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1 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation BSc (Hons) in Nursing with registration as an adult, children s or mental health nurse For undergraduate programmes only Single honours Joint Major/minor 2. Final award Award Title Credit value BSc (Hons) BSc (Hons) in Nursing with registration as an adult, children s or mental health nurse ECTS Any special criteria equivalent Successful completion of all elements of theory and practice are required together with confirmation of good health and good character to the NMC 3. Nested award Award Title Credit ECTS Any special criteria value equivalent N/A N/A N/A N/A N/A 4. Exit award Award Title Credit value BSc (Hons) BSc (Hons) in Health Studies ECTS Any special criteria equivalent ECTS All elements of the final award to be completed except a pass in clinical practice and can be classified Ordinary BSC in Health N/A degree Studies Diploma Diploma in Health 240 credits 120 ECTS N/A level 5 Certificate Certificate in Health Studies ECTS N/A 5. Level in the qualifications framework Levels 4, 5 and 6 6. Attendance Full-time Part-time Distance learning Mode of attendance Minimum length of programme Maximum length of programme 3 years 5 years
2 7. Awarding institution/body King s College London Nursing and Midwifery Council 8. Teaching institution King s College London 9. Proposing department Florence Nightingale School of Nursing and Midwifery 10. Programme organiser and contact Details Adult Nursing Lorraine Robinson (lorraine.robinson@kcl.ac.uk) Mental Health Nursing Ian Noonan (ian.noonan@kcl.ac.uk) Children s Nursing Andrea Cockett (andrea.cockett@kcl.ac.uk) 11. UCAS code (if appropriate) B740 (adult nursing) B730 ( children s nursing) B760 ( mental health nursing) 12. Relevant QAA subject benchmark/ Professional, statutory and regulatory body guidelines 13. Date of production of specification September Date of programme review 2017/18 Nursing & Midwifery Council (2010) Standards for Pre-Registration Nursing Education. London: NMC Nursing and Midwifery Council (2009) Guidance on professional conduct for nursing and midwifery student London: NMC Nursing and Midwifery Council (2010) The Code London: NMC QAA (2008) The framework for higher education qualifications in England, Wales and Northern Ireland. Mansfield: QAA QAA (2001) Subject Benchmark Statements. Healthcare Programmes: Nursing. Gloucestershire: QAA European Directives 77/453/EEC and 89/595/EEC World Health Organisation (2009) Global Standards for the initial education of professional nurses and midwives (Tuning project) Geneva: Human Resources for Health 15. Educational aims of the programme The overall purpose of the programme is to prepare the student to fulfil their role as a competent independent practitioner at the point of registration The objectives of the programme are to enable the student to:
3 Meet a high standard of the outcome competencies specified by the professional registration body and be eligible for registration on the appropriate part of the professional register Apply knowledge and skills in the delivery of safe high quality, effective person centred evidence based care Communicate material clearly and appropriately to a range of audiences and using a range of techniques. Demonstrate leadership abilities in the delivery and management of patient care within their own field of practice Understand the relevant evidence base and policy framework through an understanding of research Appreciate the requirement for lifelong learning and take responsibility for own professional development Fulfil the academic requirements of King s College London for the award of a BSc (Hons) degree 16. Educational objectives of the programme/programme outcomes (as relevant to the SEEC Credit Level Descriptors) The programme provides opportunities for students to develop and demonstrate knowledge and understanding and skills in the following areas: Knowledge and understanding The programme provides students with the opportunity to develop the following knowledge and understanding: The evidence-base for nursing practice Holistic identification and assessment of health care needs including formulation of plans and strategies for meeting health care needs and delivering person centred nursing practice Natural and life sciences including content as specified in EU Directive 2005/36/EC Social, health and behavioural sciences including content as specified in EU Directive 2005/36/EC Determinants of health and illness Pharmacology Ethics, law and the humanities Communication and interpersonal skills Environments and frameworks for These are achieved through the following teaching/learning methods and strategies: Lectures, tutorials, group discussions, e-learning, evidence-based and problem based learning, directed and self-directed learning, clinical experience and mentorship in practice Assessment: Unseen written and e-examinations Portfolios of learning Essays Dissertation Presentations e- activities
4 care delivery Evidence based care delivery and evaluation Responding to emergency or unplanned situations Data collection and interpretation Information management and technology Numeracy Medication management Methodologies and techniques of research Relationship between research and practice Analysis of research Self-awareness Role of the registered nurse Patient safety Safe and unsafe practice Professional competence including accountability, advocacy, autonomy, confidentiality, informed choice and informed consent Professional regulation Practice assessment document Skills and other attributes The programme provides students with the ability to develop the following intellectual skills: Theoretical and research based knowledge demonstrating understanding of the contemporary evidence base and its application to nursing practice Articulate and justify decision making and problem solving processes Evaluate research findings and suggest changes to planned care Analyse scientific and clinical data Constructively challenge care delivered taking into account social, cultural, spiritual, legal, political and economic factors Evaluate the outcome of care, in planned and emergency situations and adjust accordingly Understanding of the roles of other These are achieved through the following teaching/learning methods and strategies: Problem-based learning, lectures, case studies, problem-solving exercises, group discussions, tutorials, directed and self-directed learning, clinical experience and mentorship in practice, reflection on clinical practice, clinical supervision Assessment: Essays Unseen written and e-examinations e- quizzes and scenarios Dissertation
5 healthcare professionals and their interrelationship with nursing practice Reflect on own and others functioning in order to improve practice Demonstrate a commitment to own continuing professional development and personal supervision The programme provides students with opportunities to develop the following practical skills: Ability to meet the essential physical and mental health needs of people of all ages Delivery of safe and effective evidence-based client care to individuals and groups in own field of practice in a range of situations based on a cycle of assessment, planning, implementation and evaluation Selection and application of knowledge and skills to complex and unexpected situations in own field of practice Experience in a range of care as specified by EU directive 2005/36/EC and NMC competencies (NMC, 2010) Competence, dexterity and sensitivity in the full range of skills and procedures required to meet the outcome competencies and essential skills in the delivery of holistic person centred care Observation and diagnostic skills Management of medical devices and technologies Public health, health promotion and teaching skills Cultural competence Skills of compassion, comfort and promotion of dignity Developing, sustaining and ending helpful and enabling therapeutic relationships Consultation, problem solving Portfolios and projects of clinical skills and other acquired knowledge Practice Assessment Document These are achieved through the following teaching/learning methods and strategies: Clinical experience: learning is facilitated by appropriately qualified and experienced academic lecturers and mentors in clinical practice The use of the skills laboratory and simulated practical scenarios. This also involves inter-professional learning activities Assessment: Practical assessment Portfolios of clinical skills and other acquired knowledge e- quizzes and scenarios Practice Assessment Document Demonstration of safe practice in written assignments and examinations
6 and negotiation skills Sound clinical judgement across a range of situations Ability to work with other health care professionals in partnership and to integrate care across professional boundaries Ability to work with patients / clients / service users / families groups / organisations in partnership across care and agency boundaries responding appropriately to individual need and difference Identification of reasonable adjustments to promote optimum health / access to services Quality assurance Risk assessment and management strategies Appropriate levels of guidance, role modelling and support to others in the delivery of health care Analysis of roles including one s own within the multiprofessional team Confident presentation of information orally and in writing Self-management within the boundaries of a professional caring, therapeutic relationship The programme provides the student with the opportunity to develop the following generic/transferable skills: Gathering and evaluation of evidence and information from a wide variety of sources including the humanities and the sciences Confidence in database searching Logical and systematic thinking and the ability to draw reasoned conclusions and sound, sustainable judgements Effective skills in communication, giving of advice, instruction, referral, These are achieved through the following teaching/learning methods and strategies: Information retrieval skills teaching Lectures, tutorials, group discussions, e-learning, evidence-based and problem-based learning, directed and self-directed learning, clinical experience and mentorship in practice Assessment: Practice assessment document
7 collaboration and professional opinion to colleagues, patients, clients and carers Ability to record, enter, store, retrieve and organise data Ability in understanding, interpreting and presenting numerical data Ability to engage with technology, particularly the effective and efficient use of information technology Leadership and management skills Initiative and originality in problem solving Adaptability to change Prioritisation and management of time effectively Development of self and others utilising a range of strategies Team working Orientation to community service Written essays e- quizzes and scenarios Portfolios of clinical skills and other acquired knowledge Dissertation 17. Statement of how the programme has been informed by the relevant subject benchmark statement(s)/professional, statutory and regulatory body guidelines The programme has been developed in response to the published standards on preregistration nurse education, together with other NMC guidance as detailed in the standards, and QAA subject benchmarks: Nursing & Midwifery Council (2010) Standards for Pre-Registration Nursing Education. London: NMC Nursing and Midwifery Council (2009) Guidance on professional conduct for nursing and midwifery students London: NMC Nursing and Midwifery Council (2008) The Code London: NMC QAA (2008) The Framework for Higher Education Qualifications in England, Wales and Northern Ireland. Mansfield: QAA QAA (2001) Subject Benchmark Statements. Healthcare Programmes: Nursing. Gloucestershire: QAA European Directives 77/453/EEC and 89/595/EEC World Health Organisation 2009) Standards for the initial education of professional nurses and midwives (Tuning project) Geneva: Human Resources for Health
8 World Health Organisation (2010) Patient Safety Curriculum guide: multi-professional edition Geneva: WHO available at: In cases of joint honours programmes please provide a rationale for the particular subject combination, either educational or academic N/A Which is the lead department and/or School?
9 19. Programme structure Please complete the following table and, if appropriate, to include joint, major/minor or other variations Code = code of each module available for the programme Title = title of each module available for the programme, plus its credit level and credit value Status = please indicate whether the module is introductory (I), core (Cr), compulsory (Cp), one or more of however many modules must be passed to progress (CrCp), (P) professional (i.e. module testing skills/competency that has no credit level or value but is a professional body requirement) or optional (O) for each type of programme. For postgraduate programmes use the "single honours" column Pre-requisite/Co-requisite = where appropriate please indicate whether the module is pre-requisite to another module or co-requisite by noting pre or co and the module code that it is pre/co-requisite to. Assessment = please indicate in broad terms the assessment for the module eg written examinations, coursework (Note: the availability of optional modules may vary slightly from year to year; the following are the modules available at the commencement of the programme) Code Title Credit Level Credit Value Status (I, Cr, Cp, CrCp, P, O) for each type of module Single Joint Major/ Minor Pre-requisite/ Corequisite (Please note the module code) Single Joint Major/ Minor Assessment Full-time Study First Year All students 4KNIP415 Applied Human biology 4 30 Cr Unseen examination 4KNIP417 Nurses in Society 4 30 Cr Written Essay 4KNIP416 Family centred care 4 30 Cr Written Care Plan For students studying adult nursing 4KNIP418 Knowledge and skills for 4 30 Cr Portfolio adult nursing Practice learning portfolio N/A N/A P Assessment of Clinical Practice
10 Year 1 For students studying children s nursing 4KNIP419 Knowledge and skills for 4 30 Cr Portfolio children s nursing Practice learning portfolio Year 1 N/A N/A P Assessment of Clinical Practice For students studying mental health nursing 4KNIP420 Knowledge and skills for 4 30 Cr Portfolio mental health nursing Practice learning portfolio N/A N/A P Assessment of Clinical Practice Year 1 Second Year All students 5KNIP513 Applied Social Sciences 5 30 Cr Seen Examination For students studying Adult Nursing 5KNIP517 Nursing adults with long 5 30 Cr Written Essay term conditions 5KNIP519 Nursing adults with acute 5 30 Cr Seen Examination or Written Essay medical conditions 5KNIP514 Evidence based practice in nursing 5 15 Cr Written Essay Option module chosen from a portfolio of 5 15 Cr Range of Assessments options available Practice learning portfolio Year 2 N/A N/A P Assessment of Clinical Practice For students studying Children s nursing
11 5KNIP522 The sick child requiring 5 30 Cr Seen Examination nursing intervention 5KNIP521 The child with ongoing and 5 30 Cr Written Essay complex continuing care needs 5KNIP514 Evidence based practice in nursing 5 15 Cr Written Essay Option module chosen from a portfolio of 5 15 Cr Range of Assessments options available Practice learning portfolio Year 2 N/A N/A P Assessment of Clinical Practice For students studying Mental health nursing 5KNIP520 Evidence based mental health care 5 30 Cr Seen Examination 5KNIP512 Engagement and recovery 5 30 Cr Written Essay 5KNIP511 Physical healthcare for people with mental health problems 5 15 Cr Portfolio Option module chosen from a portfolio of 5 15 Cr Range of Assessments options available Practice learning portfolio N/A N/A P Assessment of Clinical Practice Year 2 Third year All students 6KNIN611 Research Methods 6 15 Cr E- examination 6KNIP613 Leading and Managing care 6 30 Cr Portfolio
12 Dissertation in Healthcare 6 45 Cr Dissertation For students studying Adult nursing 6KNIP615 Nursing adults with 6 30 Cr Written Essay complex needs Practice learning portfolio Year 3 N/A N/A P Assessment of Clinical Practice For students studying Children s nursing 6KNIP612 Complexities in children s 6 30 Cr Written Essay and young person s nursing Practice learning portfolio Year 3 N/A N/A P Assessment of Clinical Practice For students studying Mental health nursing 6KNIP612 Planning and 6 30 Cr Written Essay implementing mental health care Practice learning portfolio Year 3 N/A N/A P Assessment of Clinical Practice If a Masters programme, are level 6 credit levels permitted within the programme? N/A Maximum number of credits permitted with a condoned fail (core modules excluded) N/A Are students permitted to take any additional credits, as per regulation A3; 5.10? No Are students permitted to take a substitute module, as per regulation A3, 20.7? No Are there are any exceptions to the regulations regarding credits, progression or award requirements? (where relevant the information should also
13 differentiate the particular requirements of pathways within a programme or nested/exit awards) n/a Other relevant information to explain the programme structure Please note that new students enrolling on the information provided on this section of the PAF will have these regulations stipulated throughout their programme of study. The only exception to this will be if there are changes made by Professional, Regulatory or Statutory Bodies that are noted to this programme. Progression To comply with statutory requirements (NMC, 2010) the programme is divided by progression points. The progression points for the programme are situated at each year end. Students have the opportunity to complete all scheduled outcomes for each progression point, including a re-assessment opportunity, before progressing to the next part of the programme. Should mitigation apply a student will have the opportunity to complete outstanding assessments within the following 12 week period. Students will not be progressed until they have completed outstanding assessments. Students for whom mitigation / exceptional circumstances apply but who do not complete outstanding assessments within this 12 week period will either be returned to the previous part of the programme to meet the shortfall or be discontinued. There are no nested awards associated with this programme. There are exit awards associated with this programme to permit students who are unable to progress due to academic, personal or health reasons the opportunity to gain formal recognition of their achievements at point of programme exit: Certificate in Health Studies Students who successfully complete 120 credits at Level 4 (with or without successful completion of the Assessment of Practice Year 1) and who fulfil the criteria below will be eligible to be considered for the award of: Certificate in Health Studies Criteria Academic failure, following permitted resit opportunities, at one or more modules at Level 5 Inability to continue to, or complete, the second year of the programme for reasons of personal or health related issues Diploma in Health Studies Students who successfully complete 120 credits at Level 4 (with successful completion of the Assessment of Practice Year 1) and 120 credits at Level 5 (with
14 or without successful completion of the Assessment of practice Year 2) and who fulfil the criteria below will be eligible to be considered for the award of: Diploma in Health Studies Criteria Academic failure, following permitted resit opportunities, at one or more modules at Level 6 Inability to continue to or complete the final year of the programme for reasons of personal or health related issues BSc (Hons) in Health Studies Students who successfully complete 120 credits at Level 4 (with successful completion of the Assessment of Practice Year 1) and 120 credits at Level 5 (with successful completion of the Assessment of practice Year 2) and successfully complete 120 credits at Level 6 but who fail to complete Assessment of Practice Year 3 following permitted resit opportunities, will be eligible to be considered for the award of: BSc (Hons) in Health Studies Please note: A student who lodges a first stage academic appeal is not permitted to undertake scheduled clinical practice learning but may be permitted to attend academic modules. A student who lodges a second stage or subsequent academic appeal is not permitted to attend academic modules or scheduled clinical practice learning.
15 20. Marking criteria College marking criteria will be used 21. Will this Programme report to an existing Board, and if so which one? If a new Programme Board of Examiners is to be set up please note name of Board here The Programme will report to the Undergraduate Board of Examiners in the School of Nursing and Midwifery 22. Please confirm that the process for nominating External Examiners has commenced, and if known, note whom the nominated External Examiner(s) may be The process has commenced but nominations are not confirmed 23. Particular features of the programme which help to reduce the barriers experienced by disabled students and ensure that the programme is accessible to all students who meet the entry requirements Individual advice from the Programme Lead/Admissions tutor (or in their absence, a relevant academic) enables students to be supported in following a study route that best suits their individual needs. This support can be provided either face to face or by telephone. A School appointed Disability Advisor is available to all students [current and prospective] for advice. She liaises with individual students, the College Disability Advisor and Student Welfare to ensure all reasonable adjustments are made to enable students to achieve their potential both in the classroom and practice setting. All students are allocated a personal teacher for pastoral support and academic monitoring during the programme. Study skills support is available electronically to students prior to, and once enrolled on, the programme. Individual academic support sessions can be organised if required. Learning support during the clinical placement component of the programme is provided by a well establish link lecturer system that works collaboratively with the clinical mentor system and follows Nursing and Midwifery Council guidance The School has an active Student Council and Student/Staff Liaison Committee that reports to the School Education Committee. These bodies are instrumental in monitoring and exploring the student learning experience to ensure disabled students undertaking this Programme are not disadvantaged because of their disability.
16 PROGRAMME APPROVAL FORM SECTION 3 SUPPLEMENTARY INFORMATION Not all of the information in this section will be relevant for all programmes and for some programmes this section will not be relevant at all 1. Programme name 2. Is this programme involved in collaborative activity? Yes X No If yes what type of Collaborative Provision is it (tick appropriate box)? Does the programme have an access/feeder Programme for entry into it? Does the programme have an articulation/ progression agreement for entry into it? Dual Award N o N N Franchised Provision N Joint Award N Partnership Programme N Recognition of Study or Award of Credit through off-campus study or placement Staff and student exchange Y Validated provision Y Have the relevant stages and appropriate paperwork been approved and the paperwork forwarded onto ASQ Office? Yes No Not applicable X
17 3. If the programme is a joint award with an institution outwith the University of London, validated provision or franchised provision, has the necessary approval been sought from College Education Committee? Yes No Not applicable X Please attach a copy of Part 1 of the Partner Profile and checklist submitted to the College Education Committee 4. Partnership programme - in cases where parts or all of the programme are delivered away from one of the College campuses by a body or bodies external to the College please provide the following details Name and address of the off-campus location and external body N/A Percentage/amount of the programme delivered off-campus or by external body Nature of the involvement of external body Description of the learning resources available at the off-campus location What mechanisms will be put in place to ensure the ongoing monitoring of the delivery of the programme, to include monitoring of learning resources off-site or by the external body? Please attach the report of the visit to the off-campus location 5. Recognition of study or award of credit through off-campus study or placement - please indicate how the time will be spent, the length of time out, the amount of credit and whether it is a compulsory or optional part of the programme N/A Year abroad Year in employment Placement Other (please specify) Time spent Credit amount..compulsory/optional..
18 6. Please provide a rationale for any such time outside the College, other than that which is a requirement of a professional, statutory or regulatory body N/A 5. Please give details if the programme requires validation or accreditation by a professional, statutory or regulatory body Name and address of PSB Nursing & Midwifery Council, 23 Portland Place, London, W1B 1PZ Date validation/accreditation commenced: 10 February 2006 Date of last validation/accreditation: November 2011 Frequency of validation/ accreditation 5 years Date of next validation/ accreditation 15 th December 2016
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