PROGRAMME SPECIFICATION

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1 PROGRAMME SPECIFICATION SECTION A: DETAILS OF THE COURSE AND AWARD Programme Title Awarding Body Teaching Institution / Course Location Faculty School Name of Final Award NQF/FHEQ Level of Qualification Postgraduate Diploma in Nursing (Adult) with NMC Registration Postgraduate Diploma in Nursing (Children s) with NMC Registration Postgraduate Diploma in Nursing (Mental Health) with NMC Registration Buckinghamshire New University Nursing and Midwifery Council Buckinghamshire New University: Uxbridge Campus Society & Health Pre-Qualifying Nursing & Vocational Healthcare Postgraduate (PG) Diploma Level 7: Master's degree QAA Benchmark Statement(s) Benchmark Statements for Nursing (2001) UCAS Code Course Code(s) Mode and Length of Study Number of Intakes Regime of Delivery Language of Study Details of Accreditation BR40 (Adult) BR60 (Mental Health) MN1PAN1 (Adult) MN1PCN1 (Children s) MN1PMN1 (Mental Health) 2 years / Full Time One: September Attendance English The Nursing and Midwifery Council (NMC) Month and Year valid from 01 September 2016 Month and year valid until 31 May 2022 Publication Date May 2016 Potential Student Profile / Criteria for Admission: What the award is about and who the programme is aimed at: This Post-Graduate Diploma (PG Diploma) in Nursing programme is designed to fast-track graduates who wish to commit to nursing as a career by undertaking a Post-Graduate Diploma award alongside registration as a nurse with the Nursing and Midwifery Council (NMC) in a shorter timescale (i.e. two years as opposed to the usual three years route). The aim of this PG Diploma in Nursing programme is to produce compassionate, collaborative, practice-ready and knowledgeable Registered Nurses. The emphasis is on developing the student s level of critical thinking, clinical judgement and problem-solving skills so that they optimally utilise acquired knowledge and skills to become autonomous and innovative practitioners when leading or Post-Graduate Diploma in Nursing 1 26

2 responding to the changing needs, developments, priorities and expectations within the healthcare system. The intensive programme is designed with three generic or inter-field modules and three field specific modules relevant to the students chosen field of NMC registration and nursing. There will be one intake per year in September. The duration of the programme is 2 years with a total of 92 weeks, with 10 weeks of allocated annual leave over the period. Whilst fully integrated, the programme has a nominal division of theory and practice hours; i.e theory hours and 2300 practice hours, as required by the NMC (2010). Up to 300 hours will be used for simulated practice learning in order to further enable rehearsal and enhancement of clinical skills and critical reflection on their professional practice development. It follows a modular structure and each stage consists of both theoretical and clinical experience components thus allowing for fifty per cent of programme time in the University and fifty per cent of programme time in clinical practice. Within the clinical experience students will be supported by a registered nurse, who will mentor, supervise and assess the student in accordance with the prevailing regulations for supervision (NMC 2008). Both the theoretical and clinical components aim to provide opportunities for students to acquire the knowledge, skills and behaviour required to fulfil NMC (2010) competencies. As such, and on completion of the programme, the student will be able to: negotiate and deliver intelligent care with compassion be skilled in working within a range of contexts respond effectively in complex and unpredictable situations become autonomous, able to manage and lead teams recognise opportunities for improvement and be innovative and responsive to changing needs of the population offer the employer an enhanced capability in leadership, innovation and research such that they can envision, influence and transform nursing practice. This is a fast track programme and as such it values the prior academic achievement and personal life skills the student will bring to a two year route that leads to a Post-Graduate Diploma with NMC Registration, and as a qualified nurse in their chosen field. Therefore, students enrolled onto this programme are expected to have the following skills: Ability to meet the academic demands of work at post-graduate level Excellent interpersonal skills. Excellent communication skills Dedication and a commitment to high quality care delivery which is evidence based. Confidence to work in challenging and stressful environments Independence and self-direction Leadership potential. Why students should choose this award: This programme offers students the opportunity to study within one of the three chosen fields of nursing i.e. Adult Nursing, Children s Nursing, and Mental Health Nursing. Students will choose their field of nursing at the selection and recruitment stage. Completion of the PG Diploma will enable students to fulfil the requirements of the Professional Statutory Regulatory Body, the Nursing and Midwifery Council, for entry to the register, appropriate to the specific programme field of nursing (Adult, Children s or Mental Health) (NMC 2010). In pursuing this award, students who choose the: Adult nursing programme will develop fundamental clinical knowledge and skills, underpinned by a critical knowledge of sciences applied to nursing, to empower them to provide safe and effective care to meet the complex and co-existing needs of adult and significant others under their care in any setting including hospital, community and at home. Children s nursing programme will develop their clinical knowledge and skills applied to meet the complex and co-existing needs of a child and their significant others both in the hospital Post-Graduate Diploma in Nursing 2 26

3 and community settings. Their skill development will be underpinned by a critical knowledge of sciences applied to nursing. Mental Health nursing programme will develop their clinical management and practice skills applied to the care of a person with mental health conditions. Based on best available evidence the student will develop skills to empower them in providing appropriate, safe and effective care of the person and significant others. In addition, the programme will also facilitate students to acquire knowledge and skills in research and advanced critical thinking. This will enhance their confidence in evaluating, challenging and being innovative and creative in their approaches in the work place when dealing with complex leadership and management situations. This will occur within their individual fields by: Providing a range of clinical placements experiences which take place in several worldrenowned central and outer London's leading NHS acute Trusts, community healthcare settings, independent sector and voluntary sector organisations. Using a range of authentic scenarios with enquiry/problem based approaches via our virtual learning environments and simulation suite. This aims to encourage and develop students initiative in identifying their own knowledge and skill deficit, develop essential knowledge and problem solving abilities, and be prepared to respond effectively in complex and unpredictable situations within various healthcare settings and environments. Opportunities available for students after completion of the award: Upon successful completion of the programme students will be awarded the PG Diploma in Adult/Mental Health or Children s Nursing, and are eligible to register with the NMC. It is anticipated that the students on this programme will experience a steeper career trajectory after Registration. They will be well placed to secure employment and gain promotion in a variety of care settings, including the community. Buckinghamshire New University has an excellent student employability record for Pre-Qualifying Nursing (PQN) programmes. In a recent survey, 98% of our students were employed as registered nurses after graduating. On completion of the programme there are opportunities available for students to undertake the progression route to complete a further 60 credit dissertation at level 7 (or equivalent), to achieve an MSc as part of their continuing academic and professional development. Expected entry qualifications, knowledge and skills that the entrant will have on entry to the programme: We anticipate recruiting graduates from a number of disciplines/subject areas. The NMC allows AP(E)L up to 50% of the programme (NMC, 2010). Buckinghamshire New University has well established Accreditation of Prior Learning (APL) processes to enable prospective students who have attended part of an equivalent programme to make an APL claim up to the maximum of 50% of the programme. Each case will be judged individually on its own merit against this programme and will be considered using the University s CATs. A student guide is available to enable a clear understanding of the process. Furthermore, students are invited to seek advice and guidance from the Programme Leader and Accreditation of Prior Learning (APL) Co-ordinator about making an APL claim on their application. Note: All students applying for AP(E)L will be required to have completed the requisite number of clinical hours required at the point of the Programme for which they are applying for entry and to meet all other criteria for the first progression point. To become a student of the programme applicants are required to meet the following criteria: Post-Graduate Diploma in Nursing 3 26

4 Requirement Detail How assessed Graduate First degree Classification of 2:1 or above in any A degree transcript from the subject/discipline awarding educational institution OR consideration will be given to applicants who have: English language GCSE Grade C or above Maths GCSE grade 3 or above Two satisfactory written references Disclosure and Barring Service (DBS) check and achieved clearance. Occupational health clearance Motivated and interested in nursing as a career Classification of 2:2 in a subject with relevant content and experience, e.g. sociology; psychology; physiology; bio- chemistry; health studies or social work. Or equivalent evidence of literacy For international students whose first language is not English: IELTS score of 7.0 or above is required Or equivalent level of numeracy One of which must be provided by a current or recent educational institution Completion of this process is required before starting placement Consent and assessment Showing insight and rationale for chosen field Transcript Transcript 2 References normally available at interview DBS statement Confirmation of satisfactory health status At interview All prospective students will be invited for an individual interview as part of the selection process to enter the PG Diploma in Nursing (with NMC registration). Students personal and social competences will be one of the criteria used to assess the students suitability for the programme and assessed in the interview process. Following enrolment onto the programme, through self-directed study, students are required to further demonstrate their personal and social competences by achieving the learning outcomes assigned to the Learning for life (NS614) module. This requires students to develop an enhanced Curriculum vita, with supporting evidence in their portfolio. An assessment award board will convene and confirm achievement of this assessment early in stage one, well in advance of progression point one of the programme. Students will be given two attempts to achieve the outcomes. In the unlikely event of failure to successfully complete the assessment, students will still have the opportunity to pursue a nursing career by transferring to the Bachelor of Science with Honours, BSc (Hons) in Nursing programme by joining the February cohort and using the University processes to make an APL claim as appropriate. Post-Graduate Diploma in Nursing 4 26

5 SECTION B: PROGRAMME AIMS, OUTCOMES, LEARNING, TEACHING AND ASSESSMENT METHODS Programme Aims The main educational aims of the PG Diploma Nursing (Adult/Children s/mental Health) of the Programme are to: Meet the requirements of the Nursing and Midwifery Council Standards for registration (NMC, 2010) and Europe Council (EC) Directive 2005/36/EC on the recognition of professional qualification, as appropriate. Produce a compassionate, confident and collaborative-practice-ready (World Health Organisation, 2010) Registered Nurse (NMC, 2010) who will be able to offer the employer an enhanced capability in leadership, innovation, and research such that s/he can envision, influence and transform nursing practice (Department of Health [DH], 2010). Prepare the student to systematically evaluate concepts and evidence from diverse scholarly sources and show originality in their application to nursing practice. Develop practitioners who are capable of exercising enhanced professional judgement and decision making in complex and unpredictable inter-professional healthcare situations. Prepare the student to critically review, consolidate and contribute to a coherent body of nursing and health related knowledge. Promote personal, social and professional competence through blended learning and assessment approaches that integrate contemporary theory and practice. Promote autonomy and reflexivity in further developing critical knowledge, skills and values within a chosen field, such that the student is prepared for employment and fit for purpose as a registered nurse. Equip students with the means by which he/she can create a transformative environment and experience for people in his/her care. Fulfil the duties of care, candour, leadership and team working explicit within The Code (NMC: 2015). Programme Learning Outcomes PG Diploma in Nursing (Adult, Children s, Mental Health) with NMC registration (Level 7) On completion of the PG Diploma in Nursing (Level 7), with NMC registration in chosen field of nursing (Adult/Children s /Mental Health), students will be able to: A. Knowledge and Understanding 1. Register with the Nursing and Midwifery Council as a nurse, in their chosen field of nursing (Adult/Children s/mental Health). 2. Appraise and demonstrate knowledge and understanding of fundamental and advanced approaches to health care, treatments and therapies, whilst taking account of dynamic social, cultural, spiritual, legal, political and economic factors. 3. Analyse, challenge and justify strategies to alleviate discriminatory practice. 4. Evaluate and justify knowledge of health improvement initiatives with people, communities and healthcare services by understanding the major health needs and priorities of the populations. B. Intellectual/Cognitive Skills 1. Hypothesise and engage in discourses surrounding health as a human experience mediated by the individual, societal and global contexts. 2. Analyse contemporary research to model judicial judgement in establishing and relinquishing professional therapeutic relationships with individuals, groups and communities, while demonstrating ethical discernment and clinical judgment. 3. Evaluate relevant research evidence to develop quality improvement strategies to promote best evidence based practice within a transformative healthcare agenda. Post-Graduate Diploma in Nursing 5 26

6 C. Practical Skills 1. Extrapolate from a spectrum of appropriate knowledge, values, skills and technical abilities to develop, monitor and maintain bespoke care strategies in diverse contexts and across the lifespan. 2. Confidently and judiciously practice ethically justified, compassionate, evidence based practice in the delivery of healthcare, demonstrating leadership and innovation. 3. Employ the essential knowledge and skills to systematically assess risks, minimise and manage these associated risks and to escalate concerns in order to safeguard vulnerable people. D. Key/Transferable Skills 1. Critically investigate and utilise the best available evidence and resources to solve problems and make sound professional judgements, and to do so within the context of rapidly changing healthcare environments. 2. Critically evaluate personal performance and formulate a systematic plan for future personal and professional development (via portfolio). 3. Establish and reflect upon safe and effective collaborative practice with others through peer support, supervision and teaching. 4. Challenge, and where appropriate supervise, other nurses and healthcare professional in maintaining professional standard and striving for excellence. A PG Diploma in Nursing (Level 7), with NMC registration in chosen field of nursing (Adult/Children s /Mental Health) will be awarded to a student who has completed the above programme learning outcomes. This is measured by achievement of a combined total of 120 credits, of which 90 credits are at Level 7. Successful completion of NS614: Learning for Life (Level 6, 30 credits), portfolio, mandatory trainings (i.e. Moving and Handling [M&H], Cardio-Pulmonary Resuscitation [CPR], Managing Violence and Aggression [V&A]), and all relevant modules for the pathway as listed in Table 2 presented in Section C. Table 1: Programme Skills Matrix Assessment Module Code Information Acquisition Critical thinking, analysis and synthesis Self-reflection and Criticality Communication Skills: Oral Communication Skills: Written Information & Communications Technology (ICT) Numeracy & Quantitative Skills Problem Solving & Decision Making Independent & Selfmanaged Learning Working with Others NS614 NA/NC/NM711 NA/NC/NM712 NA/NC/NM 713 NS711 NS712 NS713 Post-Graduate Diploma in Nursing 6 26

7 PG Diploma in Health Studies (Level 7) A PG Diploma in Health Studies will be made in the rare situations where students have successfully completed all credit bearing modules on the programme but have not fulfilled other requirements, for example mandatory training, completion of portfolio or are not considered fit for registration with the NMC e.g. a Fitness to Practise issue. On successful completion a PG Diploma in Health Studies (Level 7), student will be able to: A. Knowledge and Understanding Appraise and demonstrate knowledge and understanding of key aspects of health studies. Analyse, challenge and justify strategies of health improvement initiatives. B. Intellectual/Cognitive Skills Hypothesise and engage in discourses surrounding health. Evaluate the relevant research evidence to develop quality improvement strategies to promote best evidence based practice within a transformative healthcare agenda. C. Practical Skills Extrapolate from a spectrum of appropriate knowledge, values, skills and technical abilities to develop, monitor and maintain care strategies. Defend evidence based practice in the delivery of healthcare. D. Key/Transferable Skills Appraise and utilise the best available evidence and resources to solve problems and make sound judgements. Appraise own knowledge and skill to enhance effective collaborative practice. A PG Dip in Health Studies will be awarded to a student who has completed the programme learning outcomes specified above. This is measured by achievement of a combined total of 120 credits, of which 90 credits at Level 7; i.e.: successful completion of NS614: Learning for Life (Level 6, 30 credits), and the following credit bearing modules i.e.: NA/NC/NM 711: Essential Nursing Skill (Level 7, 15 credits) NS711: Sciences for Nursing (Level 7, 15 credits) NA/NC/NM 712: Collaborative Practice in Nursing (Level 7, 15 credits) NS712: Public Health Policy and Community-based Nursing (Level 7, 15 credits) NA/NC/NM 713: Leadership and Management in Practice (Level 7, 15 credits) NS713: Research and Innovation in Nursing (Level 7, 15 credits) Where a student exits the programme prior to completion or has not completed the credits indicated in the PG Diploma programme, it is at the discretion of the Assessment Board to award the student the credit he/she has achieved. Learning, Teaching and Assessment Methods to achieve the Programme Learning Outcomes The programme is constructively designed for the education and training of the graduate nurse within a chosen field of nursing (adult, children s or mental health). The emphasis is on collaborative learning, in conjunction with contemporary policy and frameworks relevant to both healthcare and nursing. This influences the emphasis on integration of theory and practice with people as service users at the forefront of learning. In a rapidly changing healthcare context, this enables students to be prepared as knowledgeable, competent and professional in order to excel in their role as a confident, competent and practice-ready registered nurse. The programme is student focus emphasises on developing skill such as self-directive, reflective, critical thinking, clinical judgement and problem-solving skills so that they optimally utilise acquired Post-Graduate Diploma in Nursing 7 26

8 knowledge and skills to become autonomous and innovative practitioners when leading or responding to the changing needs, developments, priorities and expectations within the healthcare system. The programme is offered on the Uxbridge Campus. However, learning will take place in diverse environments in different, often widespread locations, in a range of settings in the National Health Service (NHS) and elsewhere in public, independent and voluntary sectors Key features of the programme are illustrated below. They include: Blended learning Blended accessible assessments Use of Authentic scenarios and enquiry based approach in learning and assessment Simulation in a safe environment (simulation suites) Inter-professional Learning Year-long modules that integrate theory, practice and professional development Named Personal Tutor Diverse practice placements and Broadening perspectives on health and client groups Service provider partnership and user involvement Grading of practice Portfolio Resources Students with disabilities Work-Based / Placement Learning Blended Learning A blended learning approach to learning, teaching and assessment will be used in order for students to develop an increasing autonomy in their learning, gain feedback on their development and be successful in reaching and maintaining the required standards, throughout the programme. The methods will include keynote lectures, seminar based teaching, authentic scenarios and case studies, online learning resources (Blackboard), and simulation in the simulation labs and in practice settings (in conjunction with the mentor, other practitioners, service users and the Link Lecturer). Blended accessible assessments The assessment strategies used within the programme are pedagogically responsive to the nature of the professional requirements (NMC, 2010) and academic award. The methods used incorporate both formative and summative approaches thus enabling rapid, real-time and responsive feedback for learning and further development. Accessible assessment will include: written material including analyse of case studies (written in essay form, as course work), numeracy/drug administration quizzes, worksheets, and examinations (seen and unseen), presentations, simulation of skills using authentic scenarios, video analysis, and the demonstration of competence through practice (NMC, 2010). Primarily, authentic scenarios will provide the focus for learning and assessment thus enabling a meaningful integration and application of practice and theory. Use of Authentic scenarios and enquiry based approach in learning and assessment A range of real life scenarios that reflect clinical conditions and practice issues will be employed within the taught modules and their assessment. These scenarios will be made available to students weekly prior to seminars and skill sessions via their module shell on Blackboard. Students are expected to be proactive in exploring and gathering information prior to their seminar. In Stage 1, a set of direct questions forming the theme and practice issues faced in the scenario will be given with the scenario to guide students exploration. As students progressed through the course (i.e. in Stage 2 and 3) they are expected to demonstrate increase level of competencies in identifying the theme and practice issues faced in the given scenarios. Learning, in PG Diploma, is a process of peer interaction. To promote peer interaction, during seminars, enquiry/problem based approach will be employed to facilitate students exploration and discussion of the topics/issues given in the scenarios. Students are expected to present the Post-Graduate Diploma in Nursing 8 26

9 information gathered about the topic/issues, discussion the subject/issues, clarify concepts and information; revisit their gathered information to improve their understanding of the issues. The combine use of the real life scenarios and enquiry/problem based approach enable students to develop the knowledge and skills they required to deal with real life situation within the safety of the classroom. These methods of learning require students to ask questions, investigate the subject areas, apply theory to analyse and resolve practice issue and manage the complex and co-existing needs of adult and significant others under their care; bringing the theory/practice gap, as well as facilitates the development of critical thinking and problem-solving. Simulation in a safe environment (simulation suites) The skills based modules all have simulation elements which are essential in progressing clinical skills acquisition and embedding the required professional behaviours embedded within the NHS Constitution, and reflected in the teaching and learning strategies. During the skill session, the scenarios discussed in their seminars will be simulated to allow students to identify the skill needed to manage the care. They will then rehearse and practice the skill. During the simulation session students will receive formative real-time feedback on their performance. Furthermore, the session will also be videoed and video analysis feedback will be provided to students in a timely way. The video analysis provides students with opportunities to reflect on their own performance. Hence, enables students to gain insight and identify strategies to improve their own clinical skills, which help to enhance their confidence and prepare them more effectively in achieving their competencies in practice (Moule et al 2008). Inter-professional Learning In line with the Standards for Pre- registration Nursing Education (NMC 2010) the programme includes generic and field specific learning and teaching in all three stages. This will allow students from all three fields to be taught and learn together thus allowing them to benefit from their individual experiences, to share insights and to offer competing perspectives. In addition, every cohort will have a one day inter-professional conference with safeguarding being the primary focus. Students are required to maintain a detailed diary of activities and reflect on learning that took place during the conference. This will contribute to the development of collaborative working skill evidenced in their portfolio. Attendance at the conference is compulsory. In the unlikely event that student cannot attend opportunities will be made to available for student to the experience by other means. Inter-professional learning will primarily occur in practice settings. Arrangements within practice (e.g. the use of hub and spoke experience) will be made to ensure that students have the opportunities to gain awareness and competence in working within the mulita-disciplinary team to pursuit their practice competencies stipulated in the NMC Essential Skills Clusters (ESC). Additionally some simulation based activities within University are intended to be facilitated jointly with Social Work students. Year-long modules that integrate theory, practice and professional development Year-long modules provide a framework for personal, academic and professional development, including reflection and dialogue in readiness for employment as a registered nurse. Personal development planning/ skills and career statements are listed on each of the descriptor. Student s progress will be the subject of regular review through the development of a professional portfolio, through self-assessment and in discussion with their personal tutor. Within the programme, specific professional criteria (NMC, 2010) dictate the two progression points and entry to the NMC register (see Practice Assessment Document) Personal Tutor (PT) Each student will be allocated a Personal Tutor (PT). The aim is to provide guidance and support to students throughout the two years programme. The role of the PT is described within the Personal Tutoring Policy and Handbook and detailed for the students within their Programme Handbook. Personal tutoring is an integral and important part of the student support structures within this programme. We recognise that the intensity of the two year programme and the prior knowledge and skills PG Diploma students have acquired, do have an impact on the students transition into the programme and their learning experience. The aim of the PG Diploma Programme is to promote selfdirection as the student develops autonomy in readiness for NMC registration and subsequent employment. The role of the PTs aims to facilitate students transition into the programme and to develop their reflection and self-direction skills so that students can become independent reflective Post-Graduate Diploma in Nursing 9 26

10 Registered Nurses in readiness for NMC registration and onwards. For example, PTs are timetabled to facilitate the Stage One transition module, Learning for life (NS614) module. The module assessment requires students to reflect on how their prior learning and skills can be utilised to develop their new role as a nurse. Within this module PT s facilitate students to reflect on their previous experiences, both personally and professionally, and help the student to understand how their prior learning helps to prepare them for professional studies. Additionally, within stages two and three of the programme the PT will also meet with students to facilitate a review of students achievement and discuss their personal and professional developmental plan. Diverse practice placements and Broadening perspectives on health and client groups The NMC and European Union (EU) require nurses to demonstrate knowledge and understanding in theory and practice across a range of contexts (NMC 2011). Opportunities to achieve and sustain the required standards across all three specified fields of nursing are integral to this programme. The university Placement Learning Unit takes an active role in ensuring that each student has the opportunity to experience a range of diverse placements that reflect the changing nature of the demand and provision of healthcare. These will include locations within the community, patients home and hospital settings including those within the NHS, the independent/ third sector and voluntary organisations. In addition, within the stage one Fundamental approaches to Nursing (NS711) module, students are required to gain insight into the care and support offered within their community. They are required to undertake two weeks of alternative work based experience (outside of their own chosen field of studies) to explore an alternative/accessory to traditional mainstream care services normally provided for a community. The ranges of suitable activities include; visits to voluntary organisations, walk-in centres, church outreach projects and health promotion projects in the local community. Students are required to maintain a detailed diary of activities and reflect on learning that took place during the visit. Equally they are expected to share their learning experience among colleagues upon their return to the university. These activities fulfil the NMC and EU requirements in enabling students appreciate the health needs of an individual and a community but also assimilate the variability of contexts in which care and health promotion are provided. It also enhances students ability for self-directed, critically reflective analysis in justifying their own actions and understanding the interventions of significant others. Service provider partnership and user involvement Healthcare provider partnerships are well established and highly regarded at Buckinghamshire New University and are extending as the context of healthcare changes to include Third Sector providers. Students will experience excellent role modelling in collaborative working as Service Partners and Academics work together for the benefit of safeguarding people and developing students to reach their potential as a registered nurse. This will be experienced by the student through safe practice rehearsal in simulation suites at Buckinghamshire New University and in practice through the role of the Link Lecturer and Mentor working in partnership to provide support, feedback and assessment. A significant and highly acclaimed feature of this programme is the ongoing engagement with our Healthcare Partners further enabling delivery and enhancements that are contemporary, evidence based and practice focused. This includes ongoing curriculum development, review and monitoring, practice forums, inter-professional clinical simulation and assessment activity based around authentic scenarios. The appointment of Principal Lecturer for Service User Involvement has further enhanced the service user involvement in the PG Diploma programme; which enhanced students learning experience. Since the appointment, there has been a significant increase in the numbers of Service Users being recruited. They not only participate in the students selection/ recruitment activities, but also actively contribute to students teaching and assessment process by participating in simulation activity (either in person or through their narratives). This helps to bring learning to life. Service Users are also actively engaged in the curriculum with planning, delivery and assessment. Practice Assessment In addition to simulation of practice and formative feedback emerging from exercises in the simulation labs and in collaboration and conjunction with Service Partners, students will be assessed in practice by appropriately qualified and prepared mentors (NMC, 2010). Practice assessments conducted intermittently through the three stages / two years will testify to the student s competence in practice (NMC, 2010). The professional performance in practice will be graded against specified criteria as aligned to the NHS Knowledge and Skills Framework Key Skills, the Leadership and Management Post-Graduate Diploma in Nursing 10 26

11 competencies and the NMC (2010) Standards and Essential Skills Clusters (ESCs) within Pan- London Practice Assessment Document (PLPAD). This will also contribute to the student s professional development evidenced in their portfolio. Within practice placement, the students performance is assessed by an appropriately qualified mentor (NMC 2008) as having achieved or not achieved the ESC and Professional Values in Practice Statements prior to each of the two progression points at the end of the first and second Stages of the programme and before award. The student s achievement of the ESC s constitutes an essential element in the field module (i.e. NA/NC/NM 711, 712 and 713). In each Stage of the programme, whilst in clinical practice, students undertake what is termed, an assessment of an Episode of Care. The Episode of Care assesses the student s progress towards competency and must be achieved before progression. It enables the student to demonstrate their ability to safely and effectively correlate and coordinate their skills, knowledge and attitudes - drawn from the ESCs and professional values in practice statements into effective care provision. In Stage 3 all students undertake a Medicines Management Assessment to demonstrate achievement of the ESC domain of Medicines management. A patient/service user s feedback form is also incorporated within the PLPAD. The mentor s assessment of the student is triangulated with the experience of the Service User. Service Users are invited to provide formative feedback to the student. In addition, students are expected to be proactive in identifying their own learning need to meet the expected level of knowledge, skills and behaviour when managing care provision in each stage of their practice. They are also expected to demonstrate increase level of competencies in care management and provision as they progress through the programme, i.e. ability to carry out essential care of a patient in Stage 1 to ability to assess, plan and manage the care for a group of patient and co-ordinate a shift by Stage 3. Supervision is expected to ensure that students work within their limitations in order to ensure the continued safety of patients. However, students are expected to demonstrate their ability to carry out safe and competent care with decreasing levels of supervision as they progress through the programme i.e. direct in Stage 1 and with minimal supervision by Stage 3. Students who achieve the ESC, are satisfactory or above in the KSF domains and complete the required hours of practice will be deemed to have passed a placement. Each student is also required to complete an On-going Achievement Record (OAR). This record is held by the student for the duration of the Programme and must be presented to new mentors at the beginning of each placement, thus ensuring continuity across the mentorship process. The OAR enables the Sign-Off Mentor, in the final placement of the Programme, to view one document that provides evidence of student achievement and progression in practice over the duration of the Programme; thus providing a mechanism to support their decision to either pass or fail the student. In addition, the practice-based elements are assessed in two parts i.e.: Assessment across multiple clinical experiences and achievement in each clinical experience undertaken in the year/stage. Completion of stipulated hours for allocated to each stage (i.e. Stage 1: 646 hours, Stage 2: 1026 hours and Stage 3: 646 hours. Achieved a total cumulative hours of 2300hrs minimum, of which 60 is night duty can be completed within the 3 stages. However, if night duty is carried in Stage 1, it should not exceed one third of the total number required; any more than this in stage 1 will not be counted as night hours). The following principles will be applied when considering student profiles and their completion of practice. Students will only be permitted to retake once in the stage if they have been deemed to fail a module and/or a clinical experience. They will not be permitted three attempts as in the theoretical parts of the programme. Referral in a practical component of a module will entail a further period of practice experience. If a student fails two or more clinical experiences in one year/stage, by either failing multiple clinical experiences at the first attempt within the year/stage, or by failing the repeated clinical experience, they will be considered to have failed the programme. Students will be permitted on one occasion only to submit their placement documentation beyond the given deadline, by a maximum of 10 working days. They will receive a formal warning if this occurs. If a student submits their placement document late for a second time, Post-Graduate Diploma in Nursing 11 26

12 or beyond 10 working days the first time, the documents will be counted as a non-submission. As placement documents contain the record of more than one clinical experience, the student will be considered to have failed all clinical experiences recorded within the document. Therefore the student will be considered to have failed the programme as in the paragraph above. Note: The Assessment Board may use its discretion regarding the length of referral period required in order to retrieve the practical component of a module from a minimum of four weeks to a maximum of the original length of the practice experience. A student who fails to achieve any of the above criteria, following an Assessment Board may be given one further opportunity to redeem the failed component via an additional placement opportunity. However, this is subject to the availability of a suitable clinical placement being available and this may result in the student being required to back-cohort. They will not be able to proceed beyond the recognised NMC 12 week period with any credit deficit. Students with a credit deficit and with remaining opportunities permitted at this stage will be regarded as work outstanding and required to back cohort. Portfolio A professional portfolio is a requirement for the successful completion of the programme. This is a formative document for students to collate evidence of their learning and facilitate discussion of their developmental plan with their personal tutor during their annual period review of learning. The emphasis is on encouraging the students to be reflective and be proactive in planning their personal and professional developmental needs. Learning Resources The University offers extensive learning resources to assist student with their studies. Learning resources facilities can be found at each of the two campuses and are available to students across the whole University. Students will be based at the Uxbridge Campus for this programme. All module resources will be placed on Blackboard, the Virtual Learning Environment (VLE), so that students can access these and other facilities of the VLE, including discussion forums with other students on the programme, between the taught days. The University also has membership of a number of regional and national collaborative schemes, which enable students to use other institutions learning and library facilities. Details of these schemes can be found on the Learning Resources web page or in the Learning Resources Centre. Lecture notes and relevant learning resources will be posted on Blackboard. The relationship between the student, the University and the placement provider will be underpinned by a Placement Agreement. Students with disabilities Where students have identified special learning and development needs, appropriate support and reasonable adjustments will be made, based on their requirements. The University operates admission processes in line with legislation concerning disabilities. Potential for reasonable adjustment is considered carefully and on an individual basis; occasionally students may be asked to participate in a functional assessment to establish the extent of need and potential for adjustment. Additionally a risk based assessment may be undertaken in practice with support from practice partners. This is focused both on maintaining patient safety and on the safety of the student. Work-Based / Placement Learning Mapping against the precepts of QAA Code of Practice chapter B10 (2012) indicators has been undertaken place. Practice placements are work-based (QAA, 2014) where students are supernumerary as dictated by the NMC (2010). Placement experience will be various to reflect the changing nature of healthcare and meet the Standards for competence and Standards for education (NMC, 2010), as well as the Standards to support learning and assessment in practice (NMC, 2008). Placement learning will enable students to gain further knowledge, understanding, skills and professional values for nursing. The learning opportunities also enable students to develop clinical nursing skills for and in practice, Post-Graduate Diploma in Nursing 12 26

13 fulfil the requirement dictated by the NMC Standards for Pre-Registration Nursing Education (NMC, 2010) and are responsive to the needs and emphasis of contemporary health care. Students are allowed to choose their home-base Trust. SECTION C: PROGRAMME STRUCTURE(S) Table 2: Programme Structure Table Course Title Course Code Mode of Study PG Dip Nursing (Adult) with NMC Registration MN1PAN1 Full Time Credit Value UK 120 ECTS 60 Assessment Regime Module Code Module Title QCF/FHEQ Level Course Stage / Year Status in Award ([C]ore / [O]ptional) NS614 Learning for life 6 1 C % S1 NS711 Fundamental approaches to Nursing Credit Value Written Exam % Coursework % Practical % Semester Taught * 7 1 C % S1 NA711 Essential Nursing Skills (Adult) 7 1 C 15 10% 90% P/F SB NS712 Nursing in Community 7 2 C % S1 NA712 NS713 NA713 Collaborative Nursing Skills (Adult) Research and Innovation in Nursing Leadership and Management in Practice (Ault) 7 2 C 15 10% 90% P/F SB 7 2 C % SB 7 2 C % P/F SB Course Title Course Code Mode of Study PG Dip Nursing (Children s) with NMC Registration MN1PCN1 Full Time Credit Value UK 120 ECTS 60 Assessment Regime Module Code Module Title QCF/FHEQ Level Course Stage / Year Status in Award ([C]ore / [O]ptional) Credit Value Written Exam % Coursework % Practical % Semester Taught * Post-Graduate Diploma in Nursing 13 26

14 NS614 Learning for life 6 1 C % S1 NS711 Fundamental approaches to Nursing 7 1 C % S1 NC711 Essential Nursing Skills (Child) 7 1 C 15 10% 90% P/F SB NS712 Nursing in Community 7 2 C % S1 NC712 NS713 NC713 Collaborative Nursing Skills (Child) Research and Innovation in Nursing Leadership and Management in Practice (Child) 7 2 C 15 10% 90% P/F SB 7 2 C % SB 7 2 C % P/F SB Course Title Course Code Mode of Study PG Dip Nursing (Mental Health) with NMC Registration MN1PMN1 Full Time Credit Value UK 120 ECTS 60 Assessment Regime Module Code Module Title QCF/FHEQ Level Course Stage / Year Status in Award ([C]ore / [O]ptional) NS614 Learning for life 6 1 C % S1 NS711 NM711 Fundamental approaches to Nursing Essential Nursing Skills (Mental Health) Credit Value Written Exam % Coursework % Practical % Semester Taught * 7 1 C % S1 7 1 C 15 10% 90% P/F SB NS712 Nursing in Community 7 2 C % S1 NM712 NS713 NM713 Collaborative Nursing Skills (Mental Health) Research and Innovation in Nursing Leadership and Management in Practice (Mental Health) 7 2 C 15 10% 90% P/F SB 7 2 C % SB 7 2 C % P/F SB Table 3: Mapping of Programme Outcomes to Modules PG Dip in Nursing (Adult/Children s/mental Health), Level 7 with NMC Registration Post-Graduate Diploma in Nursing 14 26

15 Programme Outcome NS614 (Level 6) NA/NC/NM711 (Level 7) NA/NC/NM712 (Level 7) NA/NC/NM713 (Level 7) NS711 (Level 7) NS712 (Level 7) NS713 (Level 7) A. Knowledge and Understanding A1. Register with the Nursing and Midwifery Council as a nurse, in their chosen field of nursing (Adult/Children s/mental Health). A2. Appraise and demonstrate knowledge and understanding of fundamental and advanced approaches to health care, treatments and therapies, whilst taking account of dynamic social, cultural, spiritual, legal, political and economic factors. A3. Analyse, challenge and justify strategies to alleviate discriminatory practice. A4. Evaluate and justify knowledge of health improvement initiatives with people, communities and healthcare services by understanding the major health needs and priorities of the populations. B. Intellectual / Cognitive Skills B1. Hypothesise and engage in discourses surrounding health as a human experience mediated by the individual, societal and global contexts. B2. Analyse contemporary research to model judicial judgement in establishing and relinquishing professional therapeutic relationships with individuals, groups and communities, while demonstrating ethical discernment and clinical judgment. B3. Evaluate relevant research evidence to develop quality improvement strategies to promote best evidence based practice within a transformative healthcare agenda. C. Practical Skills C1. Extrapolate from a spectrum of appropriate knowledge, values, skills and technical abilities to develop, monitor and maintain bespoke care strategies in diverse contexts and across the lifespan. C2. Confidently and judiciously practice ethically justified, compassionate, evidence based practice in the delivery of healthcare, demonstrating leadership and innovation. C3. Employ the essential knowledge and skills to appropriately assess risks, minimise and manage these associated risks and to escalate concerns in order to safeguard vulnerable people. Post-Graduate Diploma in Nursing 15 26

16 Programme Outcome NS614 (Level 6) NA/NC/NM711 (Level 7) NA/NC/NM712 (Level 7) NA/NC/NM713 (Level 7) NS711 (Level 7) NS712 (Level 7) NS713 (Level 7) D. Key / Transferable Skills D1. Critically investigate and utilise the best available evidence and resources to solve problems and make sound professional judgements, and to do so within the context of rapidly changing healthcare environments. D2. Critically evaluate personal performance and formulate a systematic plan for future personal and professional development (via portfolio). D3. Establish and reflect upon safe and effective collaborative practice with others through peer support, supervision and teaching. D4. Challenge, and where appropriate supervise, other nurses and healthcare professional in maintaining professional standard and striving for excellence. SECTION D: CONTACT HOURS The programme is required to fulfil 2300 hours of theory and 2300 hours of practice; and up to 300 hours of simulation will contribute to the total 2300 practice hours (NMC, 2010). These hours are delivers within the three stages of the programme, with theory and practice at each stage. The table below illustrates the theory and practice hours fulfil in each stage. Table 4: Breakdown of Contact Hours Year of course Scheduled Learning and Teaching Activities Guided Independent Study Placement / Study Abroad (includes simulation of practice (SoP) Total hours Stage One Stage Two Year Three Total Hours (NMC 4600) Post-Graduate Diploma in Nursing 16 26

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