BSc (Hons) Nursing. (Adult, Mental Health and Children s Fields of Practice) Programme Handbook May 2012

Transcription

1 BSc (Hons) Nursing (Adult, Mental Health and Children s Fields of Practice) Programme Handbook May 2012 Contact Approval Date Approval Authority Date of Last Review [Director of Programmes] [Date of Approval by Academic Council] Academic Council [Date of Approval of Reviewed Handbook]

2 BSc (Hons) Nursing FOREWORD Welcome by the Dean of the School of Health It s a pleasure to welcome you to the Faculty of Nursing. The aim of our nursing courses is to help prepare you for your chosen career. To do this you need to understand that learning of the highest calibre is a collaborative activity in which all students must engage. Our tutors and support staff are committed to enabling you to maximise the value of your time at BPP University College (BPP) but the main drive must come from you. We welcome feedback; both good and bad, to help us continually improve our courses. As I said, learning is a collaborative activity We look forward to collaborating with you to deliver high quality education. Let s have a great time together! Good luck with your studies and your future Page I

3 BSc (Hons) Nursing Welcome by Programme Leader & Director of Programmes The Faculty of Nursing is one of a number of faculties that sits within the wider Faculty of Health. On successful completion of the Undergraduate Pre-Registration Nursing programme, students will obtain one of the following qualifications: BSc (Hons) Nursing Adult, Mental Health & Children s Nursing - leading to Registration with the Nursing and Midwifery Council. Dear Student, We would like to take this opportunity of welcoming you as a student to BPP to the Faculty of Nursing within the Faculty of Health, where you will be undertaking your studies. Your access has been determined by prior academic / professional qualification, learning and experience. You should ensure you read this handbook in conjunction with the BPP Student Handbook, a copy of which you will find via the My Programme Details tab within your student page on the Virtual Learning Environment (Blackboard). As a student of the Faculty of Nursing you will be studying in a School of Health that includes students undertaking programmes in nursing, health studies, chiropractic studies and psychology, to name but a few. The staff of the Faculty has a wide range of expertise, drawn from a variety of health and social care professional backgrounds that reflects the breadth of programmes we offer. Whether you are studying with us for eighteen months, two years or the full 3 year. We will provide you with an excellent quality of education in a encouraging and welcoming learning environment that facilitates the achievement of your professional, as well as personal, scholarship objectives. BPP and the faculty of nursing recognise that learning involves a partnership relationship between its academics, practice partners and students, therefore, in order for you to develop we require students to participate in the management and delivery of your programme, participate in discussions, group work, seminars and projects, act as a student representative and engage with the evaluation of your practice experiences and academic modules of study. Learning with BPP and the faculty of nursing involves a fusion of effort, hard work and fun. We hope that in partnership you and the academic staff and practitioners get the balance right and that at the end of the programme you have achieved what you set out to achieve. The point of qualification, some three years away, may seem like a long way away but you will be astonished at how rapidly registration as a nurse is achieved and how much you have developed in that time. We look forward to seeing each and every one of you at your graduation ceremony. With Best Wishes Ronnie Meechan RNA, RNMH, BSc, MSc, PG Cert. Ed Programme Leader Lynne Gell MEd, BA (Hons), RN, RNT, CertEd, CMT Director of Nursing Programmes Page II

4 BSc (Hons) Nursing CONTENTS FOREWORD WELCOME BY PROGRAMME LEADER & DIRECTOR OF PROGRAMMES I II 1. INTRODUCTION TO THE PROGRAMME 1 OVERVIEW 1 ADULT NURSING PHILOSOPHY 1 CHILDREN S NURSING PHILOSOPHY 2 MENTAL HEALTH NURSING PHILOSOPHY 2 OUTLINE PROGRAMME STRUCTURE 3 PROGRAMME AIMS AND LEARNING OUTCOMES 6 THE NURSING PROGRAMME 9 PROGRAMME STAGES OVERALL LEARNING AND TEACHING STRATEGY 28 SPECIFIC LEARNING, TEACHING AND ASSESSMENT STRATEGY 28 REQUIREMENTS TO PASS MODULES 30 FEEDBACK ON YOUR WORK 31 SUBMISSION OF COURSEWORK 32 RETRIEVAL OF FAILED ASSESSMENT ITEMS 33 HOW YOUR WORK IS MARKED 33 WORD LIMITS 34 GUIDANCE ON PRESENTATION OF ASSESSED WORK 35 ANONYMOUS MARKING 35 REFERENCING POLICY WITHIN THE FACULTY OF NURSING 35 CONFIDENTIALITY POLICY WITHIN THE FACULTY OF NURSING 35 CHEATING AND UNFAIR PRACTICES 36 APPEALS 37 REQUIREMENTS FOR PROGRESSION ON THE PROGRAMME 37 REQUIREMENTS FOR AWARDS 38 PERSONAL AND PROFESSIONAL DEVELOPMENT PLANNING PDP 38 BPP STUDENT CODE OF CONDUCT IN RELATION TO LEARNING 40 SPECIFIC ATTENDANCE REQUIREMENTS AND CONDUCT MANAGEMENT OF YOUR PROGRAMME 43 ELECTED STUDENT REPRESENTATIVES (ERS S) 43 STUDENT AND STAFF LIAISON COMMITTEE 43 PERIODIC REVIEW AND REVALIDATION/APPROVAL PROCESSES 44 EVALUATION OF ACADEMIC AND PRACTICE LEARNING 44 PERSONAL TUTORS 44 EUROPEAN DIRECTIVE 2005/36/EC 44 INTER-DISCIPLINARY LEARNING AND WORKING 45 SERVICE USERS, THEIR CARERS AND ADVOCATES PROGRAMME ADMINISTRATION 48 VIRTUAL LEARNING ENVIRONMENT 48 REGISTRY SERVICES EVALUATING AND IMPROVING THE QUALITY OF THE PROGRAMME PRACTICE LEARNING 51 PRACTICE LEARNING EXPERIENCES 51 ALLOCATION OF PRACTICE LEARNING EXPERIENCES 52 SUPPORT FOR PRACTICE LEARNING 53 PRACTICE MANAGER 53 ACADEMIC LINK LECTURER 54 MANAGING STUDENT ISSUES IN PRACTICE 54 RAISING STUDENT CONCERNS IN PRACTICE 54 SIMULATED LEARNING 55 Page III

5 BSc (Hons) Nursing ATTENDANCE IN CLINICAL PRACTICE 55 SUMMATIVE ASSESSMENT OF PRACTICE LEARNING 56 ADDITIONAL USEFUL INFORMATION FOR PRACTICE LEARNING SUPPORTING YOUR LEARNING 58 DISABILITY AND DYSLEXIA SUPPORT 59 STUDY SKILLS SUPPORT 59 DISSERTATION STUDY SUPPORT 60 STUDENT SERVICES 60 PRACTICE LEARNING SUPPORT 60 OPPORTUNITY TO UNDERTAKE AN ELECTIVE OR LEARN OUTSIDE OF THE UNITED KINGDOM OPPORTUNITIES FOR FURTHER STUDY BPP RESOURCES MODULE OUTLINES YEAR ONE MODULE DELIVERY - YEAR 1 LEVEL MODULE OUTLINES YEAR TWO MODULE DELIVERY - YEAR 2 LEVEL MODULE OUTLINES YEAR THREE MODULE DELIVERY - YEAR 3 LEVEL MARKING CRITERIA LEVEL MARKING CRITERIA LEVEL MARKING CRITERIA LEVEL STAFF CONTACTS PROGRAMME REGULATIONS CURRICULUM AND ASSESSMENT MAPS APPENDIX 1 HARVARD REFERENCING GUIDE APPENDIX 2 CREDIT WEIGHTING TABLES 243 ANNEX DOCUMENTS REQURED BY THE PROFESSIONAL BODY: SUMMARY AND REVIEWER FEEDBACK ANNEX DOCUMENT 1 PROGRAMME SPECIFICATION ANNEX DOCUMEMT 3 NMC MAPPING DOCUMENT - ANNEX DOCUMENT 4 ASSESSMENT OF PRACTICE LEARNING ANNEX DOCUMENT 5 GUIDNACE FOR STUDENTS AND MENTORS - ANNEX DOCUMENT 6 PRACTICE LEARNING AUDIT DOCUMENT - ANNEX DOCUMENT 7 Page IV

6 BSc (Hons) Nursing 1. INTRODUCTION TO THE PROGRAMME DETAILS Programme Title Qualification Awarding Body Programme Accreditation BSc Hons Nursing Adult, Mental Health, Children s Nursing BPP University College Nursing & Midwifery Council OVERVIEW OF PROGRAMME The Undergraduate nursing teaching team and their practice placement partners welcome you to this vibrant and innovative Pre-Registration BSc (Hons) Nursing Programme. This new curriculum has been developed in response to the Department of Health (DH 2008) High Quality Care for All: NHS Next Stage Review Final Report (Darzi Report) and Nursing and Midwifery Council (NMC 2010) Standards for Pre-Registration Nursing Education. The programme acknowledges that nursing is a professional, practise-based and academic discipline. At the centre of the programme is the driving principle of transformative learning, by facilitating you to become effective at delivering safe, effective, high quality care in diverse, rapidly changing, complex healthcare environments across the health-illness continuum. Furthermore, the programme aims to ensure the public are safeguarded and protected by developing compassionate, caring, autonomous, accountable and professionally responsible professionals. The programme aims to develop professionally flexible and responsive nursing graduates. Where caring and compassion lie at the centre of their practice, but who are also self-aware, reflective practitioners who have the ability to think critically. Furthermore, an outcome of this programme is to develop and create nurses who are politically astute and innovative, with exceptional communication and interpersonal skills, who seek to work in partnership with and empower service users and their families and are motivated to take a lead in quality healthcare developments and initiatives. The programme first and foremost aims to produce excellent nurses, who are fit for purpose and able to meet the key nursing needs of all patient groups. Additionally, it aims not lose sight of the uniqueness of each field of practice, developing practitioners who are exceptional at meeting the complex and co-existing nursing and healthcare needs of service users and their families from their chosen field of practice. ADULT NURSING PHILIOSOPHY The adult nursing field modules focus on the needs of adults with a diverse range of health and dependency needs, including physical and emotional care requirements, particularly addressing the needs of the ageing population. Adult field of practice nurses will be articulate, flexible, decision makers able to promote health and well-being, prioritise effective care and implement evidence-based nursing practice. They will work collaboratively with the inter-professional team, service users and their families, respecting their rights, choices and wishes. The emphasis is on providing a first class experience for all service users, in a wide range of healthcare settings. Page 1

7 BSc (Hons) Nursing CHILDREN S NURSING PHILOSOPHY Addressing the particular requirements of children, young people and their families is the fundamental aim of children s nursing. This programme proposes to produce safe and approachable practitioners who can work effectively across traditional boundaries in a collaborative way, providing high quality child and family centred care that meets the demands of integrated child health and social care provision. Future children s nurses need to be able to empower each child and their family to receive individualised care, enabling each child to reach their full potential. MENTAL HEALTH PHILOSOPHY The mental health-nursing field of practice recognises the inclusion of service users and carers as an integral part of the delivery of the programme. This will ensure that personcentred recovery processes are addressed throughout the programme in the development of the student. The mental health field of practice modules will be further informed by critical engagement with current mental health agendas and developments Page 2

8 Modules Progression Point One Certificate in Health Studies Progression Point Two Diploma in Health Studies BSc (Hons) Nursing Adult, Mental Health, Children s Field of Practice BSc (Hons) Nursing * Students will only complete according to their chosen field of practice* Year 1 OUTLINE PROGRAMME STRUCTURE BSC (HONS) NURSING Year 2 Year 3 Introduction to Public Health & Equality in Patient Centred Nursing Care (15 Credits) Research Methods & Application in Nursing (15 Credits) *Evaluating and Appraising Children s Nursing Practice (15 Credits) Evidence & Values in Professional Nursing & Patient Centred Care (15 Credits) Developing Professional Nursing Practice (15 Credits) * Evaluating and Appraising Mental Health Nursing Practice (15 Credits) *Introduction to Contemporary Adult Nursing Practice (30 Credits) *Introduction to Contemporary Mental Health Nursing Practice (30 Credits) * Application of Adult Nursing Practice (30 Credits) * Application of Mental Health Nursing Practice (30 Credits) *Evaluating and Appraising Children s Nursing Practice (15 Credits) Supporting the education & Assessment of Others in Nursing Practice (15 Credits) *Introduction to Contemporary Children s Nursing Practice (30 Credits) * Application of Children s Nursing Practice (30 Credits) Management & Leadership in Practice (30 Credits) Practice Learning 1 (60 Credits) Practice Learning 2 (30 Credits) Practice Learning 3 (30 Credits) Practice Learning 4 (60 Credits) Page 3

9 Modules Progression Point One Certificate in Health Studies Progression Point Two Diploma in Health Studies BSc (Hons) Nursing Adult, Mental Health, Children s Field of Practice BSc (Hons) Nursing * Students will only complete according to their chosen field of practice* OUTLINE PROGRAMME STRUCTURE BSC (HONS) NURSING APEL YEAR ONE Year 1 Introducing to Public Health & Equality in Nursing Practice (APEL) Evidence & Values in Professional Nursing Practice & Patient Centred Care (APEL) Year 2 Research Methods & Application in Nursing (15 Credits) Developing Professional Nursing Practice (15 Credits) Year 3 *Evaluating and Appraising Children s Nursing Practice (15 Credits) * Evaluating and Appraising Mental Health Nursing Practice (15 Credits) *Introduction to Contemporary Adult Nursing Practice (APEL) * Application of Adult Nursing Practice (30 Credits) *Evaluating and Appraising Children s Nursing Practice (15 Credits) *Introduction to Contemporary Mental Health Nursing Practice (APEL) * Application of Mental Health Nursing Practice (30 Credits) Supporting the education & Assessment of Others in Nursing Practice (15 Credits) *Introduction to Contemporary Children s Nursing Practice (APEL) * Application of Children s Nursing Practice (30 Credits) Management & Leadership in Practice (30 Credits) Practice Learning 1 (APEL) Practice Learning 2 (30 Credits) Practice Learning 4 (60 Credits) Field Specific Practice Learning 3 (30 Credits) Field Specific Page 4

10 Modules Progression Point One Certificate in Health Studies Progression Point Two Diploma in Health Studies BSc (Hons) Nursing Adult, Mental Health, Children s Field of Practice BSc (Hons) Nursing * Students will only complete according to their chosen field of practice* OUTLINE PROGRAMME STRUCTURE BSC (HONS) NURSING RN TO RN CONVERSION Year 1 Introducing to Public Health & Equality in Nursing Practice (APEL) Evidence & Values in Professional Nursing Practice & Patient Centred Care (APEL) Year 2 Research Methods & Application in Nursing (APEL) Developing Professional Nursing Practice (APEL) Year 3 *Evaluating and Appraising Children s Nursing Practice (15 Credits) * Evaluating and Appraising Mental Health Nursing Practice (15 Credits) *Introduction to Contemporary Adult Nursing Practice (APEL) * Application of Adult Nursing Practice (30 Credits) *Evaluating and Appraising Children s Nursing Practice (15 Credits) *Introduction to Contemporary Mental Health Nursing Practice (APEL) * Application of Mental Health Nursing Practice (30 Credits) Supporting the education & Assessment of Others in Nursing Practice (15 Credits) *Introduction to Contemporary Children s Nursing Practice (APEL) * Application of Children s Nursing Practice (30 Credits) Management & Leadership in Practice (30 Credits) Practice Learning 1 (APEL) Practice Learning 2 (APEL) Practice Learning 4 (60 Credits) Field Specific Practice Learning 3 (30 Credits) Field Specific Page 5

11 BSc (Hons) Nursing AIMS AND LEARNING OUTCOMES PROGRAMME AIMS The aims of the degree are designed to provide you with an integrated academic and professional training environment conceived and structured to enable students to gain the knowledge, understanding and skills to pursue and sustain careers in Contemporary nursing practice. This programme equips its graduates to: 1. Develop nurses who are fit for practice and purpose and who are equipped to respond to a changing healthcare context 2. Ensure that students develop the knowledge and skills required to meet the essential health needs of all patient groups; additionally to ensure that students develop the specific in-depth knowledge and skills to meet the more complex health needs of people from their chosen field of practice 3. Ensure the public are safeguarded by facilitating the development of responsible, accountable and autonomous professionals, who practice according to NMC (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives 4. Develop the attitudes, values and technical abilities that underpin safe, person-centred, evidence-based and effective nursing practice and interventions 5. Provide opportunities through the integration of theory and professional practice for students to achieve the NMC (2010) Section2: Standards for Competence (generic and field specific) to enable registration on Part 1 of the NMC register as a Registered Nurse- Adult, Mental Health & Children s Nursing 6. Promote an ethos of partnership working effectively with other health and social care professionals, service users, carers and their families 7. Develop critically reflective practitioners, with the ability to utilise contemporary knowledge, research and evidence to underpin professional practice 8. Develop leadership skills which promote and sustain change and allow effective management of high quality and equitable care and service provision 9. Reflect BPP Learning, Teaching and Assessment Strategy to facilitate a personally and professionally rewarding student learning experience, that is academically and practically worthwhile and meets the varied needs of students, the NHS, other employers and the public PROGRAMME LEARNING OUTCOMES Learning outcomes describe what you should know and be able to do if you make full use of the opportunities for learning that the Programme provides. If you successfully complete the Programme: KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to demonstrate a: K1 K2 Critically examine the functions and structures of the human body and development across the life-span and analyse its application to contemporary nursing practice and health promotion. Apply knowledge from behavioural and social sciences to the health, well-being, altered health, disability, developmental processes, ageing and death. K3. Recognise and respond professionally and compassionately to universal physical and mental health conditions across varied populations and groups of society Page 6

12 BSc (Hons) Nursing K4. Recognise and respond professionally and compassionately to multifaceted and contemporaneous health needs of people from the adult nursing field of practice K5. Develop, evaluate and reflect upon the impact and application of policy and practice at a local and national level K6. Develop, evaluate and apply legal and ethical frameworks to nursing and health care practice K7. Develop and critically reflect upon the impact and application of policy and practice at a local, national and global level K8. Utilise and apply a sound knowledge base of evidence and research paradigms to professional nursing and health care practice COGNITIVE SKILLS Ref C1 C2 C3 B. Students should be able to: Develop and apply critical judgment skills to devise and maintain articulate arguments and conclusions. Develop and apply analytical problem solving skills to promote individual and shared decision making in complex and unpredictable contexts Utilise current knowledge, research and evidence and apply to practical and theoretical work C4. Appreciate the uncertainty, ambiguity and limits of knowledge C5. Critically develop and apply a problem solving approach in order to evaluate arguments, assumptions, abstract concepts and data to make clinical judgements and frame appropriate questions to achieve solutions to actual and potential problems of patients, their families and carers. C6. Develop and apply a variety of acquired methods and techniques to review, consolidate, extend and apply knowledge and understanding to initiate and complete autonomous practice and study, which critically evaluates aspects of professional leadership, incorporating a critical and ethical dimension. PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: P1. Develop and critically reflect upon the practical, technical and professional skills required to practice autonomously in order to provide compassionate, safe, effective and accountable nursing practice P2. Recognise, fulfil and apply the NMC (2010) Essential Skills Clusters to their chosen field of nursing practice across a breadth of contexts P3. Meet the essential care needs of all patient groups and the multifaceted and contemporaneous care needs of people from their chosen field of practice. P4. Utilise and apply therapeutic principles to engage and maintain professional caring, compassionate relationships underpinned with dignity and demonstrating respect for human rights. P5. Maintain clear, accurate and complete records P6. Recognise and respond to limitations in competence and acknowledge when clinical Page 7

13 BSc (Hons) Nursing judgement and decisions require specialist knowledge. P7. Demonstrate comprehensive, systematic nursing assessment and diagnostic skills P8. Plan, deliver and evaluate safe, competent, person-centred care across a variety of settings, responding to individual differences, diverse capabilities and needs P9. Develop therapeutic relationships and engage in partnership working with service users, carers, families and the wider health care, multi-agency team P10. Safeguard children, adults and service users from vulnerable situations and protect from harm P11. Develop and apply leadership and management skills to co-ordinate, manage and deliver effective nursing care and quality service provision, including risk management P12. Monitor and Evaluate nursing and health care practice to sustain and promote change P13. Utilise and apply clinical judgement in the provision of care to facilitate individuals to improve, maintain or recover health P14. Promote and encourage health behaviours and uphold equitable access to health care services P15. Critically analyse a full range of interventions including up to date technological advances P16. Develop and apply safe and effective applied pharmacological and medicines management skills to patients with poly-pharmacy needs GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: T1. Develop and critically appraise and respect an extensive range of effective interpersonal, communication and negotiation skills, in order to deliver professional compassionate nursing care T2. Acquire and apply numeracy, applied drug calculation and information technology skills for safe and effective patient care T3. Recognise own values, principles and assumptions to develop self-awareness T4. Determine a non-judgemental and anti-discriminatory attitude, which is sensitive to the values and interests of individuals, respecting their contributions to care T5. Actively respond to feedback positively to develop and improve learning T6. Utilise a range of strategies to communicate information and ideas, problems and solutions to both specialist and non-specialist audiences T7 Critically apply reflective and reflexive skills that foster a commitment to lifelong learning and continuing professional development T8. Exercise autonomy and personal responsibility for own professional practice and learning These Learning Outcomes reflect those that will be achieved for the BSc Hons Nursing award. Exceptionally, if a student exits earlier in the programme, they may be awarded a Certificate in Health Studies or a Diploma in Health studies depending on their achievement but will not be eligible to register with the Nursing and Midwifery council. In each case, students will have achieved the learning outcomes as listed for that award. Page 8

14 BSc (Hons) Nursing THE NURSING PROGRAMME: The programme addresses the requirements of the NMC (2010) Standards for Pre-Registration Nursing Education and incorporates guidance from BPP s Principles and Guidance for Programme Design General Requirements Policy The Nursing programme is a single coherent programme, with adult, mental health and children s field of practice pathways. It provides a three year, full time, integrated and compulsory programme consisting of field of practice, generic and practice learning modules, beginning at level 4 through to level 6. The programme provides you with parity of student experience across the distinct fields of practice, whilst offering you student flexibility where and as appropriate. It complies with the NMC requirement of 50% theory and practice overall, providing you with the opportunity to complete 2300 hours of theory and 2300 hours of practice learning. Simulated learning opportunities will exist within your programme to facilitate the acquisition of core professional knowledge skills and attributes necessary for contemporary nursing practice. The programme is designed with generic and field of practice modules that will provide you with an opportunity for shared learning with students from the other fields of nursing practice. While field of practice modules concentrate on facilitating learning with students from your chosen field of nursing practice. The Nursing programme also provides you with an opportunity to actively engage with service users and their families, during practice-based learning modules, but also as part of the learning, teaching and assessment of your programme. The programme promotes a spiral curriculum applying the four domains of the NMC (2010) throughout the programme in all modules of study. Professional Values Communication and interpersonal skills Nursing practice and decision making Leadership, management and team working These themes are developed across the programme, progressing from broad, generic, essential content to complex, in depth and increasingly field specific content. This will permit you to acquire the fundamental knowledge and skills expected to address the essential health needs of all patient groups, while ensuring you progress the specific in-depth knowledge and skills to address the complex health needs of individuals from your own fields of nursing practice. The programme aims to create an inclusive, challenging and transformational learning experience. A student-focused approach is adopted with a positive, supportive transformative learning experience. The Faculty of Nursing team will motivate and support you academically, pastorally and professionally. In the initial stages of the programme you are given more direction and assistance to empower you to move from the notion of a learner who is dependent to one who becomes autonomous in order to become increasingly reflective and critical as the programme and your knowledge develops. There is an expectation that as you progress with your studies that you become independent and self-directed, taking increasing responsibility for your own learning and professional development. Page 9

15 BSc (Hons) Nursing The first year of the programme introduces you to the fundamental aspects of nursing and health care practice and assessment of individuals with a diverse range of care needs as well as your own field of practice. Year two of the programme focuses on the importance of applying professional nursing practice, including planning and implementing nursing care in a diverse range of health care settings and the importance of applying research and evidence based practice to underpin nursing interventions. Year three of the programme focuses on developing your independence and research skills in the area of leadership and management, supporting the education of patients and other members of the health care team, in addition to evaluating and appraising complex nursing and health acre situations. You are required to take all the modules in the programme of study specified for your field of practice. All modules must be studied sequentially. There are four practice modules within the Nursing programme. Practice learning one runs across the entire first year of the programme; practice learning two and three run across semester one and two of year two and practice learning four runs across the entire third year of the programme. Prior to every practice learning module you will have preparatory weeks, the modules whilst primarily undertaken within the practice learning environments will also consist of a number of taught session, focusing on the development of nursing assessment and diagnostic skills. Simulated practice and laboratory based learning will also feature within the practice learning modules. Your programme also addresses the requirements for the European (EU) Directive 2005/36/EC, these are mapped to the practice learning modules, in years one, two and three, providing opportunities to experience practice learning in alternative field of nursing practice through the use of hub and spoke practice learning placements. The programme actively encourages and requires evidence of inter-disciplinary learning and working. Whilst primarily this will occur within the practice learning environment, pre-planned and determined events are also organised throughout your programme, where by students are expected to engage with workshops and conference style study days. In addition Faculty of nursing staff and staff from other professions will also facilitate study session within the practice learning environments, where the focus will be on facilitating and acquiring knowledge from an inter-professional perspective. The theoretical modules are delivered during planned theory weeks and practice-based learning occurs in accordance with the planner which is incorporated within this programme handbook. Your theory modules combine a number of delivery methods, including face-to-face learning, online learning and self-directed learning. You are required to attend all taught sessions and evidence on-line learning through a log of activities which will be recorded on your e-portfolio and also evidenced through personal tutor meetings. It will not be possible to satisfy the learning objectives, nor complete the module assessments if you are not fully engaged in the relevant theoretical or practical sessions on the programme. Page 10

16 BSc (Hons) Nursing Your practice learning modules are predominantly delivered in a supported and supervised practice learning environment in a range of hospital or community settings. Additionally, each practice learning module has a preparation for practice learning induction week and a number of simulated and or clinical skills/simulated learning activities. Given the professional NMC requirements of evidencing achievement of 2300 practice learning hours, attendance within the practice setting is mandatory, this includes attendance of simulated and or clinical skills activities. You are expected to attend 100% of your practice learning experience and this will be evidenced using a practice learning attendance record. Attendance at the following sessions is mandatory throughout the programme: Basic life support (BLS) Resuscitation Council (UK) 2012 Moving and Handling Fire Lectures (with host partners) Other sessions stated as mandatory by module leaders Inter-disciplinary working conference days and events. You are expected to notify a member of BPP staff and or practice staff (mentor) of any sickness or absence. All lost hours will need to be made-up and recorded, to ensure that the NMC hours are achieved. Learning, teaching and assessment occurs across academic and practice-learning environments using a flexible, blended and integrated approach. A blended approach utilising a range of traditional and innovative strategies is used to meet your individual learning needs. These include the use of structured lectures, seminars, directed learning, e-learning, on-line learning, group and individual tutorials amongst others; for a more detailed explanation of learning and teaching strategies see the Specific Learning, Teaching and Assessment Strategy section in this programme handbook. If during or at the end of the first year of your studies, you chose to change the focus of your studies, it may be possible for you to change to an alternate field of practice. This is dependent on their being a vacancy available and all students will have to be interviewed for their suitability for that field. It is not possible to change after the end of the first year. Opportunities exist for students to interrupt their studies if required, including extended periods of sickness and maternity leave, but this must be in accordance with NMC requirements and full-time programme must be completed within a 5 year time frame including all periods of interruption. Your programme incorporates 7 weeks of annual leave each year. In years one and two this is preplanned, however in year three you are required to negotiate with your practice mentor a suitable time to take some of your annual leave entitlement (3 weeks), this is to facilitate collaborative management working skills. The other four weeks of leave is pre-planned in the same way as years one and two. Page 11

17 BSc (Hons) Nursing PROGRAMME STAGES STAGE ONE (NMC PROGRESSION POINT ONE) CERTIFICATE IN HEALTH STUDIES INTRODUCTION Year one of the Nursing programme introduces students to intermediary aspects of contemporary health care and nursing practice. Components of nursing practice such as applied health promotion, evidence based nursing practice, professional values; applied pathophysiology and pharmacology, including the enhancement of clinical skills and health assessment is the focus of the first progression point of the programme. The modules and elements described below are subject to more detailed briefing papers and bibliographies issued at appropriate points throughout the programme. In some instances information regarding content of a module is indicative, and actual module content will be determined according to considerations (for example, regarding opportunities for work with specific external partners or developments in the fields) which are taken into account closer to the point of delivery. LEVEL 4 MODULE TITLE CREDITS STATUS (M) Mandatory or (0) Optional PREREQUISITES PAGE ADULT MENTAL CHILDREN s HEALTH Introduction to Public Health & 15 M M M None P.67 Equality in Nursing Practice Evidence & Values in Professional 15 M M M None P.72 Nursing Practice & Patient Centred Care *Introduction to Contemporary 30 M None P.77 Adult Nursing Practice *Introduction to Contemporary 30 M None P.83 Mental Health Nursing Practice *Introduction to Contemporary 30 M None P.87 Children s Nursing Practice Practice Learning 1 60 M M M None P.92 Interim Exit Award: Certificate in Health Studies EDUCATIONAL AIMS The Certificate in Health Studies aims to equip its graduates to: 1 Develop the knowledge and understanding of factors contributing to the healthy individual within the community and help them consider the contexts in which individuals make health decisions and choices. 2 Understand the complex interplay of professionalism, interpersonal skill, evidence, values and associated methodology that contribute to high quality evidence based practice and value based interventions in practice with patients /clients and the inter professional team. 3.1 Apply the knowledge and understanding of applied physiology, therapeutics, nursing concepts to supervised assessment, delivery and assessment of adult nursing care in any care setting. The student will also become engaged in understanding adult care pathways, safeguarding and nursing problems and solutions and how these are managed through risk assessment. By Page 12

18 BSc (Hons) Nursing providing the students with the opportunity to increase their knowledge and understanding, person centred care planning will be explored in its broadest terms and applied to a range of settings. or 3.2 Explore the concepts of health and well-being and altered health on a personal and societal level and discusses factors influencing health, well-being and individual health behaviour. Professional mental health practice requires a broad knowledge base encompassing, psychological, biological and sociological theories of health. This module introduces the study of the principles of and concepts of diagnosis, assessment and recovery within a service user/carer perspective with specific reference to psychosocial and biological theories of lifespan development and applied to the delivery of nursing care. The module initiates the knowledge, skills and attributes required to meet the needs of the service user, their carers and the family. or 3.3 Explore the concepts of health, well-being and disease on a personal and societal level. Professional healthcare practice requires a broad knowledge base encompassing biological, psychological and sociological theories of health. This module introduces the study of human anatomy and physiology as a basis for informing Children s nursing practice. Psychosocial, cognitive, social and biological theories of development will be identified and applied to the delivery, principles and practice of holistic, non-judgmental, child-centred assessment and nursing care. The module initiates the knowledge, skills and attributes required to meet the needs of the child, young people, their carers and the family. 6 Develop the skills, knowledge, attitudes, values and technical ability to deliver safe, effective and autonomous nursing practice, with the expectation that nurses can meet individual needs across the lifespan and across a range of abilities. The module provides the student with the practice skills, which strengthen the theoretical aspects of the generic and field of practice requirements, which underpin nursing within a contemporary health care environment. LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to demonstrate a: K1 K2 Introduce and examine the functions and structures of the human body and development across the life span and analyse its application to contemporary nursing practice and health promotion. Introduce knowledge from behavioural and social sciences to the health, well-being, altered health, disability, developmental processes, ageing and death. K3. Introduce professional values in order that students can respond professionally and compassionately to universal physical and mental health conditions across varied populations and groups of society K4. Introduce and respond professionally and compassionately to multifaceted and contemporaneous health needs of people from the adult nursing field of practice K5. Introduce and begin to reflect upon the impact and application of policy and practice at a local and national level K6. Develop a fundamental understanding of legal and ethical frameworks to nursing and health care practice K7. Develop a fundamental understanding of the impact and application of policy and practice Page 13

19 BSc (Hons) Nursing at a local, national and global level K8. Introduce and begin to develop a knowledge base of evidence and research paradigms to professional nursing and health care practice COGNITIVE SKILLS Ref C1 C2 C3 B. Students should be able to: Begin to develop some critical judgment skills to devise and maintain articulate arguments and conclusions. Begin to develop some analytical problem solving skills to promote individual and shared decision making in stable and predictable contexts Introduce and begin to use current knowledge, research and evidence and apply to practical and theoretical work C4. Appreciate the uncertainty, ambiguity and limits of knowledge C5. Introduce and begin to develop a problem solving approach in order to discuss arguments, assumptions, concepts and data to begin to form clinical judgements and begin to frame appropriate questions to identify some solutions to actual and potential problems of patients, their families and carers. C6. Introduce and begin to develop a variety of acquired methods and techniques to review and begin to apply knowledge and understanding to initiate and complete practice and study, which introduces concepts of professional leadership, incorporating ethical dimensions. PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: P1. Introduce and reflect upon the practical, technical and professional skills required to practice as a student nurse in order to provide compassionate, safe, effective and accountable nursing practice P2. Recognise, fulfil and apply the NMC (2010) Essential Skills Clusters to adult nursing practice for progression point one of the programme P3. Identify and introduce care needs of patient groups and the multifaceted and contemporaneous care needs of adults. P4. Introduce therapeutic principles to engage and maintain professional caring, compassionate relationships underpinned with dignity and demonstrating respect for human rights. P5. Maintain clear, accurate and complete records necessary for year one progression outcomes P6. Recognise and respond to limitations in competence and acknowledge when clinical judgement and decisions require specialist knowledge. P7. Begin to develop comprehensive, systematic nursing assessment and diagnostic skills P8. Begin to plan, deliver and evaluate safe, competent, person-centred care across a variety of settings, responding to individual differences, diverse capabilities and needs P9. Begin to develop therapeutic relationships and engage in partnership working with service Page 14

20 BSc (Hons) Nursing users, carers, families and the wider health care, multi-agency team P10. Safeguard all patients and service users from vulnerable situations and protect from harm P11. Introduce leadership and management skills to co-ordinate, manage and deliver effective nursing care and quality service provision, including risk management P12. Begin to monitor nursing and health care practice to sustain and promote change P13. Introduce the clinical judgement skills necessary in the provision of care to begin to facilitate individuals to improve, maintain or recover health P14. Introduce and begin to promote and encourage health behaviours and uphold equitable access to health care services P15. Begin to analyse a full range of interventions including up to date technological advances P16. Introduce and begin to acquire safe and effective applied pharmacological and medicines management skills to patients with poly-pharmacy needs in order to achieve year one progression criteria in accordance with the ESC (2010) GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: T1. Begin to develop, appraise and respect a range of effective interpersonal, communication and negotiation skills, in order to deliver professional compassionate nursing care T2. Acquire and apply numeracy, applied drug calculation and information technology skills for safe and effective patient care for year one progression criteria in accordance with the ESC (2010) T3. Recognise own values, principles and assumptions to develop self-awareness T4. Recognise and practice a non-judgemental and anti-discriminatory attitude, which is sensitive to the values and interests of individuals, respecting their contributions to care T5. With tutor support respond to feedback positively to develop and improve learning T6. Begin to utilise a range of strategies to communicate information and ideas, problems and solutions to both specialist and non-specialist audiences T7 Begin to apply reflective and reflexive skills that foster a commitment to lifelong learning and continuing professional development T8. Understand the concept of autonomy and personal responsibility for own professional practice and learning Page 15

21 BSc (Hons) Nursing STAGE TWO (NMC PROGRESSION POINT TWO) DIPLOMA IN HEALTH STUDIES INTRODUCTION Year two of the nursing programme focuses on the importance of enhancing the skills, knowledge and attributes required to deliver contemporary health care and nursing practice. Students will be expected to apply theories of health promotion, evidence based nursing practice, professional values; applied anatomy, physiology, altered physiology and pharmacology, including further enhancing their clinical skills acquisition and developing sound diagnostic and health assessment skills. The modules and elements described below are subject to more detailed briefing papers and bibliographies issued at appropriate points throughout the programme. In some instances information regarding content of a module is indicative, and actual module content will be determined according to considerations (for example, regarding opportunities for work with specific external partners or developments in the field) which are taken into account closer to the point of delivery. LEVEL 4 MODULE TITLE CREDITS STATUS (M) Mandatory or (0) Optional PREREQUISITES PAGE ADULT MENTAL CHILDREN s HEALTH Introduction to Public Health & 15 M M M None P.67 Equality in Nursing Practice Evidence & Values in Professional 15 M M M None P.72 Nursing Practice & Patient Centred Care *Introduction to Contemporary 30 M None P.77 Adult Nursing Practice *Introduction to Contemporary 30 M None P.83 Mental Health Nursing Practice *Introduction to Contemporary 30 M None P.87 Children s Nursing Practice Practice Learning 1 60 M M M None P.92 Interim Exit Award: Certificate in Health Studies LEVEL 5 MODULE TITLE CREDITS STATUS (M) Mandatory or (0) Optional PREREQUISITES ADULT MENTAL CHILDREN s HEALTH Research Methods & Application 15 M M M Subject to P.108 in Nursing progression points Developing Professional Nursing 15 M M M Subject to P.113 Practice progression points * Application of Adult Nursing 30 M Subject to P.118 Practice progression points * Application of Mental Health 30 M Subject to P.125 Nursing Practice progression points * Application of Children s 30 M Subject to P.132 Nursing Practice progression points Practice Learning 2 30 M M M Subject to P.139 progression points Practice Learning 3 30 M M M Subject to progression points P.146 Interim Exit Award: Diploma in Health Studies Page 16

22 BSc (Hons) Nursing EDUCATIONAL AIMS The Diploma in Health Studies aims to equip its graduates to: Educational Aims 1. Develop the knowledge and understanding of evidence based nursing practice, research appreciation and methodology. How these elements contribute to their nursing practice and the quality of the patient, the carer and family experience. 2. Understand the nature and impact of professional attitude and behaviour in their field of practice and other practice domains. 3.1 Advance and integrate their learning and experience of adult nursing care, developing their ability to manage, systematically analyse and critically apply patient centred nursing care within the context of the wider nursing and multi-disciplinary team. or 3.2 Advance and integrate their learning and experience of mental health nursing care, developing their ability to manage, systematically analyse and critically evaluate service user centred nursing care within the context of the wider nursing and multi-disciplinary team. The aim is to enable the student to appraise a range of bio-psycho-social skills in relation to individual and group therapeutic interventions. The therapeutic approach is further developed across professional and agency boundaries ensuring service-user centred care. It will allow students to analyse theories that inform bio-psycho-social interventions and apply these when working with individuals and groups. or 3.3 Gain an insight into the possible effects that complex and highly dependent health and social needs may have on the child and family. It will facilitate the student in exploring the interface between hospital and community provision. Children s nurses are increasingly working across traditional boundaries and the aim of the module is to allow the student to develop knowledge, skills and attitudes to fulfil a professional role when caring for children and young persons with a health and social care need. 4. Further develop the skills, knowledge, attitudes, values and technical ability to deliver safe, effective and autonomous nursing practice, with the expectation that nurses can meet individual needs across the lifespan and across a range of abilities. The module provides the student with the practice skills which strengthen the theoretical aspects of the generic and field of practice requirements which underpin adult, mental health, children s nursing within a contemporary health care environment. 5. Continue to develop the skills, knowledge, attitudes, values and technical ability to deliver safe, effective and autonomous nursing practice, with the expectation that nurses can meet individual needs across the lifespan and across a range of abilities. The module provides the student with the practice skills, which strengthen the theoretical aspects of the generic and field of practice requirements, which underpin adult, mental health and children s nursing within contemporary health care environment. LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to demonstrate a: K1 K2 Apply and further examine the functions and structures of the human body and development across the life-span and analyse its application to contemporary nursing practice and health promotion. Utilise and begin to apply knowledge from behavioural and social sciences to the health, well-being, altered health, disability, developmental processes, ageing and death. Page 17

23 BSc (Hons) Nursing K3. Continue to develop and respond professionally and compassionately to universal physical and mental health conditions across varied populations and groups of society K4. Continue to develop and respond professionally and compassionately to multifaceted and contemporaneous health needs of people from the adult nursing field of practice K5. Continue to develop, evaluate and reflect upon the impact and application of policy and practice at a local and national level K6. Develop, evaluate and apply legal and ethical frameworks to nursing and health care practice K7. Develop and reflect upon the impact and application of policy and practice at a local, national and global level K8. Develop and apply a sound knowledge base of evidence and research paradigms to professional nursing and health care practice COGNITIVE SKILLS Ref C1 C2 C3 B. Students should be able to: Begin to apply critical judgment skills to devise and maintain articulate arguments and conclusions. Begin to apply analytical problem solving skills to promote individual and shared decision making in complex and unpredictable contexts Utilise current knowledge, research and evidence and apply to practical and theoretical work C4. Appreciate the uncertainty, ambiguity and limits of knowledge C5. Further develop and begin to apply a problem solving approach in order to evaluate arguments, assumptions, abstract concepts and data to make clinical judgements and frame appropriate questions to achieve solutions to actual and potential problems of patients, their families and carers. C6. Continue to develop and begin to apply a variety of acquired methods and techniques to review, consolidate, extend and apply knowledge and understanding to initiate and complete autonomous practice and study, which critically evaluates aspects of professional leadership, incorporating a critical and ethical dimension. PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: P1. Further develop and reflect upon the practical, technical and professional skills required to practice autonomously in order to provide compassionate, safe, effective and accountable nursing practice P2. Recognise, fulfil and apply the NMC (2010) Essential Skills Clusters to adult nursing practice across a breadth of contexts for progression point two of the programme P3. Continue to identify and meet the essential care needs of all patient groups and the multifaceted and contemporaneous care needs of adults. P4. Begin to apply therapeutic principles to engage and maintain professional caring, compassionate relationships underpinned with dignity and demonstrating respect for human rights. Page 18

24 BSc (Hons) Nursing P5. Maintain clear, accurate and complete records P6. Recognise and respond to limitations in competence and acknowledge when clinical judgement and decisions require specialist knowledge. P7. Further enhance and develop comprehensive, systematic nursing assessment and diagnostic skills P8. Further enhance and develop the skills necessary to plan, deliver and evaluate safe, competent, person-centred care across a variety of settings, responding to individual differences, diverse capabilities and needs P9. Further develop therapeutic relationships and engage in partnership working with service users, carers, families and the wider health care, multi-agency team P10. Safeguard all patients and service users from vulnerable situations and protect from harm P11. Further develop and begin to apply leadership and management skills to co-ordinate, manage and deliver effective nursing care and quality service provision, including risk management P12. Continue to develop and apply, monitor and evaluate nursing and health care practice to sustain and promote change P13. Continue to utilise and begin to apply clinical judgement in the provision of care to facilitate individuals to improve, maintain or recover health P14. Continue to promote and encourage health behaviours and uphold equitable access to health care services P15. Further develop analytical skills required to explore interventions including up to date technological advances P16. Begin to apply safe and effective applied pharmacological and medicines management skills to patients with poly-pharmacy needs GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: T1. Further develop and appraise and respect an extensive range of effective interpersonal, communication and negotiation skills, in order to deliver professional compassionate nursing care T2. Continue to acquire and apply numeracy, applied drug calculation and information technology skills for safe and effective patient care T3. Recognise own values, principles and assumptions to develop self-awareness T4. Recognise and practice a non-judgemental and anti-discriminatory attitude, which is sensitive to the values and interests of individuals, respecting their contributions to care T5. Actively respond to feedback positively to develop and improve learning T6. Continue to utilise a range of strategies to communicate information and ideas, problems and solutions to both specialist and non-specialist audiences T7 Continue to apply reflective and reflexive skills that foster a commitment to lifelong learning and continuing professional development T8. Further develop a conceptual understanding of autonomy and personal responsibility for own professional practice and learning Page 19

25 BSc (Hons) Nursing STAGE THREE BSC (HONS) NURSING INTRODUCTION Year three of the BSc (Hons) nursing programme focuses on the importance of consolidating the skills, knowledge and attributes required to deliver contemporary health care and nursing practice. Students will be expected to critically evaluate theories of health promotion, evidence based nursing practice, professional values; applied anatomy, physiology, altered physiology and pharmacology, including further consolidating their clinical skills acquisition and demonstrating sound diagnostic and health assessment skills. The modules and elements described below are subject to more detailed briefing papers and bibliographies issued at appropriate points throughout the programme. In some instances information regarding content of a module is indicative, and actual module content will be determined according to considerations for example, regarding opportunities for work with specific external partners or developments in the fields, which are taken into account closer to the point of delivery. LEVEL 4 MODULE TITLE CREDITS STATUS (M) Mandatory or (0) Optional PREREQUISITES PAGE ADULT MENTAL HEALTH CHILDREN s Introduction to Public Health & 15 M M M None P.67 Equality in Nursing Practice Evidence & Values in Professional 15 M M M None P.72 Nursing Practice & Patient Centred Care *Introduction to Contemporary Adult 30 M None P.77 Nursing Practice *Introduction to Contemporary 30 M None P.83 Mental Health Nursing Practice *Introduction to Contemporary Children s Nursing Practice 30 M None P.87 Practice Learning 1 60 M M M None P.92 Interim Exit Award: Certificate in Health Studies LEVEL 5 MODULE TITLE CREDITS STATUS (M) Mandatory or (0) Optional PREREQUISITES PAGE ADULT MENTAL HEALTH CHILDREN s Research Methods & Application in 15 M M M Subject to P.108 Nursing progression points Developing Professional Nursing 15 M M M Subject to P.113 Practice progression points * Application of Adult Nursing Practice 30 M Subject to P.118 progression points * Application of Mental Health Nursing Practice 30 M Subject to progression points P.125 * Application of Children s Nursing Practice 30 M Subject to progression points Practice Learning 2 30 M M M Subject to P.139 progression points Practice Learning 3 30 M M M Subject to P.108 progression points Interim Exit Award: Diploma in Health Studies LEVEL 6 MODULE TITLE CREDITS STATUS (M) Mandatory or (0) Optional PREREQUISITES PAGE ADULT MENTAL HEALTH CHILDREN s Management & Leadership in Practice 30 M (Hons only) M (Hons only) M (Hons only) Subject to P.190 (Hons only) progression points Supporting the education & Assessment of Others in Nursing Practice 15 M M M Subject to progression points P.185 P.132 Page 20

26 BSc (Hons) Nursing *Evaluating and Appraising Adult Nursing Practice * Evaluating and Appraising Mental Health Nursing Practice *Evaluating and Appraising Children s Nursing Practice 15 M Subject to progression points 15 M Subject to progression points 15 M Subject to progression points Practice Learning 4 60 M M M Subject to progression points Exit Award: BSc (Hons) Nursing ( Adult, Mental Health or Children s Field of Practice) P.163 P.171 P.178 P.195 Learning Outcome: KNOWLEDGE AND UNDERSTANDING Ref K1 K2 A. Students should be able to Critically: Examine the functions and structures of the human body and development across the lifespan and analyse its application to contemporary nursing practice and health promotion. Apply knowledge from behavioural and social sciences to the health, well-being, altered health, disability, developmental processes, ageing and death. K3. Respond in a professional and compassionate to universal physical and mental health conditions across varied populations and groups of society K4. Recognise and respond professionally and compassionately to multifaceted and contemporaneous health needs of people from the adult nursing field of practice K5. Develop, evaluate and reflect upon the impact and application of policy and practice at a local and national level K6. Develop, evaluate and apply legal and ethical frameworks to nursing and health care practice K7. Reflect upon the impact and application of policy and practice at a local, national and global level K8. Utilise and apply a sound knowledge base of evidence and research paradigms to professional nursing and health care practice COGNITIVE SKILLS Ref C1 C2 C3 B. Students should be able to: Develop and apply critical judgment skills to devise and maintain articulate arguments and conclusions. Develop and apply analytical problem solving skills to promote individual and shared decision making in complex and unpredictable contexts Utilise current knowledge, research and evidence and apply to practical and theoretical work C4. Appreciate the uncertainty, ambiguity and limits of knowledge C5. Critically develop and apply a problem solving approach in order to evaluate arguments, assumptions, abstract concepts and data to make clinical judgements and frame appropriate questions to achieve solutions to actual and potential problems of patients, their families and carers. C6. Develop and apply a variety of acquired methods and techniques to review, consolidate, extend and apply knowledge and understanding to initiate and complete autonomous Page 21

27 BSc (Hons) Nursing practice and study, which critically evaluates aspects of professional leadership, incorporating a critical and ethical dimension. PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: P1. Develop and critically reflect upon the practical, technical and professional skills required to practice autonomously in order to provide compassionate, safe, effective and accountable nursing practice P2. Recognise, fulfil and apply the NMC (2010) Essential Skills Clusters to their chosen field of nursing practice across a breadth of contexts P3. Meet the essential care needs of all patient groups and the multifaceted and contemporaneous care needs of people from their chosen field of practice. P4. Utilise and apply therapeutic principles to engage and maintain professional caring, compassionate relationships underpinned with dignity and demonstrating respect for human rights. P5. Maintain clear, accurate and complete records P6. Recognise and respond to limitations in competence and acknowledge when clinical judgement and decisions require specialist knowledge. P7. Demonstrate comprehensive, systematic nursing assessment and diagnostic skills P8. Plan, deliver and evaluate safe, competent, person-centred care across a variety of settings, responding to individual differences, diverse capabilities and needs P9. Develop therapeutic relationships and engage in partnership working with service users, carers, families and the wider health care, multi-agency team P10. Safeguard children, adults and service users from vulnerable situations and protect from harm P11. Develop and apply leadership and management skills to co-ordinate, manage and deliver effective nursing care and quality service provision, including risk management P12. Monitor and Evaluate nursing and health care practice to sustain and promote change P13. Utilise and apply clinical judgement in the provision of care to facilitate individuals to improve, maintain or recover health P14. Promote and encourage health behaviours and uphold equitable access to health care services P15. Critically analyse a full range of interventions including up to date technological advances P16. Develop and apply safe and effective applied pharmacological and medicines management skills to patients with poly-pharmacy needs GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: T1. Develop and critically appraise and respect an extensive range of effective interpersonal, communication and negotiation skills, in order to deliver professional compassionate nursing care T2. Acquire and apply numeracy, applied drug calculation and information technology skills for safe and effective patient care Page 22

28 BSc (Hons) Nursing T3. Recognise own values, principles and assumptions to develop self-awareness T4. Determine a non-judgemental and anti-discriminatory attitude, which is sensitive to the values and interests of individuals, respecting their contributions to care T5. Actively respond to feedback positively to develop and improve learning T6. Utilise a range of strategies to communicate information and ideas, problems and solutions to both specialist and non-specialist audiences T7 Critically apply reflective and reflexive skills that foster a commitment to lifelong learning and continuing professional development T8. Exercise autonomy and personal responsibility for own professional practice and learning Educational aims: 1.1 The aim of this module is to consolidate all previous fields of practice modules and to ultimately prepare practitioners of the future and to emphasise the proactive role of the nurse and patient in the interdisciplinary setting. Through the development of clinical decision making skills, sound nursing diagnostic skills, critical thinking skills and the promotion of reflective practice, this module aims to expand the future registrants knowledge, skills and evaluation of healthcare processes. This module aims to encourage the student to develop a commitment to lifelong learning and professional development as an adult nurse. or 1.2 The aim of this module is to consolidate all previous fields of practice modules and to ultimately prepare practitioners of the future and to emphasise the proactive role of the nurse and patient in the interdisciplinary setting. Through the development of clinical decision making skills, sound nursing diagnostic skills, critical thinking skills and the promotion of reflective practice, this module aims to expand the future registrants knowledge, skills and evaluation of healthcare processes. This module aims to encourage the student to develop a commitment to lifelong learning and professional development as a mental health nurse. or 1.3 The aim of this module is to consolidate all previous fields of practice modules and to ultimately prepare practitioners of the future and to emphasise the proactive role of the nurse and patient in the interdisciplinary setting. Through the development of clinical decision making skills, sound nursing diagnostic skills, critical thinking skills and the promotion of reflective practice, this module aims to expand the future registrants knowledge, skills and evaluation of healthcare processes. This module aims to encourage the student to develop a commitment to lifelong learning and professional development as a children s nurse. 2. To introduce the student to their role and responsibilities in promoting and facilitating the learning and assessment of others. The student will be introduced to a range of learning and assessment tools and models. 3. To prepare the student for their future role and responsibilities in being an effective team player, leading a team, managing the complex care and upholding the Professional Attitudes and Behaviours patients / clients wish to see and required by the NMC. 4. Consolidate the skills, knowledge, attitudes, values and technical ability to deliver safe, effective and autonomous nursing practice, with the expectation that nurses can meet individual needs across the lifespan and across a range of abilities. The module provides the student with the practice skills which strengthen the theoretical aspects of the generic and field of practice requirements which underpin adult nursing within a contemporary health care environment. Page 23

29 BSc (Hons) Nursing DIAGRAM OF OUTCOMES LEADING TO AWARD STAGE ONE (CERTIFICATE IN HEALTH STUDIES) BSc (Hons) Nursing (Adult, Mental Health or Children s) 120 Level 4 Assessment Module Credit Rating Work for Assessment Requirement for Award Introduction to Public Health & Equality in Nursing Practice 15 Credits Level 4 Formative 1. Case Study Summative 1. Poster Presentation (100% of Module Grade) Please Note: Students must be awarded a pass in all summative elements to be awarded a pass in the module. Compulsory Weighting for Classification Certificate in Health Studies 0% Evidence & Values in Professional Nursing Practice & Patient Centred Care 15 Credits Level 4 Formative 1. Reflective Account Summative word assignment (100% of Module Grade) Please Note: Students must be awarded a pass in all summative elements to be awarded a pass in the module. Compulsory Certificate in Health Studies 0% Introduction to Contemporary Nursing Practice (Adult, Mental Health, Children s) 30 Credits Level 4 Formative 1. On Line Activity Summative 1. 3 Hour unseen examination (100% of Module Grade) Please Note: Students must be awarded a pass in all summative elements to be awarded a pass in the module. Compulsory Certificate in Health Studies 0% Practice Learning 1 60 Credits Level 4 Formative 1. Reflective account X 2 2. On line pharmacology test Summative 1. Clinical OSCE s (100% of Module Grade) 2. Numerical Assessment (A pass of 80% must be achieved) 3. Assessment of Practice Learning (100% of Module Grade) Students must be awarded a pass in all summative elements to be awarded a pass in the module. All elements must be passed to achieve competence in practice learning Compulsory Certificate in Health Studies 0% Students who successfully complete 120 credits at Level 4 and wish to leave the programme may be awarded a Certificate in Higher Education Page 24

30 BSc (Hons) Nursing DIAGRAM OF OUTCOMES LEADING TO AWARD STAGE TWO (DIPLOMA IN HEALTH STUDIES) BSc (Hons) Nursing (Adult, Mental Health or Children s) 120 Level 5 Assessment Module Credit Rating Work for Assessment Requirement for Award Research Methods & Application in Nursing Practice Developing Professional Nursing Practice Application of Nursing Practice (Adult, Mental Health, Children s) Practice Learning 2 15 Credits Level 5 15 Credits Level 5 30 Credits Level 5 30 Credits Level 5 Formative 1. Group work & oral presentation Summative word assignment (100% of Module Grade) Please Note: Students must be awarded a pass in all summative elements to be awarded a pass in the module. Formative 1. Reflective Account 2. Self & Peer Assessment Summative 1. Group Presentation (50% of Module Grade) word assignment (50% of Module Grade) Please Note: Students must be awarded a pass in all summative elements to be awarded a pass in the module. Formative 1. 3 hour seen examination 2. Problem Learning Sets 3. Weekly on line tests Summative 1. 3 Hour unseen examination (100% of Module Grade) Please Note: Students must be awarded a pass in all summative elements to be awarded a pass in the module. Formative 1. Reflective account X 3 2. On line pharmacology test 3. Clinical OSCE s Summative Compulsory Compulsory Compulsory Compulsory Weighting for Classification Diploma in Health Studies 25% Diploma in Health Studies 25% Diploma in Health Studies 50% Diploma in Health Studies 0% Page 25

31 BSc (Hons) Nursing 1. Numerical Assessment (A pass of 90% must be achieved) 2. Assessment of Practice Learning (100% of Module Grade) Students must be awarded a pass in all summative elements to be awarded a pass in the module. All elements must be passed to achieve competence in practice learning Practice Learning 3 30 Credits Level 5 Formative 1. Reflective account X 3 2. On line pharmacology test Compulsory Diploma in Health Studies 0% Summative 1. Clinical OSCE s 2. Numerical Assessment (A pass of 90% must be achieved) 3. Assessment of Practice Learning (100% of Module Grade) Students must be awarded a pass in all summative elements to be awarded a pass in the module. All elements must be passed to achieve competence in practice learning Students who successfully complete 240 credits (120 credits at Level 4 and 120 credits at Level 5) and wish to leave the programme may be awarded a Diploma in Health Studies Page 26

32 BSc (Hons) Nursing DIAGRAM OF OUTCOMES LEADING TO AWARD STAGE THREE (BSC NURSING) BSc (Hons) Nursing (Adult, Mental Health or Children s) 120 Level 6 Assessment Module Credit Rating Work for Assessment Requirement for Award Weighting for Classification Evaluating & Appraising Nursing Practice (Adult, Mental Health, Children s) 15 Credits Level 6 Formative 1. Action Learning Sets Summative Compulsory BSc (Hons) Nursing 25% 1. 2 Hour examination (100% of Module Grade) Please Note: Students must be awarded a pass in all summative elements to be awarded a pass in the module. Supporting the Education & Assessment of Others in Nursing Practice 15 Credits Level 6 Formative 1. Teaching plan and evaluation Summative Compulsory BSc (Hons) Nursing 25% word Assignment (100% of Module Grade) Please Note: Students must be awarded a pass in all summative elements to be awarded a pass in the module. Management & Leadership in Practice (Hons only) 30 Credits Level 6 Summative 1. Dissertation 7000 words (100% of Module Grade) Please Note: Students must be awarded a pass in all summative elements to be awarded a pass in the module. Compulsory BSc (Hons) Nursing 50% Practice Learning 4 60 Credits Formative Compulsory BSc (Hons) Nursing Level 6 1. Reflective account X 3 0% 2. On line pharmacology test Summative 1. Simulated Drug Round (100% of module grade) 2. Numerical Assessment (A pass of 100 % must be achieved) 3. Assessment of Practice Learning (100% of Module Grade) Students must be awarded a pass in all summative elements to be awarded a pass in the module. All elements must be passed to achieve competence in practice learning Students who successfully complete 360 credits (120 at Level 4, 120 at Level 5 and 120 at Level 6) will be awarded BSc (Hons) Nursing Page 27

33 BSc (Hons) Nursing 2. OVERALL LEARNING AND TEACHING STRATEGY LEARNING TEACHING AND STRATEGY This section provides you with a short description of the how you will be taught on the Programme and provides you with a description of the assessment and feedback on the Programme. Should you have any further queries about assessment or feedback (following reading the entire programme handbook), please contact the appropriate module or programme tutor. MODULES The Programme is composed of modules, and these modules are linked to different levels of the National Framework for Higher Education Qualifications set by the Quality Assurance Agency for Higher Education. This document provides you with a module outline for every module you will undertake during the Programme. To identify which modules are taken in each year please see the Diagram of Outcomes Leading to Award, Page 2 Each module will consist of aims, learning outcomes, and modes of assessment. These components relate to how you will receive and give feedback from and to the Programme team during your degree. AIMS The BSc (Hons) Nursing has explicit aims. Aims are the teaching intention of each module, section or entire programme knowledge, understandings and skills that we intend to cover in teaching the programme. You will be given opportunities to feedback on how the Programme team and visiting lectures deliver this content. LEARNING OUTCOMES To describe your anticipated learning rather than just the teaching on the Programme, each module has Learning Outcomes. A learning outcome is a statement of what you are expected to know, understand or be able to do at the end of the module, section or entire programme. MODES OF ASSESSMENT As BPP s Faculty of Nursing programmes are specifically student-centred and professionally oriented, we seek to accommodate a variety of learning styles and prior educational experiences, through the selection of our assessment strategies SPECIFIC LEARNING, TEACHING AND ASSESSMENT STRATEGY The BSc (Hons) Nursing Programme seeks to address the assessment requirements of the Examination and Assessment Regulations Advice and the Nursing and Midwifery Council (2010) Standards for Pre-Registration Nursing Education Study skills will be embedded within the programme, especially during modules studied at level four and through every induction point on the BSc Nursing programme, to enable students to continue to develop the skills required for professional nursing practice. Students with diverse needs and who have a known disability will be considered and supported against BPP s Policy on the Assessment of Students with Disability and/or Additional Needs and where appropriate a reasonable adjustments panel will meet to ensure that that the School of Health and Faculty of Nursing takes account of the views of others in decisions about a students fitness to continue on the programme. High levels of student contact will be maintained throughout the programme providing student cantered support, with the aim to facilitate and empower nursing students to become increasingly Page 28

34 BSc (Hons) Nursing self-directed and autonomous as the progression outcomes dictate in accordance with NMC (2010) outcomes. All students on BPP nursing programmes will be supernumerary during practice learning experiences. The aim of practice learning experiences is to facilitate learning and acquisition of fundamental nursing and problem solving clinical judgement skills, where students will initially be fully supervised at the beginning of the programme and have opportunities within the programme for indirect supervision. Students towards the end of the programme will be expected to be able to manage a small case load of patients and demonstrate progression outcomes as outlined in accordance with the NMC (2010) Standards for Pre-Registration Nursing Education. Modules of study throughout the programme will introduce and allow students to apply and perfect research and professional practice skills. Students will develop their ability to use a problem solving and a nursing diagnostic approach to contemporary professional nursing practice In the final year of the programme students will have an opportunity to undertake and engage with an independent and autonomous study, applying research skills to critically evaluate concepts of leadership and management and professional practice. The programme offers students the opportunity to engage with a wide range of written, oral and creative assessment strategies, both formatively and summatively. The Faculty of Nursing and BPP is committed to producing nursing students who are highly skilled, compassionate, caring professionals; therefore the programme will also use clinical examinations (OSCE s) augmented with simulated activities to enhance the acquisition and demonstrate mastery of practical nursing and clinical judgement skills. In addition students will be expected to demonstrate sound medicines management and applied pharmacology skills utilising on line learning resources and successful completion of applied drug calculation tests at each progression point of the programme using the Authentic World Software. Opportunities for practice learning experiences in a wide range of community and hospital settings will ensure that students develop individual and shared decision making skills in a range of professional settings. Practice learning opportunities will culminate with a yearlong opportunity in line with the minimum 12 week requirement of the NMC (2010) educational standards. Mandatory practice learning modules which equate to fifty percent (50%) of the credit for the programme will be assessed via a three year Assessment of Practice Learning document, which incorporates the NMC (2010) progression criteria, standards for competence and progression outcomes which relate to the ESC (2010). Service users and carers will be involved with the development, delivery and assessment of students throughout the programme, including practice-learning experiences. Academic staff (link lecturers) will at designated points of the programme work alongside students within the clinical area and support practice staff, providing student centred educational support, exploring students learning experiences and opportunities and thus enhancing the integration of academic study with practice learning. There will be the opportunity for students to engage with and reflect upon inter-disciplinary learning both within designated academic study and practice learning environments. Students who have successfully met all year two progression outcomes will have the opportunity to engage with and undertake an overseas or national elective practice learning experience. Finally the programme will use a scenario based approach to the development and acquisition of clinical judgement problem solving skills to ensure that students are ready and fit for professional nursing practice. Page 29

35 ASSESSMENT OF PRACTICE LEARNING CLINICAL OSCE/ SIMULATIONS EXAMINATION DISSERTATION ASSIGNMENT NUMERACY EXAMINATION PRESENTATION BSc (Hons) Nursing The table below demonstrates the full range of summative assessment items used within the programme by module. Introduction to Public Health & Equality in Nursing Practice Evidence & Values in Professional Nursing Practice Introduction to Contemporary Adult Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing Practice YEAR ONE Practice Learning One YEAR TWO Research Methods & Application in Nursing Practice Developing Professional Nursing Practice Application of Adult Nursing Practice Application of Mental Health Nursing Practice Application of Children s Nursing Practice Practice Learning Two Practice Learning Three YEAR THREE Supporting the Education & Assessment of Others in Nursing Practice Management & Leadership in Practice Evaluating and Appraising Adult Nursing Practice Evaluating and Appraising Mental Health Nursing Practice Evaluating and Appraising Mental Health Nursing Practice Practice Learning Four REQUIREMENTS TO PASS MODULES The Faculty of Nursing implements an innovative and diverse range of assessment activities which are detailed more thoroughly within this programme handbook in the section module outlines. The minimum pass mark required is 40% for each module, except practice learning modules that have a pass/fail grade only. Medicines management and numeracy testing is attached to each of your practice learning modules, in accordance with NMC requirements. The pass mark for the numeracy test in year one is 80%, in year two 90% and in year three 100%. The assessment will be performed using the authentic world software and proof of success prior to progression points will be required in order that your mentor can evidence successful achievement. Failure to achieve the desired Page 30

36 BSc (Hons) Nursing standard will result in you being unsuccessful for that practice learning experience. All students will be expected to demonstrate competence of applied numeracy and medicines management within the clinical area in addition to passing the authentic world tests. Where a student has been successful using the software, but is deemed not competent within the clinical area, this will result in a referral for that practice learning experience. Applied pharmacology and medicines management will also feature strongly during each practice module using the students VLE as an adjuvant teaching and assessment tool. You are expected to engage with interactive on-line activities, which will cover aspects of pharmacokinetics, pharmacodynamics, common drug groups, issues of compliance and concordance and will be field of practice focused. You will be provided with opportunities throughout each year of the programme to undertake formative assessment of numeracy skills via the authentic world package, where you are not meeting the required standard of numeracy; support from the module team, practice mentor, clinical link tutor and the University College s study skills department exist. For practice learning modules all elements of the assessment are documented within your Assessment of Practice Learning document, which is aligned to the practice learning modules throughout the programme. It is anticipated that you will attend 100% of your practice learning experience. If you are unable to attend your practice learning experience due to sickness and or absence then you are required to make this time up. FEEDBACK ON YOUR WORK Feedback on your work can take many forms, but each form is designed to enhance and improve your performance. There is an expectation that you develop responsibility for your development and professional practice, obtaining and responding to feedback is an essential component with this process. Feedback on the programme will include: Written comments from the module team, this will be attached to your assignments or made available electronically. This will be constructive and will focus on the strengths of your work and how you could improve your performance. Comments will relate directly to the extent of how you have achieved the assignment learning outcomes and professional requirements as set out by the Nursing and Midwifery Council. Academic and practice staff will offer verbal feedback associate with your work and professional practice Generic feedback will be given to students on their performance within all examinations and group work Peer feedback will be given from students about your work and performance You will also be expected to reflect on your own work. Self-assessment and reflection are essential components of professional nursing practice and are instrumental in ensuring you learn from your experiences within academic theory and practice learning Feedback will also be sought from service users and practitioners, which will form part of your overall assessment and achievement of a students practice learning experience. Page 31

37 BSc (Hons) Nursing For all assessed academic work, feedback will be available four weeks after the submission date. This feedback and any grade awarded are provisional until the Board of Examiners have ratified your module grades. Remember to use your feedback in conjunction with the assignment; the aim is to improve your performance, use feedback constructively to plan future work and performance. Where you are unclear with regards to feedback, seek further clarification from the module team and your practice mentors. SUBMISSION OF COURSEWORK You will be provided with a provisional programme submission of course work and examination schedule (SCWES) when you commence your studies. This may be subject to change by the Programme Leader, students will be notified of any changes to assessment dates well in advance and any changes to the schedule will not disadvantage your learning on the programme. This schedule MUST be adhered to, failure to adhere to submission or examination deadlines will result in a failure of the module concerned and a mark of zero awarded (0) Within the Faculty of Nursing, all course work and practice assessment documentation including where applicable record of practice hours must be submitted PRIOR TO 12 NOON. Coursework submission dates will fall between a Monday and a Thursday. Once a student has submitted course work it cannot be retrieved. It is your responsibility to ensure that you have adhered to the submission of course work and examination schedule (SCWES). Non-submission of practice assessment documentation including a record of practice learning hours without extensions will be recorded as a practice fail being recorded for your practice learning module. Where modules of study require students to submit formative and or summative assessment items on line, the above mode of submission applies. Module tutors will give students guidance on the submission process. In some instances the programme leader or nominee may grant an extension of a deadline date for coursework. Students must have undertaken the following for this procedure to be considered: The application MUST be received by 12:00 noon on the day before the deadline The claim for the extension MUST be on the prescribed form; and, MUST be accompanied by authoritative and objective evidence of the mitigating circumstances relied on More information regarding the extension of course work can be found within the Part H; Section 4: Extension of Deadline Date for Assessments Procedure Where mitigating circumstances have impaired a student s ability to prepare for an examination or assessment the student may apply to the programme leader, or nominee, to defer the examination or assessment to the next available sitting or in exceptional circumstances to a later sitting. The application for a deferral must: Be made either in advance of, or within ten working days from the date of the examination or assessment. The claim for a deferral MUST be on the prescribed form; and, Specify at which sitting the applicant is seeking to take the examination Page 32

38 BSc (Hons) Nursing Provide objective and authoritative evidence of the mitigating circumstances relied on to justify the deferral More information regarding the extension of course work can be found within the Part H; Section 3: Deferral of Examination Procedure The Faculty of Nursing requires all students to sign a declaration that they are fit to do so before taking and examination or submitting an assessment. BPP requires all students who do not consider themselves fit to sit an examination or who believe that an assessment has been impaired because of unforeseen circumstances outside their control, to use the procedures open to them such as deferral of an assessment or an extension of the deadline for submission. A student who has signed a declaration that they are fit to sit an examination or submit an assessment may not usually submit a concession. There are some circumstances when the Faculty of Nursing may consider concessions and these can be found within the Part H; Section 5: Rules on Concessions Due to the nature of practice learning assessments it is NOT possible to defer practice learning assessments. Where a student is unable to participate with a practice learning assessment they MUST apply for mitigating circumstances and the Practice Placements Panel will consider their case. The Practice Placements Panel has discretion to grant or refuse an additional re-sit based upon the evidence received by the panel. RETRIEVAL OF FAILED ASSESSMENT ITEMS Examination boards will ratify all provisional grades. They will also ratify provisional reassessment dates that are contained within your provisional programme submission of course work and examination schedule. Students will normally be entitled to re-sit failed assessment items for any academic module that is awarded a fail grade. All academic reassessment items that are passed at second attempt will be awarded a pass of 40% except where a higher percentage pass is required (numeracy and applied drug calculations examinations). Students will normally only be given two attempts at academic assessment items; where a student has failed one academic module in any given year at second attempt they may be given one third attempt per academic year. Students are only permitted to have one re-sit of practice learning in years one, two and three within the programme. The period of re-sit for practice learning will be a minimum of four weeks to facilitate retrieval of that practice failure, where deemed necessary by the practice placements panel this period may be extended providing that it adheres to year one and year two progression points of the programme. HOW YOUR WORK IS MARKED The Faculty of Nursing adheres to BPP s General Academic Regulations. This policy is written in accordance with BPP s Section 2 Part H Examination and Assessment Policy. All assessment and reassessment items (including examination papers) will be agreed and verified at the Board of Examiners in consultation with External Examiners, members of the programme team and where applicable practice partners. External examiners will have access to all students work submitted for assessment counting towards an award. A practice placements panel, which is convened, by the programme leader and practice placements manager and appropriate practitioners will moderate Assessment of Practice Learning documents and review all practice fails. Outcomes of practice placement panels will be Page 33

39 BSc (Hons) Nursing ratified at examination boards. A sample of practice learning documentation will be made available for external examiner scrutiny on or the day prior to Examination Boards. External examiners will have an opportunity throughout the academic year to visit placement areas, meet with students and members of the module teams. The Faculty of Nursing also operates a post examination board moderating meeting which provides opportunity for module teams to reflect on assessment activities, processes and assessment of grades identified modules. The post moderation board does not have the powers to change agreed and ratified grades that have been awarded at the Board of Examiners. As a professional programme, the Faculty of nursing has a professional responsibility to respond appropriately if a student reveals of discusses unsafe practice in a submitted piece of work. The programme team will respond using the following protocol: Where an assignment discloses unsafe practice that relates directly to a practice learning experience the marker will discuss the disclosure with the programme lead and the practice placements manager. If concerns exist the student will be identified and contacted. A meeting involving the programme leader, practice placements manager, the student and their personal tutor will be convened to discuss the issue raised. If concerns persist the practice placement manager will notify the appropriate practice partner Where the student has witnessed unsafe practice an appropriate practice partner may choose to invoke their whistle blowing policy and notify in writing the programme leader. The students personal tutor will provide pastoral support for the student Where a student self discloses unsafe practice, the practice placements manager will work with the student and practice partner to develop an action plan to respond to the issue, which will be documented in the students Assessment of Practice Learning Document. Outcomes of self-disclosure will be shared with the curriculum partnership forum. Where this is inappropriate the programme lead will be notified and a fitness to practice panel will be convened, chaired by the Director of Nursing Programmes. WORD LIMITS The Faculty of Nursing wants you to develop your academic writing skills. All course work items are set a maximum word length, and you should indicate the number of words you have used on the title page of each piece of coursework. Deviations greater or less than 10% stated within the module outline may incur a penalty of 5% of the total mark. A consequence of this may result in a pass mark could drop to a fail. The word count does not include references, tables or quotations. However, it should be noted that quotations should be used sparingly, and only when a writer makes a significant and important point that cannot be presented effectively in your own words. Page 34

40 BSc (Hons) Nursing GUIDANCE ON PRESENTATION OF ASSESSED WORK Written assignments should be word-processed: Single line spaced Single sides of A4 Font 12 Include the word count Student number should appear on every page of your document Page numbers should be included ADVICE ON PROOFING YOUR WORK Proof reading your assignments and course work prior to submitting them for marking ensures that you have an opportunity to ensure that your work is of an acceptable academic standard. This process allows you to check for missing words that your spelling is correct, your punctuation is correct and as such question marks, apostrophes, commas and full stops are in the right place. Make use of the spell check device that is available on your computer. Use other functions such as the thesaurus and formatting tools for presentation. ANONYMOUS MARKING The Faculty of Nursing operates an anonymous marking policy for all students on its programmes and as such you should wherever possible and practical ensure that your anonymity is maintained. Your work should only be identified using your unique BPP student number. Anonymous marking is a system whereby your identity is not made known to the internal/external marker/examiner at the time of marking. Clinical Examinations, OSCE s, presentations and Assessment of Practice learning are not marked anonymously due to the nature of these assessments. However, course work, written examinations, on-line examinations; case studies are all marked against your student number only. REFERENCING The correct and appropriate use of reference in the text fulfils a number of purposes: It allows you to present supportive evidence to illustrate a point that you are making It provides evidence to the marker that you have reviewed the literature in a specific programme of study and you are able to introduce theories that are supported by the literature which link to your own arguments It enables the marker to identify the source of the literature you have reviewed, so they can review the literature themselves The Faculty of Nursing uses the Harvard referencing system within all its programmes of study Referencing - The Harvard System CONFIDENTIALITY The School of Health and Faculty of Nursing place immense emphasis on students maintaining confidentiality in any type of course work. The programme acknowledges the need for confidentiality in relation to the Data Protection Act (1998) and the NMC (2008) The Code- Standards of Conduct, Performance and Ethics for Nurses and Midwives. For the purposes of submitted items of assessment, the Faculty of Nursing interprets confidential information to mean any information that identifies and individual (including identification of any professional), any personal details, any place, or any information, which may lead to an individual s identification. Page 35

41 BSc (Hons) Nursing Assignments that require you to draw on real-life experience must be appropriately anonymised and pseudonyms to protect the anonymity of the service user, their carer or family. This applies to all written work, presentations, portfolio and reflective commentaries (even material that is not submitted for marking), seminars and work based evidence. NB Information that is clearly in the public domain and that can be accessed by members of the public e.g. via the internet such as public reports or policies do not come under confidentiality requirements. BREACHES OF CONFIDENTIALITY The general principles below describe situations where confidentiality would be breached Never use individual s real names, whoever they may be, It is acceptable to describe individuals by their role, except when their role is so unique that the role holder is easily identifiable. If you are required to submit original or photocopied material, all specific identifying information must be removed or masked. Avoid the identification of clinical areas Prior to including policies, procedures, business information in your practice experience ensure that you check if it is accessible in the public domain Breaches of confidentiality will result in your work being referred. CHEATING AND UNFAIR PRACTICES At BPP, we take a strong stance against unfair practices which jeopardise the integrity and reputation of the College and its examination and assessment processes. In addition, as a leading provider of professional education in Law, Finance Health and Business we believe in the education and training of professionals who are guided in all matters by strong moral principles and values of professional integrity. We therefore encourage you to abide by our Unfair Practices Regulations and refrain from any actions that would breach our code. Unfair Practice is defined as an act leading to circumstances whereby a student or another may gain unfair or unpermitted advantage in an examination or assessment. Examples of unfair practices include but are not limited to plagiarism (copying or imitating text or material from another author or source, including the Internet, without proper acknowledgment or referencing); collusion (unauthorised collaboration in assessments); fabrication of data or results from empirical study; impersonation of another person's identity, e.g. in order to undertake an examination on their behalf; academic misconduct which includes acts such as utilising prohibited or unauthorised material in assessments, attempts to influence a BPP official by bribery or other unfair means, untruthful claims of mitigating circumstances, false declarations of word count, failure to observe examination and assessment requirements of timing and principled conduct among others. All members of BPP staff have a professional obligation to report instances of unfair practice. Alleged cases are investigated and acted upon by the Programme Leader in conjunction with the Academic Registrar. Instances of alleged violations are investigated and addressed by an Unfair Practice Panel, convened by the Academic Registrar and may result in a fitness to practice panel being convened chaired by the Director of Nursing Programmes. Penalties imposed for a violation include but are not limited to: a written warning in the student's file; deduction of marks from an assessment to negate any advantage gained by the violation; voiding the assessment/ examination or entire module, or assigning a mark of zero; capping the award classification available to the student; termination of the student's registration, among others. Page 36

42 BSc (Hons) Nursing In addition, where a programme leads to the award of a statutory or professional body, any identified violation of the Unfair Practice Regulations may be reported to that body. Given the professional requirements of the Nursing programme and the need to safeguard the public, where an allegation of cheating in academic assignments is upheld or where a student s attitude or conduct causes concern fitness to practice regulations will be invoked. Please refer to the Section 9: Unfair Practice Procedures of the Manual of Policies and Procedures (Part H, Section 9) for detailed information and guidance. You are strongly encouraged to familiarise yourself with the College's regulations in relation to unfair practice, as ignorance will not be deemed an acceptable excuse in claims of unintentional offences. APPEALS At BPP, we are committed to acting in the best interest of our students while abiding by principles of fairness and integrity in all matters. The General Academic Regulations make comprehensive provisions for the review of and appeals against College decisions, in order to ensure that all students are treated in a fair and reasonable manner. We shall make every effort to hear and determine all applications and appeals from students as expeditiously as reasonably possible, having regard to the circumstances of each individual case and the requirements of natural justice and fairness. Detailed information and guidance on BPP's Regulatory Framework with regard to Part K: Verification Appeals and Review can be found in the General Academic Regulations (Part K). REQUIREMENTS FOR PROGRESSION ON THE PROGRAMME In accordance with NMC (2010) requirements practice learning progression points exist at the end of years one and two. With theoretical progression points occurring concurrently. Given the professional NMC requirements of the award, students will not be permitted to carry failed modules into a succeeding year, with students being required to meet all assessed outcomes including extra attempts, prior to progression points. Where exceptional circumstances have prevented a student from achieving all assessed outcomes from being achieved prior to the progression point; any outstanding outcomes must be confirmed within 12 weeks of the students progression to the next level of study. Students must achieve 120 credits prior to each progression point to progress to the next level of study. A student who fails in the original and reassessed opportunity of practice or academic learning will be withdrawn from the programme. Page 37

43 BSc (Hons) Nursing REQUIREMENTS FOR AWARDS End of Year one 120 Credits at Level 4 CERTIFICATE IN HEALTH STUDIES End of Year two 120 Credits at Level 4 and 120 Credits at Level 5 DIPLOMA IN HEALTH STUDIES End of Year three 120 Credits at Level 4 and 120 Credits at Level 5 and 120 Credits at Level 6 BSc (Hons) Nursing (Adult, Mental Health or Children s) AND RN CLASSIFICATION Your Honours classification is determined by the grades achieved in the Summative Assessment from the Theory modules. This will be 25% of Level % of Level 6 or 100% of Level 6 achievement if this enhances the Classification. If you achieve a non-honours degree you will not be eligible for any degree classification. The professional requirements of the programme and the need to safeguard to public are paramount and where an allegation of cheating in academic or falsification of practice records is upheld and or where a student s attitude or conduct causes concern, BPP s Fitness to Practice procedure will be invoked. Practice partners play a key role in this process and decision-making. Assessment boards review and confirm results for modules, and the Board of Examiners considers students mark profiles to make decisions about progression, awards and degree classifications as appropriate. PERSONAL AND PROFESSIONAL DEVELOPMENT PLANNING (PDP) The processes and mechanisms described below are, usually, subject to more detailed briefing papers and bibliographies issued at appropriate points throughout the Programme. WHAT IS IT? Personal and Professional Development Planning [PDP] is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan their personal, educational and career development. WHY DO IT? The primary objective for PDP on the programme is to improve your capacity to understand what and how you are learning, and to review, plan and take personal responsibility for your own learning and career development, helping you to: Articulate personal goals and evaluate progress towards your achievement Become more effective, independent and confident self-directed learners Understand how you are learning and relate your learning to a wider context Improve your general skills for study, career management and marketability to potential employers Take a positive attitude to learning throughout life, educational and career development HOW DOES IT WORK? Personal development planning is essentially a process of: Page 38

44 BSc (Hons) Nursing Thinking about where you are now, reflecting on your strengths and improvements you would like to achieve Planning where you want to get to, what skills and knowledge you will need to develop and how you will acquire them via learning opportunities open to you Doing putting your action plan into practice; recording the development you make; identifying when you have reached a goal Reflecting on your learning and achievement and, in the light of this, where you want to go next (and so the cycle begins again) WHEN DO OPPORTUNITIES FOR PDP OCCUR? There are many opportunities for you to engage in PDP activities during the three years of your study, in taught modules, self-directed study and tutor-led PDP supervision tutorials. WHO IS RESPONSIBLE FOR CO-ORDINATING PDP? As PDP is designed to promote autonomy and purposeful learning you are solely responsible for the planning and review of your progress through the Programme. However, support and guidance is available from your personal supervisor in the first instance, or for more general enquiries, from the Programme PDP co-ordinator [Named Contact] BENEFITS OF PERSONAL AND PROFESSIONAL DEVELOPMENT PLANS Personal and Professional development planning brings potential benefits for students, academic staff and institutions, with student learning and development lying at its heart. Benefits to students: Integrates personal and academic development, including work experience or other activities outside the curriculum, improving their capacity to plan their own learning Promotes reflective practice, effective monitoring and recording achievement Encourages learning from experience, including mistakes Promotes deeper learning by increasing awareness of what students are learning, how and to what level Requires explicit recognition of strengths and required improvements Provides mechanism for monitoring career-related capabilities. Establishes lifelong learning habits, encompassing continuing professional development. Benefits to staff: Helps students be more independent and purposeful learners Serves as a focus for PDP Supervision Provides help in writing future references Promotes student understanding of learning outcomes, programme specifications and teaching and learning strategies Benefits to departments and institutions: Facilitates more effective monitoring of student progress Results in more effective academic and non-academic support and guidance systems Enhances capacity to demonstrate quality of student support mechanisms during external and internal review (adapted from Jackson, 2001a, pp. 8-10). Professional development weeks (3 per academic year) provide you with the opportunity to explore and develop areas of interest to you and to promote your learning. You are required to maintain evidence of your professional profile throughout the programme. This will be via an on-line portfolio using pebble-pad. You are expected to share with your personal tutor and practitioners on a regular basis and or when requested. Page 39

45 BSc (Hons) Nursing It is anticipated and expected that the personal professional profile will form the foundation of the profile, which is a NMC requirement for all registered nurses. It also has links with the Knowledge and Skills Framework (KSF) for nurses who choose to work with the National Health Service on completion of their studies. The profile will also support you when you attend for an interview for a registered nurse position where evidence of your progression and achievement is required. In addition, the NMC (2010) Post-Registration Education and Practice (PREP) requirements include commitment to undertake continuing professional development, an essential element of life-long learning. As a registered nurse you are required to evidence in a professional profile 35 hours of learning activity relevant to your practice tri-annually. The NMC can request that you audit your achievement of this requirement. BACKGROUND READING Boud, D., Keogh, R., and Walker, D. (1985) Reflection: Turning Experience into Learning, Kogan Page, London. Jackson, N. (2001a) Personal Development Planning: What Does it Mean?, PDP Working Paper 1, Learning and Teaching Support Network Generic Centre. Moon, J. (2001) Reflection in Higher Education Learning, PDP Working Paper, Learning and Teaching Support Network Generic Centre. Schön, D. (1983) The Reflective Practitioner, Basic Books, London. Schön, D. (1988) Educating the Reflective Practitioner, Jossey-Bass Publishers, London. Shaw, M., Malik, A., and Cronshaw, S. (2000) Key Skills in Higher Education, University of Central Lancashire and Department for Education and Employment. BPP STUDENT CODE OF CONDUCT AS AN INDIVIDUAL I WILL: Strive for excellence at all times Exemplify the highest standards of behaviour and performance Remain accountable for my actions Take personal responsibility for my development Strive to keep up to date with best practice and ongoing developments within my fields of study Safeguard any confidentiality I am exposed to and not seek personal advantage from these Act reasonably and justifiably in identifying and resolving conflicts of values, including those of an ethical nature Abide by BPP s code of conduct as well as the NMC (2008) Guidance on Professional conduct for Nursing and Midwifery Students. IN MY RELATIONSHIP WITH OTHERS I WILL: Treat other students and service users on an equitable basis, without discrimination, recognising their specific needs, pressures and problems Page 40

46 BSc (Hons) Nursing Support other students to understand fully their responsibilities Seek to develop the skills and qualities within any teams you are involved with and recognise individual achievements within these Foster a culture of openness and transparency, where issues may be addressed in a frank and timely manner Encourage and assist other students to develop their skills and progress their education, valuing the contribution which each may make Respect matters of faith, conscience and diversity in their widest sense Communicate clearly, effectively and openly with all people I encounter within the Business School FOR THE SCHOOL OF HEALTH WHERE IT IS WITHIN MY POWER, AUTHORITY OR INFLUENCE TO DO SO, I WILL: Uphold its policies and practices Identify, support and communicate relevant policies, practices and information as appropriate Be accountable for achieving the objectives, projects and tasks that I undertake to deliver Safeguard the reputation and assets of the School of Health Exhaust all available internal remedies for dealing with matters I perceive to be improper before resorting to public disclosure Uphold its integrity and good standing, and refrain from conduct that detracts from its reputation Promote its professional image and standing Observe the standards of conduct and practice as set out in this Code, as they may be reviewed and reissued from time to time FOR THE WIDER COMMUNITY I WILL: Ensure that I am aware of, and comply with, all relevant NMC legislation and regulations Be honest, open and truthful in all external communications Respect the customs, practices and reasonable ambitions of others, where these may differ from my own Safeguard the public Page 41

47 SPECIFIC ATTENDANCE REQUIREMENTS AND CONDUCT You are expected to attend all theory sessions, including individual and group tutorial support. It is unlikely that you will successfully meet the learning outcomes for the module without engaging with the taught content. Mandatory elements will be clearly identified on your individual module guides. Failure to attend a mandatory component will usually affect a student s ability to progress on the programme and or undertake their practice learning experiences. Students are expected to be punctual in arriving for lectures and seminars; we recognise that this may not always be possible, out of courtesy to teaching and practice staff and your fellow students there is an expectation that you wait for an appropriate point to enter the session as not to disrupt classes. Where students are continually late or absent from taught sessions they will be referred to their personal teacher as where necessary the programme lead. The Faculty of Nursing welcomes enthusiastic engagement with all sessions; however, disruptive behaviour cannot be tolerated. Students who continue to talk with fellow students about issues that are not class related and students using mobile phones or other portable devices without the agreement of teaching staff will also be reprimanded for unacceptable behaviour. Staff within the Faculty of Health would like students to note that mobile devices unless previously agreed should be placed out of site during taught components of the programme. Students who continue to disrupt the learning of others will be asked to leave specific sessions and will be referred to their personal teacher or where appropriate the progression or programme leader. Page 42

48 3. MANAGEMENT OF YOUR PROGRAMME The Faculty of Nursing is one of the Faculties within the wider School of Health. Students studying within the Faculty of Nursing will be completing programmes of study that will lead to one of the following qualifications: BSc (Hons)/BSc Nursing (Adult, Mental Health or Children s) with registration with the UK regulator, the Nursing and Midwifery Council The Faculty of Nursing Team manages the Pre-Registration Nursing Programme. DIRECTOR OF NURSING PROGRAMMES PROGRAMME LEADER PLACEMENTS MANAGER Admissions and Induction Tutor International Co-ordinator and Lead Mental Health Practice Lead Adult Field of Practice Lead Children s Field of Practice Lead Module Leaders Practice Facilitators/Educators Clinical Skills and Simulation team Faculty Administrators BPP and the Faculty of Nursing recognise that students are required to be active participants in the process of learning and as such their voices need to be heard and responded to, allowing them to feel a valued member of the programme team. Within the School of Health and the Faculty of Nursing this occurs in a number of ways, including: ELECTED STUDENT REPRESENTATIVES (ESR s) ESR s make sure that you are able to influence and shape your programme and enhance the learning experience for current and future students. The aim is to have a ESR for each cohort and every field of practice. The Faculty of Nursing values the opinions and input of the student body and ESR s are a vital way of making positive and creative suggestions as to how things may be enhanced or improved and also provide an opportunity to report back to academic and practice staff on the strengths of the programme. ESR s are provided with training for the role. ESR s need to be proactive individuals and actively seek out fellow student s views and establish regular contact and a constructive and meaningful relationship with the Programme Leader and Practice Placements Manager. ESR s must attend and actively participate in the Student and Staff Liaison Committee and other Faculty of Nursing, School of Health and BPP events, helping to ensure that the student perspective is considered. ESR s are expected to communicate information back from these meetings to other students. STUDENT AND STAFF LIAISON COMMITTEE Student and Staff Liaison Committee meetings are held at least once per semester facilitated by the programme leader, involving elected student representatives (ESR s), practice staff and academic staff to allow on-going monitoring and evaluation of the programme at all levels. Records of the meetings will be fed into the annual evaluation process, so that your views are fed up through BPP s Academic Board. This committee focuses entirely on issues that relate to the BSc (Hons)/BSc Nursing Programme. Page 43

49 PERIODIC REVIEW AND REVALIDATION/APPROVAL PROCESSES BPP, the School of Health and the Faculty of Nursing will actively seek your views and respond to them during revalidation, approval and review processes. EVALUATION OF ACADEMIC AND PRACTICE LEARNING As you are undertaking a professional programme you have a responsibility to engage with evaluating your study experiences and the extent to which your learning needs are being addressed. All modules, theory and practice learning provide opportunity for on-line module evaluation. Practice learning experience evaluation is facilitated by the practice placement manager and a team of clinical link academics, this allows you to reflect on your experiences of practice learning, share best practice and debate, evaluate and consolidate your learning experiences. PERSONAL TUTORS The University College, School of Health and the Faculty of Nursing recognise that personal tutoring is the foundation for supporting you personally, professionally and academically. The Faculty of Nursing programme team recognise that a strong personal tutorage system is fundamental to your success. Your personal tutor is able to direct you to a wide range of University College support services both academic and pastoral. All students are allocated a personal tutor from within the pre-registration teaching team; this is usually a registered nurse from the same field of practice as your own. In the first year of the programme mandatory personal tutor groups, using action learning sets are pre-planned to encourage the sharing of experiences and provision of general academic and professional support. You are also encouraged to seek additional personal tutor support as and when you require this. In years two and three of the programme, group tutorials are pre-planned at the beginning and end of each semester, with an expectation that you will increasingly request individual tutorials. You will be required to be seen at least four times per academic year with the tutorials focusing upon professional development planning and review of practice assessment and clinical skills documentation and reviewing your overall performance to date. The Faculty of Nursing team fully recognise that higher education can be a daunting experience for some, so with this in mind we would urge students not to wait to seek tutorial support until an emergency exists please get to know your personal tutor and allow them to get to know you. You are encouraged to maintain frequent contact with your personal tutor throughout the programme. Electronic communication and the use of other communication devices such as Skype and wimba classroom and the use of an on line chat facility in your VLE will ensure that students are able to maintain contact in a meaningful, yet flexible way. Whilst it is unlikely; you may request a change of personal tutor (or visa-versa). A personal tutor request form must be completed and is forwarded to the Programme Leader, who s at whose discretion the change may be implemented. EUROPEAN DIRECTIVE 2005/36/EC EU Directive 2005/36/EC states that adult filed of practice nurses are required to achieve the requirements of a general care nurse under European Law. This requires adult nurses to have theoretical instruction on the nature and ethics of nursing and the general principles of health and nursing, sciences including anatomy and physiology and social sciences including sociology and psychology. If further requires them to have theoretical and clinical Page 44

50 instruction in medical and surgical nursing, the older adult, child care and paediatrics, maternity care and mental health. The EU Directive is fully integrated into the programme providing not only those of you that follow the adult field of practice pathway with opportunities to achieve them, but for all of you, whatever your chosen fields of practice. Furthermore, the Faculty of Nursing and the NMC recognise and value the need for all nurses to be able to meet the essential physical and mental health needs of all people, including babies, children and young people, pregnant and postnatal women, adults and older people. This includes people with acute and chronic conditions, people requiring end of life care, people with learning disabilities and people with mental health problems (NMC 2010: Section 2: Standards for competence: Domain 3: Nursing practice and decision making: Competence 1:1 for all fields of practice adult, mental health and children s). The theoretical aspects are included within the generic and field of practice modules, particularly through the use of case study vignettes, which highlight the diverse needs of people across the lifespan that facilitates debating issues and exploring your professional values and beliefs. Further issues are explored in practice learning modules. This is further supplemented by inter-disciplinary themes throughout your studies. You will receive clinical instruction using a hub and spoke model, allowing students to experience working with individuals and groups from across the life-span and the health-illness continuum. INTER-DISCIPLINARY LEARNING AND WORKING Inter-disciplinary working is the corner stone to effective professional practice and delivery of a seamless joined-up healthcare service. Inter-disciplinary working refers to the ability to work in collaboration with practitioners from other disciplines, professions, service users and families. It is a fundamental component of professional practice in health and social care, acknowledging that no one professional group can meet all the needs of service users and their families. Working collaboratively provides more integrated and effective services and promotes care that addresses all needs of individuals and their families. The programme offers you with opportunities for inter-disciplinary learning and working during your practice learning and more formally through the development of pre-planned workshop style, conference days and seminars, integrated throughout the programme twice a year. Key to working collaboratively is having opportunities to learn with and from other disciplines, professionals, service users and carers. All conference days will have a pre-determined theme and learning outcomes and will provide opportunities for you to reflect upon your learning. The conferences and workshops will consist of lectures, group activities, and opportunities for simulation, which will utilise a scenario-based vignette approach. BPP academic staff will also actively facilitate seminar workshops and study sessions within the clinical areas, which will be open to all appropriate health care professionals, to ensure that inter-disciplinary learning is fulfilled. This is a mandatory aspect of the programme and as such you are expected to attend and reflect on your learning from the conference days and practice learning experiences. You will be required to evidence inter-professional working both in your Assessment of Practice learning document and your e-portfolio using pebble-pad. EVIDENCING YOUR LEARNING IN RELATION TO EU DIRECTIVE 2005/36/EC AND INTER- DISCIPLINARY LEARNING AND WORKING Page 45

51 There is a requirement that you document your learning activities in relation to the EU Directives, alternative field of practice experiences and inter-professional learning and working within your Assessment of Practice Learning document, where dedicated sections are provided for this in each practice learning module/experience. You are also required to evidence appropriate experiences and learning within your e-portfolio using pebble-pad. Evidence of achievement of the above will be shared with your mentor, assessors in clinical practice areas and academic link tutor at your intermediate and final interviews for each practice learning experience. As an on-going quality mechanism and moderation of practice learning, you are required to submit your Assessment of Practice Learning document in order that evidence of achievement of the EU directive is addressed and that there is parity of the types of evidence that student s evidence and document to show achievement of these activities and learning. You are also required to share your Assessment of Practice Learning document with your personal tutor who will review with you, you re learning in practice including your evidence of inter-disciplinary learning and working and engagement with EU directive activities. Prior to completion of the programme your sign-off mentor will examine, scrutinise and review the evidence of all practice learning, including EU Directives and inter-disciplinary learning and working. They will examine both your Assessment of Practice Learning document and your e-portfolio in order to be able to demonstrate this, in order to demonstrate to the NMC that you have successfully engaged with and addressed this important component of the programme. SERVICE USERS, THEIR CARERS AND ADVOCATES The Faculty of Nursing acknowledges that service user, carer and family inclusion must be reflected within its programmes and the opportunity exists for full engagement with service users, their carers and other advocacy groups within an inter-disciplinary approach to your learning, teaching and assessment. Within the Nursing programme, services users, their families and advocates will be involved in a full range of learning, teaching and assessment strategies. They will particularly be involved in the inter-disciplinary workshop days throughout the programme. Services users and carers will also be involved in interview and selection days of all candidates for this programme. Service users will support the academic and practice-learning teaching teams by ensuring that you are exposed to their real-life lived experiences. They have been instrumental in the development of this programme and the development of the vignettes used in scenariobased learning, and the vignettes that form the basis of several of the assessment strategies. Service users will be involved with the assessment of students throughout the programme, this will occur in both the theoretical and practice component of the programme as appropriate. Services users will be asked to give feedback on your performance of practice learning, completing testimonials of your practice throughout the programme. This is an integral element of the Nursing programme. If this has not been possible during your practice learning experience, your mentor is required to document why this is the case. Page 46

52 INTER-DISCIPLINARY LEARNING AND WORKING Six pre-planned workshop style conference days 2 per academic year Arranged outside of all modular framework flexibly across health and social care programmes Identified theme and learning outcomes for each event and day Mandatory requirement of the programme Further opportunity for inter-professional learning and working within the practice learning environment Additional sessions facilitated by BPP link academics within the practice learning environment available to all professional groups. Year one Shared learning between 3 nursing field of practice with service user/carer involvement Indicative focus nurses understanding the role of nurses from the same and differing fields of nursing practice Year One Focus on Adult & Children s Fields Focus on Mental Health & Learning Disabilities Year two Shared learning between 3 nursing field of practice with service user/carer involvement and other health and social care groups e.g. psychologists Indicative focus learning with other professionals and practitioners from disciplines other than nursing Year Two Year three Shared learning between 3 nursing field of practice with service user/carer involvement and other health and social care groups e.g. psychologists and chiropractors Indicative focus integrated inter-disciplinary working Year Three Workshop days will include: Lecture, small group team building, scenario-based simulations, reflections, feedback Following the conference days: Record all activities in Assessment of Practice Learning document or e-learning portfolio Share activities with personal teacher, mentor/assessor of practice learning and link academic Reflect on all activities of inter-disciplinary learning and working in practice Page 47

53 4. PROGRAMME ADMINISTRATION On commencement of the programme you are provided with a comprehensive programme handbook and a three-year course planner, detailing theory, practice, professional development and annual leave weeks. In addition you will also be provided with an submission of course work and examination schedule (SCWES) for the entire programme. Whilst the Faculty of Nursing team do not anticipate that either your programme plan or (SCWES) will be altered these are subject to change by the Programme Leader and any changes will be notified to all students who are studying on the programme. Module outlines and assessment briefs are provided for all of your modules of study and assessments; these can be located within this Programme Handbook and individual module outlines can be located on your student VLE (blackboard). You will be provided with a three year Assessment of Practice Learning document, incorporating your record of achievement for the entire programme and a guide for students and mentors which relates to your Assessment of Practice Learning document. VIRTUAL LEARNING ENVIRONMENT BPP, the School of Health and the Faculty of Nursing recognise the importance of being able to share information with students in an interactive and meaningful way. Your Virtual Learning Environment (VLE) is the main way in which both students and the academic team will communicate with one another. There are specific Blackboard pages which relate to your individual modules and additional folders within Blackboard which relate to the wider Faculty of Nursing, which will act as a central repository of programme information. You will be given individual login information, it is important that you keep these login details safe and secure. REGISTRY SERVICES The Academic Registry manages the examination and assessment processes, and they ensure you are fully registered, progress through your programme and are entitled to graduate. They also manage any problems you might have, such as problems sitting exams, or needing to defer assessments, and if you need to temporarily halt your studies. Page 48

54 5. EVALUATING AND IMPROVING THE QUALITY OF THE PROGRAMME BPP, the School of Health and Faculty of Nursing appreciate the opinions and views of all of its students. At regular periods throughout your programme of study, you are invited and required to feedback on your programme of study. As a student undertaking the Nursing programme you have a professional responsibility to evaluate and audit your programme of study and the extent to which it is addressing your learning needs, therefore you are required to actively participate and engage in the process of evaluation. MODULE EVALUATION (ACADEMIC THEORY AND PRACTICE LEARNING MODULES) The Faculty of Nursing team actively encourage you to provide feedback to your module tutors at every stage of your education; this can be undertaken at any stage of the programme. Towards the end of each theoretical module you are required to formally feedback your comments, via an on-line questionnaire. This feedback is anonymous and is intended to provide the academic team an overview and insight into the strengths of the modules, what works well and where improvements could be made from a student s perspective. As you are undertaking a professional programme of study you have a responsibility to engage and complete this feedback and the academic teaching team has a professional and academic responsibility to respond to well thought out constructive feedback. All module leaders will complete an action plan based upon the evaluations received and this will be made available for students who are studying on the programme via your VLE. The Practice Manager/practice module team facilitates practice learning experience evaluation and this allows you to reflect upon your experiences, share best practice and debate, evaluate and consolidate practice learning experiences. It assists you to integrate theory and practice, encourages holistic and individual approaches to care, it enhances patient care and highlights poor practice, it can facilitate practice learning environments to change. You are required to formally evaluate your practice learning setting via an anonymous online evaluation form. The Placement Manager and practice facilitation staff reads this feedback and feedback is given to practice areas and mentors. If you raise concerns regarding the learning opportunities available to you within a practice setting, the placements manager, programme leader and practice facilitation staff will where appropriate review the practice setting audit and develop an action plan in response to issues raised. As a student on a professional programme you have a responsibility to highlight concerns you have about standards of clinical practice including unsafe practice (whistle-blowing). If you raise concerns about standards of care or unsafe practice, the RAISING CONCERNS IN PRACTICE algorithm should be followed. Page 49

55 ELECTED STUDENT REPRESENTATIVES (ESR S) You will elect ESR s for each year of your programme. Their role is to gather your opinion about your learning experience and the learning resources available to you and feed these back to your tutors, external examiners and assessors, if required. ESR s are members of the Staff and Student Liaison Committee Academic Governance Structures, Student and Staff Liaison Committee. STAFF AND STUDENT LIAISON COMMITTEE Student and Staff Liaison Committee meetings are held at least once per semester facilitated by the programme leader, involving elected student representatives (ESR s), practice staff and academic staff to allow on-going monitoring and evaluation of the programme at all levels. An agenda will be issued to all members in advance in order that ESR s are able to canvass opinion. A record of all SSLC events is maintained and will be fed into the annual evaluation process, so that your views are fed up through BPP to the Academic Council. AD HOC SURVEYS Surveys are usually conducted during induction weeks, at the end of each academic year and upon completion of the Nursing programme. Their purpose is to track your level of satisfaction as you progress through your studies. TUTORS AND PROGRAMME LEADER If you have specific issues relating to academic matters, you should in the first instance raise these with the relevant module leader. Field of Practice Leads, as well as the Programme Leader are also available to help to resolve academic issues. PERSONAL TUTOR SYSTEM Your personal tutor is your main point of contact on the programme and they welcome feedback on all aspects of the programme. EXTERNAL EXAMINER REPORTS External examiners have a vital role within the quality assurance mechanisms in assuring comparability of academic standards outside and within the University College and ensuring the fairness of the operation and assessment of programmes of study. On occasions external examiners may wish to meet with your student cohort as part of their role. NATIONAL STUDENT SURVEY The aim of the National Student Survey (NSS) is to gather feedback on the quality of students courses, to help inform choices of future applicants to higher education, and to contribute to public accountability. Results from the NSS are an essential element of the revised quality assurance framework for higher education. The NSS is used formatively at the end of year one and two to identify any issues that may impact upon your experience and respond to these in a timely manner. STUDENT INVOLVEMENT IN WIDER PROGRAMME ISSUES Your views and opinions are actively sought during any review of your programme. You may be invited to represent your fellow students at Annual Review Meetings (ARM) and Quality and Monitoring and Enhancement (OQME) events, as well as Annual Monitoring by the NMC, Period Review and internal audit to evaluate and assess the quality of provision. STUDENT INVOLVEMENT IN THE FORMAL REVIEW AND EVALUATION OF EXISTING PROVISION AND DEVELOPMENT OF NEW CURRICULA Your opinions are also sought and you will have the opportunity to be involved whenever a new programme is being developed, including being invited to participate with an on-line web based surveys. Page 50

56 MENTOR AND PRACTICE FACILITATOR INVOLVEMENT IN THE FORMAL REVIEW AND EVALUATION OF EXISTING PROVISION AND DEVELOPMENT OF NEW CURRICULA Mentors and practice facilitators are involved whenever new programmes are developed included being invited to complete on-line web-based surveys. You will also have opportunities to be involved in the recruitment processes including open days, taster events and pre-programme activities. 6. PRACTICE LEARNING Please ensure that this section is read in conjunction with your guide to Assessment of Practice Learning document. Significant emphasis is targeted on learning within a supportive and supervised practice learning environment. The Nursing programme has a 50% practice-based learning requirement. This aspect of the programme incorporate the requirements of the NMC (2010) Standards for Pre-Registration Nursing Education, the Code of Practice for the Assurance of Academic Quality and Standards in Higher Education section 9: Work-based and Placement Learning (QAA 2007). This programme includes four mandatory practice learning modules, equating to 50% of the credit awarded each year. Within these modules the Essential Skills Clusters (ESC s) and competencies have been utilised to provide learning outcomes. Your Assessment of Practice Learning document has been aligned to these module learning outcomes, which are written to reflect your level of study. Your Assessment of Practice Learning document is a generic document for all students undertaking the Nursing programme (adult, mental health or children s fields of practice). The progression outcomes and Essential Skills are designed to be achieved in a diverse range of practice learning environments. PRACTICE LEARNING EXPERIENCES You will be provided with four practice learning experiences across the programme utilising a hub and spoke model to provide a flexible approach for you to maximise your learning opportunities. Practice learning will facilitate the acquisition of skills required to achieve competence within your own chosen field of practice but will also offer the opportunity for practice learning in alternate filed of practice areas. The placement manager and their team, in collaboration with members of staff who work in host organisations, allocate your hub practice learning experiences. Your hub practice learning experience is your major centre for practice learning and your active mentor will be based within this area. Each hub placement has an identified menu of spoke experiences; these may range from one or two day experiences to one to two weeks. Each hub will usually up to four spoke experiences. Spoke experiences should be negotiated and organised in combination with your practice mentor, practice facilitator and the placement manager, you are required to document all spoke learning activities in your Assessment of Practice Learning document. These experiences contribute to the programme outcomes and also evidence your development of the EU Directive and inter-disciplinary learning. Page 51

57 While undertaking your spoke experiences you are supported and supervised by an appropriate practitioner, who will provide feedback on your practice learning performance within the Assessment of Practice Learning document. While spoke experiences provide diversity and extend your learning opportunities, please note that you are required to complete a minimum of at least 40% of the entire practice learning experience under direct or indirect supervision of your active mentor in your hub practice learning environment. All activities undertaken during spoke experiences must be clearly evidenced within your Assessment of Practice Learning document and recorded on your attendance of practice learning sheet. EXAMPLE OF STUDENT PRACTICE LEARNING EXPERIENCES ACROSS THE PROGRAMME HUB AND SPOKE MODEL HUB MEDICAL WARD 1 WEEK SPOKE CHILDREN S SERVICES YEAR ONE ADULT FIELD OF PRACTICE HUB 1 WEEK HUB MEDICAL SPOKE MEDICAL WARD ACUTE WARD MENTAL HEALTH UNIT 1 WEEK SPOKE LEARNING DISABILITIES HUB MEDICAL WARD HUB ACUTE SERVICES YEAR TWO MENTAL HEALTH FIELD OF PRACTICE 1 WEEK HUB 1 WEEK HUB SPOKE ACUTE ADULT ACUTE LEARNING SERVICES NURSING SERVICES DISABILITIES EXPERIENCE 1 WEEK SPOKE CHILDREN S SERVICES HUB ACUTE SERVICES HUB CHILDREN S WARD 1 WEEK SPOKE SCBU YEAR THREE CHILDREN S FIELD OF PRACTICE HUB 1 WEEK HUB CHILDREN S LEARNING CHILDREN S WARD DISABILITIES WARD 1 WEEK ADULT SERVICES HUB CHILDREN S WARD PLEASE NOTE THE ABOVE IS FOR DIAGRAMATIC PURPOSES ONLY AND IS INTENDED TO GIVE YOU AN IDEA OF HOW A HUB AND SPOKE MODEL WORKS PICTORIALLY. Your final placement will be a period of practice learning will be a continuous period of practice learning longer than 12 weeks in order to allow you to consolidate practice learning and allow safe judgements to be made regarding your achievement of the required standards of competence for safe and effective practice for entry to the NMC Register. ALLOCATION OF PRACTICE LEARNING EXPERIENCES The placements manager and their team are responsible for allocating your practice learning experiences and works with practice facilitators and host partner organisations. All practice experiences are carefully mapped to ensure that you gain the necessary experience in order to meet the NMC practice placement requirements. Your placements can be anywhere within out host locality, and you will have been made aware of the requirement for travel to some placements prior to commencing the programme. The Faculty of Nursing team are aware that travelling can be challenging and are sensitive to this. They have a roust system in place to determine the logistics of travelling to placement, either by using personal or public transport. You must ensure that the Faculty team are notified of any changes to personal circumstance that will affect your ability to be able to travel to and from practice learning environments at the earliest opportunity; however Page 52

58 you should not expect to have all of your practice learning experiences in one area or close to your term time address. SUPPORT FOR PRACTICE LEARNING Prior to every practice learning experience, you will have an induction and preparation for practice learning week. This provides you with information on professional responsibilities and expected conduct, introduction to Assessment of Practice learning documentation and host policy and guidance. Upon completion of your practice learning experiences evaluation is facilitated by the practice manager and practice module teams and allows you to reflect upon your experiences, share best practice and debate, evaluate and consolidate your practice learning experiences. You are required to formally evaluate your practice learning experience using an on-line questionnaire. This feedback is shared with senior practitioners and the practice manager and programme leader. During all of your practice learning experiences you will be supernumerary and supported in practice by a registered nurse mentor, who is on the BPP s register of approved active mentors. During all practice learning experiences you are required to work 40% of your time with your active mentor, either through direct or indirect supervision. During the initial stages of your programme your mentor will provide direct supervision, with elements of indirect supervision increasing as your competence progresses, providing you with opportunities to increase confidence and autonomy. All mentors will have undergone a formal period of preparation for their role and are required to update themselves regularly by attending updates as per requirements of the NMC (2008) Standards to Support Learning and Assessment in Practice. A team of academic link lecturers and practice facilitators as well as your personal tutor further facilitates practice-learning support. Whilst on spoke experiences your learning will be supported and supervised by an appropriate qualified professional, who will provide feedback on your performance to your designated mentor. PLACEMENT MANAGER The Placement Manager has day-to-day operational responsibility for the students experience in the practice area. They will work closely with designated practice leads to ensure students are appropriately placed to ensure they are able to meet the NMC Essential Skills and Outcomes and where concerns arise these are managed quickly and efficiently. The Placement Manger will work closely with the Programme Leader to ensure the congruence between theory and practice learning for the student. To ensure quality-learning experiences are available with appropriate support they will have responsibility for ensuring the following areas: Practice Audits are current and complete; Mentor data base is up to date; Mentor Updates are facilitated; Monitor and ensure there are sufficient mentors are prepared as required; Student evaluation sessions occur in collaboration with practice colleagues; Quarterly meetings with senior managers to review and action plan any required developments and changes Link Academic activity / input is monitored; Lead the development and facilitation of multi professional learning opportunities and study sessions; Page 53

59 Work in conjunction with the Programme Leader and Director of Nursing Programmes where matters reacting to Fitness to Practice arise during a students practice experience; Advise Practice Managers when students are removed before completion of the experience in a given area; User Carers Forums are facilitated three times per year and NMC monitoring requirements are clearly evidenced and available. ACADEMIC LINK LECTURERS These are part of the Faculty of Nursing staff who will be highly visible within the practice learning setting. They are involved with the tri-partite assessments, which are a practice base relationship between you, your active mentor and the academic link lecturer. This relationship is formalised through a tripartite meeting at the intermediate and final interview/assessment of practice learning. They will also at designated stages work alongside you in the clinical area. They promote a robust and consistent arrangement or practice learning. They provide student-centred educational support, exploring with you your learning experiences and opportunities and strengthen the integration of academic theory with practice. They focus on your theoretical knowledge base and application based upon the evidence that you provide. The role of the academic link lecturer is not to assess your competence of practice learning but to support the mentor in their assessment decision. During your final practice learning experience you are allocated a sign-off mentor from your chosen field of practice, they are allocated a minimum of one hour per week to support your learning and are responsible for determining your competence to practice as a registered nurse. The Placement Manager, Practice Leads and Academic Link Lecturers have a specific role in ensuring the provision of practice guidance for students and mentors, this includes: MANAGING STUDENT ISSUES IN PRACTICE when a member of practice staff, primarily a senior nurse, practitioner or your mentor has serious concerns about a students professional attitude, behaviour, competence and safety, including those students who are not achieving to meet the standard required for practice learning. RAISING STUDENT CONCERNS IN PRACTICE (WHISTLE BLOWING) as a student on a professional programme you have a responsibility to highlight concerns you have about standards of clinical practice including unsafe practice (whistle blowing). The Faculty of Nursing has a responsibility to respond to your concerns and to support you if you are requested to make a statement or a complaint is made about you. As a nursing student you have professional responsibility to safeguard vulnerable individuals (children and adults) from harm. The Faculty of Nursing and all host organisations require you as a student nurse to familiarise yourself with all policies and procedures that relate to these issues within your practice learning settings. If you have any concerns please ensure that you raise them with your mentor or any other member of the team who is supporting your learning. Page 54

60 SIMULATED LEARNING Opportunities for simulated learning activities, including role play and the use of high fidelity manikins, practical sessions using manual and automated equipment to ensure that you acquire high levels of practical ability and nursing diagnostic and assessment skills. The use of OSCE s as an assessment method is used in each year of the programme, undertaken within the clinical environment, using a tri-partite assessment, including the mentor, you and clinical academic to ensure consistency. Feedback on your performance is provided within your Assessment of Practice Learning document. As the programme progresses, simulated activities are utilised to promote acquisition of increasing more complex, technical and diagnostic skills. Mandatory skills/simulation sessions must be documented within the Assessment of Practice Learning document. All simulated activities undertaken within the practice learning setting must be evidenced on your attendance form. Simulation may also be used as part of the field of practice modules to facilitate and promote your professional skills, knowledge and attitude. ATTENDANCE IN PRACTICE Attendance in practice is a mandatory element of the programme. It is a requirement of the UK nursing regulator the NMC that as a nursing student you evidence and complete 2300 hours of practice learning. You are also required to evidence 24 hour, 7 day a week care. It will not be possible to register with the NMC if these requirements are not achieved. You are therefore expected to fully engage with a full range of shift patterns, including weekends, weekends and night duties throughout the programme. You are required to evidence all hours of practice learning experience on an attendance sheet, which must be signed by your mentor and where applicable supervisors from spoke learning experiences. All time made up during practice learning due to sickness must also be recorded clearly. Your practice learning hours are reviewed by the academic link lecturer and by your mentor prior to the final interview. Attendance sheets must be submitted along with your Assessment of Practice learning document and your final interview/assessment of practice learning. As you are undertaking a professional programme you are required to ensure that you manage your time effectively, as such, you are expected to ensure that you turn up for practice learning. You must make every reasonable measure to inform practice staff if you are to be late for any reason. If you are unwell or are unable to attend the practice learning setting, you are required to inform the placement manager and where appropriate your link lecturer. Evidence must be provided for all leave or absence demonstrating that it was granted, this must be submitted with your record of attendance. Sickness of more than 7 days will require a medical certificate. Please remember all lost practice hours must be made up before the end of the programme and ideally prior to the progression point of the part of the programme where they were lost. You are also required to make contact with practice learning areas at least 3 weeks before commencement of the placement in order to obtain any specific information that may be required. Page 55

61 SUMMATIVE ASSESSMENT OF CLINICAL PRACTICE LEARNING Assessment of practice learning is facilitated by an Assessment of Practice Learning document, providing you with opportunities for formative and summative assessment of practice learning across the four practice modules and three years of the programme. It provides an on-going record of achievement across the entire programme. Your Assessment of Practice Learning document utilises NMC progression criteria, which have been developed to be used as progression outcomes to be achieved across each year of the programme. The overall yearly and programme outcomes are mapped to NMC domains and incorporate the Essential Skills Clusters, to aid the development and achievement of the outcomes. The assessment of practice document also provides opportunity for you to demonstrate alternative field of practice, EU Directive experiences, inter-disciplinary learning and working and structured feedback from service users and carers. In addition the document also allows for feedback on core behavioural indicators for professional practice, whereby mentors and assessors of students will score your performance and give you structured feedback as to your professional behaviour during that practice learning experience. Assessment of practice learning documentation has been aligned to the four practice learning module learning outcomes, whilst these modules do not contribute to the classification of the honours degree and are a pass fail only, you will be graded on your performance to aid with your overall professional practice competence and allow you and future employers to measurement professional aptitude. Medicines management and numeracy testing is attached to each of your practice learning modules, in accordance with NMC requirements. The pass mark for the numeracy test in year one is 80%, in year two 90% and in year three 100%. The assessment will be performed using the authentic world software and proof of success prior to progression points is required in order that your mentor can evidence successful achievement. Failure to achieve the desired standard will result in you being unsuccessful for that practice learning experience. You are expected to demonstrate competence of applied numeracy and medicines management within the clinical area in addition to passing the authentic world tests. Where you have been successful using the software, but are deemed not competent within the clinical area, this will result in a referral for that practice learning experience. Applied pharmacology and medicines management will also feature strongly during each of your practice modules using your VLE as an adjuvant teaching and assessment tool. You will be expected to engage with interactive on-line activities which will cover aspects of pharmacokinetics, pharmacodynamics, common drug groups, issues of compliance and concordance and this will be field of practice focused. You are provided with opportunities throughout each year of the programme to undertake formative assessment of numeracy skills via the authentic world package, where you are meeting the required standard of numeracy; support from the module team, practice mentor, clinical link tutor and the University College s study skills department exist. You are allocated a trained mentor to facilitate and support practice-based learning, additionally for your final practice learning experience you will be assigned a sign-off mentor from your chosen field of practice, who has allocated time to undertake this role. All mentors and sign-off mentors will have undertaken a formal period of preparatory education to engage with this role. Mentors are required to attend regular updates in Page 56

62 accordance with the requirements of the NMC (2008) Standards to Support Learning and Assessment in Practice. Although the principal responsibility for student assessment of practice-learning rests with the practice mentor, tri-partite arrangements involving a practice based relationship between you; mentors and clinical link lecturer exist. This relationship is formalised through tripartite meetings at the intermediate and final interview. This process will promote a robust and consistent arrangement for the assessment of practice learning. In addition clinical link lecturers will also at designated periods work along-side you within the clinical area, thus ensuring you link academic theory to clinical practice and that the academic team remain highly visible and clinically competent and that partnership working between BPP and host practice partners remains a cornerstone of the programme. Formative assessment is integral to and supports summative assessment of practice learning and therefore it must be completed. It involves initial and intermediate interviews, which facilitate the development of focused action plans to assist you to achieve the required standard and level of skill, competence and professional behaviour. The Practice Assessment Document also includes additional feedback mechanisms that are available for practice mentors to use, and measure your professional behaviour using a likert scale assessment tool. As part of the summative assessment of practice learning your mentor will seek anonymous service users/carers and other health care professionals testimonial feedback on your progress, which will aid your acquisition of fundamental professional practice and demonstrate inter-professional and multi-agency participation with care. Summative assessment of practice learning occurs once during every practice module, with formal progression points at the end of years one, two and upon entry to the register. If you do not meet the required standard you will normally be given one further opportunity to undertake an assessment of practice learning, this will be a minimum of four weeks. ADDITIONAL USEFUL INFORMATION FOR PRACTICE LEARNING PROFESSIONAL INDEMNITY INSURANCE THE FACULTY OF NURSING ENCOURAGES ALL NURSING STUDENTS TO HAVE PROFESSIONAL INDEMNITY INSURANCE. This means you may be covered for any claim made against you for professional malpractice incurred by yourself in the course of your employment as a healthcare worker, including clinical negligence. Members from the Royal College of Nursing and Unison will visit you during your induction to the programme. MOONLIGHTING (TO HAVE A SECOND JOB IN ADDITION TO YOUR FULL TIME STUDY) You MUST NOT engage in employment during theoretical and practice placement time. Whilst the Faculty of Nursing fully recognises the need for students on its programmes to supplement their income, there is a risk that these activities may compromise your ability to be able to fully engage with the programme requirements. Additional employment can be undertaken during holiday time or when you are not required to be engaged with programme activities. FITNESS TO PRACTISE PROCEDURES BPP, The School of Health and Faculty of Nursing recognise that in conferring appropriate qualifications where these lead to a professional qualification, admission to a professional body and/or statutory regulation, it must be satisfied that you will be a safe and suitable entrant to that given profession. You should understand that successful completion of a programme leading to admission to a professional body requires adherence to both these requirements and those of the BPP. You must behave in a manner appropriate to the regulations and procedures for BPP and to the Page 57

63 code of conduct relevant to that professional body. If you fail to exhibit appropriate behaviour you will be referred to a fitness to practise committee CRIMINAL RECORDS BUREAU CHECKING PROCEDURES This programme of study falls under CRB procedures and you MUST disclose any criminal conviction (including spent convictions) to BPP before entering the programme. Subsequently, you are required to acknowledge any such convictions or cautions annually when you register for modules on line. Furthermore, you MUST disclose to your personal tutor any convictions or cautions if it occur whilst you are on the programme. They will discuss this with the Programme Leader, who if necessary will discuss the disclosure with a senior member of staff from a host organisation. Criminal offences, particularly those involving dishonesty, or the use of drugs or alcohol are likely to raise questions about your fitness to practice and you will be referred to Fitness to Practice Committee and your studies may be discontinued. Failure to disclose information will result in your studies being suspended and possible withdrawal from the programme. At the end of the programme prior to registration with the NMC you will be required to complete a self-declaration of good health and character, which will need to be supported by the Programme Leader. Please refer to NMC (2008) Guidance on Professional conduct for Nursing and Midwifery Students. OCCUPATIONAL HEALTH APPROVAL AND ASSESSMENT If you become unwell during the programme it may be necessary to refer you to the occupational health department for assessment. The Programme Leader usually makes all referrals. If a referral is made YOU MUST ATTEND the appointment. Failure to do so may inhibit your progression on the programme. UNIFORMS Uniforms are provided to enable identification of your status as a student nurse and in order to promote a professional image. You must wear clear identification at all times and in accordance with your host organisations uniform policy. When practice learning environments do not require you to wear a uniform you are to ensure that your attire is professional. You will be required to wear a uniform during all clinical sessions within skills laboratories, simulated activities and OSCE s. 6. SUPPORTING YOUR LEARNING Student support is an integral component of the nursing programme and is available within the Faculty of Nursing, The School of Health and from the broader University College. PRE-PROGRAMME ACTIVITIES Prior to commencing the programme, you are invited to attend a pre-programme school event, with the focus on introducing you to learning and teaching within higher education and to the nursing programme. Additionally, it allows you to meet fellow students and provides an opportunity to familiarise yourself with the University College. INDUCTION There is a comprehensive induction programme for both academic theory and practice. The first week of the programme provides you with an opportunity to meet fellow students, the wider academic team, practitioners and your personal tutor. Sessions concentrate on introducing students the principles of practice and academic learning, information and learning systems of BPPUC and its practice partners, including the use of on line library Page 58

64 resources, an introduction to student support at BPP, students' students' association and professional and representative bodies. PERSONAL TUTORS BPP, the School of Health and the Faculty of Nursing recognise that personal tutoring is the foundation for supporting students personally and professionally and academically. The Faculty of Nursing programme team recognise that a strong personal tutorage system is fundamental to your success. You are allocated a personal tutor from within the preregistration teaching team; this is usually a registered nurse from the same field of practice. In the first year of the programme mandatory personal tutor groups, using action learning sets are pre-planned to encourage the sharing of experiences and provision of general academic and professional support. You are also encouraged to seek additional personal tutor support as and when you require this. In years two and three of the programme, group tutorials are pre-planned at the beginning and end of each semester, with an expectation that you will increasingly request individual tutorials. You will be required to be seen at least four times per academic year with the tutorials focusing upon professional development planning and review of practice assessment and clinical skills documentation and reviewing your overall performance to date. You are encouraged to maintain frequent contact with your personal tutor throughout the programme. Electronic communication and the use of other communication devices such as Skype and wimba classroom and the use of an on line chat facility in your VLE will ensure that you are able to maintain contact in a meaningful, yet flexible way. The personal student policy within the School of Health does allow students to request a change of personal tutor, however this is unlikely. DISABILITY AND DYSLEXIA SUPPORT BPP has a Diversity and Equality Statement and does not discriminate directly or indirectly in the admission, progress and assessment of students. The Learning Support Service within student services provides specialist support on a one to one basis, further information is available via the students association Advice on Dyslexia Support. Additionally the University College s Policy on the Assessment of Students with Disability and/or Additional Needs (page 117) sets out a clear policy, procedures and guidance to ensure that disabled students are not discriminated in relation to assessments. The Faculty of nursing also holds a reasonable adjustment panel for any student who may have a disability, ensuring that a balance of creative reasonable adjustments and support strategies within the context of professional regulation and competency are professionally acceptable and ensure patient safety. Where a student has a disability they are actively encouraged to disclose their disability to facilitate safe systems of support. STUDY SKILLS SUPPORT The Faculty of Nursing, School of Health and BPP recognise that effective study skills are an essential element in achievement of your academic success. One-to-one support is available from the student support careers services centre, offering a wide range of resources, including, guidance from highly-trained careers consultants, face-to-face appointments, 'drop-in' sessions, telephone discussions or advice, help with applying for jobs and work placements in, advice on writing CVs and covering letters and completing application forms, advice on attending assessment centres, intensive coaching sessions for interviews and mock interviews, held by experienced professionals, specific advice on advancing your existing career, help with personal development plans, both long- and short-term, opportunities to engage in employer research the careers service has flexible opening hours for students. Page 59

65 PROGRESSION AND ACHIEVEMENT The field of practice leads, practice Placement Manager and Programme Leader carefully monitor your progression and achievement on the programme to ensure early intervention strategies are adopted to support students who are not achieving the required standard on the programme. The Faculty will implement BPP at Risk Register Policy and work in partnership with practice partners where appropriate where concerns regarding a student become apparent. DISSERTATION STUDY SUPPORT All nursing students on the BSc (Hons) Nursing Programme will complete a dissertation at level 6. Students are supported in this via the module leader and a dissertation study supervisor, usually from the students chosen field of practice. STUDENT SERVICES Student services offer a range of support for non-academic support, including: Scholarships and funding Accommodation Careers service Students' Association Student health International support team Learning facilities Disability support PRACTICE LEARNING SUPPORT Prior to commencing the first practice learning experience and prior to each subsequent practice learning experience throughout the programme, you will have a practice induction and a preparation for practice learning head start week, which incorporates professional responsibilities and expected conduct, introduction to the progression outcomes required for practice learning for each part of the programme and host trust policy and guidance. All students on the Nursing programme are supranemerary and supervised during the practice learning experience and environments, with the practice mentor having primary responsibility for supporting and supervising learning experiences, either directly or indirectly. During the final practice learning experience (practice learning 4) you are allocated an appropriately qualified sign-off mentor, who has a dedicated minimum of one hour per week for this role. OPPORTUNITY TO UNDERTAKE AN ELECTIVE OR LEARN OUTSIDE THE UNITED KINGDOM You will have the opportunity to undertake a UK or international experience of up to four weeks, which will formatively be assessed. This can only be undertaken if you have completed all of first and second year progression outcomes successfully. All partnerships that fall outside the United Kingdom it is necessary for a memorandum of understanding to be in place to enable quality mechanisms of the practice learning experience to be assured. Where a student has undertaken an international practice learning experience there is an expectation that the student will present their experiences to fellow students on their return, to feedback the different learning experiences and how this has enhanced your professional practice. Page 60

66 During the first year of the programme, the international co-ordinator-lead will discuss elective opportunities with all student groups. All students wishing to undertake an elective are required to submit an application, identifying rationale and learning outcomes to the international co-ordinator within the Faculty of Nursing. Strict rules apply for all students wishing to undertake an elective to ensure that students fulfil all programme requirements prior to undertaking an elective. If you are interested in undertaking an elective please book an appointment with your personal teacher in the first instance to discuss, who will then direct you to book a meeting to discuss issues further with the international lead. ATTENDANCE IN THEORY There is an expectation that you will attend all theory sessions, including individual and group tutorials. It is unlikely that you will successfully meet the programme learning outcomes if you do not fully engage with the taught or self-directed content. All theory sessions are monitored and you are required to complete a register of attendance for all sessions. You are expected to be punctual for all sessions. The Faculty of Nursing operates a classroom behaviour policy; if you are more than 15 minutes late for lectures, seminars, tutorials or group work, out of courtesy to fellow students and to avoid disrupting the class, it is expected that you wait for an appropriate point to enter the session. Students who continue to be late for classes, are disruptive during classes or are not behaving in a professional manner during classes will be referred to their personal teacher and or field of practice/programme leader. The Faculty of Nursing staff welcomes enthusiastic engagement with sessions; however disruptive behaviour is not tolerated. Mobile phones should be turned off during sessions and placed out of sight CLASSROOM BEHAVIOUR AND GENERAL CONDUCT POLICY Page 61

67 REGISTRATION WITH THE UK NURSING REGULATOR THE NMC UPON COMPLETION OF THE PROGRAMME Upon successful completion of the programme, the majority of students choose to register with the NMC immediately, but you are permitted five years in which to register the qualification with the nursing regulator. Although, where there is a delay of six months or more between completing the programme and applying to register you will need your application to be supported by a registered nurse, who you have known and had contact with for a minimum of a year, on the same part of the register that you are applying to join, in addition to the good health and good character confirmation provided by the programme leader at the University College. PARTNERSHIP WORKING This forms an integral part of both our operational and strategic working and is crucial to the quality and standards of our work. Practice partners have shaped: Curriculum design and content; Informed the diversity of assessment methodologies; The design of the Assessment of Practice Learning; The design of Grading Practice Performance criteria and The development of case studies and scenarios for theory assessment. Practice Partners will be part of the following panels, meetings and forums: Director of Nursing Programmes to meet with Chief Nurses quarterly; Programme Leader and Placement Manager to meet with Senior Nurses 3 times per year; Mentor Updates to be facilitated collaboratively on a monthly basis; Facilitation of Mentor preparation; Annual Audit and on-going monitoring of the Mentor Database; Placement Manger to liaise with Mentors and Practice staff on a day to day basis as required / dictated by number of students on practice leaning experience; Fitness to Practice discussions and Panels; Occupational Health and student practice experiences; Reasonable Adjustment discussions and Panels; Open days, Recruitment and Selection events and On-going Programme / Module / Practice / Student Evaluation. 7. OPPORTUNITIES FOR FURTHER STUDY During your first period of employment as a registered nurse following graduation, you can expect to be supported in your first role by an experienced nurse, who acts as a preceptor. They will offer a period of coordinated transition from student to registered nurse. Preceptorship aims to enhance the competence and confidence of all new registered nurses as autonomous practitioners. This period of preceptorship encourages you as a new registrant to take responsibility for your own learning and professional development and assist you to begin to appreciate the importance of life-long learning. Post-Registration Education and Practice (PREP) requirements include commitment to undertake continuing professional development, an essential element of life-long learning. As a registered nurse you are required to evidence in a professional profile 35 hours of learning activity relevant to your practice tri-annually. The NMC can request that you audit your achievement of this requirement. Ranges of post qualification courses are available to you within the Faculty of Nursing at BPP. The University College also provides the opportunity for you to study at Masters Level; Page 62

68 offering modules in advancing your professional practice and these can be located in the University College prospectus. 8. BPP RESOURCES The following learning resources are available to all undergraduate pre-registration nursing students. Clinical skills simulation suites available on site in host practice partner premises replicating a number of clinical and non-clinical settings. A wide range of manikins of various degrees of complexity from basic models to higher fidelity simulators. Students will learn and practice essential skills using the manikins and will be expected to demonstrate high levels of skills acquisition using both manual and electronic devices. Team of practice facilitators/educators Dedicated personal tutor system Placements manager Subject specialised Librarian Opportunities for students to be involved with the delivery of some aspects of the programme under supervision (buddying) Inter-disciplinary learning conference days and workshops, occurring at designated times throughout the programme Opportunities to engage with service users and their families, during practice learning, but also when appropriate as part of the learning, teaching and assessment strategy. Professional development weeks which provide you with the opportunity to consolidate your individual learning experiences and where necessary for reassessment of any academic or practice learning assessments. An interactive BPP virtual learning environment throughout the programme and modules The use of an e-portfolio pebble pad to develop a personal professional profile to document your learning and professional development An on-line interactive authentic world package and the use of Virtual learning resources during each practice module to assist you to acquire high levels of numeracy and applied pharmacology and medicines management knowledge required for contemporary professional nursing practice, including sound knowledge of common drugs groups and pharmacokinetics and pharmacodynamic knowledge. Page 63

69 MANAGING STUDENT ISSUES IN CLINICAL PRACTICE Mentor has general query relating to student learning or personal development If unresolved contact PF/PE Dicsuss with student and document Has query been addressed between mentor and PF/PE No further action taken PF/PE devise action plan for student and inform placement manager No Further action taken Urgent concern about student performance/conduct Mentor informs line manager PF/PE Situation assessed and discussed Does the student need to be removed? Student removed from area while situation investigated. Programme Lead/Placement Manager informed student remains in practice, matter dealt with via Assessment of Practice Procedures Student returns with agreed action plan Student remians excluded invoke FTP Student reports concerns to member of staff about observed aspects of care Staff member discusses with student and informs mentor/line manager agreement on outcome resolved? Member of staff/mentor informs PF/PE who informs programme leader Invoke trust BPP UC policy Programme Lead will inform personal teacher and practice manager to support student. PF/PE to support mentor/member of staff No further required student fails to attend clinical practice placement informs PF/PE PF/PE inform practice manager to contact student No outcome Practice Manager to inform Programme Leader Page 64

70 RAISING STUDENT CONCERNS IN CLINICAL PRACTICE (INCLUDING WHISTLE BLOWING) PF/PE invoke host policy procedures You have a concern that may impact on your progress and feel you required additional support in practice If able discuss with mentor, nurse in charge. If unresolved go to following step Contact practice facilitator/educator and placements manager if still not addressed Contact Programme Leader/placement manager to invoke BPP UC policies procedures No further action required Seek advice on statement from Union rep You are asked to write a statement regarding an incident/event in practice Student to contact PF/PE before statement is made Is incodent likely to warrent any further action or give rise to a complaint? PE/PF invoke host organisation procedures. Contact Programme Lead to invoke BPP UC procedure personal teacher to support student No further action required A complaint is made about you by relative, patient, staff Student to contact PF/PE immediately If necessary, PF/PE will contact placement manager who will liaise with PF/PE for follow up, depending on nature of complaint Seek advice on statement from Union rep PE/PF invoke host organisation procedures. Contact Programme Lead to invoke BPP UC procedure personal teacher to support student No further action required You observe an incident/have concerns about care Discuss with mentor/nurse in charge If unresolved inform PF/PE at earliest opportunity to invoke trust whistle blowing policy Seek advice on statement from Union rep PE/PF invoke host organisation procedures. Contact Programme Lead to invoke BPP UC procedure personal teacher to support student Page 65

71 9. MODULE OUTLINES INTRODUCTION The modules and elements described below are subject to more detailed briefing papers and bibliographies issued at appropriate points throughout the programme. In some instances information regarding content of a module is indicative, and actual module content will be determined according to considerations (for example, regarding opportunities for work with specific external partners or developments in the field), which are taken into account closer to the point of delivery. LEVEL 4 MODULE TITLE CREDITS STATUS (M) Mandatory or (0) Optional PREREQUISITES PAGE ADULT MENTAL HEALTH CHILDREN s Introduction to Public Health & 15 M M M None P.67 Equality in Nursing Practice Evidence & Values in Professional 15 M M M None P.72 Nursing Practice & Patient Centred Care *Introduction to Contemporary Adult 30 M None P.77 Nursing Practice *Introduction to Contemporary 30 M None P.83 Mental Health Nursing Practice *Introduction to Contemporary Children s Nursing Practice 30 M None P.87 Practice Learning 1 60 M M M None P.92 Interim Exit Award: Certificate in Health Studies LEVEL 5 MODULE TITLE CREDITS STATUS (M) Mandatory or (0) Optional PREREQUISITES PAGE ADULT MENTAL HEALTH CHILDREN s Research Methods & Application in 15 M M M Subject to P.108 Nursing progression points Developing Professional Nursing 15 M M M Subject to P.113 Practice progression points * Application of Adult Nursing Practice 30 M Subject to P.118 progression points * Application of Mental Health Nursing Practice 30 M Subject to progression points P.125 * Application of Children s Nursing Practice 30 M Subject to progression points Practice Learning 2 30 M M M Subject to P.139 progression points Practice Learning 3 30 M M M Subject to P.146 progression points Interim Exit Award: Diploma in Health Studies LEVEL 6 MODULE TITLE CREDITS STATUS (M) Mandatory or (0) Optional PREREQUISITES PAGE ADULT MENTAL HEALTH CHILDREN s Management & Leadership in Practice 30 M M M Subject to P.190 (Hons only) progression points Supporting the education & 15 M M M Subject to P.185 Assessment of Others in Nursing Practice progression points *Evaluating and Appraising Adult 15 M Subject to P.163 Nursing Practice progression points * Evaluating and Appraising Mental Health Nursing Practice 15 M Subject to progression points P.171 *Evaluating and Appraising Children s Nursing Practice 15 M Subject to progression points Practice Learning 4 60 M M M Subject to progression points Exit Award: BSc (Hons)/BSc Nursing Adult, Mental Health or Children s Field of Practice P.132 P.178 P.195 Page 66

72 INTRODUCTION TO PUBLIC HEALTH & EQUALITY IN NURSING PRACTICE GENERAL INFORMATION Module Code School Level Credit Value To be confirmed School of Health Level 4 Certificate Level 15 Credits Contact Hours 49 Programme(s) Module Leader BSc (Hons)/BSc Nursing Lynne Gell Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations None None None None External Accrediting Body (if appropriate) Nursing & Midwifery Council INTRODUCTION This is the first of six generic modules in the BSc (Hons)/BSc Nursing and is shared by students from the adult, mental health and children s fields of practice. It introduces the student to the four domains of professional values, communication and interpersonal skills, nursing practice and decision-making and leadership, management and team working, which provide the framework for contemporary nursing practice. This module provides students with an introduction and increased awareness of the key concepts and principles relating to Public health and long-term conditions within contemporary nursing practice. Evidence suggests that the needs of many people with long term conditions are not being adequately assessed or provided for (NICE 2004, DOH 2005, 2010). By providing an opportunity for students to assimilate theory and practice the holistic assessment, management and inter-professional care of this client group will be explored in its broadest terms and applied to any patient, in any setting. This module will introduce concepts such as, key determinants of health, examine factors such as culture and the impact that this has upon health and illness within a multitude of settings; examine health assessment and promotion and relate directly to current government long-term drivers to create a wellness service and to strengthen policy locally and nationally. EDUCATIONAL AIMS THIS MODULE AIMS TO: To develop the student s knowledge and understanding of factors contributing to the healthy individual within the community and help them consider the contexts in which individuals make health decisions and choices. LEARNING OUTCOMES Page 67

73 KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to describe: 1 The key aspects of contemporary health promotion and health education 2 How health inequalities impact upon public health at a local and national level 3 Behavioural sciences and social sciences for health, and how these impact upon the well-being, altered health and disability of individuals 4 The role and responsibilities of the nurse in health education and health promotion COGNITIVE SKILLS Ref B. Students should be able to: 1 Develop judgement skills to devise and promote individual and shared decision making to promote health and health equality when caring for adults, children and young people and service users who access, mental health services. 2 Develop a variety of health promotion methods and techniques, which incorporates concepts of professional leadership and ethical dimensions in order to identify key determinants to health and illness across all fields of nursing practice PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Introduce and identify the care needs of patient groups with multifaceted public health care needs from all fields of nursing practice in order to monitor nursing and health care practice to facilitate and promote change 2 Introduce and begin to promote and encourage health behaviours and uphold access to health care services in order to facilitate individuals to improve, maintain or recover health GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Begin to develop, appraise, utilise and respect a range of effective interpersonal, communication and negotiation skills in order to promote the health of adults, children and young people with a variety of health promotion needs 2 Communicate health promotion ideas and analysis clearly and concisely in an appropriate format in order to inform and explain their decision-making rationale to others. MODE OF ASSESSMENT This module is assessed through the completion of one (1) independent task [the Summative Element]. In addition to the summative elements, the module contains one (1) task to assist you in evaluating your progress in the module [the Formative Element]. FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade. 1. Patient Case Study For example, students to complete a case study that relates to a particular public health topic and how this impacted upon the health and illness of that patient. Due Date: Week, Session. SUMMATIVE ELEMENTS Page 68

74 Please Note: You must achieve a pass in the following element to pass the module. 1. Poster Presentation [100% of Module Grade]: For example, Create a poster and identify one of the following topics and discuss how this impacts on the health of the population and what we do to try to reduce harm. (You can focus at a National or Local level) Smoking, Obesity, Substance Misuse, Breast Feeding, Mental Health. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The Summative elements are awarded a percentage grading according to the Level 4 (Certificate) Marking Criteria contained in your programme handbook. RECOMMENDED READING Naidoo, J. & Wills, J. (2009) Foundations of Health Promotion (3 rd Tindal Ed) London, Bailliere Nicol, J. (2011) Nursing adults with long term conditions. Exeter. Learning Matters. Scriven, A (2010) Promoting Health: A practical guide. Ewles and Simnett (6 th Ed) London. Bailliere Tindall Upton, D. (2010) Student Nurse Health Promotion Survival Guide. Essex, Pearson Education Limited Department of Health (2008) High Quality Care For All: NHS next stage review final report. London, DH Department of Health (2010) Equity and Excellence: Liberating the NHS Give White Paper. London, DH. Department of Health (2005) National Service Framework for Long Term Conditions. DOH. London. Department of Health (2011) Healthy lives, healthy people: our strategy for public health in England. DOH, London. Foote C & Stanners C (2000) Integrating Care for Older People: New Care for Old a Systems Approach Jessica Kinglsey Publishers London Hall, D. & Elliman, D (2006) Health for all Children. Oxford University Press Walker, A. (2005) Understanding Quality of Life in Old Age Open University Press Maidenhead RECOMMENDED JOURNALS Page 69

75 British Journal of Community Nursing Community Care Critical Public Health Health Education Journal Health Service Journal Health and Social Care in the Community Primary Health Care WEB RESOURCES Address for the UK Government Information Service. May useful links and the Source of considerable health promotional information Gateway to the Department of Health web pages, very useful Health and social care information centre providing data about health and social care Site containing information aimed at the public to enable them to self manage common health problems and find local services The national institute for health and clinical excellence has taken on the functions of the health development agency to create a single excellence in practice organisation, important health promotion site This is the World Health Organisation website with many links to health promotion including definitions, principles, targets and philosophies. It provides information for across the globe with additional information on national and international policies. Page 70

76 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: PROMOTING PUBLIC HEALTH & HEALTH EQUALITIES IN NURSING PRACTICE SYLLABUS PROFESSIONAL VALUES Partnership working and collaborative nursing practice Promoting heath and well being Evidence based practice NURSING PRACTICE AND DECISION MAKING Recognising and responding to the needs of those in their care Care needs during illness Public health, health inequalities and health education and health promotion Optimising health and well-being through self-care and selfmanagement COMMUNICATION AND INTERPERSONAL SKILLS Professional and multidisciplinary working Encourage health promoting behaviour in adults, children and service users according to field of practice Promoting self-care concepts of care through effective communication LEADERSHIP AND MANAGEMENT Service development to enhance well-being Team working and interprofessional collaboration Policy and legislation in health care Introduction to structure and organisation of health and social care Promotion of mental health in a wide range of practice locations for all adults, children and service users according to field of practice Page 71

77 EVIDENCE & VALUES IN PROFESSIONAL NURSING PRACTICE & PATIENT CENTRED CARE GENERAL INFORMATION Module Code School Level Credit Value To be confirmed School of Health Level 4 (Certificate Level) 15 Credits Contact Hours 49 Programme(s) Module Leader BSc (Hons)/BSc Nursing Lynne Gell Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations None None None None External Accrediting Body (if appropriate) Nursing & Midwifery Council INTRODUCTION This is the second of six generic modules in the BSc (Hons)/BSc Nursing and is shared by students from the adult, mental health and children s fields of practice. The four identified domains continue to provide the framework for contemporary nursing practice. The purpose of this module is to introduce the student nurse to the expectation of academic study, the principles of professional practice and to introduce the student to Evidence Based Nursing Practice. It aims to encourage students to develop critical and reflective skills to access and discuss research and other evidence in nursing and health and social care. Recent campaigns have highlighted the need to place dignity at the centre of nursing practice (Royal College of Nursing, 2008; Social Care Institute for Excellence 2009). This module is therefore seen as one that enables the development of both core academic skills and key regulatory principles within professional practice. The NMC indicates that in Professional practice a wide range of skills, knowledge and behaviours need to be developed and built upon these encompass regulatory bodies and frameworks, reflective practice, development of the portfolio therefore these are all seen as the cornerstone of this process and are introduced at the start of this educational programme. EDUCATIONAL AIMS THIS MODULE AIMS TO: To introduce the student to the complex interplay of professionalism, interpersonal skill, evidence, values and associated methodology that contribute to high quality evidence based practice and value based interventions in practice with patients /clients and the inter professional team. Page 72

78 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to describe: 1 Professional regulatory requirements in order that they can respond compassionately to the physical and mental health conditions across varied populations. 2 The use of evidence and research to underpin the identified health needs of people within the population. 3 The Legal and Ethical frameworks which affect nursing and health care practice in any setting. COGNITIVE SKILLS Ref B. Students should be able to: 1 Introduce and use current knowledge, research and evidence based care in relation to professional nursing practice in order to appreciate the uncertainty, ambiguity and limits of knowledge in relation to the code of professional conduct 2 Begin to frame appropriate questions to identify best evidence to support professional nursing practice PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Introduce therapeutic principles in order to demonstrate dignity and respect for human rights for adults, children and young people and service users with mental health conditions. 2 Recognise and respond to limitations in competence and reflect upon the professional skills required to practice as a student nurse in order to provide compassionate and accountable nursing practice GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Understand the concept of autonomy and personal responsibility in relation to the code of professional conduct and recognising own values, principles and assumptions to develop self-awareness when caring for adults, children and young people and service users who access mental health services 2 Begin to apply reflective, reflexive and communication skills that foster an understanding of the code of professional conduct and lifelong learning in order to develop effective therapeutic professional relationships MODE OF ASSESSMENT This module is assessed through the completion of one (1) independent task [the Summative Element]. In addition to the summative elements, the module contains one (1) task to assist you in evaluating your progress in the module [the Formative Element]. FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade. 1. Reflective Account For example; students to complete a reflective account that relates to one element of the professional code of conduct and how evidence has supported the care of that patients care. Due Date: Week, Session. Page 73

79 SUMMATIVE ELEMENTS Please Note: You must achieve a pass in the following element to pass the module word Assignment [100% of Module Grade]: For example, Discuss an aspect of the code of professional conduct and Identify and discuss different types of evidence that relate to that aspect of care. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The Summative elements are awarded a percentage grading according to the Level 4 (Certificate) Marking Criteria contained in your programme handbook. RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Carvalho, S., Reeves, M. & Orford, J. (2011) Fundamental aspects of legal, ethical and professional issues in nursing (2nd Ed) London, Quay Nursing & Midwifery Council (2008) The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwives. London, Nursing and Midwifery Council Listed below are texts which provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Brown, J. Libberton, P. (2007) Principles of Professional Studies in Nursing. Palgrave Macmillan, Hampshire. Craig, J. & Smith, R. (2007) The evidence based practice manual for nurses. Churchill Livingstone Cullum, N. (2008) Evidence-based nursing: An Introduction. Oxford, Blackwell Hall, D. & Ritchie, D (2009) What is Nursing? Exploring Theory and Practice, Southernhay. Learning Matters Jasper, M. (2006) Reflection, Decision-Making and Professional Development (Vital Notes for Nurses) Wiley-Blackwell Newell, R. & Burnard, P (2011) Research for evidence-based practice in health care (2 nd Ed) Oxford, Wiley-Blackwell Norman, I. & Ryrie, I. (2009) The art and science of mental health nursing, Open University Press. Pattison, S. and Pill, R. (2004) Values in Professional Practice: Lessons for Health, Social Care and Other Professions. Radcliffe Medical Press, Oxford Page 74

80 Royal College of Nursing (2008) Defending Dignity: Challenges and Opportunities for Nursing. London, Royal College of Nursing Social Care Institute for Excellence (2009) Dignity in Care. London. Social Care Institute for Excellence Sullivan, E. & Garland, G. (2009) Practical Leadership and Management in Nursing. Pearson Education JOURNAL ARTICLES British Journal of Nursing Evidence Based Practice Nurse Researcher Nursing Standard Nursing Times WEB RESOURCES NMAP is a free catalogue of hand-selected and evaluated resources aimed at nurses OMNI is a free catalogue of hand-selected and evaluated internet resources in Health and Medicine, the above address is to a subsection of OMNI Page 75

81 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: EVIDENCE & VALUES IN PROFESSIONAL NURSING PRACTICE & PATIENT CENTRED CARE SYLLABUS PROFESSIONAL VALUES Introduction to professional values Consent and confidentiality Introduction to legal and ethical frameworks Introduction to global healthcare Dignity in care Working in partnership with adults, children, service users and their families/carers Roles and responsibilities Recognition of limitations of one s own knowledge Evidence based practice COMMUNICATION AND INTERERSONAL SKILLS Verbal and non-verbal communication skills acknowledging individual ability Documentation NURSING PRACTICE AND DECISION MAKING Introduction to evidence based practice and research principles Health care policy relating to EBP Safeguarding the public Health care policy Communication skills and self-awareness Record keeping Reflective practice principles Culture and diversity LEADERSHIP AND MANAGEMENT Self-management Time management Reflective practice Team work theory Personal and professional development Introduction to structure and organisation of health and social care Clinical governance Audit Page 76

82 INTRODUCTION TO CONTEMPORARY ADULT NURSING PRACTICE GENERAL INFORMATION Module Code School Level Credit Value Contact Hours 98 Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health Level 4 (Certificate Level) 30 Credits BSc (Hons)/BSc Nursing Lynne Gell None None None None Nursing & Midwifery Council INTRODUCTION This module explores concepts of health, well-being and disease on a personal and societal level. Professional healthcare practice requires a broad knowledge base encompassing biological, psychological and sociological theories of health. This module introduces the study of human anatomy and physiology as a basis for informing Adult Nursing practice. Psychosocial and biological theories of lifespan development will be identified and applied to the delivery, principles and practice of holistic, non-judgmental, person-centred assessment and nursing care. The module initiates the knowledge, skills and attributes required to meet the needs of the adult, their carers and the family. EDUCATIONAL AIMS THIS MODULE AIMS TO: Is to help the student learn and apply knowledge and understanding of applied physiology, therapeutics, nursing concepts to supervised assessment, delivery and assessment of adult nursing care in any care setting. The student will also become engaged in understanding adult care pathways, safeguarding and nursing problems and solutions and how these are managed through risk assessment. By providing the students with the opportunity to increase their knowledge and understanding, person centred care planning will be explored in its broadest terms and applied to a range of settings. Page 77

83 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to describe: 1 The functions and structures of the human body and development across the lifespan. 2 Nursing practice in relation to the health, well-being, altered health, disability, aging and death within the Adult population. 3 The Impact and application of policy and practice at a local and national level when caring for Adults in any care setting 4 The contribution of Adult nursing assessment models and evidence based practice to assess the physical, emotional and psychological needs of the adult in any care setting COGNITIVE SKILLS Ref B. Students should be able to: 1 Introduce and begin to develop an evidence based problem solving approach in order to explore clinical judgements in relation to physiology and altered physiology and begin to frame appropriate questions to identify some solutions to actual and potential problems of service users, their families and carers. 2 Introduce and begin to develop a variety of acquired biological and therapeutic techniques and begin to apply knowledge which relates to professional adult nursing practice PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Begin to develop and analyse comprehensive, systematic nursing assessment and diagnostic skills which are underpinned with biological and psychological rationale, including up to date technological advance 2 Introduce leadership and management skills necessary to identify those at risk in order to Safeguard all service users from harm by utilising biological and psycho-social knowledge to underpin nursing practice General Transferable Skills Ref D. Students should be able to: 1 Begin to apply biological and psycho-social principles to nursing practice in order to communicate information and ideas, problems and solutions to both specialists and non-specialist audiences. 2 With tutor support respond appropriately to feedback positively to develop and improve learning MODE OF ASSESSMENT This module is assessed through the completion of one (1) independent task [the Summative Element]. In addition to the summative elements, the module contains one (1) task to assist you in evaluating your progress in the module [the Formative Element]. FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade. 1. Weekly on line assessments For example; students to complete an on line test examining body systems, diagrammatic overviews and identify anatomical and physiological structures reflective account that relates to one element of the professional code of conduct and how evidence has supported the care of that patients care. Due Date: Week, Page 78

84 Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in the following element to pass the module Hour unseen examination [100% of Module Grade]: For example, an extended examination paper that tests students knowledge and understanding of anatomy and physiology, the impact of altered physiology and related nursing care assessment activities. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The Summativeelements are awarded a percentage grading according to the Level 4 (Certificate) Marking Criteria contained in your programme handbook. RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Alexander, M, F., Fawcett, J, N. & Runciman, P, J. (2006) Nursing Practice: Hospital and home: The adult. (3 rd Ed.) Edinburgh, Churchill Livingstone. Bach, S. & Grant, A. (2009) Communication and interpersonal skills for Nurses, Southernhay, Learning Matters Malone, J.C. (2011). Psychology: Pythagoras to Present. The MIT Press Marieb, E, N. & Hoen, K. (2009) Human anatomy & physiology with interactive 10 system suite. London, Benjamin Cummings Newman, D. M. (2012) Sociology Exploring the Architecture of Everyday Life. Ninth Edition, Sage Rushforth, H. (2009) Assessment made incredibly easy. London, Lippincott Williams & Wilkins Walker, J. Payne, S. Smith, P and Jarrett, N. (2007) Psychology for Nurse and the Caring Professions (3 rd Ed). Open University Wickens, A. (2009). Introduction to Biological psychology Third edition, Pearson ISBN: Listed below are texts that provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Barnett, D., Wilson, B. & Woodlands, A (2008) Care Planning a guide for Nurses. Essex, Pearson Education. Crouch, A, & Meurier, C (2005) Vital notes for Nurses: Health Assessment, Oxford, Blackwell Page 79

85 Department of Health (2008) High Quality Care for All: NHS next stage review final report. London, DH Department of Health (2010) Equity and Excellence: Liberating the NHS Gov White Paper, London, DH Hall, D. & Ritchie, D (2009) What is Nursing? Exploring Theory and Practice, Southernhay. Learning Matters JOURNAL ARTICLES British Journal of Nursing Journal of Advanced Nursing Nursing Standard WEB RESOURCES The Cochrane Library is an electronic publication designed to supply high quality evidence to inform people providing and receiving care, and those responsible for research, teaching, funding and administration at all levels. NMAP is a free catalogue of hand-selected and evaluated resources aimed at nurses OMNI is a free catalogue of hand-selected and evaluated internet resources in Health and Medicine, the above address is to a subsection of OMNI Page 80

86 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: INTRODUCTION TO CONTEMPORARY ADULT NURSING PRACTICE SYLLABUS PROFESSIONAL VALUES Defining adult nursing Policy and legislation relating to health care and adult nursing practice Working in partnership with adults, their carers and their families Roles and responsibilities Recognition of limitations of knowledge Evidence based practice COMMUNICATION AND INTERPERSONAL SKILLS Communication skills and self-awareness Promoting self-care through effective communication Effective record keeping Documentation in relation to physical and psychological parameters NURSING PRACTICE AND DECISION MAKING Anatomy and physiology across the life span including an introduction to genetics Development and the aging process Safeguarding vulnerable people Developing a problem solving approach to care Behavioural and Social science applied to nursing practice Diagnostic skills The nursing process in relation to assessment of adult nursing care LEADERSHIP, MANAGEMENT AND TEAM WORKING Organisation of health care Self-awareness and recognition of own and others values Personal and professional development Risk assessment and Risk management Page 81

87 BSc (Hons) Nursing INTRODUCTION TO CONTEMPORARY MENTAL HEALTH NURSING PRACTICE GENERAL INFORMATION Module Code School Level Credit Value Contact Hours 98 Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health Level 4 (Certificate Level) 30 Credits BSc (Hons)/BSc Nursing Ronnie Meechan None None None None Nursing & Midwifery Council INTRODUCTION An essential component of contemporary mental health nursing practice is the ability to adapt and initiate a range of assessment strategies and approaches in order to help the recovery process of service users and their carers. This essential aspect of mental health nursing practice is based upon reflection of fundamental knowledge of psychosocial, biological, personal and professional values of the practitioner. Thus this module will assist the student to learn and apply knowledge and understanding of therapeutics and physiology, nursing concepts to supervised assessment, delivery and evaluation of mental health nursing care in any care setting in order to help the recovery process of service users. The student will also become engaged in understanding mental health care pathways, safeguarding and nursing problems and solutions and how these are managed through risk assessment. By providing the students with the opportunity to increase their knowledge and understanding, person centred care planning will be explored in its broadest terms and applied to a range of settings. EDUCATIONAL AIMS THIS MODULE AIMS TO: This module explores concepts of health and well-being and altered health on a personal and societal level and discusses factors influencing health, well-being and individual health behaviour. Professional mental health practice requires a broad knowledge base encompassing, psychological, biological and sociological theories of health. This module introduces the study of the principles of and concepts of diagnosis, assessment and recovery within a service user/carer perspective with specific reference to psychosocial and biological theories of lifespan development and applied to the delivery of nursing care. The module initiates the knowledge, skills and attributes required to meet the needs of the service user, their carers and the family. Page 82

88 BSc (Hons) Nursing LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to describe: 1 The functions and structures of the human body and development across the lifespan. 2 The application to contemporary mental health nursing practice including, well-being, altered health, disability, aging and death 3 The impact and application of current mental health legislation and practice at a local and national level, taking into account historical, cultural, political and social factors when caring for service users who access mental health services 4 The contribution of assessment models and evidence based practice to assess the psychological, physical and emotional needs of the service user who accesses mental health services COGNITIVE SKILLS Ref B. Students should be able to: 1 Introduce and begin to develop an evidence based problem solving approach in order to explore clinical judgements in relation to physiology and altered physiology and begin to frame appropriate questions to identify some solutions to actual and potential problems of service users, their families and carers. 2 Introduce and begin to develop a variety of acquired therapeutic and biological and techniques and appraise selfawareness of personal and professional values in relation to mental health diagnosis within person-centred and recovery focused mental health nursing practice PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Begin to demonstrate and appraise develop comprehensive, systematic nursing assessment and diagnostic skills which are underpinned with psycho-social and biological rationale in order to initiate therapeutic alliances using appropriate communication and interpersonal skills, including up to date technological advances 2 Introduce leadership and management skills necessary to identify appropriate action to be taken in relation to safeguarding of individuals mental health within at risk groups GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Begin to apply psychosocial and biological principles to mental health nursing practice in order to communicate information and ideas, problems and solutions to both specialists and non-specialist audiences. 2 With tutor support respond appropriately to feedback positively to develop and improve learning MODE OF ASSESSMENT This module is assessed through the completion of one (1) independent task [the Summative Element]. In addition to the summative elements, the module contains one (1) task to assist you in evaluating your progress in the module [the Formative Element]. FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade. 1. Weekly on line assessments For example; students to complete an on line test examining body systems, Page 83

89 BSc (Hons) Nursing diagrammatic overviews and identify anatomical and physiological structures reflective account that relates to one element of the professional code of conduct and how evidence has supported the care of that patients care. Due Date: Week, Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in the following element to pass the module Hour unseen examination [100% of Module Grade]: For example, an extended examination paper that tests students knowledge and understanding of anatomy and physiology, the impact of altered physiology and related nursing care assessment activities. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The formative and graded elements are awarded a percentage grading according to the Level 4 (Certificate) Marking Criteria contained in your programme handbook. RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Bach, S. & Grant, A. (2009) Communication and interpersonal skills for Nurses, Southernhay, Learning Matters Clarke, V. & Walsh, A (2010) Fundamentals of Mental Health Nursing. Oxford University Press. Malone, J.C. (2011). Psychology: Pythagoras to Present. The MIT Press Marieb, E, N. & Hoen, K. (2009) Human anatomy & physiology with interactive 10 system suite. London, Benjamin Cummings Newman, D. M. (2012) Sociology Exploring the Architecture of Everyday Life. Ninth Edition, Sage Rushforth, H. (2009) Assessment made incredibly easy. London, Lippincott Williams & Wilkins Walker, J. Payne, S. Smith, P and Jarrett, N. (2007) Psychology for Nurse and the Caring Professions (3 rd Ed). Open University Wickens, A. (2009). Introduction to Biological psychology Third edition, Pearson ISBN: Listed below are texts that provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Page 84

90 BSc (Hons) Nursing Barnett, D., Wilson, B. & Woodlands, A (2008) Care Planning a guide for Nurses. Essex, Pearson Education. Caslleghan, P., Playle, J. & Cooper, L (2009) Mental Health Nursing Skills, Oxford University Press. McLeod, J. (2010) An Introduction to Counselling. Open University Press Nash, M. (2010) Physical Health and Well-being in Mental Health Nursing: Clinical Skills for practice. Mc Craw Hill, Open University Press. Plumber, D. (2005) Helping Adolescents and Adults to Build Self Esteem. London. Jessica Kinsley Publications Weinstein, J (2010) Mental health, Service User Involvement in Recovery, London, Jessica Kinsley Publishers Woods, P & Kettles, A. (2009) Risk Assessment and Management in Mental Health Nursing. Wiley-Blackwell Ltd. JOURNAL ARTICLES British Journal of Nursing Journal of Advanced Nursing Mental Health Nursing Practice Nursing Standard WEB RESOURCES The Diagnostic and Statistical Manual of Mental Disorders, 4th. Edition. Better known as the DSM-IV, the manual is published by the American Psychiatric Association and covers all mental health disorders for both children and adults. It also lists known causes of these disorders, statistics in terms of gender, age at onset, and prognosis as well as some research concerning the optimal treatment approaches. NICE guidelines for Mental Health Nursing Practice Page 85

91 BSc (Hons) Nursing INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: INTRODUCTION TO CONTEMPORARY MENTAL HEALTH NURSING PRACTICE SYLLABUS PROFESSIONAL VALUES Defining Mental Health Nursing Wellbeing principles and concepts Policy and legislation relating to health care and Mental health nursing practice Working in partnership with service users, their carers and their families Roles and responsibilities Recognition of limitations of knowledge Evidence based practice COMMUNICATION AND INTERPERSONAL SKILLS Communication skills and self-awareness Promoting self-care through effective communication Effective record keeping Documentation in relation to physical and psychological parameters Therapeutic relationship building and principles NURSING PRACTICE AND DECISION MAKING Concepts of mental health/illness Classification of mental illness Principles of recovery Mental health legislation Anatomy and physiology across the life span including and introduction to genetics Development and the aging process Safeguarding vulnerable people Developing a problem solving approach to care Behavioural and Social science applied to mental health nursing practice Diagnostic skills The nursing process in relation to person centred assessment and planning in mental health nursing care LEADERSHIP, MANAGEMENT AND TEAM WORKING Organisation of health care Self-awareness and recognition of own and others values Personal and professional development Risk assessment and Risk management Promotion of mental health in a wide range of practice locations Page 86

92 BSc (Hons) Nursing INTRODUCTION TO CONTEMPORARY CHILDREN S NURSING PRACTICE GENERAL INFORMATION Module Code School Level Credit Value Contact Hours 98 Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health Level 4 (Certificate Level) 30 Credits BSc (Hons)/BSc Nursing Lynne Gell / Ronnie Meechan None None None None Nursing & Midwifery Council INTRODUCTION An essential component of contemporary children s nursing practice is the ability to adapt and initiate a range of assessment strategies and approaches in order to meet the needs of children, young people and their families/carers. This essential aspect of children s nursing practice is based upon reflection of fundamental knowledge of psychosocial, biological, personal and professional values of the practitioner. Thus this module will assist the student to learn and apply knowledge and understanding of therapeutics and physiology, nursing concepts to supervised assessment, delivery and evaluation of children s nursing care in any care setting in order to help deliver care which is both child and family centred. The student will also become engaged in understanding care pathways, safeguarding and nursing problems and solutions and how these are managed through risk assessment. By providing the students with the opportunity to increase their knowledge and understanding, child and family centred care planning will be explored in its broadest terms and applied to a range of settings. EDUCATIONAL Aims THIS MODULE AIMS TO: This module explores concepts of health, well-being and disease on a personal and societal level. Professional healthcare practice requires a broad knowledge base encompassing biological, psychological and sociological theories of health. This module introduces the study of human anatomy and physiology as a basis for informing Children s nursing practice. Psychosocial, cognitive, social and biological theories of development will be identified and applied to the delivery, principles and practice of holistic, non-judgmental, child-centred assessment and nursing care. The module initiates the knowledge, skills and attributes required to meet the needs of the child, young people, their carers and the family. Page 87

93 BSc (Hons) Nursing LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to describe: 1 The functions and structures of the human body during infancy, childhood and adolescent development and describe its application to contemporary children s and young person s nursing practice including, altered health, disability and developmental processes of children and young people 2 The Impact and application of policy and practice at a local and national level when caring for children, young people and their families taking into account historical, cultural, political and social factors which determine child health 3 The contribution of nursing assessment models and evidence based practice to assess the psychological, physical and emotional needs of children, young people and their families COGNITIVE SKILLS Ref B. Students should be able to: 1 Introduce and begin to develop an evidence based problem solving approach in order to explore clinical judgements in relation to physiology and altered physiology and begin to frame appropriate questions to identify some solutions to actual and potential problems of children, their families and carers. 2 Introduce and begin to develop a variety of acquired biological, cognitive, social and physical child development therapeutic techniques and relate these to the care of the child, young person and family PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Begin to develop and analyse comprehensive, systematic nursing assessment and diagnostic skills that are child and family centred which are underpinned with biological and psychological rationale, including up to date technological advances 2 introduce leadership and management skills necessary to explore the rights of the child within an ethical, professional and legal context and identify those at risk in order to Safeguard all children and young people from harm by utilising biological and psycho-social knowledge to underpin children s nursing practice GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Begin to apply biological and psycho-social principles to nursing practice in order to communicate information and ideas, problems and solutions to both specialists and non-specialist audiences. 2 With tutor support respond appropriately to feedback positively to develop and improve learning MODE OF ASSESSMENT This module is assessed through the completion of one (1) independent task [the Summative Element]. In addition to the summative elements, the module contains one (1) task to assist you in evaluating your progress in the module [the Formative Element]. FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade. 1. Weekly on line assessments For example; students to complete an on line test examining body systems, diagrammatic overviews and identify anatomical and physiological structures Page 88

94 BSc (Hons) Nursing reflective account that relates to one element of the professional code of conduct and how evidence has supported the care of that patients care. Due Date: Week, Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in the following element to pass the module Hour unseen examination [100% of Module Grade]: For example, an extended examination paper that tests students knowledge and understanding of anatomy and physiology, the impact of altered physiology and related nursing care assessment activities. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The Summative elements are awarded a percentage grading according to the Level 4 (Certificate) Marking Criteria contained in your programme handbook. RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Bach, S. & Grant, A. (2009) Communication and interpersonal skills for Nurses, Southernhay, Learning Matters Charmely, C., Carson, P., Randall, D & Sandwell, W. (2005) Developmental anatomy and physiology of children: a practical approach, London, Churchill Livingstone Glasper, A. & Richardson, J. (2009) A textbook of Children s and Young Peoples Nursing. Churchill Livinstone Malone, J.C. (2011). Psychology: Pythagoras to Present. The MIT Press Marieb, E, N. & Hoen, K. (2009) Human anatomy & physiology with interactive 10 system suite. London, Benjamin Cummings Newman, D. M. (2012) Sociology - Exploring the Architecture of Everyday Life. Ninth Edition, Sage Rushforth, H. (2009) Assessment made incredibly easy. London, Lippincott Williams & Wilkins Walker, J. Payne, S. Smith, P and Jarrett, N. (2007) Psychology for Nurse and the Caring Professions (3 rd Ed). Open University Wickens, A. (2009). Introduction to Biological psychology Third edition, Pearson ISBN: Listed below are texts that provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Page 89

95 BSc (Hons) Nursing Barnett, D., Wilson, B. & Woodlands, A (2008) Care Planning a guide for Nurses. Essex, Pearson Education. Gerralda, M & Raynauld, J. (2010) Increasing awareness of child and adolescent mental health. Plymouth, Rowan and Littlefield publishers inc. Levine, M., Tudehope, D, & Sinhala, S (2008) Essential Neonatal Medicine (4 th Ed). Oxford, Blackwell publishing Neill, S. & Knowles, H. (2004) The biology of Child Health. A reader in development and assessment. Basingstoke, Palgrave Macmillan JOURNAL ARTICLES British Journal of Nursing Journal of Advanced Nursing Nursing Standard Paediatric Nursing WEB RESOURCES Bliss, the special care baby charity, provides vital support and care to premature and sick babies across the UK. We offer guidance and information at a critical time in families' lives. We also fund ground-breaking research and campaign for babies to receive the best possible level of care regardless of when and where they are born. ICH pursues an integrated, multidisciplinary approach to enhance understanding, diagnosis, therapy and prevention of childhood disease. A broad range of paediatric issues is covered, from molecular genetics to population health sciences. All specialities as they relate to children s health are included so that ICH fulfils the role of a world-leading academic establishment in paediatrics. In keeping with a commitment to disease prevention, ICH is active in teaching and research aimed at developing interventions to promote health both during childhood and in the later years of life. This multi-disciplinary approach is necessitated by the important principle that the child is not merely a small adult. Page 90

96 BSc (Hons) Nursing INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: INTRODUCTION TO CONTEMPORARY CHILDREN S NURSING PRACTICE SYLLABUS PROFESSIONAL VALUES Defining children s nursing Policy and legislation relating to health care and children s nursing practice Meeting multi-cultural needs of the child and family Involvement of children, young people and their families in decision making in health care Roles and responsibilities and rights of the child and the young person Recognition of limitations of knowledge Evidence based practice NURSING PRACTICE AND DECISION MAKING Anatomy and physiology across the life span including and introduction to genetics Introduce knowledge of anatomy and physiology from prematurity to adolescence to enable recognition of a child with health and social care needs, including those who are acutely ill, have long-term illness, learning disability or mental health concerns Safeguarding vulnerable people Developing a problem solving approach to care Behavioural and Social science applied to children s nursing practice Diagnostic skills and recognition of the sick and/ or vulnerable child/ young person Holistic assessment as an integral part of child/young people nursing in acute and non-acute settings Psychological problems associated with altered body image, loss of function on child behaviour and development COMMUNICATION AND INTERPERSONAL SKILLS Communicating with the child and family Promoting self-care through effective communication Effective record keeping Documentation in relation to physical and psychological parameters Parenting styles LEADERSHIP, MANAGEMENT AND TEAM WORKING Organisation of health care Self-awareness and recognition of own and others values Personal and professional development Risk assessment and Risk management Page 91

97 BSc (Hons) Nursing PRACTICE LEARNING 1 GENERAL INFORMATION Module Code School Level Credit Value Contact Hours Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health Level 4 (Certificate Level) 60 Credits 630 in Clinical Practice BSc (Hons)/BSc Nursing Lynne Gell None None None None Nursing & Midwifery Council INTRODUCTION The purpose of this module is to introduce the student to the principles of nursing practice. This is the first of four practice learning modules of the BSc (Hons)/BSc Nursing programme. It introduces students to clinical practice under the four domains of professional values, communication and interpersonal skills, nursing practice and decision-making and leadership, management and team working, which provide the framework for contemporary nursing practice. Nursing is a complex and dynamic profession and nursing practice needs to be responsive to the diverse needs of a range of client groups in a variety of complex situations across the health-illness continuum. Nurses need to develop safe and effective practice supported by a sound theoretical knowledge base in order to develop into caring and compassionate practitioners. EDUCATIONAL AIMS THIS MODULE AIMS TO: Develop the skills, knowledge, attitudes, values and technical ability to deliver safe, effective and autonomous nursing practice, with the expectation that nurses can meet individual needs across the lifespan and across a range of abilities. The module provides the student with the practice skills, which strengthen the theoretical aspects of the generic and field of practice requirements, which underpin nursing within a contemporary health care environment. Page 92

98 BSc (Hons) Nursing LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to demonstrate: 1 A fundamental understanding of the functions and structures of the human body and development across the lifespan and analyse how altered physiology impacts on patients within practice environments 2 Awareness of behavioural and social sciences for the health, well-being, altered health, disability, aging and death to patients within practice learning environments 3 Professional values and respond compassionately to multifaceted and contemporaneous health needs of individuals in any field of practice 4 A knowledge base of evidence and research paradigms and how to utilise these within professional clinical nursing practice COGNITIVE SKILLS Ref B. Students should be able to: 1 Begin to develop limited judgement skills to devise and maintain articulate arguments and conclusions within practice settings 2 Begin to develop some analytical problem solving skills to promote individual and shared decision making in stable and unpredictable practice learning environments 3 Introduce and begin to use current knowledge, research and evidence and apply to practical work within practice learning settings 4 Introduce and begin to develop a problem solving approach to care within practice learning environments 5. Introduce and begin to develop a variety of acquired methods and techniques to review and begin to apply knowledge and understanding of applied professional leadership within practice learning environments PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Introduce and reflect upon the practical, technical and professional skills required to practice as a student nurse in order to provide compassionate, safe, effective and accountable nursing practice 2 Recognise, fulfil and apply the NMC (2010) Essential Skills Clusters to adult nursing practice for progression point one of the programme. 3 Maintain clear, accurate and complete records necessary for year one progression outcomes 4 Recognise and respond to limitations in competence and acknowledge when clinical judgement and decisions require specialist knowledge 5. Begin to develop comprehensive, systematic, nursing assessment and diagnostic skills 6. Begin to plan, deliver and evaluate safe, competent, person centred care across a variety of settings responding to individual differences, diverse capabilities and needs 7. Begin to develop therapeutic relationships and engage with partnership working with service users, carers, families and the wider health and multi-agency team 8. Introduce and begin to acquire safe and effective applied pharmacology and medicines management skills to patients with poly-pharmacy needs in order to achieve year one progression criteria in accordance with the ESC (2010) GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Begin to develop, appraise and respect a range of effective interpersonal, communication and negotiation skills within the practice learning environments, in order to deliver professional compassionate nursing care 2 Acquire and apply numeracy, applied drug calculation and information technology skills for safe effective patient care within practice learning environments for year one progression criteria in accordance with the ESC (2010) 3 Recognise and practice a non-judgemental and anti-discriminatory attitude within the practice learning environment, Page 93

99 BSc (Hons) Nursing which is sensitive to the values and interests of individuals, respecting their contributions to care 4. Begin to apply reflective and reflexive skills within practice learning environments that foster a commitment to lifelong learning and continuing professional development 5. Understand the concept of autonomy and personal responsibility for on professional practice and learning MODE OF ASSESSMENT This module is assessed through the completion of one (3) independent tasks [the Summative Element]. In addition to the summative elements, the module contains two (2) tasks to assist you in evaluating your progress in the module [the Formative Element]. FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade. 1. Reflective account For example; students to complete two reflections during their practice experience, based on the care of patients that they have cared for during their practice learning experience. 2. On line pharmacology tests For example; students to complete the on line pharmacology and medicine management tests that spans over the first year of the programme. The tests will examine aspects such as pharmacokinetics, pharmacodynamics, common drug groups, knowledge of therapeutics and safety. Due Date: Week, Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in ALL of the following elements to pass the practice module. Please note there is no compensation between assessment items. 1. Clinical OSCE (Pass/Fail): For example, Objective Structured Clinical Examination students will be asked to undertake 3 stations. FAILURE of one station will result in failure of the assessment. Students will therefore be exposed to and expected to re-sit all three OSCE s these may be different to the original failed stations, but will be selected from the original possible stations. Stations will last for approximately 5-10 minutes each in duration. EXAMPLES OF CORE STATIONS Aseptic technique & hand decontamination, Medication Administration (including calculation), Manual Blood pressure measurement, Heart Rate and Respiratory rate using the Nursing Anne Doll, Injection technique. OTHER STATION Administration of oxygen/ Nebulizer, Recording Peak Flow Urine testing & urinalysis, passing a naso-gastric tube. Failure to demonstrate competence will result in a failure of the practice learning module. 2. Applied drug calculation test (a pass of 80% is required) (Pass/Fail): For example, Numeracy testing via a web based Authentic World software is a requirement of this practice module. Failure to demonstrate competence will result in a failure of the practice learning module. 3. Successful achievement of practice learning and ESC [100% of Module Grade]: Page 94

100 BSc (Hons) Nursing For example, Assessed via a practice learning document, incorporating NMC competencies and the Essential Skills Clusters. Students must pass each progression outcome selected, they must demonstrate professional conduct and practice safely. Feedback will also be sought from an anonymous service user. Where specific skills acquisition has not been possible this will be undertaken using simulation. Failure to demonstrate competence will result in a failure of the practice learning module. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The Summative elements are awarded a percentage grading according to the Level 4 (Certificate) Marking Criteria contained in your programme handbook. RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Blair, K. (2011) Medicines management in children s nursing, Learning Matters, Exeter, UK British National Children s Formulary- Supplied on programme British National Formulary- Supplied on programme Healy, D. (2005) Psychiatric Drugs Explained, Churchill Livingstone, UK. Iggulden, H., MacDonald, C. & Staniland, K (2009) Clinical Skills. The Essence of Caring. Maidenhead, McGraw Hill Education. Open University Press. Neonatal Formulary (NNF6), provides a comprehensive source of information of drug use in pregnancy, in the neonatal period, and in the first year of life, reflecting the way prescribing has to adapt to changes in drug elimination during the first year of life. Rushforth, H. (2009) Assessment made incredibly easy. London, Lippincott Williams & Wilkins Scott W, McGrath D, (2009) Nursing Pharmacology Made Incredibly Easy Listed below are texts that provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Aylott, M, Glasper, A, & Battrick, C (2009) Developing practical skills for nursing children and young people. Hodder Arnold Page 95

101 BSc (Hons) Nursing Baillie, L. (2009) Developing Practical Nursing Skills. (3 rd Ed) London, Hodder Arnold Clarke, V. & Walsh, A (2010) Fundamentals of Mental Health Nursing. Oxford University Press. Dougherty, L. & Lister, S (2008) The Royal Marsden Hospital Manual of Clinical Nursing Procedures (Student Edition) (7th Ed) Oxford, Wiley Blackwell Docherty, C. & McCallum, J (2009) Foundation Clinical Nursing Skills, Oxford, Oxford University Press Endacott, R. & Jevon, P. (2009) Clinical Nursing Skills: Core and Advanced. Oxford, Oxford University Press. Evans, D & Allen, H (2009) Mental Health Nursing Made Incredibly Easy. Lippincott Williams and Wilkins Merriman, C. & Westcott, L. (2010) Succeed in OSCE s and Practical Exams: An Essential Guide for Nurses. Maidenhead, McGraw Hill Education. Open University Press Norman, I & Ryrie, I (2009) The art and science of mental health nursing, Open University Press. JOURNAL ARTICLES British Journal of Nursing Journal of Clinical Skills Nurse Education in Practice Nursing Standard Nursing Times WEB RESOURCES An interactive web site examining over 80 clinical and diagnostic interventions The Royal College of Nursing: supports your studies, represents your rights and offers advice. Contains the guidelines for out-of-hospital, single rescuer, adult basic life support (BLS). Like the other guidelines in this publication, it is based on the document 2010 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science with Treatment Recommendations (CoSTR), which was published in October Basic life support refers to maintaining airway patency and supporting breathing and the circulation without the use of equipment other than a protective device. Contains the guidelines for out-of-hospital, single rescuer, paediatric basic life support (BLS). Like the other guidelines in this publication, it is based on the document 2010 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science with Treatment Recommendations (CoSTR), which was published in October Basic life support refers to maintaining airway patency and supporting breathing and the circulation without the use of equipment other than a protective device. Page 96

102 BSc (Hons) Nursing INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the fields of practice) which are taken into account on a yearly basis. MODULE TITLE: PRACTICE LEARNING 1 SYLLABUS PROFESSIONAL VALUES An introduction to professional values and beliefs including: Dignity, respect for others and caring for individuals in a sensitive, caring and compassionate manner Respect for diversity Rights and responsibilities COMMUNICATION AND INTERPERSONAL SKILLS Developing effective communication strategies. E.g. listening skills, report writing, completing documentation, verbal and non-verbal communication, self-awareness and awareness of others needs, limitations in relation to managing/handling information NURSING PRACTICE AND DECISION MAKING Appropriate assessment skills of ALL people across the lifespan Physical, social, cultural, psychological, spiritual, genetic and environmental impact in order to recognise signs of normal and altered/deteriorating signs of physical and mental health Diagnostic skills of ALL people across the lifespan Introduction to pharmacology and medicines management Appropriate interventions using medical technologies, procedures and pharmacology The application of key policy and legislation and how it impacts on nursing practice, health and safety, basic life support, fire, moving and handling Infection prevention and control LEADERSHIP, MANAGEMENT AND TEAM WORKING Time management Prioritisation skills Assertiveness skills Diagnostic skills Importance of maintaining safety of self and people in your care Working as part of a team with people in your care and other professional groups Safe systems of practice including early warning systems, pain and comfort assessment, mental health assessments, risk assessment Page 97

103 BSc (Hons) Nursing ESSENTIAL SKILLS CLUSTERS CARE, COMPASSION AND COMMUNICATION ORGANISATIONAL ASPECTS OF CARE INFECTION PREVENTION AND CONTROL NUTRITION AND FLUID MANAGEMENT MEDICINES MANAGEMENT Page 98

104 BSc (Hons) Nursing Module Delivery - Year 1 Level 4 Promoting Public Health & Equality in Nursing Practice (15 Credits), Evidence & Values in Professional Nursing Practice & Patient Centred Care (15 Credits), Introduction to Contemporary Adult Nursing Practice (30 Credits), Introduction to Contemporary Mental Health Nursing Practice (30 Credits), Introduction to Contemporary Children s Nursing Practice, (30 Credits), Practice Learning 1 (60 Credits) Generic All students together. Field Specific Students grouped by their context of Nursing Practice. It is recognised that health care is an ever-changing dynamic arena. Contemporaneous Policy, Models and Materials will support the Module delivery and sessions within them. Although academic staff will determine the appropriate method of classroom delivery for each session the actual materials and tasks are not detailed at this stage to ensure the ultimate sessions are contemporary to healthcare at the time / point of delivery. Week Module Content / Focus / No of Sessions Method / Materials Facilitator(s) 1 IND The following Modules will be delivered as a Whole Group (Generic) Generic Group Lectures Academic Practice Introduction to Public Health & Equality in Nursing Practice Introduction to the Year and all Modules. Supported by VLE and Pebble Pad User carer Student Evidence & Values in Professional Nursing Practice & Patient Centred Care Academic Assessment, Preparation & Submission dates Association etc. Practice Learning 1 Introduction to CMT & Personal Tutor Introduction to VLE The following Modules will be delivered as a Whole Practice experience Group (Generic) or where required Field Specific: Uniform measurements Introduction to Contemporary Adult Nursing Personal and Professional Practice Development Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing Practice 2 The following Modules will be delivered as a Whole Group (Generic) Evidence & Values in Professional Nursing Practice & Patient Centred Care Introduction to Public Health & Equality in Nursing Practice Generic Group NMC Code of behaviour & Professionalism confidentiality, consent, dignity, culture and diversity, roles, responsibilities and selfawareness. Working in partnership. Lectures Seminars Supported with VLE Field Specific User Carer Case Studies Academic Practice Partners User carer Page 99

105 BSc (Hons) Nursing 3 The following Modules will be delivered as a Whole Group (Generic) or where required Field Specific: Introduction to Contemporary Adult Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing Practice Verbal and Non-verbal communication skills Introduction to Evidence based practice and research principles Introduction to Anatomy and Physiology across the life span and genetics Anatomy, physiology & Introduction to associated conditions Field Specific Groups: The Cardio Vascular System The Respiratory System Generic Group - Anatomy, physiology & assessment: The Skin Generic Group Introduction to Psychology and Sociology in Nursing Life Course and ageing Lectures Supported with VLE Field Specific User Carer Case Studies Academic Staff Specialist Practitioners 4 The following Modules will be delivered as a Whole Group (Generic) or where required Field Specific: Introduction to Contemporary Adult Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing Practice 5 The following Modules will be delivered as a Whole Group (Generic) Evidence & Values in Professional Nursing Practice & Patient Centred Care Practice 1 The following Modules will be delivered as a Whole Group (Generic) or where required Field Specific: Introduction to Contemporary Adult Nursing Anatomy, Physiology & Introduction to associated conditions - Field Specific Groups: The Nervous System The Immune system The Renal System The Gastro Intestinal Tract Blood Groupings Generic Group Activities of Daily Living Record Keeping & Written communication skills Reflective Practice and Models of Reflection Introduction to Psychology & Social Science Field Specific Group - Child Children, Young People & Family Lectures Supported with VLE Lecture Seminar Workshop Supported by VLE: Case studies & Scenarios Assessment Tools Academic Staff Specialist Practitioners Academic Staff Specialist Practice staff Page 100

106 BSc (Hons) Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing Practice 6 The following Modules will be delivered as a Whole Group (Generic) Introduction to Public Health & Equality in Nursing Practice Practice Introduction to Contemporary Adult Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing Practice Centred holistic Assessment and Care Planning Field Specific Groups Adult & MH User and Carer holistic Assessment and Care Planning Field Specific Group MH Recovery Processes and Models in Mental Health Practice Generic Group Foundations in modern Public Health The Major determinates of health & health improvement Philosophy and theory of health promotion, health and deprivation Introduction to Medicines Management and Pharmacology. Risk Assessment Academic writing 7 Personal Development Portfolio Complete - On line numeracy assessments Complete Tutor Directed & Student Directed Study hours for Year 1 Complete reflective accounts and maintain Portfolio 8 The following Modules will be delivered as a Whole Group (Generic) Introduction to Public Health & Equality in Nursing Practice The following Modules will be delivered as a Whole Group (Generic) or where required Field Specific: Introduction to Contemporary Adult Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing Practice Generic & Field Specific Groups Safeguarding Vulnerable Adults, Young People and Children Public Health policy, epidemiology, politics and ethics Optimising health and well-being through self-care-care and selfmanagement Multi agency working. Sociology of the family and family caring The Welfare State Seminars Workshops VLE Field Specific - Risk Assessment Tools Complete Formative Assessments Lectures VLE Field Specific materials User carer case studies and scenarios Academic Staff Specialist Practitioners Academic Staff Specialist Practitioners Page 101

107 BSc (Hons) Nursing 9 The following Modules will be delivered as Field Specific Evidence & Values in Professional Nursing Practice & Patient Centred Care Practice 1 Field Specific Group Infection Control & Hand washing Hygiene & Mouth care BM & Urine testing Nutrition and Fluid Balance Practical Sessions Supported by VLE Materials Academic Practice Partners Generic Group Assessment preparation - Posters 10 The following Modules will be delivered as a Whole Group (Generic) Evidence & Values in Professional Nursing Practice & Patient Centred Care The following Modules will be delivered as a Whole Group (Generic) or where required Field Specific: Introduction to Contemporary Adult Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing Practice Field Specific Groups - Anatomy, Physiology & Introduction to associated conditions: The musculoskeletal system Homeostasis and The Endocrine System The Liver, Pancreas and Gall bladder Field Specific Group (Child) Historical concepts of Child Health Introduction to factors enhancing / inhibiting child development 11 Practice Experience Gain insight of the services supporting health care delivery and patient centred care 12 The following Modules will be delivered as Field Specific Evidence & Values in Professional Nursing Practice & Patient Centred Care Field Specific Group Observations Temperature & Blood Pressure Neurological observations Lectures Seminar VLE Field Specific Case Studies & Scenarios Complete Formative Assessments Visits to Service areas GP Surgery, Pharmacy Drop in Centres Day Services Age Concern, MENCAP Ambulance Service Diabetes UK Safeguarding Leads etc Practice Sessions Seminars Academic Placement Manager Practice Leads Programme Leader Academic Practice Partners Page 102

108 BSc (Hons) Nursing Practice 1 Wound care Aseptic Technique Injection technique 13 The following Modules will be delivered as a Whole Generic Group Group (Generic) Teamwork theory Time and self-management Evidence & Values in Professional Nursing Practice Recognising one s own limitations Introduction to Contemporary Adult Nursing Health care policy and clinical Practice governance. Introduction to Contemporary Mental Health Nursing Introduction to Legal and ethical Practice frameworks Introduction to Contemporary Children s Nursing Social Constructionism Lectures Seminars VLE Field Specific materials User carer case studies and scenarios Assessment tools Academic Practice Partners 14 The following Modules will be delivered as Field Specific: Introduction to Contemporary Adult Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing Evidence & Values in Professional Nursing Practice Field Specific Group MH Mental Health legislation Defining Mental health principles and concepts The classification of Mental Health illness Field Specific Group Adult & MH Understanding Dementia and Models of Care The nature of disability and models of care Development and the aging process Field Specific Group Adult Understanding primary and secondary care. Health Assessment and minor injuries Working with Older people Field Specific Group Children s Policy and Legislation relating to health care and practice Childhood and Young Person development Introduction to Day Care High Lectures Seminars VLE Field Specific Policy, Models, Assessment tools, & Scenarios Complete Formative Assessments Academic Practice Partners Page 103

109 BSc (Hons) Nursing Dependency Complex Care Care of the sick and low birth weight child Communicating with children, (including play) young people and the family Risk assessment including recognition of infection and infection control in infants, children and young people, 15 Independent Study Complete on line Tutor Directed Work, Student Self Directed Study hours and Formative Assessments, Maintaining Portfolio 16 Annual Leave 17 Annual Leave 18 Annual Leave 19 The following Modules will be delivered as a Whole Group (Generic) Introduction to Public Health & Equality in Nursing Practice Evidence & Values in Professional Nursing Practice & Patient Centred Care Introduction to Contemporary Adult Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing Generic Group Organisation of health care Attitudes stereotyping and language Stress and Stress Management Behavioural and Social Sciences applied to user / carer centred care Exploring the services supporting diagnostic and health care delivery Lectures VLE Field Specific materials User carer case studies and scenarios Assessment tools Academic 20 The following Modules will be delivered as Field Specific: Introduction to Public Health & Equality in Nursing Practice Evidence & Values in Professional Nursing Practice & Patient Centred Care Introduction to Contemporary Adult Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Field Specific Groups Diagnostic skills and recognition of the sick and / or vulnerable child / young person. Psychological problems associated in patient centred care with altered body image and or loss of function. Selfconcept, self-esteem and body image. Seminars VLE Field Specific materials User carer case studies and scenarios Assessment tools Academic Page 104

110 BSc (Hons) Nursing Introduction to Contemporary Children s Nursing Managing challenging and or disruptive behaviour in the care setting. 21 The following Modules will be delivered as a Whole Group (Generic) Introduction to Public Health & Equality in Nursing Practice Evidence & Values in Professional Nursing Practice & Patient Centred Care The following Modules will be delivered as a Whole Group (Generic) or where required Field Specific: Introduction to Contemporary Adult Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing 23 The following Modules will be delivered as a Whole Group (Generic) Introduction to Public Health & Equality in Nursing Practice Evidence & Values in Professional Nursing Practice & Patient Centred Care Introduction to Contemporary Adult Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing Field Specific Group Adult & MH The Nature and Management of longterm health conditions. Introduction to care of the dying Field Specific Group Child Diagnostic Skills and recognition of the sick / vulnerable child / young person Behavioural and Social science applied to children s nursing Generic Group Compliance and non-compliance in patient centred care Generic Group Promoting self-care through effective communication Developing Therapeutic relationships Recognising and valuing a person s own values and beliefs. Gender, sexuality, race and ethnicity Preparing for examination Lectures Seminars VLE Field Specific materials User carer case studies and scenarios Assessment tools Seminars VLE Field Specific materials. User carer case studies and scenarios Assessment tools Academic Academic 24 The following Modules will be delivered as a Whole Group (Generic) Introduction to Public Health & Equality in Nursing Practice Evidence & Values in Professional Nursing Practice & Patient Centred Care Generic Group Exploring and Understanding the needs of carers and families Understanding and meeting user and carers expectations Professional behaviour and communication in the practice setting Seminars VLE Field Specific Case studies and scenarios Academic Practice Partners User carer Page 105

111 BSc (Hons) Nursing The following Modules will be delivered as a Whole Group (Generic) or where required Field Specific: Introduction to Contemporary Adult Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing 25 The following Modules will be delivered as Field Specific: Practice 1 Evidence & Values in Professional Nursing Practice & Patient Centred Care Field Specific Groups Exploring the challenges and anxieties of practice learning Introduction to Multi Agency and Integrated working Field Specific Groups Workshops Academic Moving and Handling Practical Practice Partners Basic Life Support (CPR) User carer Professional behaviour in practice Supported by VLE Medicines management Complete on line numeracy assessment 26 Examination 27 Practice Experience Placement Manager Practice Leads Mentors Link Academics Annual Leave 36 Practice Experience cont Page 106

112 BSc (Hons) Nursing 46 Personal Development Portfolio Complete on line assessments Complete Tutor Directed & Student Directed Study hours for Year 1 Complete reflective accounts and maintain Portfolio 47 Personal Development Portfolio Complete on line assessments Complete Tutor Directed & Student Directed Study hours for Year 1 Complete reflective accounts and maintain Portfolio 48 Independent Study Complete any outstanding Tutor Directed & Student Directed Study hours for Year 1 49 The following Modules will be delivered as Field Specific: Introduction to Public Health & Equality in Nursing Practice Evidence & Values in Professional Nursing Practice & Patient Centred Care Introduction to Contemporary Adult Nursing Practice Introduction to Contemporary Mental Health Nursing Practice Introduction to Contemporary Children s Nursing Practice Practice Annual Leave 51 Annual Leave 52 Annual Leave Field Specific groups Evaluation, Consolidation and Reflection for Year 1 Transition and preparation for Year 2 Seminars Academic Practice Partners User carer Personal Tutor Page 107

113 RESEARCH METHODS AND APPLICATION IN NURSING PRACTICE GENERAL INFORMATION Module Code School Level Credit Value Contact Hours 30 Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health Level 5 (Diploma) 15 Credits BSc (Hons)/BSc Nursing Ronnie Meechan Subject to progression points None None None Nursing & Midwifery Council INTRODUCTION This is the third of six generic modules in the BSc (Hons)/BSc Nursing is shared by students from the adult, mental health and children s fields of practice. The four identified domains continue to provide the framework for contemporary nursing practice. This module explores the dynamics of research methods and evidence based practice in the political/professional context. Its aims are to encourage students to develop critical, reflective practice. The module will enable the student to effectively utilise research as evidence to support the rational for nursing interventions in the delivery of nursing practice. It particularly focuses on exploring the importance of evidence-based practice and the role of health and social care research in supporting decision-making to improve nursing practice and standards of health care. EDUCATIONAL AIMS THIS MODULE AIMS TO: To enable the student to develop knowledge and understanding of evidence based nursing practice, research appreciation and methodology. How these elements contribute to their nursing practice and the quality of the patient, the carer and family experience. Page 108

114 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to discuss: 1 The importance of a sound knowledge base of evidence, research paradigms and ethical frameworks to all fields of professional nursing practice 2 An understanding of how research, evidence based practice, audit and clinical governance processes aim to improve and enhance nursing practice. 3 Risk assessment strategies applicable to any service arena COGNITIVE SKILLS Ref B. Students should be able to: 1 Utilise current knowledge, research and evidence and apply a problem solving approach in order to develop arguments, assumptions, abstract concepts and data in order to frame appropriate research questions that will achieve solutions to professional nursing practice 2 Continue to develop and begin to apply a variety of research methodologies and techniques to review, consolidate, extend and apply nursing knowledge PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Further develop analytical skills required to explore a variety of research paradigms, research processes and interventions required to undertake this process ethically and professionally to ensure all patients and service users are protected from unethical practice 2 A continuing development and evaluate and reflect upon the impact and application of policy and apply to evidence based nursing practice GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Recognise values, principles and assumptions required to develop sound research skills and actively respond to feedback positively in order to develop an enquiring and analytical approach to research within professional nursing practice 2 Continue to utilise a range of research strategies to communicate information and ideas, problems and solutions to both specialist and non-specialist audiences Mode of Assessment This module is assessed through the completion of one (1) independent tasks [the Summative Element]. In addition to the summative elements, the module contains one (1) task to assist you in evaluating your progress in the module [the Formative Element]. FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade. 1. Group work and oral presentation For example; students to explore concepts of research methodology (given to groups by the module tutor from a pre-determined list of methodological approaches) and present the components of that research method used within contemporary health care practice. Page 109

115 DUE DATE: WEEK, SESSION. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in ALL of the following element to pass the practice module word assignment [100% of Module Grade]: For example, The student will critically review a paper answering 10 short answer questions and give an overall judgment of the article in a paper of 1000 words Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The formative and graded elements are awarded a percentage grading according to the Level 5 Marking Criteria contained in your programme handbook. The summative assessment is marked on a graded percentage basis and forms your final module grade. For the classification of your degree (First, Upper Second, Lower Second, or Third Class) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Aveyard H (2007) Doing a Literature Review in health and social care OUP Parahoo K (2006) Nursing Research: Principles, Processes and Issues. Macmillan Listed below are texts, which provide background to the concepts, and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Bowlind A (1997) Research Methods in Health: Investigating Health and Social Services OUP Burns N, Groves S (2001) The practice of Nursing Research Saunders Philadelphia Christensen, P. & James, A. (2008) Research with children: perspectives and practices. 2 nd Ed. London Routledge Gerrish, K. & Lacey, A. (2010) The Research Process in Nursing. 6 th Ed. Wiley. Blackwell Greig, A. & Taylor, J. (2007) Doing research with children. London, Sage Publications Laws S, Harper C, Marcus R (2003) Research for Development: A practice guide Sage Publications Page 110

116 Polit D, Beck C, Hungler B (2001) Essentials of Nursing Research Philadelphia, Lippincott JOURNAL ARTICLES British Journal of Nursing Journal of Advanced Nursing Nurse Researcher Nursing Standard WEB RESOURCES http//bubl.ac.uk BUBL is the internet-based information service for the UK higher education community The Cochrane Library is an electronic publication designed to supply high quality evidence to inform people providing and receiving care, and those responsible for research, teaching, funding and administration at all levels. NMAP is a free catalogue of hand-selected and evaluated resources aimed at nurses NRES RECs are entirely independent of research sponsors (that is, the organisations funding and hosting the research) and investigators. This enables them to put participants at the centre of their research. OMNI is a free catalogue of hand-selected and evaluated internet resources in Health and Medicine, the above address is to a subsection of OMNI WISDOM extensive clinical governance resource pack, with many links to online documents Page 111

117 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: RESEARCH METHODS AND APPLICATION IN NURSING PRACTICE SYLLABUS PROFESSIONAL VALUES Application of professional values and beliefs Roles and responsibilities Analyse and apply legal and ethical principles Development of globalisation within nursing practice COMMUNICATION AND INTERPERSONAL SKILLS Self-awareness and self-regulation Record keeping and health care technologies in relation to research informed practice Communicating with professionals from other disciplines Communicating health related research outcomes to service users and carers NURSING PRACTICE AND DECISION MAKING Research methodologies Research principles Research proposals Application of evidence based nursing practice LEADERSHIP, MANAGEMENT AND TEAM WORKING Research relating to leadership and management theory Clinical governance Role of nurse in service development Risk management Audit Standard setting, health care policy and guidelines Page 112

118 DEVELOPING PROFESSIONAL NURSING PRACTICE GENERAL INFORMATION Module Code School Level Level 5 Credit Value Contact Hours 30 Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health 15 Credits (Diploma) BSc (Hons)/BSc Nursing Lynne Gell Subject to progression points None None None Nursing & Midwifery Council INTRODUCTION This is the fourth of six generic modules in the BSc (Hons)/BSc Nursing is shared by students from the adult, mental health and children s fields of practice. The four identified domains continue to provide the framework for contemporary nursing practice. This module builds on the concepts introduced in evidence and values in professional nursing practice and patient centred care. The module takes a holistic approach; providing the student with the opportunity to develop the knowledge, skills, attitudes and values to effectively meet the needs of a wide range of individuals and their families. It acknowledges diversity of individual need and the requirement for partnership working. The module explores the challenges impacting on contemporary nursing practice in an ever-changing health and social care arena. It particularly focuses upon the sound development of professional values. EDUCATIONAL AIMS THIS MODULE AIMS TO: To ensure the student understands the nature and impact of professional attitude and behaviour in their field of practice and other practice domains. Page 113

119 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to discuss: 1 The attitudes required when responding professionally and compassionately to patients and service users with universal physical and mental health conditions. 2 The impact and application of policy and practice at a local, national and global level across varied populations and groups of society 3 The impact of unprofessional attitude and behaviour in any care setting COGNITIVE SKILLS Ref B. Students should be able to: 1 Begin to apply analytical problem solving skills to promote individual and shared decision making in complex and unpredictable contexts when caring for adults, children and service users who access mental health services 2 Appreciate the uncertainty, ambiguity and limits of knowledge in relation to the professional code of conduct and chosen field of practice and apply a variety of acquired professional practice techniques which begins to critically evaluate aspects of professional leadership, incorporating ethical dimensions. PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Further develop and reflect upon the professional skills required to practice autonomously in order to provide compassionate, safe, effective and accountable care, including limitations in competence and acknowledge when clinical judgement and decisions require specialist knowledge in accordance with regulatory requirements 2 Begin to apply therapeutic principles to engage and maintain professional caring, compassionate relationships underpinned with respect and dignity and demonstrating respect for human rights GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Further develop and appraise and respect a range of effective interpersonal, communication and negotiation skills, in order to deliver non-judgemental and anti-discriminatory professional nursing practice, recognising own values, principles and assumptions to develop self-awareness of self and others 2 Further develop a conceptual understanding of professional concepts such as reflective practice, autonomy and responsibility and how these relate to the code of professional conduct in order to enhance one s own professional practice and which is sensitive to the values and interests of individuals, respecting contributions to care. MODE OF ASSESSMENT FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade. 1. Reflective account For example; students to complete a reflection of how the code of professional conduct has influenced the students values and care given to a service user during their practice experience. Due Date: Week, Session. 2. Self and Peer assessment For example; based on a choice of case study scenarios students are asked to write Page 114

120 and present in relation to the code of professional conduct. Due Date: Week, Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in ALL of the following elements to pass the module word assignment [50% of Module Grade]: For example, Discuss the code of professional conduct and how this acts to promote professional values and guide professional nursing practice. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year 2. Group Presentation [50% of Module Grade]: For example, the student will critically review the code of professional conduct, outlining how the code promotes diversity and aims to produce nurses who are caring and compassionate practitioners. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The formative and graded elements are awarded a percentage grading according to the Level 5 Marking Criteria contained in your programme handbook. The summative assessment is marked on a graded percentage basis and forms your final module grade. For the classification of your degree (First, Upper Second, Lower Second, or Third Class) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Carvalho, S., Reeves, M. & Orford, J. (2011) Fundamental aspects of legal, ethical and professional issues in nursing (2nd Ed) London, Quay Nursing & Midwifery Council (2008) The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwives. London, Nursing and Midwifery Council Listed below are texts which provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Brown, J. Libberton, P. (2007) Principles of Professional Studies in Nursing. Palgrave Macmillan, Hampshire. Page 115

121 Craig, J. & Smith, R. (2007) The evidence based practice manual for nurses. Churchill Livingstone Cullum, N. (2008) Evidence-based nursing: An Introduction. Oxford, Blackwell Hall, D. & Ritchie, D (2009) What is Nursing? Exploring Theory and Practice, Southernhay. Learning Matters Jasper, M. (2006) Reflection, Decision-Making and Professional Development (Vital Notes for Nurses) Wiley-Blackwell Newell, R. & Burnard, P (2011) Research for evidence-based practice in health care (2nd Ed) Oxford, Wiley-Blackwell Norman, I & Ryrie, I (2009) The art and science of mental health nursing, Open University Press. Pattison, S. and Pill, R. (2004) Values in Professional Practice: Lessons for Health, Social Care and Other Professions. Radcliffe Medical Press, Oxford Royal College of Nursing (2008) Defending Dignity: Challenges and Opportunities for Nursing. London, Royal College of Nursing Social Care Institute for Excellence (2009) Dignity in Care. London. Social Care Institute for Excellence Sullivan, E & Garland, G (2009) Practical Leadership and Management in Nursing. Pearson Education Journal Articles British Journal of Nursing Evidence Based Practice Nurse Researcher Nursing Standard Nursing Times Web Resources NMAP is a free catalogue of hand-selected and evaluated resources aimed at nurses OMNI is a free catalogue of hand-selected and evaluated internet resources in Health and Medicine, the above address is to a subsection of OMNI Page 116

122 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: DEVELOPING PROFESSIONAL NURSING PRACTICE SYLLABUS PROFESSIONAL VALUES Application of professional values and beliefs Roles and responsibilities Inter-professional team work and partnership working Analyse and apply legal and ethical processes and principles Professional accountability Integrated professional practice Consolidation of internationalisation and the global nursing agenda COMMUNICATION AND INTERPROFESSIONAL SKILLS Communication skills acknowledging individual patient, carers and families abilities Therapeutic relationships Self-awareness and self-regulation Record keeping and health care technology Communicating with professionals from other disciplines NURSING PRACTICE AND DECISION MAKING Culture and diversity Safeguarding the public Health care policy LEADERSHIP, MANAGEMENT AND TEAM WORKING Advancing reflective practice and critical reflection Self-management Time management Reflective practice Team work theory Page 117

123 APPLICATION OF ADULT NURSING PRACTICE GENERAL INFORMATION Module Code School Level Credit Value Contact Hours 60 Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health Level 5 (Diploma) 30 Credits BSc (Hons)/BSc Nursing Lynne Gell Subject to progression points None None None Nursing & Midwifery Council INTRODUCTION This module builds upon the knowledge, skills and attributes developed during the first year adult field of practice module. It further enhances the students application of the principles and practice of holistic and non-judgemental care based upon the individual requirements of the adult and family, with a range of care needs, through application of evidence-based frameworks. The dynamic nature of contemporary healthcare practice requires the practitioner to utilise a range of evidence-based diagnostic and intervention methods. It uses a holistic, problem-solving approach to address current nursing practice for a variety of acute, non-acute, long term and palliative conditions. EDUCATIONAL AIMS THIS MODULE AIMS TO: To enable students to advance and integrate their learning and experience of adult nursing care, developing their ability to manage, systematically analyse and critically apply patient centred nursing care within the context of the wider nursing and multi-disciplinary team. Page 118

124 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to discuss: 1 The functions and structures of the human body and development across the life span. 2 The application to contemporary nursing practice and health promotion including, the health, well-being, altered health, disability, developmental processes, aging and death when caring for the acutely ill adult. 3 Care strategies for adults with a health care need within a range of multi-disciplinary settings in order to reflect upon the effectiveness of a co-ordinated approach to service provision across varied populations and groups of society 4 The political implications, impact and application of policy and practice at a local, national and global level when caring for the ill adult COGNITIVE SKILLS Ref B. Students should be able to: 1 Apply critical judgement and leadership skills to devise articulate arguments and conclusions to patients with acute and terminal illness utilising current knowledge, research and evidence and apply to practical and theoretical aspects of adult nursing care 2 Develop and begin to apply evidence based problem solving approach in order to identify and explore strategies in the planning and implementation of holistic nursing care to achieve solutions to actual and potential problems of patients, their families and carers PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Develop comprehensive, systematic nursing diagnostic skills utilising a variety of tools to safeguard all patients and service users from vulnerable situations and protect the public from harm, including risk management 2 Plan and deliver safe competent, person centred care across a variety of settings, responding to individual differences, diverse capabilities and needs GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Appraise and respect an extensive range of effective reflective. interpersonal, communication and negotiation skills in order to deliver professional nursing care which empowers the adult patient to influence and participate in decision making 2 Recognise and practice a non-judgemental and anti-discriminatory attitude, which is sensitive to the values and interests of individuals, respecting their contributions to care. MODE OF ASSESSMENT FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade Hour mock examination For example; Examination 3hours: Patient / Client Centred Scenario The student will receive the 2 scenario s in the penultimate week of the module. These scenarios will NOT usually be from the six scenarios that are released FOUR Page 119

125 weeks in advance of the examination date. The examination will be in 2 sections and the student will be required to answer 1 scenario from each section from a choice of 2. The student will answer questions in relation to the care and management of the patient / client in the scenario. Due Date: Week, Session. 2. Problem Learning sets The problem sets will focus on the use rationale to underpin nursing practice. These will be selected from a workbook of pre-determined scenarios and students will feedback in groups to develop diagnostic and care planning skills. Due Date: Week, Session. 3. Weekly on line tests The on line component will form a mixture of MCQ and short answer components. The components will examine factors such as physiology, pathophysiology, and rationale for care and assist students to develop and demonstrate an understanding of acute and non-acute disorders. Due Date: Week, Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in ALL of the following elements to pass the practice module Hour unseen examination [100% of Module Grade]: For example; Examination 3hours: Patient / Client Centred Scenario The student will receive the 6 scenarios FOUR weeks in advance of the Examination date. The examination will be in 2 sections and the student will be required to answer 1 scenario from each section from a choice of 2. The student will answer questions in relation to the care and management of the patient / client in the scenario. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The formative and graded elements are awarded a percentage grading according to the Level 5 Marking Criteria contained in your programme handbook. The summative assessment is marked on a graded percentage basis and forms your final module grade. For the classification of your degree (First, Upper Second, Lower Second, or Third Class) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook Page 120

126 RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Alexander, M, F., Fawcett, J, N. & Runciman, P, J. (2006) Nursing Practice: Hospital and home: The adult. (3 rd Ed.) Edinburgh, Churchill Livinstone. Marieb, E, N. & Hoen, K. (2009) Human anatomy & physiology with interactive 10 system suite. London, Benjamin Cummings Porth, C. (2011) Essential s of Pathophysiology. London, Lippincott Williams & Wilkins Rushforth, H. (2009) Assessment made incredibly easy. London, Lippincott Williams & Wilkins Listed below are texts that provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Bach, S. & Grant, A. (2009) Communication and interpersonal skills for Nurses, Southernhay, Learning Matters Barnett, D., Wilson, B. & Woodlands, A (2008) Care Planning a guide for Nurses. Essex, Pearson Education. Crouch, A, & Meurier, C (2005) Vital notes for Nurses: Health Assessment, Oxford, Blackwell Hall, D. & Ritchie, D (2009) What is Nursing? Exploring Theory and Practice, Southernhay. Learning Matters Pudner, R. (2006) Nursing the Surgical Patient (2 nd Ed) London. Elsevier Scott, W. (2010) Fluids & Electrolytes made incredibly easy. London, Lippincott Williams & Wilkins Sheppard, M. & Wright, M. (2003) High Dependency Nursing. London, Bailliere Tindall JOURNAL ARTICLES British Journal of Nursing Journal of Advanced Nursing Nursing Standard Web Resources Malnutrition Universal Screening Tool' materials are available here to view and download in PDF format. Printed copies are also available to purchase from the BAPEN office. Page 121

127 The Cochrane Library is an electronic publication designed to supply high quality evidence to inform people providing and receiving care, and those responsible for research, teaching, funding and administration at all levels. ce/dh_ The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process (October 2004) NMAP is a free catalogue of hand-selected and evaluated resources aimed at nurses National Confidential Enquiry into Patient Outcome and Death The distinctive feature of NCEPOD's contribution is the critical examination, by senior and appropriately chosen specialists, of what has actually happened to the patients. Our recommendations have covered everything from individual clinical practice to national healthcare organisation, always with the aim of improving patient care and safety. Acutely ill patients in hospital: Recognition of and response to acute illness in adults in hospital OMNI is a free catalogue of hand-selected and evaluated internet resources in Health and Medicine, the above address is to a subsection of OMNI Page 122

128 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: APPLICATION OF ADULT NURSING PRACTICE SYLLABUS PROFESSIONAL VALUES Involvement of the adult in the decision making of health care Professional values Consent and confidentiality issues Legal and ethical frameworks Partnership working and collaborative nursing practice Promoting health and well-being Evidence based nursing practice Rationale for nursing practice Health assessment NURSING PRACTICE AND DECISION MAKING The nursing process, assessing, planning and implementing care Diagnostic skills recognising changing status of the adult Applied pathophysiology, including those who are acutely ill, have a learning disability or mental health conditions Applied pharmacokinetics and pharmacodynamics and therapeutics Psychological problems associated with altered body image and loss of function Recognition of deterioration and changes in needs Infection prevention and control Wound management Fluid balance and nutrition management Safeguarding and assessment tools Paradigms of care Care needs during terminal illness Public health, health inequalities and health education and promotion Optimising health and well-being through self-care and selfmanagement Page 123

129 COMMUNICATION AND INTERPERSONAL SKILLS Communication and information technology and management Documentation and recording, interpreting vital signs Confidentiality Breaking bad news Professional and multidisciplinary working Encourage health promoting behaviour Promoting concepts of self-care LEADERSHIP, MANAGEMENT AND TEAM WORKING Organisation of health care Self-awareness and recognition of own and others values Personal and professional development Service development to enhance well being Team work and interprofessional collaboration and role recognition Applied policy and legislation in health care and nursing practice Page 124

130 APPLICATION OF MENTAL HEALTH NURSING PRACTICE GENERAL INFORMATION Module Code School Level Credit Value Contact Hours 60 Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health Level 5 (Diploma) 30 Credits BSc (Hons)/BSc Nursing Ronnie Meechan Subject to progression points None None None Nursing & Midwifery Council INTRODUCTION This module builds upon the knowledge skills and attributes developed during the first year mental health field of practice module. It will enable students to appraise their development in relation to a wide range of interventions. The module will provide a safe environment for students to develop and demonstrate care planning processes in relation to a range of therapeutic interventions. The mental health nursing care planning process will be explored in relation to current legislation and practice. To enable students to advance and integrate their learning and experience of mental health nursing care, developing their ability to manage, systematically analyse and critically evaluate service user centred nursing care within the context of the wider nursing and multi-disciplinary team. EDUCATIONAL AIMS THIS MODULE AIMS TO: Mental health nurses are required to participate and work with service users/carers and the interprofessional team within an extensive scope of service delivery. It also involves critical engagement with opposing dialogue about mental distress and suitable interventions from the level of social policy and legislation to the therapeutic use of self. In acknowledgement of the expanding prominence on talking therapies policy documents the student will need to exhibit a wide range of psycho-social skills and develop a strong understanding of biological processes in order to respond to the changing mental health care provisions. This module seeks to enable the student to carry out systematic needs assessment, and develop case formulation and negotiate goals. This development of psychobiological skills is reliant upon awareness with critical appraisal of the student s performance. The aim is to enable the student to appraise a range of skills in relation to individual and group therapeutic interventions. The therapeutic approach is further developed across professional and agency boundaries ensuring service-user centred care. Page 125

131 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to discuss: 1 Behavioural and social sciences across the life span. 2 The application of contemporary mental health practice and health promotion, including health, well-being, altered health, disability, development and aging processes of service users. 3 Care strategies, including the care programme approach, needs assessment and develop case formulation and negotiate goals in partnership with service users within a range of multi-disciplinary settings in order to reflect upon the effectiveness of a therapeutic interventions across age, gender and social spectrums 4 The impact and application of the recovery perspective in relation to current mental health policy and practice at a local, national and global level applying a sound knowledge base of evidence to the professional care of service users COGNITIVE SKILLS Ref B. Students should be able to: 1 Apply critical judgement and leadership skills to appraise the knowledge for a range of recovery based psychosocial individual and group processes in order to devise articulate arguments and conclusions to service users utilising current knowledge, research and evidence and apply to practical and theoretical aspects of mental health nursing care 2 Develop and begin to apply evidence based problem solving approach in order to identify and explore strategies in the planning and implementation of holistic nursing care to achieve solutions to actual and potential problems of service users, their families and carers PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Develop comprehensive, systematic nursing diagnostic skills utilising a variety of tools to safeguard all patients and service users from vulnerable situations and protect the public from harm, including risk management 2 Plan and deliver safe competent, person centred and interprofessional working dynamics that impact on psychosocial individual and group processes across a variety of settings, responding to individual/group differences, diverse capabilities and needs GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Appraise and respect an extensive range of effective reflective. interpersonal, communication and negotiation skills in order to deliver professional nursing care which empowers service users to influence and participate in decision making 2 Recognise and practice a non-judgemental and anti-discriminatory attitude in relation to a range of factors that contribute positively and or negatively to the process of behaviour change MODE OF ASSESSMENT FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade Hour mock examination For example; Examination 3hours: Patient / Client Centred Scenario The student will receive the 2 scenario s in the penultimate week of the module. These scenarios will NOT usually be from the six scenarios that are released FOUR weeks in advance of the examination date. The examination will be in 2 sections and the student will be required to answer 1 scenario from each section from a choice of 2. The student will answer questions in relation to the care and management of the patient / client in the scenario. Page 126

132 Due Date: Week, Session. 2. Problem Learning sets The problem sets will focus on the use rationale to underpin nursing practice. These will be selected from a workbook of pre-determined scenarios and students will feedback in groups to develop diagnostic and care planning skills. Due Date: Week, Session. 3. Weekly on line tests The on line component will form a mixture of MCQ and short answer components. The components will examine factors such as physiology, pathophysiology, and rationale for care and assist students to develop and demonstrate an understanding of acute and non-acute disorders. Due Date: Week, Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in ALL of the following elements to pass the practice module Hour unseen examination [100% of Module Grade]: For example; Examination 3hours: Patient / Client Centred Scenario The student will receive the 6 scenarios FOUR weeks in advance of the Examination date. The examination will be in 2 sections and the student will be required to answer 1 scenario from each section from a choice of 2. The student will answer questions in relation to the care and management of the patient / client in the scenario. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The formative and graded elements are awarded a percentage grading according to the Level 5 Marking Criteria contained in your programme handbook. The summative assessment is marked on a graded percentage basis and forms your final module grade. For the classification of your degree (First, Upper Second, Lower Second, or Third Class) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Clarke, V. & Walsh, A (2010) Fundamentals of Mental Health Nursing. Oxford University Press. Page 127

133 Norman, I & Ryrie, I (2009) The art and science of mental health nursing, Open University Press. Marieb, E, N. & Hoen, K. (2009) Human anatomy & physiology with interactive 10 system suite. London, Benjamin Cummings Rushforth, H. (2009) Assessment made incredibly easy. London, Lippincott Williams & Wilkins Listed below are texts that provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Barnett, D., Wilson, B. & Woodlands, A (2008) Care Planning a guide for Nurses. Essex, Pearson Education. Benson, J. (2009) Working more Creatively with Groups. London, Routledge Brown, C. (2007) Recovery and Wellness Models of Hope and Empowerment for People with Mental Illness. Binghamton: New York. The Haworth Press Inc. Calleghan, P., Playle, J. & Cooper, L (2009) Mental Health Nursing Skills, Oxford University Press Chadwick, P. (2006) Person-Based cognitive therapy for distressing psychosis: Chichester, Hoboken, NJ: John Wiley & Sons Freeman, D & Freeman, J. (2009) Know Your Mind: Everyday Emotional and Psychological Problems and How to Overcome Them. London, Pan Macmillian. Gray, P. (2006) The Madness of Our Lives: Experiences of Mental Breakdown and Recovery. London, Jessica Kinsley Publishers Hall, A. Wren, M. & Kirby, S. (2008) Care Planning in Mental Health: Promoting recovery. Blackwell Morrsison, A, P., Renton, J, C., French, P, & Bentall, R. (2008) Think You re Crazy, Think again: A resource book of cognitive therapy for psychosis. London Routledge Nash, M. (2010) Physical Health and Well-being in Mental Health Nursing: Clinical Skills for practice. Mc Craw Hill, Open University Press. Watkins, P. (2007) Recovery: a guide for mental health practitioners, Philadelphia, Churchill Livingstone: Elsevier JOURNAL ARTICLES British Journal of Nursing Journal of Advanced Nursing Journal of Psychiatric and Mental Health Nursing Journal of Mental Health Law Journal for Specialists in Group Work Mental Health Nursing Practice Nursing Standard Page 128

134 WEB RESOURCES The Diagnostic and Statistical Manual of Mental Disorders, 4th. Edition. Better known as the DSM-IV, the manual is published by the American Psychiatric Association and covers all mental health disorders for both children and adults. It also lists known causes of these disorders, statistics in terms of gender, age at onset, and prognosis as well as some research concerning the optimal treatment approaches. NICE guidelines for Mental Health Nursing Practice Page 129

135 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: APPLICATION OF MENTAL HEALTH NURSING PRACTICE SYLLABUS PROFESSIONAL VALUES Involvement of service users in the decision making of health care Working in partnership with the client and carers Respecting the lived experience Professional values Consent and confidentiality issues Inequalities and factors contributing to social exclusion of people with a mental illness Legal and ethical mental health frameworks Promoting mental health and well-being Evidence based nursing practice Rationale for nursing practice in Health assessment COMMUNICATION AND INTERPERSONAL SKILLS Communication and information technology and management Documentation and recording, interpreting vital signs NURSING PRACTICE AND DECISION MAKING The nursing process, assessing, planning, implementing Causes of mental distress and social exclusion Diagnostic skills recognising changing status of the service user Applied pharmacokinetics and pharmacodynamics and therapeutics Infection prevention and control Safeguarding and assessment tools Paradigms of care Perception difficulties (hallucination, delusions, cognitive impairment) Risk processes in relation to self-harm, suicide prevention, harm reduction Crisis resolution skills and interventions Care planning (individuals and groups) construction Current mental health legislation Care programme approach LEADERSHIP, MANAGEMENT AND TEAM WORKING Organisation of health care Self-awareness and recognition of own and others values Page 130

136 Confidentiality Self-awareness and personal disclosure during therapeutic alliance with the individual and group Psycho-social skills for individual and group therapeutic alliance (therapeutic development, disclosure, ending of therapeutic alliance) Giving and receiving feedback to the individual and group Cognitive Behaviour techniques Counselling skills Personal and professional development Service development to enhance well being Team work and interprofessional collaboration and role recognition Applied policy and legislation in mental health care and nursing practice Page 131

137 APPLICATION OF CHILDREN S NURSING PRACTICE GENERAL INFORMATION Module Code School Level Credit Value Contact Hours 60 Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health Level 5 (Diploma) 30 Credits BSc (Hons)/BSc Nursing Lynne Gell / Ronnie Meechan Subject to progression points None None None Nursing & Midwifery Council INTRODUCTION This module builds upon the knowledge, skills and attributes developed during the first year children s field of practice module. It further enhances the students application of the principles and practice of holistic and non-judgemental care based upon the individual requirements of the child and family, with a range of care needs, through application of evidence-based frameworks. It applies complex changes in physiology and development, including enhancing the knowledge base and understanding of care of the premature child, adolescents including those with disability, who are technology dependent, life limited and those with mental health problems both at local and national levels. Psychological and social care needs will be considered. EDUCATIONAL AIMS THIS MODULE AIMS TO: The module aims to allow the student to gain insight into the possible effects that complex and highly dependent health and social needs may have on the child and family. It will facilitate the student in exploring the interface between hospital and community provision. Children s nurses are increasingly working across traditional boundaries and the aim of the module is to allow the student to develop knowledge, skills and attitudes to fulfil a professional role when caring for children and young persons with a health and social care need. Page 132

138 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to: 1 Examine and discuss childhood and adolescent development and analyse its application to contemporary nursing practice and health promotion when caring for the acutely ill child, young person and their family. 2 Discuss, plan and implement the physical, emotional, psychological and cognitive/educational needs of the child and young person with health and social care needs, including those who are seriously ill, using evidence based frameworks in order to reflect upon the effectiveness of a co-ordinated approach to service provision. 3 Discuss and reflect upon the necessary skills and attributes required to work in partnership with children, young people and their families and other professional agencies through the application of relevant health and social care policy. COGNITIVE SKILLS Ref B. Students should be able to: 1 Begin to apply critical judgement skills to devise and maintain articulate arguments and conclusions to children and young people with acute and terminal illness, utilising current knowledge, research and evidence and apply to practical and theoretical aspects of care 2 Develop and begin to apply an evidence based problem solving approach in order to identify and explore strategies in the planning and implementation of holistic nursing care to achieve solutions to actual and potential problems of children, their families and carers PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Further enhance and develop comprehensive, systematic nursing assessment and diagnostic skills utilising a variety of assessment and clinical audit tools to safeguard all children and young people from vulnerable situations and protect the public from harm 2 Demonstrate a critical appreciation of role and responsibilities and boundaries in the context of recognising children and young people who are vulnerable and acting effectively to safeguard children and young people GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Appraise and respect an extensive range of effective interpersonal, communication strategies, to support and empower children and young people and their families, to influence and participate in decision making. 2 Recognise and practice a non-judgemental and anti-discriminatory attitude, which is sensitive to the values and interests of individuals, respecting their contributions to care when caring for acutely ill and terminally children MODE OF ASSESSMENT FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade Hour mock examination For example; Examination 3hours: Patient / Client Centred Scenario The student will receive the 2 scenario s in the penultimate week of the module. These scenarios will NOT usually be from the six scenarios that are released FOUR weeks in advance of the examination date. The examination will be in 2 sections and the student will be required to answer 1 scenario from each section from a choice of 2. The student will answer questions in relation to the care and management of the patient / client in the scenario. Page 133

139 Due Date: Week, Session. 2. Problem Learning sets The problem sets will focus on the use rationale to underpin nursing practice. These will be selected from a workbook of pre-determined scenarios and students will feedback in groups to develop diagnostic and care planning skills. Due Date: Week, Session. 3. Weekly on line tests The on line component will form a mixture of MCQ and short answer components. The components will examine factors such as physiology, pathophysiology, and rationale for care and assist students to develop and demonstrate an understanding of acute and non-acute disorders. Due Date: Week, Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in ALL of the following elements to pass the practice module Hour unseen examination [100% of Module Grade]: For example; Examination 3hours: Patient / Client Centred Scenario The student will receive the 6 scenarios FOUR weeks in advance of the Examination date. The examination will be in 2 sections and the student will be required to answer 1 scenario from each section from a choice of 2. The student will answer questions in relation to the care and management of the patient / client in the scenario. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The formative and graded elements are awarded a percentage grading according to the Level 5 Marking Criteria contained in your programme handbook. The summative assessment is marked on a graded percentage basis and forms your final module grade. For the classification of your degree (First, Upper Second, Lower Second, or Third Class) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook Page 134

140 RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Bach, S. & Grant, A. (2009) Communication and interpersonal skills for Nurses, Southernhay, Learning Matters Charmely, C., Carson, P., Randall, D & Sandwell, W. (2005) Developmental anatomy and physiology of children: a practical approach, London, Churchill Livingstone Crouch, A. & Meurier, C. (2005) Health Assessment: Vital notes for nurses. Oxford, Blackwell publishing Glasper, A. & Richardson, J. (2009) A textbook of Children s and Young Peoples Nursing. Churchill Livinstone Marieb, E, N. & Hoen, K. (2009) Human anatomy & physiology with interactive 10 system suite. London, Benjamin Cummings Rushforth, H. (2009) Assessment made incredibly easy. London, Lippincott Williams & Wilkins Listed below are texts that provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Barnett, D., Wilson, B. & Woodlands, A (2008) Care Planning a guide for Nurses. Essex, Pearson Education. Davies, J, & Hassell, L. (2007) Children in intensive care: A survival guide (2 nd Edinburgh, Churchill Livingstone, Elsevier Ed) Gerralda, M & Raynauld, J. (2010) Increasing awareness of child and adolescent mental health. Plymouth, Rowan and Littlefield publishers inc. Goodman, B. & Clemon, R. (2010) Nursing & Collaborative Practice: a guide to interprofessional working (2 nd Ed). Exeter, Learning Matters Ltd. Levine, M., Tudehope, D, & Sinhala, S (2008) Essential Neonatal Medicine (4 th Ed). Oxford, Blackwell publishing Neill, S. & Knowles, H. (2004) The biology of Child Health. A reader in development and assessment. Basingstoke, Palgrave Macmillan Rudolf, M & Levene, M. (2006) Paediatrics and child health, 2 nd Ed, Oxford, Butterworth Heinemann Valentine, F, & Lowes, L (2007) Nursing care of children and young people with chronic illness. Oxford, Blackwell publishing JOURNAL ARTICLES British Journal of Nursing Journal of Advanced Nursing Nursing Standard Page 135

141 Paediatric Nursing WEB RESOURCES Bliss, the special care baby charity, provides vital support and care to premature and sick babies across the UK. We offer guidance and information at a critical time in families' lives. We also fund ground-breaking research and campaign for babies to receive the best possible level of care regardless of when and where they are born. ICH pursues an integrated, multidisciplinary approach to enhance understanding, diagnosis, therapy and prevention of childhood disease. A broad range of paediatric issues is covered, from molecular genetics to population health sciences. All specialities as they relate to children s health are included so that ICH fulfils the role of a world-leading academic establishment in paediatrics. In keeping with a commitment to disease prevention, ICH is active in teaching and research aimed at developing interventions to promote health both during childhood and in the later years of life. This multi-disciplinary approach is necessitated by the important principle that the child is not merely a small adult. Page 136

142 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: APPLICATION OF CHILDREN S NURSING PRACTICE SYLLABUS PROFESSIONAL VALUES Historical and contemporary concepts of child health Involvement of children and young people and their families in decision making in health care Professional values Consent and confidentiality issues Legal and ethical frameworks Partnership working and collaborative nursing practice including non-judgemental working practice Roles and responsibilities in safeguarding children Promotion of children s rights Promoting health and well-being Evidence based nursing practice Rationale for nursing practice Health assessment NURSING PRACTICE AND DECISION MAKING The nursing process, assessing, planning and implementing care Diagnostic skills recognising changing status of the child Applied pathophysiology, including those children who are acutely ill, have a learning disability or mental health conditions Applied pharmacokinetics and pharmacodynamics and therapeutics Psychological problems associated with altered body image and loss of function Recognition of deterioration and changes in needs Infection prevention and control Wound management Fluid balance and nutrition management Safeguarding and assessment tools Paradigms of care Care needs of children during terminal illness Public health, health inequalities and health education and promotion Optimising health and well- being through self-care and selfmanagement Page 137

143 COMMUNICATION AND INTERPERSONAL SKILLS Communication and information technology and management Documentation and recording, interpreting vital signs Confidentiality Breaking bad news Professional and inter-agency relationships in health and illness situations Record keeping and health care technology LEADERSHIP, MANAGEMENT AND TEAM WORKING Organisation of health care Management of the distressed child/young person and family Self-awareness and recognition of own and others values Personal and professional development Service development to enhance well being Team work and interprofessional collaboration and role recognition Applied policy and legislation in health care and nursing practice Page 138

144 PRACTICE LEARNING 2 GENERAL INFORMATION Module Code School Level Credit Value Contact Hours Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health Level 5 (Diploma) 30 Credits 385 in Clinical Practice BSc (Hons)/BSc Nursing Lynne Gell Subject to progression points None None None Nursing & Midwifery Council INTRODUCTION This is the second practice-learning module of the BSc (Hons)/BSc nursing programme. It maintains the practice learning from year one and continues to develop students acquisition of competence in relation to the four domains of professional values, communication and interpersonal skills, nursing practice and decision making and leadership, management and team working which will provide the framework underpinning contemporary nursing practice. Nurses need to develop their knowledge base of core clinical professional and interpersonal skills to provide safe and effective nursing practice. This module will draw on the student s clinical experiences enabling the development of the necessary professional and interpersonal skills of communication, teamwork, partnership working, problems solving and critical reasoning necessary to support developing student competence in providing individualised holistic patient/client care. EDUCATIONAL AIMS THIS MODULE AIMS TO: Further develop the skills, knowledge, attitudes, values and technical ability to deliver safe, effective and autonomous nursing practice, with the expectation that nurses can meet individual needs across the lifespan and across a range of abilities. The module provides the student with the practice skills which strengthen the theoretical aspects of the generic and field of practice requirements which underpin adult, mental health, children s nursing within a contemporary health care environment. Page 139

145 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to demonstrate: 1 And apply whilst further examining the functions and structures of the human body and development across the lifespan and analyse how altered physiology impacts on patients within practice environments 2 Utilisation and application of knowledge from behavioural and social sciences to the health, well-being, altered health, disability, aging and death to patients within practice learning environments 3 And continue to develop and respond professionally and respond compassionately to multifaceted and contemporaneous health needs of people from all fields of practice 4 And continue to develop and apply a sound knowledge base of evidence and research paradigms and how to utilise these within professional clinical nursing practice COGNITIVE SKILLS Ref B. Students should be able to: 1 Apply critical judgement skills to devise and maintain articulate arguments and conclusions within practice settings 2 Apply analytical problem solving skills to promote individual and shared decision making in stable and unpredictable practice learning environments utilising current knowledge, research and evidence and apply to practical work within practice learning settings 3 Further develop and begin to apply a problem solving approach to care within practice learning environments 4 Continue to develop and begin to a variety of acquired methods and techniques to review and begin to apply knowledge and understanding of applied professional leadership within practice learning environments PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Further develop and reflect upon the practical, technical and professional skills required to practice as a student nurse in order to provide compassionate, safe, effective and accountable nursing practice 2 Recognise, fulfil and apply the NMC (2010) Essential Skills Clusters to adult nursing practice for progression point one of the programme. 3 Maintain clear, accurate and complete records necessary for year one progression outcomes 4 Recognise and respond to limitations in competence and acknowledge when clinical judgement and decisions require specialist knowledge 5. Further enhance and develop comprehensive, systematic, nursing assessment and diagnostic skills 6. Further enhance and develop the skills to plan, deliver and evaluate safe, competent, person centred care across a variety of settings responding to individual differences, diverse capabilities and needs 7. Further develop therapeutic relationships and engage with partnership working with service users, carers, families and the wider health and multi-agency team 8. Begin to apply safe and effective applied pharmacology and medicines management skills to patients with polypharmacy needs in order to achieve year one progression criteria in accordance with the ESC (2010) GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Further develop, appraise and respect a range of effective interpersonal, communication and negotiation skills within the practice learning environments, in order to deliver professional compassionate nursing care 2 Continue to acquire and apply numeracy, applied drug calculation and information technology skills for safe effective patient care within practice learning environments for year one progression criteria in accordance with the ESC (2010) 3 Recognise and practice a non-judgemental and anti-discriminatory attitude within the practice learning environment, which is sensitive to the values and interests of individuals, respecting their contributions to care 4. Continue to apply reflective and reflexive skills within practice learning environments that foster a commitment to lifelong learning, continuing professional development, the concept of autonomy and professional responsibility. Page 140

146 Mode of Assessment FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade. 1. Reflective account For example; students to complete three reflections during their practice experience, based on the care of patients that they have cared for during their practice learning experience. 2. On line pharmacology tests For example; students to complete the on line pharmacology and medicine management tests that spans over the second year of the programme. The tests will examine aspects such as pharmacokinetics, pharmacodynamics, common drug groups, knowledge of therapeutics and safety. Due Date: Week, Session. 3. Clinical OSCE (Pass/Fail): For example, Objective Structured Clinical Examination students will be asked to undertake 2 stations. EXAMPLES OF STATIONS female catheterisation, passing a naso-gastric tube, interpreting an ECG, priming an IV infusion, complex wound care, Medication Administration (including discussion of kinetic and dynamic properties). This list is not exhaustive. Due Date: Week, Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in ALL of the following elements to pass the practice module. Please note there is no compensation between assessment items. 1. Applied drug calculation test (a pass of 90% is required) (Pass/Fail): For example, Numeracy testing via a web based Authentic World software is a requirement of this practice module. Failure to demonstrate competence will result in a failure of the practice learning module. 2. Successful achievement of practice learning and ESC [100% of Module Grade]: For example, Assessed via a practice learning document, incorporating NMC competencies and the Essential Skills Clusters. Students must pass each progression outcome selected, they must demonstrate professional conduct and practice safely. Feedback will also be sought from an anonymous service user. Where specific skills acquisition has not been possible this will be undertaken using simulation. Failure to demonstrate competence will result in a failure of the practice learning module. The formative and graded elements are awarded a percentage grading according to the Level 5 Marking Criteria contained in your programme handbook. Page 141

147 The summative assessment is marked on a graded percentage basis and forms your final module grade. For the classification of your degree (First, Upper Second, Lower Second, or Third Class) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook RECOMMEDED READING Students will be directed to appropriate sections of these texts during the module. Blair, K. (2011) Medicines management in children s nursing, Learning Matters, Exeter, UK British National Children s Formulary- Supplied on programme British National Formulary- Supplied on programme Healy, D. (2005) Psychiatric Drugs Explained, Churchill Livingstone, UK. Iggulden, H., MacDonald, C. & Staniland, K (2009) Clinical Skills. The Essence of Caring. Maidenhead, McGraw Hill Education. Open University Press. Neonatal Formulary (NNF6), provides a comprehensive source of information of drug use in pregnancy, in the neonatal period, and in the first year of life, reflecting the way prescribing has to adapt to changes in drug elimination during the first year of life. Rushforth, H. (2009) Assessment made incredibly easy. London, Lippincott Williams & Wilkins Scott W, McGrath D, (2009) Nursing Pharmacology Made Incredibly Easy Listed below are texts that provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Aylott, M, Glasper, A, & Battrick, C (2009) Developing practical skills for nursing children and young people. Hodder Arnold Baillie, L. (2009) Developing Practical Nursing Skills. (3 rd Ed) London, Hodder Arnold Clarke, V. & Walsh, A (2010) Fundamentals of Mental Health Nursing. Oxford University Press. Dougherty, L. & Lister, S (2008) The Royal Marsden Hospital Manual of Clinical Nursing Procedures (Student Edition) (7 th Ed) Oxford, Wiley Blackwell Docherty, C. & McCallum, J (2009) Foundation Clinical Nursing Skills, Oxford, Oxford University Press Endacott, R. & Jevon, P. (2009) Clinical Nursing Skills: Core and Advanced. Oxford, Oxford University Press. Page 142

148 Evans, D & Allen, H (2009) Mental Health Nursing Made Incredibly Easy. Lippincott Williams and Wilkins Merriman, C. & Westcott, L. (2010) Succeed in OSCE s and Practical Exams: An Essential Guide for Nurses. Maidenhead, McGraw Hill Education. Open University Press Norman, I & Ryrie, I (2009) The art and science of mental health nursing, Open University Press. JOURNAL ARTICLES British Journal of Nursing Journal of Clinical Skills Nurse Education in Practice Nursing Standard Nursing Times WEB RESOURCES An interactive web site examining over 80 clinical and diagnostic interventions ationofacutelydisturbedbehaviour.aspx Rapid Tranquilisation Protocols The Royal College of Nursing: supports your studies, represents your rights and offers advice. Contains the guidelines for out-of-hospital, single rescuer, adult basic life support (BLS). Like the other guidelines in this publication, it is based on the document 2010 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science with Treatment Recommendations (CoSTR), which was published in October Basic life support refers to maintaining airway patency and supporting breathing and the circulation without the use of equipment other than a protective device. Contains the guidelines for out-of-hospital, single rescuer, paediatric basic life support (BLS). Like the other guidelines in this publication, it is based on the document 2010 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science with Treatment Recommendations (CoSTR), which was published in October Basic life support refers to maintaining airway patency and supporting breathing and the circulation without the use of equipment other than a protective device. Page 143

149 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: PRACTICE LEARNING 2 SYLLABUS PROFESSIONAL VALUES Professional image, values and beliefs including: Dignity, respect for others and caring for individuals in a sensitive, caring and compassionate manner Respect for diversity Rights and responsibilities Integrated professional practice Legal and ethical principles Application of relevant policies and procedures Empowering people and advocating for others Dignity and respect for others NURSING PRACTICE AND DECISION MAKING Appropriate assessment skills of ALL people across the lifespan Physical, social, cultural, psychological, spiritual, genetic and environmental impact in order to recognise signs of normal and altered/deteriorating signs of physical and mental health Diagnostic skills of ALL people across the lifespan Appropriate interventions using medical technologies, procedures and pharmacology The application of key policy and legislation and how it impacts on nursing practice, health and safety, basic life support, fire, moving and handling COMMUNICATION AND INTERPERSONAL SKILLS Develop effective communication strategies. E.g. listening skills, report writing, completing documentation, verbal and non-verbal communication, self-awareness and awareness of others needs, limitations in relation to managing/handling information Managing anxious and distressed individuals LEADERSHIP, MANAGEMENT AND TEAM WORKING Time management Prioritisation skills Assertiveness skills Diagnostic skills Importance of maintaining safety of self and people in your care Working as part of a team with people in your care and other professional groups Page 144

150 ESSENTIAL SKILLS CLUSTERS CARE, COMPASSION AND COMMUNICATION ORGANISATIONAL ASPECTS OF CARE INFECTION PREVENTION AND CONTROL NUTRITION AND FLUID MANAGEMENT MEDICINES MANAGEMENT Page 145

151 PRACTICE LEARNING 3 GENERAL INFORMATION Module Code School Level Credit Value Contact Hours Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health Level 5 (Diploma) 30 Credits 385 in Clinical Practice BSc (Hons)/BSc Nursing Lynne Gell Subject to progression points None None None Nursing & Midwifery Council INTRODUCTION This is the third practice-learning module of the BSc (Hons)/BSc nursing programme. It maintains the practice learning from UNSP 2001 and UNSP 1001 and continues to develop students acquisition of competence in relation to the four domains of professional values, communication and interpersonal skills, nursing practice and decision making and leadership, management and team working which will provide the framework underpinning contemporary nursing practice. Nurses need to develop their knowledge base of core clinical professional and interpersonal skills to provide safe and effective nursing practice. This module continues to draw on the student s clinical experiences enabling the development of the necessary professional and interpersonal skills of communication, teamwork, partnership working, problems solving and critical reasoning necessary to support developing student competence in providing individualised holistic patient/client care. EDUCATIONAL AIMS THIS MODULE AIMS TO: Continue to develop the skills, knowledge, attitudes, values and technical ability to deliver safe, effective and autonomous nursing practice, with the expectation that nurses can meet individual needs across the lifespan and across a range of abilities. The module provides the student with the practice skills, which strengthen the theoretical aspects of the generic and field of practice requirements that underpin adult, mental health and children s nursing within contemporary health care environment. Page 146

152 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to demonstrate: 1 And apply whilst further examining the functions and structures of the human body and development across the lifespan and analyse how altered physiology impacts on patients within practice environments 2 And apply knowledge from behavioural and social sciences to the health, well-being, altered health, disability, aging and death to patients within practice learning environments 3 And continue to develop, respond professionally and compassionately to multifaceted and contemporaneous health needs of people from the adult nursing field of practice 4 And apply a sound knowledge base of evidence and research paradigms and how to utilise these within professional clinical nursing practice COGNITIVE SKILLS Ref B. Students should be able to: 1 Begin to apply critical judgement skills to devise and maintain articulate arguments and conclusions within practice settings 2 Begin to apply analytical problem solving skills to promote individual and shared decision making in stable and unpredictable practice learning environments 3 Utilise current knowledge, research and evidence and apply to practical work within practice learning settings 4 Further develop and begin to apply a problem solving approach to care within practice learning environments 5. Continue to develop and begin to a variety of acquired methods and techniques to review and begin to apply knowledge and understanding of applied professional leadership within practice learning environments PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Further develop and reflect upon the practical, technical and professional skills required to practice as a student nurse in order to provide compassionate, safe, effective and accountable nursing practice 2 Recognise, fulfil and apply the NMC (2010) Essential Skills Clusters to adult nursing practice for progression point one of the programme. 3 Maintain clear, accurate and complete records necessary for year one progression outcomes 4 Recognise and respond to limitations in competence and acknowledge when clinical judgement and decisions require specialist knowledge 5. Further enhance and develop comprehensive, systematic, nursing assessment and diagnostic skills 6. Further enhance and develop the skills to plan, deliver and evaluate safe, competent, person centred care across a variety of settings responding to individual differences, diverse capabilities and needs 7. Further develop therapeutic relationships and engage with partnership working with service users, carers, families and the wider health and multi-agency team 8. Begin to apply safe and effective applied pharmacology and medicines management skills to patients with polypharmacy needs in order to achieve year one progression criteria in accordance with the ESC (2010) GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Further develop, appraise and respect a range of effective interpersonal, communication and negotiation skills within the practice learning environments, in order to deliver professional compassionate nursing care 2 Continue to acquire and apply numeracy, applied drug calculation and information technology skills for safe effective patient care within practice learning environments for year one progression criteria in accordance with the ESC (2010) 3 Recognise and practice a non-judgemental and anti-discriminatory attitude within the practice learning environment, which is sensitive to the values and interests of individuals, respecting their contributions to care 4. Continue to apply reflective and reflexive skills within practice learning environments that foster a commitment to lifelong learning, continuing professional development, the concept of autonomy and professional responsibility. Page 147

153 Mode of Assessment FORMATIVE ELEMENTS 1. Reflective account For example; students to complete three reflections during their practice experience, based on the care of patients that they have cared for during their practice learning experience. 2. On line pharmacology tests For example; students to complete the on line pharmacology and medicine management tests that spans over the second year of the programme. The tests will examine aspects such as pharmacokinetics, pharmacodynamics, common drug groups, knowledge of therapeutics and safety. Due Date: Week, Session. Due Date: Week, Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in ALL of the following elements to pass the practice module. Please note there is no compensation between assessment items. 1. Clinical OSCE (Pass/Fail): For example, Objective Structured Clinical Examination students will be asked to undertake 2 stations. EXAMPLES OF STATIONS female catheterisation, passing a naso-gastric tube, interpreting an ECG, priming an IV infusion, complex wound care, Medication Administration (including discussion of kinetic and dynamic properties). This list is not exhaustive. 2. Applied drug calculation test (a pass of 90% is required) (Pass/Fail): For example, Numeracy testing via a web based Authentic World software is a requirement of this practice module. Failure to demonstrate competence will result in a failure of the practice learning module. 3. Successful achievement of practice learning and ESC [100% of Module Grade]: For example, Assessed via a practice learning document, incorporating NMC competencies and the Essential Skills Clusters. Students must pass each progression outcome selected, they must demonstrate professional conduct and practice safely. Feedback will also be sought from an anonymous service user. Where specific skills acquisition has not been possible this will be undertaken using simulation. Failure to demonstrate competence will result in a failure of the practice learning module. The formative and graded elements are awarded a percentage grading according to the Level 5 Marking Criteria contained in your programme handbook. The summative assessment is marked on a graded percentage basis and forms your final module grade. For the classification of your degree (First, Upper Second, Lower Second, Page 148

154 or Third Class) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook RECOMMENDED RAEDING Students will be directed to appropriate sections of these texts during the module. Blair, K. (2011) Medicines management in children s nursing, Learning Matters, Exeter, UK British National Children s Formulary- Supplied on programme British National Formulary- Supplied on programme Healy, D. (2005) Psychiatric Drugs Explained, Churchill Livingstone, UK. Iggulden, H., MacDonald, C. & Staniland, K (2009) Clinical Skills. The Essence of Caring. Maidenhead, McGraw Hill Education. Open University Press. Neonatal Formulary (NNF6), provides a comprehensive source of information of drug use in pregnancy, in the neonatal period, and in the first year of life, reflecting the way prescribing has to adapt to changes in drug elimination during the first year of life. Rushforth, H. (2009) Assessment made incredibly easy. London, Lippincott Williams & Wilkins Scott W, McGrath D, (2009) Nursing Pharmacology Made Incredibly Easy Listed below are texts which provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Aylott, M, Glasper, A, & Battrick, C (2009) Developing practical skills for nursing children and young people. Hodder Arnold Baillie, L. (2009) Developing Practical Nursing Skills. (3 rd Ed) London, Hodder Arnold Clarke, V. & Walsh, A (2010) Fundamentals of Mental Health Nursing. Oxford University Press. Dougherty, L. & Lister, S (2008) The Royal Marsden Hospital Manual of Clinical Nursing Procedures (Student Edition) (7 th Ed) Oxford, Wiley Blackwell Endacott, R. & Jevon, P. (2009) Clinical Nursing Skills: Core and Advanced. Oxford, Oxford University Press. Evans, D & Allen, H (2009) Mental Health Nursing Made Incredibly Easy. Lippincott Williams and Wilkins Merriman, C. & Westcott, L. (2010) Succeed in OSCE s and Practical Exams: An Essential Guide for Nurses. Maidenhead, McGraw Hill Education. Open University Press Norman, I & Ryrie, I (2009) The art and science of mental health nursing, Open University Press. Page 149

155 JOURNAL ARTICLES British Journal of Nursing Journal of Clinical Skills Nurse Education in Practice Nursing Standard Nursing Times WEB RESOURCES summary_r&cad=0#v=onepage&q&f=false ECG Interpretation made Incredibly Easy An interactive web site examining over 80 clinical and diagnostic interventions The Royal College of Nursing: supports your studies, represents your rights and offers advice. Contains the guidelines for out-of-hospital, single rescuer, adult basic life support (BLS). Like the other guidelines in this publication, it is based on the document 2010 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science with Treatment Recommendations (CoSTR), which was published in October Basic life support refers to maintaining airway patency and supporting breathing and the circulation without the use of equipment other than a protective device. Contains the guidelines for out-of-hospital, single rescuer, paediatric basic life support (BLS). Like the other guidelines in this publication, it is based on the document 2010 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science with Treatment Recommendations (CoSTR), which was published in October Basic life support refers to maintaining airway patency and supporting breathing and the circulation without the use of equipment other than a protective device. Page 150

156 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: PRACTICE LEARNING 3 SYLLABUS PROFESSIONAL VALUES Professional image, values and beliefs including: Dignity, respect for others and caring for individuals in a sensitive, caring and compassionate manner Respect for diversity Rights and responsibilities Integrated professional practice Legal and ethical principles Application of relevant policies and procedures Empowering people and advocating for others Dignity and respect for others NURSING PRACTICE AND DECISION MAKING Appropriate assessment skills of ALL people across the lifespan Physical, social, cultural, psychological, spiritual, genetic and environmental impact in order to recognise signs of normal and altered/deteriorating signs of physical and mental health Diagnostic skills of ALL people across the lifespan Appropriate interventions using medical technologies, procedures and pharmacology The application of key policy and legislation and how it impacts on nursing practice, health and safety, basic life support, fire, moving and handling COMMUNICATION AND INTERPERSONAL SKILLS Develop effective communication strategies. E.g. listening skills, report writing, completing documentation, verbal and non verbal communication, self awareness and awareness of others needs, limitations in relation to managing/handling information Managing anxious and distressed individuals LEADERSHIP, MANAGEMENT AND TEAM WORKING Time management Prioritisation skills Assertiveness skills Diagnostic skills Importance of maintaining safety of self and people in your care Working as part of a team with people in your care and other professional groups Page 151

157 ESSENTIAL SKILLS CLUSTERS CARE, COMPASSION AND COMMUNICATION ORGANISATIONAL ASPECTS OF CARE INFECTION PREVENTION AND CONTROL NUTRITION AND FLUID MANAGEMENT MEDICINES MANAGEMENT Page 152

158 Module Delivery - Year 2 Level 5 Research Methods & Application in Nursing (15 Credits), Developing Professional Nursing Practice (15 Credits), * Application of Adult Nursing Practice (30 Credits), Application of Mental Health Nursing Practice (30 Credits), Application of Children s Nursing Practice (30 Credits), Practice Learning 2 & 3 (60 Credits) Generic All students together. Field Specific Students grouped by their context of Nursing Practice. It is recognised that health care is an ever-changing dynamic arena. Contemporaneous Policy, Models and Materials will support the Module delivery and sessions within them. Although academic staff will determine the appropriate method of classroom delivery for each session the actual materials and tasks are not detailed at this stage to ensure the ultimate sessions are contemporary to healthcare at the time / point of delivery. Week Module Content / Focus / No of Sessions Method / Materials Facilitator(s) 1 The following Modules will be delivered as a Whole Field Specific Groups Lectures Academic IND Group (Generic) Introduction to the Year and Practice Developing Professional Nursing Practice all Modules. User carer Research Methods & Application in Nursing Practice experience in Year VLE Pebble Pad Student Association etc. Practice Learning 2 & 3 2 Generic Group On Line Formative The following Modules will be delivered as a Whole Group (Generic) or where required Field Specific: Personal and Professional development Assessment Application of Mental Health Nursing Academic Assessment, Application of Adult Nursing Practice Preparation & Submission Application of Children s Nursing Practice dates 2 The following Modules will be delivered as a Whole Group (Generic) Developing Professional Nursing Practice Research Methods & Application in Nursing 3 9hrs The following Modules will be delivered as a Whole Group (Generic) Developing Professional Nursing Practice Generic Group Research Methodologies Research Principles Writing a research proposal Field Specific Groups The application of evidence based practice Generic Group Risk Management & Audit The role of the nurse in service development Lecture Seminar Supported with VLE materials Lectures Supported with VLE materials Field Specific Academic Academic Staff Specialist Practitioners Page 153

159 The following Modules will be delivered as a Whole Group (Generic) or where required Field Specific: Application of Mental Health Nursing Application of Adult Nursing Practice Application of Children s Nursing Practice 4 The following Modules will be delivered as a Whole Group (Generic) Practice Learning 2 & 3 The following Modules will be delivered as a Whole Group (Generic) or where required Field Specific: Application of Mental Health Nursing Application of Adult Nursing Practice Application of Children s Nursing Practice 5 The following Modules will be delivered as a Whole Group (Generic) or where required Field Specific: Practice Learning 2 Developing Professional Nursing Practice 6 The following Modules will be delivered as Field Specific: Application of Mental Health Nursing Application of Adult Nursing Practice Application of Children s Nursing Practice Developing Professional Nursing Practice Research Methods & Application in Nursing Field Specific Groups Recognition of deterioration and changing needs Optimising health and wellbeing through self-care and self-management Generic Group Consent and Confidentiality Promoting Public Health and Health Education (Field Specific Groups Adult / Child) Intermediate Life Support. Moving and Handling (Field Specific Group MH) Current MH Legislation Causes of Mental Distress and Social exclusion Managing Violence and Aggression (Field Specific Groups) Preparation for practice experience Safeguarding and Assessment tools Health Care Policy (Generic Group) Advancing reflective practice Inter professional working Assessment preparation (Field Specific Group MH) Legal and Ethical MH Frameworks Crisis Resolution skills and Prevention Causes of Mental Distress and Social Exclusion User Carer Case Studies Practical s Workshops Seminars VLE Pre and Post- Operative Care Seminars User Carer Case Studies and Scenarios Assessment tools Complete On Line Numeracy Test Seminars VLE Field Specific materials User Carer Case Studies and Scenarios Assessment tools Academic Staff Specialist Practitioners Academic Staff Specialist Practice staff Academic Page 154

160 Practice Learning 2 Risk process in relation to self-harm, suicide prevention and harm reduction. (Field Specific Group Adult) Pre and Post-Operative Care Care of Naso Gastric Tubes, Intravenous Infusions and Catheters Introduction to Palliative Care Introduction to Care of the terminally ill and their family (Field Specific Group Child) Pre and Post-Operative Care Care of Naso Gastric Tubes, Intravenous Infusions and Catheters Introduction to Palliative Care Introduction to Care of the terminally ill and their family. 7 Practice Experience Practice Leads Placement Manager Mentors Link Academics Page 155

161 Annual Leave 18 Annual Leave 19 Annual Leave 20 Independent Study Complete Tutor Directed, Student Directed hours and On-line Formative Tests Maintain Portfolio 21 The following Modules will be delivered as Field Specific: Developing Professional Nursing Practice Research Methods & Application in Nursing Practice Learning 3 Application of Mental Health Nursing Application of Adult Nursing Practice Application of Children s Nursing Practice (Field Specific Group MH) Perception difficulties Hallucinations, delusions, & cognitive impairment. Empowering people and advocating for others Inequalities and factors contributing to social exclusion. Involvement of service users in decision making of health care. (Field Specific Group Adult) Empowering people and advocating for others Involvement of service users in decision making of health care. Developing clinical Assessment skills Recognising the deteriorating patient (Field Specific Group Child) Empowering children and young people and advocating for others Seminars VLE Field Specific materials User carer case studies and Scenarios Assessment tools Academic Page 156

162 22 The following Modules will be delivered as a Whole Group (Generic) Developing Professional Nursing Practice Research Methods & Application in Nursing Practice Learning 3 The following Modules will be delivered as a Whole Group (Generic) or where required Field Specific: Application of Mental Health Nursing Application of Adult Nursing Practice Application of Children s Nursing Practice 23 Developing Professional Nursing Practice Research Methods & Application in Nursing Application of Mental Health Nursing Application of Adult Nursing Practice Application of Children s Nursing Practice Practice Learning 3 Promotion of children and young people s rights Involvement of service users in decision making of health care. Developing clinical Assessment skills Recognising the deteriorating patient Generic Group Self-awareness and recognition of own and others values (Field Specific Group Adult) Working in Partnership with clients, carers and families. Applied pharmacokinetics, pharmacodynamics and therapeutics (Field Specific Group MH) Working in Partnership with clients, carers and families. Applied pharmacokinetics, pharmacodynamics and therapeutics (Field Specific Group Child) Working in Partnership with clients, carers and families. Applied pharmacokinetics, pharmacodynamics and therapeutics (Field Specific Group MH) Promoting Mental Health and Well-being Respecting the lived experience (Field Specific Group Adult) Fluid balance and nutrition Lectures Seminars VLE Field Specific materials User carer case studies and Scenarios Assessment tools Lecture Seminars VLE Field Specific materials User carer case studies and Scenarios Academic Practice Partners User carer Academic Practice Partners User carer Page 157

163 Diagnostic Skills Recognising the changing status of the patient (Field Specific Group Child) Care needs of children, young people and family during terminal illness Fluid balance and nutrition Generic Group Communication with Professionals in other disciplines Analysis and Application of legal and ethical frameworks Assessment tools 24 Developing Professional Nursing Practice Research Methods & Application in Nursing Application of Mental Health Nursing Application of Adult Nursing Practice Application of Children s Nursing Practice Practice Learning 3 (Field Specific Group MH) Safe guarding and assessment tools Paradigms of care and care programme approach Involvement of service users in the decision making of health care (Field Specific Group Adult) Promoting health and well being Diagnostic skills recognising the changing status of the adult Applied pathophysiology for the acutely ill who have a learning disability or mental health condition (Field Specific Group Child) Involvement of children, young people and their families in decision making Seminars Workshops VLE Case studies and scenarios Academic Practice Partners User carer Page 158

164 in health care. Caring for Children and young people with a learning disability. Meeting the cultural and spiritual needs of children, young people and their families Generic Group Assessment preparation Writing a Research Critique 25 Developing Professional Nursing Practice Research Methods & Application in Nursing Application of Mental Health Nursing Application of Adult Nursing Practice Application of Children s Nursing Practice Practice Learning 3 Generic Group Integrated professional practice Developing and managing teams Inter professional team working and partnership working (Field Specific Group MH) Diagnostic Skills Recognising the changing status of the client Professional values and respecting the lived experience (Field Specific Group Adult) Fluid balance and nutrition management Care needs during terminal illness (Field Specific Group Child) Diagnostic Skills Recognising the changing status of the infant, child or young person Health Assessment Workshop Practical Seminars Complete On Line Numeracy Test Academic Practice Partners User carer Page 159

165 26 Developing Professional Nursing Practice Research Methods & Application in Nursing Application of Mental Health Nursing Application of Adult Nursing Practice Application of Children s Nursing Practice Practice Learning 3 27 Developing Professional Nursing Practice Research Methods & Application in Nursing Application of Mental Health Nursing Application of Adult Nursing Practice Application of Children s Nursing Practice Practice Learning 3 Generic Group Self-Awareness and Self- Regulation Professional accountability, values, culture, diversity and beliefs Developing therapeutic relationships Record keeping and health care technology Roles and responsibilities Assessment preparation Generic Group Applied pharmacokinetic, pharmacodynamics and therapeutics Clinical governance Standard setting, health care policy and guidelines Examination preparation (Field Specific Group MH) Inequalities and factors contributing to social exclusions of people with a mental illness Promoting mental health and well being (Field Specific Group Adult) Infection prevention and control Psychological problems associated with altered body image and loss of function (Field Specific Group Child) Child and Adolescent Mental Health Lecture Seminars VLE Field Specific materials User carer case studies and Scenarios Assessment tools Lecture Seminars VLE Field Specific materials User carer case studies and Scenarios Assessment tools Academic Practice Partners User carer Academic Practice Partners User carer Page 160

166 28 The following Modules will be delivered as a Whole Group (Generic) Practice Learning 3 The following Modules will be delivered as a Whole Group (Generic) or where required Field Specific: Application of Mental Health Nursing Application of Adult Nursing Practice Application of Children s Nursing Practice Establishing and Managing pain and symptom control for infants, children and adolescents (Field Specific Group MH) Diagnostic skills recognising changing status of the service user Applied pharmacokinetics, pharmacodynamics and therapeutics (Field Specific Group Adult) Involvement of the adult in the decision making of health care Rational for nursing practice - Legal and ethical frameworks (Field Specific Group Child) Recognition and person centred care of the child, and young person mental health issues self harm, suicide and substance abuse. Generic Group Effective team working to enhance service delivery Professional behaviour in clinical practice meeting public expectations Lecture Seminars VLE Field Specific materials User carer case studies and Scenarios Assessment tools Academic Practice Partners User carer 29 Independent Study Complete Tutor Directed, Student Directed hours and On-line Formative Tests Maintain Portfolio 30 Examination 31 Annual Leave 32 Practice Experience Practice Leads Placement Manager Page 161

167 The following Modules will be delivered as Field Specific: Developing Professional Nursing Practice Research Methods & Application in Nursing Application of Mental Health Nursing Application of Adult Nursing Practice Application of Children s Nursing Practice Field Specific Groups Evaluation, Reflection for Year 2 Consolidation Transition and preparation for Year 3 Practice Learning 2 & 3 45 Independent Study To be used for elective unless outstanding academic practice assessment to be completed 46 Independent Study As above 47 PDP As above 48 PDP As above 49 PDP As above 50 Annual Leave 51 Annual Leave 52 Annual Leave Seminars Mentors Link Academics Academic Practice Partners User carers Personal Tutor Page 162

168 EVALUATING AND APPRAISING ADULT NURSING PRACTICE GENERAL INFORMATION Module Code School Level Credit Value Contact Hours 25 Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) Introduction To be confirmed School of Health Level 6 (Degree) 15 Credits BSc (Hons)/BSc Nursing Lynne Gell Subject to progression points None None None Nursing & Midwifery Council This module seeks to further develop the students knowledge, skills and professional development pertinent to adult nursing practice and consolidates the field of practice modules in years one and two. The focus is on the effectiveness of care processes, organisation and delivery of adult nursing practice across all health care delivery environments. The context of efficacy, quality assurance and clinical governance will feature in addition to nursing metrics and their importance to producing compassionate, caring effective adult nurses. Scenario based learning will continue to feature with increased complexity expected from a prospective graduate adult nurse. EDUCATIONAL AIMS THIS MODULE AIMS TO: The aim of this module is to consolidate all previous fields of practice modules and to ultimately prepare practitioners of the future and to emphasise the proactive role of the nurse and patient in the interdisciplinary setting. Through the development of clinical decision making skills, sound nursing diagnostic skills, critical thinking skills and the promotion of reflective practice, this module aims to expand the future registrants knowledge, skills and evaluation of healthcare processes. This module aims to encourage the student to develop a commitment to lifelong learning and professional development as an adult nurse. Page 163

169 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to: 1 Critically examine the functions and structures of the human body and development across the life span and analyse its application to contemporary nursing practice and health promotion when caring for the acutely ill adult. 2 Critically apply knowledge from behavioural and social sciences to the health, well-being, altered health, disability, development and processes, aging and death of the ill adult 3 Demonstrate a compassionate, caring and professional attitude in order to critically respond appropriately to patients and service users with universal physical and mental health conditions across varied populations and groups of society 4 Critically reflect upon the impact and application of policy and practice at a local, national and global level when caring for the ill adult applying a sound knowledge base of evidence to the professional care of patients with a variety of acute and non-acute disorders COGNITIVE SKILLS Ref B. Students should be able to: 1 Apply critical judgement skills to devise and maintain articulate arguments and conclusions to patients with acute and terminal illness 2 Critically utilise current knowledge, research and evidence and apply to practical and theoretical aspects of acute care 3 Critically apply a problem solving approach in order to evaluate arguments, assumptions, abstract concepts and data to make clinical judgements and frame appropriate interventions to achieve solutions to actual and potential problems of patients, their families and carers 4 Critically apply a variety of acquired methods and techniques to review, consolidate, extend and study, which evaluates professional leadership within acute care environments PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Critically develop comprehensive, systematic nursing evaluative diagnostic skills 2 Critically utilise a variety of evaluative and clinical audit tools to safeguard all patients and service users from vulnerable situations and protect the public from harm 3 Critically apply clinical judgement in order to monitor, evaluate nursing and health care practice to sustain and promote change for patients with acute and non-acute illnesses 4 Critically develop the skills necessary to evaluate safe competent, person centred care across a variety of settings, responding to individual differences, diverse capabilities and needs GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Critically appraise and respect an extensive range of effective interpersonal, communication and negotiation skills in order to deliver professional nursing care when caring for patients with acute illness. 2 Critically apply reflective and reflexive skills that foster a commitment to lifelong learning and continuing professional development when caring for ill adults 3 Critically practice a non-judgemental and anti-discriminatory attitude, which is sensitive to the values and interests of individuals, respecting their contributions to care when caring for acutely ill and terminally adults MODE OF ASSESSMENT FORMATIVE ELEMENTS Please Note: These elements do not count towards your final module grade. Page 164

170 1. 2 Hour mock examination For example; Examination 2hours: Patient / Client Centred Scenario The student will receive the 2 scenario s in the penultimate week of the module. These scenarios will NOT usually be from the six scenarios that are released FOUR weeks in advance of the examination date. The examination will be in 2 sections and the student will be required to answer 1 scenario from each section from a choice of 2. The student will answer questions in relation to the care and management of the patient / client in the scenario. Due Date: Week, Session. 2. Problem Learning sets The problem sets will focus on the use rationale to underpin nursing practice. These will be selected from a workbook of pre-determined scenarios and students will feedback in groups to develop diagnostic and care planning skills. Due Date: Week, Session. 3. Weekly on line tests The on line component will form a mixture of MCQ and short answer components. The components will examine factors such as physiology, pathophysiology, and rationale for care and assist students to develop and demonstrate an understanding of acute and non-acute disorders. Due Date: Week, Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in ALL of the following elements to pass the practice module Hour unseen examination [100% of Module Grade]: For example; Examination 2hours: Patient / Client Centred Scenario The student will receive the 6 scenarios FOUR weeks in advance of the Examination date. The examination will be in 2 sections and the student will be required to answer 1 scenario from each section from a choice of 2. The student will answer questions in relation to the care and management of the patient / client in the scenario. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The formative and graded elements are awarded a percentage grading according to the Level 6 Marking Criteria contained in your programme handbook. The summative assessment is marked on a graded percentage basis and forms your final module grade. For the classification of your degree (First, Upper Second, Lower Second, Page 165

171 or Third Class) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Akerjordet, K. & Severnsson, E. (2008) Emotional Intelligence in Nursing: A literature Review Study. Journal of Nursing Management Alexander, M, F., Fawcett, J, N. & Runciman, P, J. (2006) Nursing Practice: Hospital and home: The adult. (3 rd Ed.) Edinburgh, Churchill Livinstone. Becker, R. (2010) Fundamental Aspects of Palliative Care Nursing: An evidence based handbook for student nurses (2nd Ed). Quay Books, London Marieb, E, N. & Hoen, K. (2009) Human anatomy & physiology with interactive 10 system suite. London, Benjamin Cummings Otto, R., Fulton, J., Langhorne, M. (2007) Oncology Nursing, London. Mosby Porth, C. (2011) Essential s of Pathophysiology. London, Lippincott Williams & Wilkins Rushforth, H. (2009) Assessment made incredibly easy. London, Lippincott Williams & Wilkins Listed below are texts that provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Bach, S. & Grant, A. (2009) Communication and interpersonal skills for Nurses, Southernhay, Learning Matters Barnett, D., Wilson, B. & Woodlands, A (2008) Care Planning a guide for Nurses. Essex, Pearson Education. Bick, D & Graham, I, D. (2010) Evaluating the impact of implementing evidence based practice. London. Wiley-Blackwell Crouch, A, & Meurier, C (2005) Vital notes for Nurses: Health Assessment, Oxford, Blackwell Hall, D. & Ritchie, D (2009) What is Nursing? Exploring Theory and Practice, Southernhay. Learning Matters Nyatanga, B. & Astley-pepper, M. (2005) Hidden Aspects Of Palliative Care. Quay Books, London Nyatanga, B. (2008) Why is it so difficult to die (2nd Ed). Quay Books, London Palmer, E. & Howarth, J. (2005) Palliative Care for the Primary Care Team. Quay Books, London Page 166

172 Payne, S., Seymour, S. & Ingleton, C. (2004) Palliative care nursing: principles and evidence for practice. OU Press, Maidenhead Pudner, R. (2006) Nursing the Surgical Patient (2 nd Ed) London. Elsevier Scott, W. (2010) Fluids & Electrolytes made incredibly easy. London, Lippincott Williams & Wilkins Sheppard, M. & Wright, M. (2003) High Dependency Nursing. London, Bailliere Tindall JOURNAL ARTICLES British Journal of Nursing European journal of Palliative Care International Journal of Palliative Nursing Journal of Advanced Nursing Journal of Pain and Symptom Management Nursing Standard Progress in Palliative Care WEB RESOURCES Malnutrition Universal Screening Tool' materials are available here to view and download in PDF format. Printed copies are also available to purchase from the BAPEN office. Guide to Internet resources for cancer for Health Care Professionals, families and researchers. Gives help lines, support groups, information on specific cancers. Many, many links The Cochrane Library is an electronic publication designed to supply high quality evidence to inform people providing and receiving care, and those responsible for research, teaching, funding and administration at all levels. ce/dh_ The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process (October 2004) A guide to issues related to death, dying, grief and end of life resources. Many links to useful sites Umbrella body for national voluntary organizations working to meet the needs of people with long-term health conditions. NMAP is a free catalogue of hand-selected and evaluated resources aimed at nurses Page 167

173 National Confidential Enquiry into Patient Outcome and Death The distinctive feature of NCEPOD's contribution is the critical examination, by senior and appropriately chosen specialists, of what has actually happened to the patients. Our recommendations have covered everything from individual clinical practice to national healthcare organisation, always with the aim of improving patient care and safety. An excellent site from the National Council for hospice and Specialist palliative Care with information on palliative care, publications about palliative care. There are many, many links to other sites relating to education, journals, ethics, cancer, HIV/AIDS, non-cancer conditions Acutely ill patients in hospital: Recognition of and response to acute illness in adults in hospital OMNI is a free catalogue of hand-selected and evaluated internet resources in Health and Medicine, the above address is to a subsection of OMNI This is a copy of Twycross (2001) Palliative Care Formulary on line. Has information about all drugs used in palliative care and gives information about compatibility of drugs in syringe drivers This is the World Health Organisation website with many links to palliative care including definitions, principles and philosophies. It provides worldwide information on symptom control, HIV care, cancer care and national policies Page 168

174 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: EVALUATING AND APPRAISING ADULT NURSING PRACTICE SYLLABUS PROFESSIONAL VALUES Involvement of the adult in the decision making of health care Advocacy Professional evaluation and development Withdrawing and withholding treatment Health assessment in all environments COMMUNICATION AND INTERPERSONAL SKILLS Communication and information technology and management Documentation Confidentiality NURSING PRACTICE AND DECISION MAKING The nursing process, evaluative skills Care planning Compare, contrast and evaluate systems of care and quality assurance mechanisms Clinical judgement and decision making in challenging situations Holistic care management Pathophysiology of complex, multifaceted disabilities, genetic conditions, life-limiting and life threatening conditions, complex mental health problems Diagnostic skills recording diverse and challenging health problems on the patient and their carers, including recognising changing status of the adult Safeguarding Paradigms of care Care needs and evaluation during terminal illness LEADERSHIP, MANAGEMENT AND TEAM WORKING Multi-disciplinary team working and collaboration The role of the nurse in policy and service development and promoting quality care Safe systems of practice and evaluation Page 169

175 Breaking bad news Emotional intelligence Evaluating the effectiveness of personal communication skills Evaluating the role of technology and other communication tools that facilitate the voice of patients to be heard Page 170

176 EVALUATING AND APPRAISING MENTAL HEALTH NURSING PRACTICE GENERAL INFORMATION Module Code School Level Credit Value Contact Hours 25 Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health Level 6 (Degree) 15 Credits BSc (Hons)/BSc Nursing Ronnie Meechan Subject to progression points None None None Nursing & Midwifery Council INTRODUCTION This module seeks to further develop the students knowledge, skills and professional development pertinent to mental health nursing practice and consolidates the field of practice modules in years one and two. The focus is on the effectiveness of care processes, organisation and delivery of mental health nursing practice across all health care delivery environments. The context of efficacy, quality assurance and clinical governance will feature in addition to nursing metrics and their importance to producing compassionate, caring effective adult nurses. Scenario based learning will continue to feature with increased complexity expected from a prospective graduate adult nurse. EDUCATIONAL AIMS THIS MODULE AIMS TO: The aim of this module is to consolidate all previous fields of practice modules and to ultimately prepare practitioners of the future and to emphasise the proactive role of the nurse and patient in the interdisciplinary setting. Through the development of clinical decision making skills, sound nursing diagnostic skills, critical thinking skills and the promotion of reflective practice, this module aims to expand the future registrants knowledge, skills and evaluation of healthcare processes. This module aims to encourage the student to develop a commitment to lifelong learning and professional development as a mental health nurse. Page 171

177 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to: 1 Critically examine the functions and structures of the human body across the life span and analyse its application to contemporary mental health nursing practice and health promotion when caring for the service user. 2 Critically apply knowledge from behavioural and social sciences to the health, well-being, altered health, disability, development and processes, aging and death of the service user 3 Demonstrate a compassionate, caring and professional attitude in order to critically respond appropriately to service users with universal physical and mental health conditions across varied populations and groups of society 4 Critically reflect upon the impact and application of policy and practice at a local, national and global level when caring for the service user applying a sound knowledge base of evidence to the professional care of service users with a variety of mental health disorders COGNITIVE SKILLS Ref B. Students should be able to: 1 Apply critical judgement skills to devise and maintain articulate arguments and conclusions to patients with acute and long term illness 2 Critically utilise current knowledge, research and evidence and apply to practical and theoretical aspects of care in all environments 3 Critically apply a problem solving approach in order to evaluate arguments, assumptions, abstract concepts and data to make clinical judgements and frame appropriate interventions to achieve solutions to actual and potential problems of service users, their families and carers 4 Critically apply a variety of acquired methods and techniques to review, consolidate, extend and study, which evaluates professional leadership within all care environments PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Critically develop comprehensive, systematic nursing evaluative diagnostic skills 2 Critically utilise a variety of evaluative and clinical audit tools to safeguard all patients and service users from vulnerable situations and protect the public from harm 3 Critically apply clinical judgement in order to monitor, evaluate nursing and health care practice to sustain and promote change for service users with a variety of illnesses 4 Critically develop the skills necessary to evaluate safe competent, person centred care across a variety of settings, responding to individual differences, diverse capabilities and needs GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Critically appraise and respect an extensive range of effective interpersonal, communication and negotiation skills in order to deliver professional nursing care when caring for service users in all clinical environments. 2 Critically apply reflective and reflexive skills that foster a commitment to lifelong learning and continuing professional development when caring for service users 3 Critically practice a non-judgemental and anti-discriminatory attitude, which is sensitive to the values and interests of individuals, respecting their contributions to care when caring for service users MODE OF ASSESSMENT FORMATIVE ELEMENTS Please Note: These elements do not count towards your final module grade. Page 172

178 1. 2 Hour mock examination For example; Examination 2hours: Patient / Client Centred Scenario The student will receive the 2 scenario s in the penultimate week of the module. These scenarios will NOT usually be from the six scenarios that are released FOUR weeks in advance of the examination date. The examination will be in 2 sections and the student will be required to answer 1 scenario from each section from a choice of 2. The student will answer questions in relation to the care and management of the patient / client in the scenario. Due Date: Week, Session. 2. Problem Learning sets The problem sets will focus on the use rationale to underpin nursing practice. These will be selected from a workbook of pre-determined scenarios and students will feedback in groups to develop diagnostic and care planning skills. Due Date: Week, Session. 3. Weekly on line tests The on line component will form a mixture of MCQ and short answer components. The components will examine factors such as physiology, pathophysiology, and rationale for care and assist students to develop and demonstrate an understanding of acute and non-acute disorders. Due Date: Week, Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in ALL of the following elements to pass the practice module Hour unseen examination [100% of Module Grade]: For example; Examination 2hours: Patient / Client Centred Scenario The student will receive the 6 scenarios FOUR weeks in advance of the Examination date. The examination will be in 2 sections and the student will be required to answer 1 scenario from each section from a choice of 2. The student will answer questions in relation to the care and management of the patient / client in the scenario. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The formative and graded elements are awarded a percentage grading according to the Level 6 Marking Criteria contained in your programme handbook. The summative assessment is marked on a graded percentage basis and forms your final module grade. For the classification of your degree (First, Upper Second, Lower Second, Page 173

179 or Third Class) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Akerjordet, K. & Severnsson, E. (2008) Emotional Intelligence in Nursing: A literature Review Study. Journal of Nursing Management Clarke, V. & Walsh, A (2010) Fundamentals of Mental Health Nursing. Oxford University Press. Marieb, E, N. & Hoen, K. (2009) Human anatomy & physiology with interactive 10 system suite. London, Benjamin Cummings Norman, I & Ryrie, I (2009) The art and science of mental health nursing, Open University Press. Rushforth, H. (2009) Assessment made incredibly easy. London, Lippincott Williams & Wilkins Listed below are texts which provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Barnett, D., Wilson, B. & Woodlands, A (2008) Care Planning a guide for Nurses. Essex, Pearson Education Brown, C. (2007) Recovery and Wellness Models of Hope and Empowerment for People with Mental Illness. Binghamton: New York. The Haworth Press Inc. Calleghan, P., Playle, J. & Cooper, L (2009) Mental Health Nursing Skills, Oxford University Press Freeman, D & Freeman, J. (2009) Know Your Mind: Everyday Emotional and Psychological Problems and How to Overcome Them. London, Pan Macmillian. Gray, P. (2006) The Madness of Our Lives: Experiences of Mental Breakdown and Recovery. London, Jessica Kinsley Publishers Hall, A. Wren, M. & Kirby, S. (2008) Care Planning in Mental Health: Promoting recovery. Blackwell Morrsison, A, P., Renton, J, C., French, P, & Bentall, R. (2008) Think You re Crazy, Think again: A resource book of cognitive therapy for psychosis. London Routledge Nash, M. (2010) Physical Health and Well-being in Mental Health Nursing: Clinical Skills for practice. Mc Craw Hill, Open University Press. Woods, P. & Kettles, A (2009) Risk assessment and management in Mental Health Nursing. Wiley-Blackwell Ltd Page 174

180 JOURNAL ARTICLES British Journal of Nursing Journal of Advanced Nursing Mental Health Nursing Practice Nursing Standard WEB RESOURCES The Diagnostic and Statistical Manual of Mental Disorders, 4th. Edition. Better known as the DSM-IV, the manual is published by the American Psychiatric Association and covers all mental health disorders for both children and adults. It also lists known causes of these disorders, statistics in terms of gender, age at onset, and prognosis as well as some research concerning the optimal treatment approaches. Centre for Mental Health aims to help to create a society in which people with mental health problems enjoy equal chances in life to those without. They focus on criminal justice and employment, with supporting work on broader mental health and public policy. asset/dh_ pdf The Ten Essential Shared Capabilities, developed in consultation with service users and carers together with practitioners, provide in one overarching statement, the essential capabilities required to achieve best practice for education and training of all staff who work in mental health services. The Institute of Psychiatry (IoP) is Europe s largest centre for research and postgraduate education in psychiatry, psychology, basic and clinical neuroscience. The IoP is a School of King s College London. World renowned for the quality of our research, for psychiatry and psychology, we are the most cited research centre outside the US, and the second most cited in the world as ranked by Thomson ISI Essential Science Indicators. In the 2008 Research Assessment Exercise we were judged to have the highest research power of any UK institution within the areas of psychiatry, neuroscience and clinical psychology. NICE guidelines for Mental Health Nursing Practice Page 175

181 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: EVALUATING AND APPRAISING MENTAL HEALTH NURSING PRACTICE SYLLABUS PROFESSIONAL VALUES Involvement of the service in the decision making of health care Mental Health Legislation and compulsory measures Professional evaluation and development Withdrawing and withholding treatment Safeguarding vulnerable people with mental health problems Health assessment in all environments NURSING PRACTICE AND DECISION MAKING The nursing process, evaluative skills Care planning Compare, contrast and evaluate systems of care and quality assurance mechanisms Challenges of meeting diverse mental health care needs Promoting advocacy of individuals rights and choices Power imbalances and professional integrity Promotion of wellbeing and recovery principles across professional boundaries Clinical judgement and decision making in challenging mental health situations Holistic care management Pathophysiology of complex, multifaceted disabilities, genetic conditions, life-limiting and life threatening conditions, complex mental health problems Diagnostic skills recording diverse and challenging health problems on the patient and their carers, including recognising changing status of the service user Page 176

182 COMMUNICATION AND INTERPERSONAL SKILLS Involvement of people with complex diverse mental health communication difficulties in the decision making process Evaluating the effectiveness of personal communication skills Evaluate the role of communication and technology and other communication tools that facilitate the voice of mental health service users to be heard Breaking bad news and communicating with families in crisis Emotional intelligence LEADERSHIP, MANAGEMENT AND TEAM WORKING Leadership principles and concepts in relation to therapeutic engagement of people with complex, diverse mental health care needs Inter-professional working with complex and diverse mental health care needs Safe practice in psychological security, risk management, physical care needs The role of the mental health nurse in policy and service development and promoting quality care Safe systems of practice and evaluation Page 177

183 EVALUATING AND APPRAISING CHILDREN S NURSING PRACTICE GENERAL INFORMATION Module Code School Level Credit Value Contact Hours 25 Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health Level 6 (Degree) 15 Credits BSc (Hons)/BSc Nursing Lynne Gell / Ronnie Meechan Subject to progression points None None None Nursing & Midwifery Council INTRODUCTION This module seeks to further develop the students knowledge, skills and professional development pertinent to children s nursing practice and consolidates the field of practice modules in years one and two. The focus is on the effectiveness of care processes, organisation and delivery of children s nursing practice across all health care delivery environments. The context of efficacy, quality assurance and clinical governance will feature in addition to nursing metrics and their importance to producing compassionate, caring effective adult nurses. Scenario based learning will continue to feature with increased complexity expected from a prospective graduate children s nurse. EDUCATIONAL AIMS THIS MODULE AIMS TO: The aim of this module is to consolidate all previous fields of practice modules and to ultimately prepare practitioners of the future and to emphasise the proactive role of the nurse and patient in the interdisciplinary setting. Through the development of clinical decision making skills, sound nursing diagnostic skills, critical thinking skills and the promotion of reflective practice, this module aims to expand the future registrants knowledge, skills and evaluation of healthcare processes. This module aims to encourage the student to develop a commitment to lifelong learning and professional development as a children s nurse. Page 178

184 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to: 1 Critically examine childhood, adolescent development and analyse its application to contemporary nursing practice and health promotion when caring for infants, children and young people with a variety of health conditions. 2 Critically apply knowledge from behavioural and social sciences to the health, well-being, altered health, disability of children, young people and the impact upon their families 3 Demonstrate a compassionate, caring and professional attitude in order to respond appropriately to the needs of children and young people with complex long-term physical and mental health conditions. 4 Critically reflect upon the impact and application of policy and practice at a local, national and global level when caring for the children and young people and the impact upon their families COGNITIVE SKILLS Ref B. Students should be able to: 1 Apply critical judgement skills to devise and maintain articulate arguments and conclusions to children with acute and terminal illness 2 Critically utilise current knowledge, research and evidence and apply to practical and theoretical aspects of acute and palliative care 3 Critically apply a problem solving approach in order to evaluate arguments, assumptions, abstract concepts and data to make clinical judgements and frame appropriate interventions to achieve solutions to actual and potential problems of children, their families and carers 4 Critically apply a variety of acquired methods and techniques to review, consolidate, extend and study, which evaluates professional leadership within acute and palliative care environments PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Critically develop comprehensive, systematic nursing evaluative diagnostic skills 2 Critically utilise a variety of evaluative and clinical audit tools to safeguard all children from vulnerable situations and protect the public from harm 3 Critically apply clinical judgement in order to monitor, evaluate nursing and health care practice to sustain and promote change for children and young people with acute and non acute illnesses 4 Critically develop the skills necessary to evaluate safe competent, person centred care across a variety of settings, responding to individual differences, diverse capabilities and needs GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Critically appraise and respect an extensive range of effective interpersonal, communication and negotiation skills in order to deliver professional nursing care when caring for children with acute and palliative illness. 2 Critically apply reflective and reflexive skills that foster a commitment to lifelong learning and continuing professional development when caring for ill children 3 Critically practice a non-judgemental and anti-discriminatory attitude, which is sensitive to the values and interests of individuals, respecting their contributions to care when caring for acutely ill and terminally children MODE OF ASSESSMENT FORMATIVE ELEMENTS Please Note: These elements do not count towards your final module grade. Page 179

185 1. 2 Hour mock examination For example; Examination 2hours: Patient / Client Centred Scenario The student will receive the 2 scenario s in the penultimate week of the module. These scenarios will NOT usually be from the six scenarios that are released FOUR weeks in advance of the examination date. The examination will be in 2 sections and the student will be required to answer 1 scenario from each section from a choice of 2. The student will answer questions in relation to the care and management of the patient / client in the scenario. Due Date: Week, Session. 2. Problem Learning sets The problem sets will focus on the use rationale to underpin nursing practice. These will be selected from a workbook of pre-determined scenarios and students will feedback in groups to develop diagnostic and care planning skills. Due Date: Week, Session. 3. Weekly on line tests The on line component will form a mixture of MCQ and short answer components. The components will examine factors such as physiology, pathophysiology, and rationale for care and assist students to develop and demonstrate an understanding of acute and non-acute disorders. Due Date: Week, Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in ALL of the following elements to pass the practice module Hour unseen examination [100% of Module Grade]: For example; Examination 2hours: Patient / Client Centred Scenario The student will receive the 6 scenarios FOUR weeks in advance of the Examination date. The examination will be in 2 sections and the student will be required to answer 1 scenario from each section from a choice of 2. The student will answer questions in relation to the care and management of the patient / client in the scenario. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The formative and graded elements are awarded a percentage grading according to the Level 6 Marking Criteria contained in your programme handbook. The summative assessment is marked on a graded percentage basis and forms your final module grade. For the classification of your degree (First, Upper Second, Lower Second, Page 180

186 or Third Class) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Akerjordet, K. & Severnsson, E. (2008) Emotional Intelligence in Nursing: A literature Review Study. Journal of Nursing Management Aylott, M, Glasper, A, & Battrick, C (2009) Developing practical skills for nursing children and young people. Hodder Arnold Charmely, C., Carson, P., Randall, D & Sandwell, W. (2005) Developmental anatomy and physiology of children: a practical approach, London, Churchill Livingstone Crouch, A. & Meurier, C. (2005) Health Assessment: Vital notes for nurses. Oxford, Blackwell publishing Glasper, A. & Richardson, J. (2009) A textbook of Children s and Young Peoples Nursing. Churchill Livinstone Marieb, E, N. & Hoen, K. (2009) Human anatomy & physiology with interactive 10 system suite. London, Benjamin Cummings Rushforth, H. (2009) Assessment made incredibly easy. London, Lippincott Williams & Wilkins Listed below are texts that provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Barnett, D., Wilson, B. & Woodlands, A (2008) Care Planning a guide for Nurses. Essex, Pearson Education. Brown, E. (2010) Life changes loss, change and bereavement for children 3-11 years. Manchester, Tacade Davies, J, & Hassell, L. (2007) Children in intensive care: A survival guide (2 nd Ed) Edinburgh, Churchill Livingstone, Elsevier Gerralda, M & Raynauld, J. (2010) Increasing awareness of child and adolescent mental health. Plymouth, Rowan and Littlefield publishers inc. Gibson, F. (2008) Cancer in children and young people: Acute nursing care. Chichester, John Wiley Gringer, A. (2007) Young people living with cancer: Implications for policy and practice. Maidenhead, McGraw-Hill/OUP Levine, M., Tudehope, D, & Sinhala, S (2008) Essential Neonatal Medicine (4 th Ed). Oxford, Blackwell publishing Page 181

187 Neill, S. & Knowles, H. (2004) The biology of Child Health. A reader in development and assessment. Basingstoke, Palgrave Macmillan Pfund, R. (2007) Palliative care nursing of children and young people. Oxford, Radcliffe Trigg, E. & Mohammed, T (2006) Practices in children s Nursing: Guidelines for hospital and community (2 nd Ed) Churchill Livingstone JOURNAL ARTICLES British Journal of Nursing Journal of Advanced Nursing Nursing Standard Paediatric Nursing WEB RESOURCES Their aim is to ensure that all life-limited and life-threatened children, young people and their families have the best quality care and support from the moment of diagnosis, wherever they live and for as long as the need it. Association for Children with Life Threatening and Terminal Illness support children's palliative care organisations by campaigning and lobbying governments to ensure their voice is heard; helping care staff be at the cutting edge of children's palliative care; making everyone know about their vital work and raising funds to ensure they are sustainable. Bliss, the special care baby charity, provides vital support and care to premature and sick babies across the UK. We offer guidance and information at a critical time in families' lives. We also fund ground-breaking research and campaign for babies to receive the best possible level of care regardless of when and where they are born. ICH pursues an integrated, multidisciplinary approach to enhance understanding, diagnosis, therapy and prevention of childhood disease. A broad range of paediatric issues is covered, from molecular genetics to population health sciences. All specialities as they relate to children s health are included so that ICH fulfils the role of a world-leading academic establishment in paediatrics. In keeping with a commitment to disease prevention, ICH is active in teaching and research aimed at developing interventions to promote health both during childhood and in the later years of life. This multi-disciplinary approach is necessitated by the important principle that the child is not merely a small adult. The Childhood Bereavement Network (CBN) is the hub for those working with bereaved children, young people and their families across the UK. We underpin our members work with essential support and representation: bringing them together across localities, disciplines and sectors to improve bereavement care for children. CRIN's head office is in London but work with a number of consultants and volunteers based around the world. They disseminate information about the convention of human rights of the child and child rights amongst non-governmental organisations (NGOs). Page 182

188 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: EVALUATING AND APPRAISING CHILDREN S NURSING PRACTICE SYLLABUS PROFESSIONAL VALUES Promoting children, young people and families views on service delivery and care provision Promoting the rights of children with complex multifaceted needs including those with complex mental health problems, profound and multiple disabilities and those within the youth justice system Advocating for children with complex health and social care needs Withdrawing and withholding treatment Rationale for nursing practice Health assessment COMMUNICATION AND INTERPERSONAL SKILLS Involving children and young people with complex communication difficulties in the decision making process NURSING PRACTICE AND DECISION MAKING The nursing process, evaluative skills Care planning Compare, contrast and evaluate systems of care and quality assurance mechanisms Child and family centred evaluative skills and empowerment Clinical judgement and decision making in challenging situations Holistic care management Pathophysiology of complex, multifaceted disabilities, genetic conditions, life-limiting and life threatening conditions, complex mental health problems Diagnostic skills recording diverse and challenging health problems on the patient and their carers, including recognising changing status of the adult Safeguarding children Paradigms of care Care needs of children and evaluation during terminal illness LEADERSHIP, MANAGEMENT AND TEAM WORKING Transition to adult services Multi-disciplinary team working and collaboration Page 183

189 Evaluating the effectiveness of personal communication skills Evaluate the role of technology Communication and information technology and management Breaking bad news and communicating with families in crisis Emotional intelligence Evaluating the role of technology and other communication tools that facilitate the voice of children to be heard The role of the children s nurse in policy and service development and promoting quality care Providing care in diverse settings including hospices, residential setting and mental health inpatient units Clinical decision making in complicated and unpredictable situations Safe systems of practice and evaluation Page 184

190 SUPPORTING THE EDUCATION & ASSESSMENT OF OTHERS IN NURSING PRACTICE GENERAL INFORMATION Module Code School Level Level 6 Credit Value Contact Hours 25 Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health 15 Credits BSc (Hons)/BSc Nursing Lynne Gell Subject to progression points None None None Nursing & Midwifery Council INTRODUCTION This fifth of six generic modules in the three years BSc (Hons)/BSc Nursing is shared by students from the adult, mental health and children s fields of practice. The four identified domains continue to provide the framework for contemporary nursing practice. While the three fields of practice share the module it is anticipated that the focus of the indicative content will relate to their chosen field of practice. This module is concerned with the application of the teaching skills to promote health and well-being of clients and to develop the students knowledge, skills and attitudes as a future practitioner in the facilitation of learning with significant others. The module will ensure that future practitioners have an understanding of regulatory requirements in supporting mentorship and develop the students knowledge, skills and attitude as a future facilitator of practice learning for learners from their own and others professions EDUCATIONAL AIMS THIS MODULE AIMS TO: To introduce the student to their role and responsibilities in promoting and facilitating the learning and assessment of others. The student will be introduced to a range of learning and assessment tools and models Page 185

191 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to: 1 Critically examine their role and responsibilities in the teaching, learning and assessment of others 2 Effectively plan and facilitate the teaching and assessment of others in the practice setting 3 Critically evaluate the learning and assessment experience for others 4 Critically reflect upon the impact and application of educational policy and practice to enhance the quality of the patient experience COGNITIVE SKILLS Ref B. Students should be able to: 1 Utilise current knowledge, research and evidence and apply to practical and theoretical work when educating others 2 Appreciate the uncertainty, ambiguity and limits of knowledge when educating others 3 Critically develop and apply a problem solving approach in order to evaluate educational programmes, arguments, assumptions, abstract concepts and data to make clinical judgements and frame appropriate educational packages to achieve solutions to actual and potential problems of patients, their families and carers. PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Develop and critically reflect upon the practical, technical and professional skills required to educate others autonomously in order to provide compassionate, safe, effective and accountable nursing practice 2 Meet the essential educational care needs of all patient groups and the multifaceted and contemporaneous care needs of adults by applying therapeutic educational principles to engage and maintain professional caring, compassionate relationships underpinned with dignity and demonstrating respect for human rights. 3 Utilise and apply clinical judgement in the provision of care to facilitate educational interventions to individuals in order to assist others to improve, maintain or recover health by promoting and encouraging health behaviours which uphold equitable access to health care services by devising educational interventions with clear measurable health outcomes 4 Demonstrate comprehensive, systematic nursing assessment and diagnostic skills in order to effectively educate others plan, deliver and evaluate safe, competent, person-centred care across a variety of settings, responding to individual educational differences, diverse capabilities and needs GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Develop and critically appraise and respect an extensive range of effective educational interpersonal, communication and negotiation skills, in order to deliver professional compassionate nursing care 2 Determine a non-judgemental and anti-discriminatory attitude, which is sensitive to the values and interests of individuals, respecting their contributions to care when educating others 3 Utilise a range of educational strategies to communicate information and ideas, problems and solutions to both specialist and non-specialist audiences 4 Critically apply reflective and reflexive skills that foster an educational commitment to lifelong learning and continuing professional development of self and others MODE OF ASSESSMENT This module is assessed through the completion of one (2) independent task [the Summative Element]. In addition to the summative elements, the module contains one (1) task to assist you in evaluating your progress in the module [the Formative Element]. Page 186

192 FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade. 1. Teaching plan and evaluation: Students will submit a teaching plan, which relates to a topic of the students choice. The Teaching Plans will relate directly to the following: Teaching a subject / skill to a patient. (Public Health /Health Promotion) Teaching a subject or skill to a junior student. Teaching a subject or skill to a non-professional member of the team. The Teaching plans will be discussed with and verified by the Mentor. They must be placed in the PDP and the Personal Tutor will review the Teaching Plans during week 49. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in the following element to pass the module Assignment [100% of Module Grade]: Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The Summative elements are awarded a percentage grading according to the Level 6 Marking Criteria contained in your programme handbook. The summative assessment is marked on a graded percentage basis and forms your final module grade. For the classification of your degree (First, Upper Second, Lower Second, or Third Class) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook. RECOMMENDED READING Listed below are texts which provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Cutcliffe, J, R., Hyrkas, K & Fowler, J. (2011) Routledge Handbook of Clinical Supervision, London, Routledge Downie C & Basford P (2003) Mentoring and Practice: A Reader, Greenwich University Press, Greenwich Hinchliff,. S (2009) The practitioner as teacher. Churchill Livingstone, Edinburgh Jasper, M. (2003) Beginning Reflective Practice, Nelson Thornes, London Milne, D (2009) Evidence-Based Clinical Supervision. Principles and Practice. BPS Blackwell Page 187

193 Morton-Cooper, A. & Palmer, A. (2000) Mentoring, Preceptorship and Clinical Supervision, 2nd Edn., Blackwell Publishing, Oxford Neary M (2000) Teaching and Evaluation for Clinical Competence: a practical guide for practitioners and teachers, Nelson Thornes, Cheltenham Nicklin, P., Kenworthy, N. (2000) Teaching and Assessing in Nursing Practice: an experiential approach, 3rd Edn., Bailliere Tindall, Edinburgh Quinn, F. & Hughes, S (2007) Quinn s principles and practice of nurse education. Chetenham, Nelson Thornes Sloan, G (2008) Clinical Supervision in Mental Health Nursing Practice. John Wiley and Sons Ltd Stuart, C. C. (2006) Assessment, supervision and support in clinical practice: a guide for nurses, midwives and other health professionals, 2nd Edn., Churchill Livingston, Edinburgh Welsh, I., Swann, C. (2002) Partners in Learning: a guide to support and assessment in nurse education, Routledge, London RECOMMENDED JOURNALS British Journal of Nursing Journal of Advanced Nursing Nurse Education in Practice Nurse Education Today WEB RESOURCES Department of Health The Higher Education Academy, Health Sciences and Practice Subject Centre Nursing and Midwifery Council NMC Standards to Support Learning and Assessment in Practice education/standards-of-proficiency-for-preregistration-nursing-education/ NMC Standards for Pre-Registration Nursing Education Practice Based Learning Website Page 188

194 BSc (Hons) Nursing INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: SUPPORTING THE EDUCATION & ASSESSMENT OF OTHERS IN NURSING PRACTICE SYLLABUS PROFESSIONAL VALUES Partnership working and collaborative nursing practice Promoting heath and well being Evidence based practice COMMUNICATION AND INTERPERSONAL SKILLS Professional and multidisciplinary working Encourage health promoting behaviour Promoting the self-concepts of care NURSING PRACTICE AND DECISION MAKING Recognising and responding to the needs of those in their care Care needs during illness Public health, health inequalities and health education and health promotion Optimising health and well-being through self-care and selfmanagement LEADERSHIP AND MANAGEMENT Time management Prioritisation skills Assertiveness skills Working as part of a team with people in your care and other professional groups Coaching and teaching skills Page 189

195 BSc (Hons) Nursing MANAGEMENT & LEADERSHIP IN PRACTICE GENERAL INFORMATION Module Code School Level Credit Value Contact Hours 50 Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health Level 6 (BSc Hons) 30 Credits BSc (Hons)/BSc Nursing Lynne Gell Subject to progression points None None None Nursing & Midwifery Council INTRODUCTION This is the final generic module in the BSc (Hons)/BSc Nursing is shared by students from the adult, mental health and children s fields of practice. The four identified domains continue to provide the framework for contemporary nursing practice. While the three fields of practice share the module it is anticipated that the focus of the students dissertation will relate to their chosen field of practice. This module involves undertaking a substantial piece of work that requires the student to demonstrate the ability to work autonomously in both researching and presenting a chosen topic and to sustain these skills over an extended period of activity. It allows the student to apply theoretical and practical knowledge to critically explore an issue or topic pertaining to their field of practice and to demonstrate the ability to synthesise data/ information, to evaluate conflicting interpretations and arrive at an original conclusion. The skills required support the concept of lifelong learning and it is anticipated that the study will promote and foster an interest in, support for and application of research and evidence to clinical practice. There will be a focus on recognising the variable styles of management and leadership skills required within a dynamic healthcare environment. Emphasis is placed on the need to develop self-directed learning skills, clinical reasoning/problem solving skills as a foundation for professional development and the maintenance of competency, allowing the student to respond appropriately and effectively in changing situations of care. EDUCATIONAL AIMS THIS MODULE AIMS TO: To prepare the student for their future role and responsibilities in being an effective team player, leading a team, managing the complex care and upholding the Professional Attitudes and Behaviours patients / clients wish to see and required by the NMC. Page 190

196 BSc (Hons) Nursing LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to demonstrate: 1 Effective leadership and management skills in order to recognise and respond professionally and compassionately to universal physical and mental health conditions across varied populations and groups of society 2 Effective leadership and management skills in order to evaluate and critically reflect upon the impact and application of legal, ethical frameworks and policy at a global, local and national level 3 Effective leadership and management skills in order to utilise and apply a sound knowledge base of evidence and research paradigms to professional nursing and health care practice 5 And recognise their own leadership and management style and how this impacts upon individuals and teams COGNITIVE SKILLS Ref B. Students should be able to: 1 Apply critical judgment skills to devise and maintain articulate arguments and conclusions. 2 Apply sound leadership and management analytical problem solving skills to promote individual and shared decision making in complex and unpredictable contexts 3 Develop and apply a variety of acquired leadership and management methods and techniques to review, consolidate, extend and apply knowledge and understanding to initiate and complete autonomous practice and study, which critically evaluates aspects of professional leadership, incorporating critical research and evidence in critical and ethical dimension of health care practice. PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Critically reflect upon the practical, technical and professional skills required to lead and manage practice autonomously in order to provide compassionate, safe, effective and accountable nursing practice 2 Recognise the leadership and management skills required in order to respond to limitations in competence and acknowledge when clinical judgement and decisions require specialist knowledge in order to safeguard the public 3 Apply leadership and management skills to co-ordinate, monitor and evaluate nursing and health care practice in order to sustain, promote change and effective care delivery 4 Apply leadership and management skills to Monitor and Evaluate nursing and health care practice to sustain and promote change through the analysis of a full range of leadership and management interventions including up to date technological advances GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Recognise own values, principles and assumptions to develop self-awareness and leadership skills 2 Utilise a range of leadership and management strategies to communicate information and ideas, problems and solutions to both specialist and non-specialist audiences 3 Critically apply reflective and reflexive leadership and management skills that foster a commitment to lifelong learning and continuing professional development 4 Exercise autonomy and personal responsibility for own leadership and management professional practice and learning Page 191

197 BSc (Hons) Nursing MODE OF ASSESSMENT This module is assessed through the completion of one (1) independent task [the Summative Element]. Only students undertaking the BSc (Hons) are required to submit this assessment item. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in the following element to pass the module. 1. Dissertation 7000 words minimum [100% of Module Grade]: For example; The student will complete a critical review of the literature in relation to Management and Leadership (MINIMUM OF 5 ARTICLES) using a recognised critique model. Having completed the review the student must indicate how they would apply the knowledge gained to develop their future practice as a registered nurse. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The formative and graded elements are awarded a percentage grading according to the Level 6 Marking Criteria contained in your programme handbook. The summative assessment is marked on a graded percentage basis and forms your final module grade. For the classification of your degree (First, Upper Second, Lower Second, or Third Class) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook. RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Adair, J (2007) How to grow leaders: the seven key principles of effective leadership development. Kogan Page: London Benjamin, S F (2008) Perfect Phrases for Dealing with Difficult People. McGraw Hill. London Fullan, M. (2007) Leading in a Culture of Change. Jossey Bass: San Francisco. Wedderburn-Tate, C (1999) Leadership in Nursing, Churchill Livingstone: London Listed below are texts that provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Bach,. S & Ellis, P. (2011) Leadership and management in team working in nursing (Transforming Nursing Practice). Learning Matters Barr, J. & Dowding, L. (2008) Leadership in Health Care. London. Sage Page 192

198 BSc (Hons) Nursing Bishop, V., Scott, I. (1999) Challenges in Clinical Practice: Professional Developments in Nursing, Macmillan: London Carnegie, D. (2006) How to win friends and influence people, Vermillion: London Connors, R., Smith, T. (1999) Journey to the Emerald City: Achieve a competitive edge by creating a culture of accountability, Prentice Hall Press: London Garvey, D., Stokes, P. and Megginson, D. (2009) Coaching and Mentoring Theory and Practice. London, Sage George, B. (2003) Authentic Leadership, Jossey-Bass: San Francisco Hargreaves, A. & Fink, D. (2006) Sustainable Leadership, Jossey Bass: San Francisco Heron, J. (1993) Group Facilitation. Theories and Models for Practice. Kogan page Limited. London. Kouzes, J.M., Posner, B.Z (2002) The Leadership Challenge, Jossey-Bass: San Francisco Northouse, P.G (2010) Leadership Theory and Practice. 5 th Ed London Sage Owen, J (2010) How to Influence. London Owen, J (2006) How to Manage. London Passmore, J. (Ed) (2006) Excellence in Coaching- The Industry Guide. London, The Association for Coaching Prime Minister s Commission on the Future of Nursing and Midwifery in England (2010). Front Line Care: the future of nursing and midwifery in England. Report of the Prime Minister s Commission on the Future of Nursing and Midwifery in England Sullivan, E & Garland, G (2009) Practical Leadership and Management in Nursing. Pearson Education Templar, R (2005) The Rules of Management. Prentice Hall Business. London JOURNAL ARTICLES Clinical Governance : An International Journal Journal of Health Organisational Management WEB RESOURCES Institute of Healthcare Management Nursing Leadership, a web site with very useful information on leadership and change management Training organisation for personal social services Page 193

199 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: MANAGEMENT & LEADERSHIP IN PRACTICE SYLLABUS PROFESSIONAL VALUES Professional values attitudes and beliefs Professional accountability Integrated professional practice Legal and ethical principles Consolidation of global nursing practice COMMUNICATION AND INTERPERSONAL SKILLS Written and oral communication skills Self-awareness Independent judgement NURSING PRACTICE AND DECISION MAKING Research methodology Evidence based practice Healthcare policy LEADERSHIP, MANAGEMENT AND TEAM WORKING Leadership and management Implementing change theory Reflective practice Clinical governance Role of the nurse, multi-disciplinary team and service users and families in development Standards and guidelines Commitment to continuing professional development Page 194

200 PRACTICE LEARNING 4 GENERAL INFORMATION Module Code School Level Level 6 Credit Value Contact Hours Programme(s) Module Leader Related Modules Pre-requisites Co-requisites Post-requisites Excluded Combinations External Accrediting Body (if appropriate) To be confirmed School of Health 60 Credits 940 in Clinical Practice BSc (Hons)/BSc Nursing Lynne Gell / Ronnie Meechan Subject to progression points None None None Nursing & Midwifery Council INTRODUCTION This is the fourth practice-learning module of the BSc (Hons)/BSc nursing programme. It maintains the practice learning from year UNSP 1001, 2001, 2002 and consolidates students competence in relation to the four domains of professional values, communication and interpersonal skills, nursing practice and decision making and leadership, management and team working which will provide the framework underpinning contemporary nursing practice. Nurses need to develop their knowledge base of core clinical professional and interpersonal skills to provide safe and effective nursing practice. This module will draw on the student s clinical experiences enabling the development of the necessary professional and interpersonal skills of communication, teamwork, partnership working, problems solving and critical reasoning necessary to support developing student competence in providing individualised holistic patient/client care. EDUCATIONAL AIMS THIS MODULE AIMS TO: Consolidate the skills, knowledge, attitudes, values and technical ability to deliver safe, effective and autonomous nursing practice, with the expectation that nurses can meet individual needs across the lifespan and across a range of abilities. The module provides the student with the practice skills which strengthen the theoretical aspects of the generic and field of practice requirements which underpin adult nursing within a contemporary health care environment. Page 195

201 LEARNING OUTCOMES KNOWLEDGE AND UNDERSTANDING Ref A. Students should be able to critically: 1 Examine the functions and structures of the human body, development and analyse how altered physiology impacts on patients within any practice environment 2 Apply behavioural and social sciences to the health, well-being, altered health, disability, aging and death to patients within any practice environment 3 Respond in a professional and compassionate manner to multifaceted and contemporaneous health needs of people from any nursing field of practice 4 Apply a sound knowledge base of evidence and research paradigms and how to utilise these within professional clinical nursing practice COGNITIVE SKILLS Ref B. Students should be able to: 1 Begin to apply critical judgement skills to devise and maintain articulate arguments and conclusions within practice settings 2 Begin to apply analytical problem solving skills to promote individual and shared decision making in stable and unpredictable practice learning environments 3 Utilise current knowledge, research and evidence and apply to practical work within practice learning settings 4 Further develop and begin to apply a problem solving approach to care within practice learning environments 5. Continue to develop and begin to a variety of acquired methods and techniques to review and begin to apply knowledge and understanding of applied professional leadership within practice learning environments PROFESSIONAL SKILLS AND ATTITUDES Ref C. Students should be able to: 1 Further develop and reflect upon the practical, technical and professional skills required to practice as a student nurse in order to provide compassionate, safe, effective and accountable nursing practice 2 Recognise, fulfil and apply the NMC (2010) Essential Skills Clusters to adult nursing practice for progression point one of the programme. 3 Maintain clear, accurate and complete records necessary for year one progression outcomes 4 Recognise and respond to limitations in competence and acknowledge when clinical judgement and decisions require specialist knowledge 5. Further enhance and develop comprehensive, systematic, nursing assessment and diagnostic skills 6. Further enhance and develop the skills to plan, deliver and evaluate safe, competent, person centred care across a variety of settings responding to individual differences, diverse capabilities and needs 7. Further develop therapeutic relationships and engage with partnership working with service users, carers, families and the wider health and multi-agency team 8. Begin to apply safe and effective applied pharmacology and medicines management skills to patients with polypharmacy needs in order to achieve year one progression criteria in accordance with the ESC (2010) GENERAL TRANSFERABLE SKILLS Ref D. Students should be able to: 1 Further develop, appraise and respect a range of effective interpersonal, communication and negotiation skills within the practice learning environments, in order to deliver professional compassionate nursing care 2 Continue to acquire and apply numeracy, applied drug calculation and information technology skills for safe effective patient care within practice learning environments for year one progression criteria in accordance with the ESC (2010) 3 Recognise and practice a non-judgemental and anti-discriminatory attitude within the practice learning environment, which is sensitive to the values and interests of individuals, respecting their contributions to care Page 196

202 4. Continue to apply reflective and reflexive skills within practice learning environments that foster a commitment to lifelong learning and continuing professional development 5. Further develop and understand the concept of autonomy and personal responsibility for on professional practice and learning MODE OF ASSESSMENT This module is assessed through the completion of one (3) independent tasks [the Summative Element]. In addition to the summative elements, the module contains two (2) tasks to assist you in evaluating your progress in the module [the Formative Element]. FORMATIVE ELEMENT Please Note: These elements do not count towards your final module grade. 1. Reflective account For example; students to complete three reflections during their practice experience, based on the care of patients that they have cared for during their practice learning experience. 2. On line pharmacology tests For example; students to complete the on line pharmacology and medicine management tests that spans over the first year of the programme. The tests will examine aspects such as pharmacokinetics, pharmacodynamics, common drug groups, knowledge of therapeutics and safety. Due Date: Week, Session. SUMMATIVE ELEMENTS Please Note: You must achieve a pass in ALL of the following elements to pass the practice module. Please note there is no compensation between assessment items. 1. Clinical OSCE (Pass/Fail): For example, A simulated drug round of six patients. The patients will consist of a variety of medical and surgical conditions with polypharmacy needs. You will be expected to administer medication in accordance with NMC guidelines and cognisant of NPSA guidelines. Failure to demonstrate competence will result in a failure of the practice learning module. You will still be expected to demonstrate competence with medication administration within the practice environment. 2. Applied drug calculation test (a pass of 100% is required) (Pass/Fail): For example, Numeracy testing via a web based Authentic World software is a requirement of this practice module. Failure to demonstrate competence will result in a failure of the practice learning module. 3. Successful achievement of practice learning and ESC [100% of Module Grade]: For example, Assessed via a practice learning document, incorporating NMC competencies and the Essential Skills Clusters. Students must pass each progression outcome selected, they must demonstrate professional conduct and practice safely. Feedback will also be sought from an anonymous service user. Page 197

203 Where specific skills acquisition has not been possible this will be undertaken using simulation. Failure to demonstrate competence will result in a failure of the practice learning module. Coursework Launch: Day, Date, Month, Year Coursework Due Date: Time, Day, Date, Month, Year The formative and graded elements are awarded a percentage grading according to the Level 6 Marking Criteria contained in your programme handbook. The summative assessment is marked on a graded percentage basis and forms your final module grade. For the classification of your degree (First, Upper Second, Lower Second, or Third Class) the final module grades will be combined according to the Diagram of Outcomes Leading to Award, detailed in your programme handbook RECOMMENDED READING Students will be directed to appropriate sections of these texts during the module. Blair, K. (2011) Medicines management in children s nursing, Learning Matters, Exeter, UK British National Children s Formulary- Supplied on programme British National Formulary- Supplied on programme Healy, D. (2005) Psychiatric Drugs Explained, Churchill Livingstone, UK. Iggulden, H., MacDonald, C. & Staniland, K (2009) Clinical Skills. The Essence of Caring. Maidenhead, McGraw Hill Education. Open University Press. Neonatal Formulary (NNF6), provides a comprehensive source of information of drug use in pregnancy, in the neonatal period, and in the first year of life, reflecting the way prescribing has to adapt to changes in drug elimination during the first year of life. Rushforth, H. (2009) Assessment made incredibly easy. London, Lippincott Williams & Wilkins Scott W, McGrath D, (2009) Nursing Pharmacology Made Incredibly Easy Listed below are texts that provide background to the concepts and content of the module and which may be used for reference either during the course or in your subsequent professional roles. Aylott, M, Glasper, A, & Battrick, C (2009) Developing practical skills for nursing children and young people. Hodder Arnold Bach,. S & Ellis, P. (2011) Leadership and management in team working in nursing (Transforming Nursing Practice). Learning Matters Page 198

204 Baillie, L. (2009) Developing Practical Nursing Skills. (3 rd Ed) London, Hodder Arnold Clarke, V. & Walsh, A (2010) Fundamentals of Mental Health Nursing. Oxford University Press. Dougherty, L. & Lister, S (2008) The Royal Marsden Hospital Manual of Clinical Nursing Procedures (Student Edition) (7 th Ed) Oxford, Wiley Blackwell Endacott, R. & Jevon, P. (2009) Clinical Nursing Skills: Core and Advanced. Oxford, Oxford University Press. Evans, D & Allen, H (2009) Mental Health Nursing Made Incredibly Easy. Lippincott Williams and Wilkins Hinchliff,. S (2009) The practitioner as teacher. Churchill Livingstone, Edinburgh Merriman, C. & Westcott, L. (2010) Succeed in OSCE s and Practical Exams: An Essential Guide for Nurses. Maidenhead, McGraw Hill Education. Open University Press Norman, I & Ryrie, I (2009) The art and science of mental health nursing, Open University Press. Quinn, F. & Hughes, S (2007) Quinn s principles and practice of nurse education. Chetenham, Nelson Thornes Sullivan, E & Garland, G (2009) Practical Leadership and Management in Nursing. Pearson Education JOURNAL ARTICLES British Journal of Nursing Journal of Clinical Skills Nurse Education in Practice Nursing Standard Nursing Times WEB RESOURCES summary_r&cad=0#v=onepage&q&f=false ECG Interpretation made Incredibly Easy An interactive web site examining over 80 clinical and diagnostic interventions The Royal College of Nursing: supports your studies, represents your rights and offers advice. Page 199

205 Contains the guidelines for out-of-hospital, single rescuer, adult basic life support (BLS). Like the other guidelines in this publication, it is based on the document 2010 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science with Treatment Recommendations (CoSTR), which was published in October Basic life support refers to maintaining airway patency and supporting breathing and the circulation without the use of equipment other than a protective device. Contains the guidelines for out-of-hospital, single rescuer, paediatric basic life support (BLS). Like the other guidelines in this publication, it is based on the document 2010 International Consensus on Cardiopulmonary Resuscitation and Emergency Cardiovascular Care Science with Treatment Recommendations (CoSTR), which was published in October Basic life support refers to maintaining airway patency and supporting breathing and the circulation without the use of equipment other than a protective device. Page 200

206 INDICATIVE SCHEME OF WORK In some instances information regarding content of module is indicative - actual module content will be determined according to considerations (for example, opportunities for work with specific external partners or new developments in the field) which are taken into account on a yearly basis. MODULE TITLE: PRACTICE LEARNING 4 SYLLABUS PROFESSIONAL VALUES Professional image, values and beliefs including: Dignity, respect for others and caring for individuals in a sensitive, caring and compassionate manner & positive role modelling to others Professional accountability Respect for diversity Integrated professional practice Rights and responsibilities Legal and ethical principles Application of relevant policies and procedures Empowering people and advocating for others Manage and diffuse challenging situations COMMUNICATION AND INTERPERSONAL SKILLS Develop and select effective communication strategies. E.g. listening skills, report writing, completing documentation, verbal and non-verbal communication, self-awareness and awareness of others needs, limitations in relation to managing/handling information Provide guidance to others NURSING PRACTICE AND DECISION MAKING Appropriate assessment skills of ALL people across the lifespan Physical, social, cultural, psychological, spiritual, genetic and environmental impact in order to recognise signs of normal and altered/deteriorating signs of physical and mental health Diagnostic skills of ALL people across the lifespan Appropriate interventions using medical technologies, procedures and pharmacology The application of key policy and legislation and how it impacts on nursing practice, health and safety, basic life support, fire, moving and handling LEADERSHIP, MANAGEMENT AND TEAM WORKING Time management Prioritisation skills Assertiveness skills Diagnostic skills Importance of maintaining safety of self and people in your care Working as part of a team with people in your care and other professional groups Coaching and teaching skills in clinical practice Page 201

207 ESSENTIAL SKILLS CLUSTERS CARE, COMPASSION AND COMMUNICATION ORGANISATIONAL ASPECTS OF CARE INFECTION PREVENTION AND CONTROL NUTRITION AND FLUID MANAGEMENT MEDICINES MANAGEMENT Page 202

208 Module Delivery - Year 3 Level 6 Evaluating and Appraising Children s Nursing Practice (15 Credits), Evaluating and Appraising Mental Health Nursing Practice (15 Credits), Evaluating and Appraising Children s Nursing Practice (15 Credits), Supporting the Education & Assessment of Others in Nursing Practice (15 Credits), Management & Leadership of complex nursing Relationships (30 Credits), Practice Learning 4 (60 Credits) Generic All students together. Field Specific Students grouped by their context of Nursing Practice. It is recognised that health care is an ever-changing dynamic arena. Contemporaneous Policy, Models and Materials will support the Module delivery and sessions within them. Although academic staff will determine the appropriate method of classroom delivery for each session the actual materials and tasks are not detailed at this stage to ensure the ultimate sessions are contemporary to healthcare at the time / point of delivery. Week Module Content / Focus / No Sessions Method / Materials Facilitator(s) 1 The following Modules will be delivered as a Whole Group Field Specific Groups Lecture and Seminars Academic IND (Generic) Introduction to the Year and Practice Practice Learning 4 all Modules. VLE Pebble Pad User carer Management & Leadership of complex nursing Practice experience in Year Student Association etc. Relationships 2 Supporting the Education & Assessment of Others in Nursing Practice Generic Group The following Modules will be delivered as a Whole Personal and Professional Group (Generic) or where required Field Specific: development Evaluating and Appraising Children s Nursing Academic Assessment & Practice Submission dates Evaluating and Appraising Children s Nursing Practice Evaluating and Appraising Mental Health Nursing Practice 2 The following Modules will be delivered as a Whole Group Generic Group Lecture Academic (Generic) Facilitating Teaching, Seminar Management & Leadership of complex nursing Learning and Assessment Supported with VLE Relationships Learning Styles and materials Supporting the Education & Assessment of Theories Others in Nursing Practice The following Modules will be delivered as a Whole Communications and Group (Generic) or where required Field Specific: information technology Evaluating and Appraising Children s Nursing Multi-disciplinary team Practice working and collaborative Evaluating and Appraising Children s Nursing practice Page 203

209 Practice Evaluating and Appraising Mental Health Nursing Practice 3 The following Modules will be delivered as a Whole Group (Generic) Management & Leadership of complex nursing Relationships Supporting the Education & Assessment of Others in Nursing Practice Clinical judgement and decision making in challenging situations The role of the nurse in policy and service development Professional evaluation and development Generic Group Teaching Methods Planning and delivering a teaching session Field Specific Group MH Health Assessment in all environments Withdrawing and withholding treatment Field Specific Group Adult Health Assessment in all environments Withdrawing and withholding treatment Field Specific Group Child Recognising children and young people at risk of or experiencing abuse Recognition and person centred care for children and young people with enduring physical health problems Lecture Supported with VLE materials Field Specific User Carer Case Studies Academic Staff Specialist Practitioners 4 The following Modules will be delivered as a Whole Group (Generic) Generic Group Organisational Structures Leadership and Lecture Supported with VLE materials Field Specific Academic Staff Specialist Practitioners Page 204

210 Management & Leadership of complex nursing Relationships Supporting the Education & Assessment of Others in Nursing Practice 5 The following Modules will be delivered as a Whole Group (Generic) Management & Leadership of complex nursing Relationships Supporting the Education & Assessment of Others in Nursing Practice Management Styles Philosophies and models of change Field Specific Group MH Clinical judgement and decision making Safeguarding Field Specific Group Adult Clinical judgement and decision making Safeguarding Field Specific Group Child Health Assessment in all environments Withdrawing and withholding treatment Generic Group Government Policy as a driver for change The meaning of change for the individual Field Specific Group MH Comparing, contrasting and evaluating systems of care and quality enhancement mechanisms Diagnostic skills Recording diverse and challenging health problems with service users Field Specific Group Adult Comparing, contrasting and evaluating systems of care and quality enhancement mechanisms Diagnostic skills Recording diverse and challenging health problems User Carer Case Studies Lecture Seminar Workshop Case studies & Scenarios Assessment tools Academic Staff Specialist Practice staff Page 205

211 with patients 6 The following Modules will be delivered as a Whole Group (Generic) Management & Leadership of complex nursing Relationships Supporting the Education & Assessment of Others in Nursing Practice Field Specific Group Child Clinical judgement and decision making Safeguarding Generic Group Evaluating learning Creating a Clinical Learning Environment Accountability and the law in relation to assessment in practice Field Specific Group MH The principles of Cognitive behavioural Therapy Advocacy in patient centred care Field Specific Group Adult Advocacy in patient centred care The role of the nurse in policy and service development Care needs and evaluation during terminal illness Field Specific Group Child Comparing, contrasting and evaluating systems of care and quality enhancement mechanisms Diagnostic skills Recording diverse and challenging health problems with children and adolescents Assessment and person centred age appropriate Seminars Workshop VLE Field Specific - Risk Assessment Tools - Academic Staff Specialist Practitioners Page 206

212 7 The following Modules will be delivered as a Whole Group (Generic) Management & Leadership of complex nursing Relationships Supporting the Education & Assessment of Others in Nursing Practice care of children and young people with altered health needs linked to anatomy and physiology Generic Group Assessment Methods and Process Failing to Fail students Paradigms of care Field Specific Group MH Cognitive behavioural therapies continued Promoting advocacy of individuals rights and choices Promotion of wellbeing and recovery principles across professional boundaries Seminars Workshop VLE Field Specific - Risk Assessment Tools Academic Staff Specialist Practitioners Field Specific Group Adult Pathophysiology of complex health conditions to include multifaceted diabetes, genetic conditions, life limiting and life threatening and complex metal health problems The principles of conflict resolution Managing the Care of the breathless patient Field Specific Group Child The effects of health status on the child, young person and their family Establishing, planning and managing transitional care between services Page 207

213 8 Annual Leave Establishing and managing therapeutic relationships with children, adolescents and families 9 PDP 10 The following Modules will be delivered as a Whole Group (Generic) Management & Leadership of complex nursing Relationships Supporting the Education & Assessment of Others in Nursing Practice Complete Tutor Directed & Student Directed Study hours for Year 3 Complete reflective accounts and maintain Portfolio Generic Group Motivational change in relation to change Negotiation skills and decision making Engagement in teaching health promotion Field Specific Group MH Clinical judgement and decision making in challenging mental health situations Challenges of meeting diverse mental health care needs Power imbalanced and professional integrity Field Specific Group Adult Principles and Management of chronic pain Clinical decision making Entrepreneurial nursing Field Specific Group Child Assessment and person centred age appropriate care of children and young people with life limiting conditions Lecture Seminars VLE Field Specific material / Case studies Academic Page 208

214 11 The following Modules will be delivered as a Whole Group (Generic) Management & Leadership of complex nursing Relationships Supporting the Education & Assessment of Others in Nursing Practice Organisation, management and evaluation of person centred care for children, young people and their families Assessment and person centred age appropriate care of children and young people with altered health needs linked to therapeutics and pharmacology Generic Group Examination and assessment preparation Using emotional intelligence Communication and change Field Specific Group MH Pathophysiology of complex physical life limiting and life threatening conditions affecting service users with mental health problems Transcultural psychiatry Substance misuse and homelessness Field Specific Group Adult Long term health conditions COPD / CHD / Diabetes / Stroke Medicines Management Field Specific Group Child Organisation, management and evaluation of person centred care for children and young people with a physical or learning disability Risk assessment including Page 209

215 recognition of infection and infection control in children and young people Medicines Management 12 Generic Group Examination and assessment preparation Managing Complaints and concerns Breaking bad news Field Specific Group MH Medicines Management Risk and suicide in Mental Health Managing barriers to communication Field Specific Group Adult Managing barriers to communication Chronic pain management Artificial feeding Field Specific Group Child National and locally driven health and social care policies, strategy and guidelines to incorporate risk assessment and clinical governance in Child Health Managing barriers to communication Artificial feeding 13 Practice Learning 4 Field Specific Group MH De Escalation techniques & PMVA Advanced Life Support Moving and Handling Field Specific Group Adult Advanced Life Support Seminars Practice sessions Seminars VLE Field Specific materials User carer case studies and scenarios Academic Practice Partners Academic Practice Partners Page 210

216 Moving and Handling Field Specific Group Child Advanced Life Support Moving and Handling Generic Group Reflection and action planning for the final practice experience. 14 Independent Study Complete Tutor Directed, Student Directed hours and On-line Formative Tests Maintain Portfolio 15 Examination 16 PDP Complete Tutor Directed & Student Directed Study hours for Year 3 Complete reflective accounts and maintain Portfolio 17 Practice Experience Independent Study Complete Tutor Directed, Student Directed hours and On-line Formative Tests Maintain Portfolio 26 Practice Experience PDP Complete Tutor Directed & Student Directed Study hours for Year 3 Assessment tools Page 211

217 Complete reflective accounts and update Portfolio 36 Independent Study Complete Tutor Directed, Student Directed hours and On-line Formative Tests Maintain Portfolio 37 Practice Experience The following Modules will be delivered as Field Specific Practice Learning 4 Management & Leadership of complex nursing Relationships Supporting the Education & Assessment of Others in Nursing Practice Evaluating and Appraising Children s Nursing Practice Evaluating and Appraising Children s Nursing Practice Evaluating and Appraising Mental Health Nursing Practice 50 Annual Leave 51 Annual Leave 52 Annual Leave Field Specific Groups Evaluation, Reflection for Year 3 Consolidation Transition and preparation for Registration Seminars Academic Practice Partners User carer Personal Tutor Page 212

218 ASSESSMENT A full set of assessment regulations is contained in BPP s Assessment Handbook, which is available for consultation in the library. THE PURPOSE OF ASSESSMENT Assessment is partly for your benefit: to help you learn by giving you accurate information on your progress and performance in order to help you reflect on your progress and plan activities to improve your knowledge, understanding, or skills. Assessment also gives you the opportunity to demonstrate what you have learned. It is the means by which your achievement is measured, in relation to the aims of your Programme and national statements about standards. All assessment is normally conducted by the Programme tutors (or their designated replacement in cases of absence or study leave) and a designated second marker for assessments which are weighted for degree classification. Marks are internally monitored and moderated at the conclusion of each round of assessment. Assessment tasks and processes are themselves designed to provide you with additional learning opportunities. LEARNING OUTCOMES AND ASSESSMENT CRITERIA Most programmes are made up of a series of programme modules. Each module carries credit, and has defined learning outcomes. These detail what you are expected to achieve in that module. Your assessment is normally linked to the learning outcomes to pass the module, you are normally expected to have met the learning outcomes. (Sometimes, usually in introductory modules early in your Programme, you may be required to demonstrate active engagement with, and clear progress towards, achieving learning outcomes that you will take further in later modules.) You may also receive details of the criteria that will be used in marking your work. You should use all this information to help you plan your work. Normally, you must pass ALL modules in the programme to get your degree. Normally, you must reach a pass standard in all the separate assessment tasks in a module in order to pass the module (e.g. where there are two or more elements of assessment in the same module). If, after reading your Programme handbook, you are unsure what is required to pass a module, you should ask the module tutor. Page 213

219 Marking Criteria Level 4 Assessment PASS FAIL Criterion % 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% Knowledge & Understanding (a) Systematic Understanding (b) Emerging thought (a) Thorough, explicit knowledge & understanding of the topic with some clear understanding of, and explicit links to, some aspects of a wider field of study. (b) Excellent usage of recent emerging thought and/or practices from a range of appropriate disciplines (a) Very good knowledge and understanding of central topic issues explicitly identified with some appreciation of, and explicit links to, a wider field of study. (b) Application of recent emerging thought or practices from the discipline (a) Good, partially implicit, knowledge and understanding of central topic issues with some appreciation of a wider field of study. (b) Some clear evidence of the application of thoughts and practices at the forefront of the discipline (a) Evidence of a sound factual and/or conceptual knowledge base and the ability accurately to use appropriate terminology. (b) Clear evidence of an understanding of thoughts and practices at the forefront of the discipline. (a) Some indications of a limited ability to identify appropriate ideas, concepts and principles. (b) Some evidence of the understanding of the thoughts and practices related to the discipline indicated. (a) Signs of an emerging knowledge and understanding of topic issues but unable always to select or apply them appropriately. (b) Not clear or precise understanding of thoughts and practices related to the required discipline indicated (a) Little knowledge or understanding of any of the central topic issues with numerous factual errors and use of a great deal of irrelevant material. (b)significant gaps in the understanding of practices related to the discipline indicated Argument (a) Analysis, Synthesis & Evaluation (b) Numerical Analysis (c) Independent Research (a) Sustained and fully substantiated analysis including contrary perspectives. (b) Numeric analysis that is complete and free from errors with application of methods that may be insightful or original (c) Evidence of an innovative or original use of extensive personal research which has been thoroughly evaluated conceptually (a) High level of awareness and the questioning of assumptions. (b) Numeric analysis that is complete and mostly free from errors with fluent and appropriate application of methods. (c) Substantial research and evidence of an innovative use of a wide range of personal research with clear and consistent evaluation (a) Ability to analyse drawing on a range of perspectives. Some questioning of assumptions. (b) Numeric analysis that is complete and mostly free from errors with relevant and effective application of methods (c) Clear evidence of considerable personal research and the use of a diverse range of appropriate sources but may contain problems with consistency in the (a) Some ability to analyse within guiding principles. Some evidence of critical thought. (b) Numeric analysis that is complete and mostly free from significant or critical errors with appropriate application of methods. (c) Appropriate use of a wide range of personal research which is critically evaluated for key conceptual issues although this may not (a) Largely descriptive but with some limited evidence of significant thought and with a growing awareness of assumptions. (b) Numeric analysis that is mostly complete but contains errors that have some limited effect, or methods that are not applied wholly appropriately (c) Evidence of a consistent argument but may have weaknesses or be unconvincing. Clear (a) Generally descriptive and indecisive. May include generalisations and assumptions and may lack coherence. (b) Numeric analysis that is incomplete or contains errors which have critical effect, or methods that are applied inappropriately (c) Over reliance on very restricted range of personal or secondary research much of which may (a) Wholly descriptive and insignificant with many generalisations, assumptions and illogical claims. Discussion irrelevant to the task set. (b) Numeric analysis is almost non-existent and also incorrect (c) Generally only a very restricted range of personal research which is not evaluated and is not directly related to the question Page 214

220 PASS FAIL Criterion % 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% conceptual conceptual evaluation be consistent throughout use of information gathered but may not be sufficient to sustain he argument. not be evaluated and may not be directly related to the question or area Presentation (a) Structure (b) Referencing (c) Use of Language (a) Excellent structure and presentation (b) Precise, full and appropriate references and notes. (c) Subtle use of language expressing a high degree of thought with clarity and precision to a level appropriate for submission for publication. (a) Excellent structure and presentation (b) Precise, full and appropriate references and notes. (c) Precise use of language expressing complex thought with clarity, accuracy and precision which furthers and enhances the argument (a) Good structure and presentation (b) Full and appropriate references and notes with minor or insignificant errors (c) Clear and precise use of language allowing a complex argument to be easily understood and followed (a) Adequate structure and presentation (b) Good references and notes with minor or insignificant errors or omissions (c) Generally clear use of language sufficient for arguments to be readily understood and followed (a) Adequate structure and presentation (b) Competent references and notes but may contain inconsistencies, errors or omissions (c) Generally understandable use of language but significant errors in expression affecting overall clarity (a) Poor structure and presentation (b) Poor references and notes with multiple inconsistencies, errors or omissions (c) Serious errors in the use of language which makes meaning unclear or imprecise (a) Very poor standard of basic English. Much more care needed with language construction and checking of the text. Very imprecise/ non-academic writing style. (b) Very limited or nil referencing with numerous errors and omissions (c) Extreme errors in use of language and an extreme lack of clarity Page 215

221 BSc (Hons) Nursing Marking Criteria Level 5 Assessment Criteria PASS FAIL Criterion % 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% Knowledge & Understanding a) Systematic Understanding b) Emerging Thought (a) Deep knowledge of the topic, explicitly related to comprehensive knowledge of the discipline(s). (b) Excellent usage of recent emerging thought and/or practices from a range of appropriate disciplines (a) Thorough, explicit knowledge & understanding of the topic. Clear understanding of and explicit links to some aspects of a wider field. (b) Some application of recent emerging thought or practices from the discipline (a) Very good knowledge and understanding of central topic issues explicitly identified. Some appreciation of and explicit links to a wider field. (b) Some clear evidence of the application of thoughts and practices at the forefront of the discipline (a) Good, increasingly explicit knowledge and understanding of central topic issues. Some appreciation of a wider field. (b) Clear evidence of an understanding of thoughts and practices at the forefront of the discipline (a) Basic and often implicit knowledge of central topic issues. Partial understanding. (b) Some evidence of the understanding and thoughts and practices related to the discipline indicated. (a) Inadequate or poor knowledge or understanding of topic issues. (b) Not a clear or precise understanding of the thoughts and practices related to the required discipline indicated. (a) Very poor knowledge or understanding of topic issues. (b)significant gaps in the understanding of the practices related to the discipline indicated Argument a) Analysis, Synthesis & Evaluation b) Numerical Analysis c) Argumentation d) Independent Research (a) High level of ability to analyse critically using a range of perspectives. Excellent synthesis of elements of the argument including contrary views. (b) Numeric analysis that is complete and free from errors with application of methods that may be insightful or original (a) Can present a coherent critical argument demonstrating the ability to synthesise concepts, theories and practice in a critical argument. (b) Numeric analysis that is complete and mostly free from errors with fluent and appropriate application of methods. (a) Can present a coherent significant argument demonstrating the ability to form a defendable judgement. Some use of contrasting perspectives. (b) Numeric analysis that is complete and mostly free from errors with relevant and effective application of methods. (a) Can decisively analyse a limited range of information within minimum guidance. Can select analytical methods appropriate to the task (b) Numeric analysis that is complete and mostly free from significant or critical errors with appropriate application of methods. (a) Some evidence of essential awareness but much reliance on description and some assumption. May be some difficulty in balancing and substantiating points. (b) Numeric analysis that is mostly complete but contains errors with significant effect, or methods that are applied inappropriately (a) Work is descriptive and uncritical. Contains generalisations, unsubstantiated assertion and exaggeration. (b) Numeric analysis that is incomplete or contains errors which have critical effect, or methods that are applied inappropriately (a) Work wholly descriptive and uncritical. Contains many generalisations, unsubstantiated assertions and exaggeration. (b) Numeric analysis is almost non-existent and also incorrect Page 216

222 BSc (Hons) Nursing PASS FAIL Criterion % 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% (c) Extremely strong and consistent argument making a convincing whole with evidence of originality. Impressive ability in the use of information gathered to support the argument. (d) Evidence of an innovative or original use of extensive personal research which has been thoroughly evaluated conceptually (c) Extremely strong and consistent argument that convincingly addresses issues including uncertainties and conflicts. Excellent use of information gathered which to support and further the argument (d) Substantial research and evidence of an innovative use of a wide range of personal research with clear and consistent conceptual evaluation (c) Evidence of an argument that is generally convincing with a good internal consistency and addresses most issues. Very good use of information gathered to support the argument. (d) Clear evidence of considerable personal research and the use of a diverse range of appropriate sources but may contain problems with consistency in the conceptual evaluation (c) Evidence of an overall convincing argument but may have weaknesses, gaps or inconsistencies. Clear use of information gathered but may have some weaknesses in the integration into the argument. (d) Appropriate use of a wide range of personal research which is critically evaluated for key conceptual issues although this may not be consistent throughout (c) Evidence of a consistent argument but may have weaknesses, significant gaps or be unconvincing. Clear use of information gathered but may not be sufficient to sustain the argument. (d) Evidence of a consistent argument but may have weaknesses or be unconvincing. Clear use of information gathered but may not be sufficient to sustain (c) Lack of consistency or structure in the argument. d) Over reliance on very restricted range of personal or secondary research much of which may not be evaluated and may not be directly related to the question c) Totally lack of consistency or structure in the argument. Very serious weaknesses in the integration of evidence and no awareness of the limitations or weaknesses of the research d) Generally only a very restricted range of personal research which is not evaluated and is not directly related to the question Presentation a) Structure b) Referencing c) Use of Language (a) Excellent structure and presentation (b) Precise, full and appropriate references and notes (c) Subtle use of language expressing a high degree of thought with clarity and precision to a level appropriate for submission for publication. (a) Excellent structure and presentation (b) Precise, full and appropriate references and notes. (c) Precise use of language expressing complex thought with clarity, accuracy and precision which furthers and enhances the argument (a) Good structure and presentation (b) Full and appropriate references and notes with minor or insignificant errors (c) Clear and precise use of language allowing a complex argument to be easily understood and followed (a) Adequate structure and presentation (b) Good references and notes with minor or insignificant errors or omissions (c) Generally clear use of language sufficient for arguments to be readily understood and followed (a) Adequate structure and presentation (b) Competent references and notes but may contain inconsistencies, errors or omissions (c) Generally understandable use of language but significant errors in expression affecting overall clarity (a) Poor structure and presentation (b) Poor references and notes with multiple inconsistencies, errors or omissions (c) Serious errors in the use of language which makes meaning unclear or imprecise (a) Extremely poor structure and presentation (b) Very limited or nil referencing with numerous errors and omissions (c) Extreme errors in use of language and an extreme lack of clarity Page 217

223 BSc (Hons) Nursing Marking Criteria Level 6 Assessment Criteria PASS FAIL Criterion % 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% Knowledge & Understanding a) Systematic Understanding b) Emerging Thought (a) Very deep knowledge of the topic, explicitly related to extremely comprehensive knowledge of the discipline(s). Evaluation and contribution to current knowledge (b) Excellent usage of recent emerging thought and/or practices from a range of appropriate disciplines (a) Deep knowledge of the topic, explicitly related to comprehensive knowledge of the discipline(s). Evaluation of current knowledge (b) Application of recent emerging thought or practices from the discipline (a) Very good, thorough and explicit knowledge & understanding of the topic. An appreciation of and explicit links to a wider field. (b) Some clear evidence of the application of thoughts and practices at the forefront of the discipline (a) Good knowledge and understanding of central topic issues, some explicitly identified. Some appreciation of a wider field. (b) Clear evidence of an understanding of thoughts and practices at the forefront of the discipline. (a) Some knowledge and understanding of central topic issues. (b) Some evidence of the understanding of the thoughts and practices related to the discipline indicated. (a) Inadequate, poor or very poor knowledge or understanding of central topic issues. (b) Not clear or precise understanding of thoughts and practices related to the required discipline indicated (a) Little or no knowledge or understanding of central topic issues. (b) Significant gaps in the understanding of practices related to the discipline indicated Page 218

224 BSc (Hons) Nursing PASS FAIL Criterion % 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% Argument a) Analysis, Synthesis & Evaluation b) Numerical Analysis c) Argumentation d) Independent Research (a) Consistently high levels of ability to analyse critically using a wide range of appropriate criteria, sources and perspectives. Excellent synthesis of elements of the argument including contrary views. (b) Numeric analysis that is complete and free from errors with application of methods that may be insightful or original (c) Extremely strong and consistent argument making a convincing whole with evidence of originality. Impressive ability in the use of information gathered to support the argument. (d) Evidence of an innovative or original use of extensive personal research which has been thoroughly evaluated conceptually (a) A high level of ability to analyse critically using a range of perspectives. Excellent synthesis of elements of the argument including contrary views. (b) Numeric analysis that is complete and mostly free from errors with fluent and appropriate application of methods. (c) Extremely strong and consistent argument that convincingly addresses issues including uncertainties and conflicts. Excellent use of information gathered which to support and further the argument (d) Substantial research and evidence of an innovative use of a wide range of personal research with clear and consistent evaluation conceptual (a) Presentation of a coherent critical argument demonstrating the ability to analyse, synthesise and evaluate to form a balanced and supportable judgement. Use of contrasting perspectives. (b) Numeric analysis that is complete and mostly free from errors with relevant and effective application of methods. (c) Evidence of an argument that is generally convincing with a good internal consistency and addresses most issues. Very good use of information gathered to support the argument. (d) Clear evidence of considerable personal research and the use of a diverse range of appropriate sources but may contain problems with consistency in the conceptual evaluation (a) The development of a critical analysis without guidance. Some ability to synthesise concepts, theories and practice. Application of a range of analytical methods appropriate to the task. (b) Numeric analysis that is complete and mostly free from significant or critical errors with appropriate application of methods. (c) Evidence of an overall convincing argument but may have weaknesses, gaps or inconsistencies. Clear use of information gathered but may have some weaknesses in the integration into the argument. (d) Appropriate use of a wide range of personal research which is critically evaluated for key conceptual issues although this may not be consistent throughout (a) Evidence of some critical awareness. There is analysis which is structured within guidelines. Some difficulty in balancing and substantiating points made. (b) Numeric analysis that is mostly complete but contains errors with significant effect, or methods that are applied inappropriately (c) Evidence of a consistent argument but may have weaknesses, significant gaps or be unconvincing. Clear use of information gathered but may not be sufficient to sustain the argument. (d) Evidence of a consistent argument but may have weaknesses or be unconvincing. Clear use of information gathered but may not be sufficient to sustain (a) Work is descriptive and uncritical. Generalisations, unsubstantiated assertions and exaggeration. (b) Numeric analysis that is incomplete or contains errors which have critical effect, or methods that are applied inappropriately (c) Lack of consistency or structure in the argument. Serious weaknesses in the integration of evidence and/or no awareness of the limitations or weaknesses of the research. (d) Over reliance on very restricted range of personal or secondary research much of which may not be evaluated and may not be directly related to the question (a) Work is wholly descriptive and uncritical. Contains numerous generalisations, unsubstantiated assertions and exaggeration. (b) Numeric analysis is almost non-existent and also incorrect (c) Total lack of consistency or structure in the argument. Nil or limited integration of evidence and no awareness of the limitations or weakness of research (d) Generally only a very restricted range of personal research which is not evaluated and is not directly related to the question Page 219

225 BSc (Hons) Nursing PASS FAIL Criterion % 70-79% 60-69% 50-59% 40-49% 30-39% 0-29% Presentation a) Structure b) Referencing c) Use of Language (a) Excellent structure and presentation (b) Precise, full and appropriate references and notes. (c) Subtle use of language expressing a high degree of thought with clarity and precision to a level appropriate for submission for publication. (a) Excellent structure and presentation (b) Precise, full and appropriate references and notes. (c) Precise use of language expressing complex thought with clarity, accuracy and precision which furthers and enhances the argument (a) Good structure and presentation (b) Full and appropriate references and notes with minor or insignificant errors (c) Clear and precise use of language allowing a complex argument to be easily understood and followed (a) Adequate structure and presentation (b) Good references and notes with minor or insignificant errors or omissions (c) Generally clear use of language sufficient for arguments to be readily understood and followed (a) Adequate structure and presentation (b) Competent references and notes but may contain inconsistencies, errors or omissions (c) Generally understandable use of language but significant errors in expression affecting overall clarity (a) Poor structure and presentation (b) Poor references and notes with multiple inconsistencies, errors or omissions (c) Serious errors in the use of language which makes meaning unclear or imprecise (a) Extremely poor structure and presentation (b) Very limited or nil referencing with numerous errors and omissions (c) Extreme errors in use of language and an extreme lack of clarity Page 220

226 BSc (Hons) Nursing This will be used for all levels STUDENT FEEDBACK FOR ACADEMIC WORK Faculty of Nursing General Feedback from First Marker: General Feedback from Moderator: ITEM WEIGHT ITEM GRADE DATE FIRST MARKER SIGNATURE MODERATOR SIGNATURE EXTERNAL EXAMINERS SIGNATURE Page 221