mentor, it is your responsibility to inform your Course Director. Assessment of practice will be awarded a PASS/FAIL and as such no M Level academic credits are gained from practice. However the nursing attributes will be formatively graded to demonstrate practice competency. Applied Theory Assessments Assessments of applied theory require students to incorporate, and later integrate, material from nursing, the humanities, the biological sciences and the behavioural sciences. There are various types of applied theory assessment, including essay assignments and an examination. The assessment of theory in Year 2 includes a research project with supporting infographic of 8000 words and a service improvement project (3000 words) The research project provides you with an opportunity to explore in depth an aspect of practice that is of special interest to you. The service improvement project provides Page 17 of 52

18 you with the platform to present an evidence based proposal for Service Improvement which should build upon the critical insights gained from undertaking the research project. Please see the summative assessment scheme (Diagram 1) for an overview of the assessments for the individual modules and the credits they are awarded. Full details of the assessment guidelines for summative assessment which include portfolio requirements, and practice assessment documents can be found on Blackboard. Integrated Assessments The portfolio will provide an important record of your learning and achievement, and will contribute to assessment at a number of points in the programme. The assessment item and marking criteria are given to students either prior to the Module commencing or at the beginning of the Module. Submission dates for summative work can be found on the HSC student Blackboard site. It is the students responsibility to be aware of these dates. Diagram 1: The Summative Assessment Scheme MODULE ASSESSMENT ITEM Weighting Year 1: Module 1 HSC-M04E PROMOTING COMMUNITY HEALTH AND WELLBEING 40 credits Year 1: Module 2 HSC-M05X LIVING WELL WITH MULTIPLE AND LONG-TERM CONDITIONS Public Health Assignment 90% Group presentation with individual element Clinical Report Assessment of Practice 10% PASS/ FAIL PASS/FAIL Written Examination 60% Professional Portfolio 40% SafeMedicate course test PASS/ FAIL (90%) Assessment of Practice PASS/FAIL 50 credits Year 2: Module 3 HSC-M06E ACUTE AND COMPLEX CARE Research Project 100% Project proposal presentation PASS/FAIL Assessment of Practice PASS/FAIL 40 credits Year 2: Module 4 HSC-M07X PROFESSIONAL PRACTICE AND LEADERSHIP 50 credits Service Improvement Project with presentation 100% Page 18 of 52

19 1.11 What will formative assessment be like? Formative assessment is an important part of the programme s assessment strategy offering a valuable opportunity to support your development. Examples of the formative assessments that you might undertake are:- practice assessment, feedback on your group participation within the classroom, quizzes, informal tests, and drug calculation exercises using Safe Medicate. Overview of Formative Assessment Diagram 2 :Worked Example of Integration of Formative and Summative AssessmentModule 1 HSC-M04E Promoting Community Health and Well Being Module 2 HSC-M05X Living well with multiple and long term conditions Module 3 HSC-M06E Acute and Complex Care Module 4 HSC-M07X Professional Practice and Leadership Portfolio development Mock report Research critique activities Mock exam questions Clinicalskills.net Practice assessment Practice exam papers Safe Medicate Clinicalskills.net Practice assessment Project proposal Safe Medicate Clinicalskills.net Portfolio development Practice assessment Service Improvement Presentation Safe Medicate Practice assessment 1.12 How will you be supported? A number of people and services are available to support you: Personal Advisers, Placement Mentors, Link Lecturers, the Student Union, and the Dean of Students Office. Additional information about student support can be found on the School s Intranet Site at Page 19 of 52

20 1.13 Vacations Sickness You will have 1 weeks vacation end of May, followed by 3 weeks during August and Christmas. Vacations shall not be taken at other times. As a Masters programme student, you are required to devote 3 weeks of your vacation time to course reading: This is necessary in order for you to be eligible to receive the full bursary from the NHS Bursary Scheme. Programme reading is self directed and not assessed in any way. You are required to attend placements on Bank Holidays when these occur during a placement learning opportunity and you have been allocated a shift. If you are unable to attend theory or practice you should: Theory: Contact the Learning and Teaching Service (LTS) Placement team based in the ZICER Hub personnel by on the day concerned in order that relevant lecturing staff can be informed. Telephone L.Halls@uea.ac.uk Practice: Contact the person in charge of the clinical area immediately you become unavailable for the identified shift, and at least one hour before start time. ALSO contact the Placement team based in the LTS Hub as above. Full information on reporting absence and sickness can be found on Blackboard on the Learning and Teaching Services site under guidance and policies ( It is your responsibility as a student to familiarise yourself with this policy and guidance and follow the process stipulated. Making up Time In order to meet NMC requirements, all absence over the 2 years must be made up. Your Personal Adviser will play a key role in the implementation of this procedure. The Making Up Time Policy can also be found in Volume H under Section 4. It is your responsibility as a student to familiarise yourself with this policy and guidance and follow the process stipulated. Your Personal adviser can support you with this if you need to make up time both in theory and practice. NMC Completion Requirements When you complete your programme, there is a process that you must follow in order to apply for entry to the NMC register. We advise you to do this as soon as possible as if there is a delay of more than 6 months, there are additional requirements that must be met. If you do not apply for registration within 5 years of completing the programme, you will not be eligible to apply to join the register. Page 20 of 52

21 SECTION 2 - ADULT PROGRAMME 2.1 Programme Aims and Learning Outcomes The programme aims and learning outcomes have been developed to enable students to meet the generic and field competencies and essential skills clusters for entry to the Register (NMC 2010) as a first level nurse specialising in Adult Nursing, the QAA (2001) Benchmark Statement for the Healthcare Professional and Nursing and meet the learning outcomes to achieve the award of MSc Pre-Registration Adult Nursing. MSc Adult Nursing: Pre-registration Programme Aims and Learning Outcomes Programme Aims Programme aims give you a broad indication of the intentions of your period of study. Learning outcomes tell you precisely what you must have achieved to successfully complete each module. The aims of the MSc adult nursing preregistration programme is for graduate nurses who: achieve the required academic standard and deliver high quality, compassionate, person centred care to all service users have masters level learning experiences and inter-professional opportunities to enable excellent partnership working in practice have advanced their own scholarship and developed a critical understanding of the theory and practice of adult nursing and be able to inform the advancement of new models and approaches to care act to safeguard the public, and be responsible and accountable for safe, person/family-centred, evidence-based nursing practice are reflective, proactive, innovative and adaptable nurse who can work independently and in teams to contribute significantly to high quality person centred care act with professionalism and integrity, and work within agreed professional, ethical and legal frameworks and processes to maintain and improve standards foster skills of autonomous learning, professional reasoning, evidence based practice, leadership and entrepreneurship to inform their continuous professional development and the advancement of practice. Programme Learning Outcomes On satisfactory completion of the programme, students will be able to: Professional Values 1. Critically analyse and demonstrate application of the legal, ethical, professional and moral dimensions and boundaries of nursing practice. 2. Act to safeguard the public and be responsible and accountable for safe, person-centred, evidence based practice, demonstrating their understanding of their personal responsibility in professional practice. 3. Act with professionalism and integrity and work within agreed professional, ethical and legal frameworks and processes to maintain and improve standards. 4. Practice in a compassionate, respectful way, maintain dignity and wellbeing of service users. Page 21 of 52

22 Communication and Interpersonal Skills 5. Communicate effectively to ensure effective interaction and collaboration with service users, carers, colleagues and other healthcare professionals. Nursing Practice and Decision Making 6. Deliver high quality essential and complex care to service users based on an advanced understanding of human and nursing sciences, evidenced based practice and the needs of the service user and the context of care 7. Critically reflect on clinical governance including evidence-based practice, clinical effectiveness processes and research in the provision of effective and efficient nursing practice and to promote health and prevent illness. Leadership, Management and Team Working 8. Formulate, plan, implement, document, monitor and evaluate nursing interventions in partnership with health/social care professionals, service users, carers and families from a diverse range of communities and backgrounds. 9. Use leadership skills to confidently supervise and manage others and contribute to planning, delivering and improving services. 10. Work in partnership with other health and social care professionals and agencies, service users, carers and families to ensure decisions are shared, informed by best practice and client centred. 11. Demonstrate application of health and social care policy and the changing nature of organisational settings and professional roles. Scholarship 12. Demonstrate creativity, inventiveness and independence of judgement in practice and service development. 13. Demonstrate a critical appreciation of clinical governance frameworks. 14. Adopt a critical stance to synthesis and evaluation of multiple sources of evidence to support advanced decision making. Key Skills and Attributes Warm and compassionate. emotional intelligence. numeracy including complex drug calculations. effective use of IT. legible, comprehendible hand written documentation. safe and effective information management including documentation and record keeping. prioritises and manages time and resources effectively. self-awareness and sensitivity taking account of individual differences, capabilities and needs. life long learning skills. undertake effective oral and written presentations. effective communication skills. works within health and safety regulations. effective personal coping strategies. undertake project initiation and management. Page 22 of 52

23 2.2 EUROPEAN UNION DIRECTIVE The Masters Adult nursing programme meets the criteria identified within the Directive 2005/36/EC. Therefore, upon successful completion of the programme students will be eligible to nurse within other European countries. Page 23 of 52

24 Table 1: Module Outlines YEAR 1 YEAR 1 MASTERS MODULE 1 HSC-M04E MASTERS MODULE 2 HSC-M05X YEAR 2 YEAR 2 MASTERS MODULE 3 HSC-M06E MASTERS MODULE 4 HSC-M07X Page 24 of 52

25 2.3 MODULE OVERVIEW PROGRAMME: MSc Nursing YEAR: 1 MODULE: 1 HSC-M04E LEVEL: Masters 40 7 MODULE TITLE: Promoting Community Health and Well-being MODULE FOCUS This module explores and applies the concept of empowerment and health promotion in nursing practice with an emphasis on therapeutic relationships. There will be examination of the impact of illness and disability on people s lives across the life span. The assessment of nursing needs and planning of interventions are a key theme. The skills and knowledge related to identifying changes in health status, health crises and coping strategies form a key part of learning. Students will receive support with the transition to Masters level studies. Inter-professional learning is also undertaken in this module with a range of other healthcare professional students from the faculty. Essential nursing skill development is a key feature of this module. In the first 7 weeks of the module blended and shared learning approaches support students to meet the module outcomes. The module includes 11 weeks of practice learning experience which includes one study day in school per week to integrate theory and practice learning. Students will learn the principles of maintaining and promoting health and wellbeing across the lifespan. The context of health and wellbeing for adults will be grounded in public health principles investigating and analysing the relationship between lifestyle and health, detecting and responding to health changes and exploring the nature of health screening. Students will research the impact of illness and disability, following patient pathways as they move between primary and secondary care. There will be an emphasis on the ability to safely apply a range of diagnostic skills and the appropriate technology to assess the needs of the individual. The complexities of forming therapeutic relationships within a range of adult health service delivery settings will be critically analysed. Over the course of this and the following module, students will learn about the normal biopsychosocial process of pregnancy and gain experience of perinatal care. In a similar way students will learn about the normal physical, emotional, spiritual and psychological development of children and young people gaining experience in practice over the course of the year Page 25 of 52

26 Level 7 outcomes - By the end of the module students will be able to: 1. Analyse the effectiveness of health promotion within the contexts of individual and public health 2. Demonstrate a critical appreciation of the factors influencing lifestyle and the determinants and indicators of health and ill-health 3. Undertake critical examination of the impact of illness and disability on the individual, family and communities 4. Critically analyse models of empowerment and use this insight to inform the planning of evidence based nursing interventions 5. Demonstrate understanding of the complexities and significance of therapeutic relationships and the role of the nurse as a promoter of health 6. Critically consider the role and importance of customer care in working with individuals, families and within the wider public health arena 7. Demonstrate the ability to source and appraise a relevant evidence base to support examination and discussion of nursing practice 8. Demonstrate knowledge of health sciences in examination of biopsychosocial aspects of health and wellbeing Students will also be required to achieve the following Level 5 outcomes which are assessed in practice: 1.Recognise major risks and act quickly in an emergency to secure expert help 2. Recognise indicators of unhealthy lifestyles 3. Explore and contribute to practice based on an understanding of the impact of illness and disability 4. Where relevant, apply knowledge of age and development when interacting with people 5. Collect and interpret routine data, under supervision, related to the assessment and planning of care from a variety of sources 6. Demonstrate the ability to undertake health screening and referral assessment for individuals across the lifespan 7. Practice safe and holistic nursing to meet essential needs for people who are unable to meet their own 8. Detect, record, report and respond appropriately to signs of deterioration or improvement in people s health 9. Safely apply a range of diagnostic skills and appropriate technology to assess the needs of individuals. 10. Discuss the benefits of health promotion within the contexts of individual and public health 11.Explore and apply the concept of empowerment in nursing practice 12. Recognise the importance of customer care. Mandatory Maternity Outcomes. 13. Discuss the normal physiological and psychological processes of pregnancy and childbirth. * 14. Understand the principles of basic nursing care to pregnant woman and families during pregnancy and after childbirth.* 15. Discuss how to respond safely and effectively in an emergency to safeguard the health of the mother and baby.* *These outcomes will be commenced in Module 1 but not completed until Module 2. References Acheson D (1998) Health Inequalities: Report of the Independent Enquiry. London: Stationary Office Delves-Yates, C (2015) Essentials of Nursing Practice Sage. Hubley J & Copeman J (2008) Practical Health Promotion. Malden: Polity Press Linsley P, Kane R, Owen S (2011) Nursing for Public Health: Promotion, Principles and Practice. Oxford: OUP Marieb, E.M. (2012) Essentials of Human Anatomy and Physiology. 10 th Ed. Pearson. Peckham S & Hann A (2010) Public Health Ethics and Practice. Bristol: The Policy Press Page 26 of 52

27 Taggart L, Cousins W (eds) (2014) Health Promotion for people with intellectual and developmental disabilities. Oxford: OUP Waugh, A. Grant, A (2014) Anatomy and Physiology in Health and Illness 12 th Ed. Churchill and Livingstone. Page 27 of 52

28 Content Professional values Ensuring safe practice Ethics of health promotion Ethical theory including utilitarianism and deontology Nursing practice and decision making Risk assessment, applied to crisis situations The relationship between lifestyle and health The impact of illness and disability and implications for nursing practice Coping strategies Social support Sick role Social and economic implications Family Promoting health through community action Political context of health provision Models of nursing The use of assessment frameworks and data in individual health assessment and planning Principles of holistic nursing practice Detecting and responding to changes in health status Record keeping The benefits of health promotion The role of empowerment in health promotion Physiological and psychological processes of pregnancy and childbirth Role of the Midwife. Obstetric emergencies and the role of the Adult nurse. Physical, emotional and psychological development of children. Epidemiology of child health. Genetics and inheritance. Communication and interpersonal skills Therapeutic strategies including motivational interviewing principles of CBT The nature and significance of therapeutic relationships Using communication, language and active listening to empower individuals Developing health promotion material Customer care Leadership management and team working Professional aspects of empowerment including social learning theory learned helplessness self efficacy and locus of control identity motivation Role of the nurse as a health promoter Research Advanced Literature searching Critiquing evidence Development of analytical skills Lifelong learning Personal progression towards independent learning Rationale Techniques Dealing with the theory practice gap including cognitive dissonance Adult Specific Adolescents and their specific health needs including sexual health. Mental health needs of children and young people. Health needs assessment. Healthy child programme. Safeguarding children and domestic violence. Screening in health and immunizations and immunology. Role of technology and its application to Adult practice. Interpreting patient related data eg routine diagnostic tests Building therapeutic relationships whilst retaining appropriate boundaries in an Adult setting. Communicating with patients in relation to sensitive issues. Promoting health in patients with addictive behaviours. Adult patients as customers of care. Principles of working with patients in a community setting. Role of Health Visitor. Health needs of individuals from alternative backgrounds eg travellers, migrant population, asylum seekers. Racial and cultural awareness Page 28 of 52

29 Assessment Summative Assessment: Total 40 credits Public Health Assignment:- 3/4 of credit weighting Group Presentation with Individual Element:- 1/4 of credit weighting Practice:- Pass/Fail (a formative grade will be awarded for the Nursing Attributes component) Formative Assessment Portfolio clinical report Research critique activities Clinicalskills.net Practice assessment PROGRAMME: MSc Nursing YEAR: 1 MODULE: 2 HSC-M05X LEVEL: Masters 50 level 7 MODULE TITLE: Living Well with Multiple and Long Term Conditions MODULE FOCUS This module develops understanding the unique needs of individuals living with a long-term condition. Using a strengths based approach, students will evaluate interventions to support the adjustment needs of people, living with long term conditions including their families and carers to enable them to function to their full potential. Key concepts and content will relate communication, social inclusion, reasonable adjustments, legislation, capacity, pharmacology, reflexivity, health and social policy, and end of life care. Essential nursing skill development will continue. In the first 8 weeks of the module blended and shared learning approaches will support students to meet the module outcomes. Students will be allocated a practice learning experience in addition to spoke learning experiences. During their 11 week practice learning opportunity students will have 8 days of directed study in School to integrate theory and practice learning. The focus of this module will be on working in partnership with a range of individuals who have long-term conditions, their families and carers to maximise self-care and self-management. This will also include consideration of the wider needs of people who have a learning disability or are living with a mental health problem. The contemporary care of adults, their families and carers during end of life care will be analysed, including how treatment goals and individual choices may alter during differing stages of progressive illness, loss and bereavement. Students will continue to gain experience in pre and postnatal care and child development over the course of this module. The 3 independent study / learning weeks that follow this module are for learning identified by the student and their advisor to achieve NMC progression requirements. This could be additional theory or practice hours. Level 7 outcomes - By the end of the module students will be able to: 1. Appraise the unique and changing needs across the lifespan of individuals living with a long-term condition including the principles of end of life care 2. Critically consider the types and causes of cognitive impairment and their likely impact on mental and physical health of the individual 3. Examine and apply the legislation relating to mental health, capacity, human rights and safeguarding to complex care contexts 4. Analyse the role of specialists and interagency working associated with supporting people who have complex needs, identifying the challenges and risks associated 5. Demonstrate reflexivity in examination of the role of the nurse using a strengths based approach to enable wellbeing in those with long a term condition Page 29 of 52