STANDARD UCAS ENTRY TARIFF. See current online prospectus at

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1 Status Approved PROGRAMME SPECIFICATION(POSTGRADUATE) 1. INTENDED AWARD 2. Award 3. MSc Nursing (Pre-Registration Learning Disabilities) 4. DATE OF VALIDATION Date of most recent modification (Faculty/ADQU use only) Version Number (ADQU use only) 5. AWARDING INSTITUTION Edge Hill University 6. TEACHING INSTITUTION 25-FEB JUN ADMINISTRATIVE BASE Faculty of Health & Social Care 8. PLANNING UNIT Pre-Registration Nursing 9. UNIT OF PERIODIC REVIEW Pre-Registration Undergraduate Professional Portfolio and Paramedic Programmes 10. EHU COURSE CODE MAS ENTRY REQUIREMENTS STANDARD UCAS ENTRY TARIFF See current online prospectus at A first degree at 2:2 or above preferably in a health related or social science subject but other subjects will be considered on an individual basis; GCSE passes at grade C or above to include English Language and Mathematics or level two numeracy and/or literacy or other equivalent qualifications. Ability to meet year one learning outcomes through AP(E)L including 500 hours of practice learning Or Successful completion of year one of the BSc Pre-registration Nursing Programme at Edge Hill University. Evidence of academic study in the last five years. Overseas applicants must have been assessed by the International English Language Testing System (IELTS), and have passed at level 7 or above. 12. ALTERNATIVE AWARD(S) Course Award PG Dip PG Cert MSc Health and Social Studies Health and Social Studies Health and Social Studies 13. AVAILABLE MODES OF STUDY Mode of Study Course Duration Delivery 14a. PRIMARY QAA SUBJECT BENCHMARK STATEMENT 14b. OTHER QAA SUBJECT BENCHMARK STATEMENT 14c. ACADEMIC AND BENCHMARKS The MSc in Nursing (Pre-registration) has been designed to enable graduates with an honours degree in a health related subject to undertake a pre-registration nursing programme combined with Masters level study. Successful candidates will be eligible to apply for registration with the

2 Nursing and Midwifery Council in one of four fields of nursing including Adult Nursing, Children's Nursing, Mental Health Nursing and Learning Disabilities Nursing. The UK Quality for Higher Education(11), The QAA Qualifications Framework (Master's Degree Characteristics) and the University's Postgraduate Framework have informed the design and development of the programme. The complex and dynamic landscape of modern nursing requires nurses who can work creatively and innovatively, who can lead and inspire, who can make decisions in challenging situations and who can contribute to the advancement of nursing. To this end the programme reflects the NMC (10) Standards for pre-registration nurse education / EU Directive 05/36 EC; Standards to support learning and in Practice (NMC 08) and the QAA subject benchmark statements. The development of the curriculum has been informed by key policy drivers such as Health White Paper "Equity and Excellence; Liberating the NHS (DH, 10) and the Health and Social Care Bill (11). Vision and strategic drivers such as "Creating a new vision for nurses, midwives and caregivers; developing a culture of compassionate care" (DH, 12) and the "Report of the Willis Commission (12) Quality with compassion: the future of nursing education" have informed the curriculum as well as other more field specific drivers. The MSc (Pre-registration) Nursing Programme has been designed and developed in partnership with key stakeholders including registered Adult, Mental Health, Learning Disability and Children's Nursing Academic Staff, local Senior Nurses and Service Managers, Practice Education Facilitators, Service Users and Carers and Student representatives. The development team with wide representation has ensured that employers and service users are able to influence nurse education and ensure that future nurses have the skills, knowledge, values and professional behaviours essential for contemporary health and social care delivery. 15. Accreditation by Professional, Statutory or Regulatory Bodies (PSRB) Name of PSRB Name of Accreditation / Relationship Nursing and Midwifery Council (NMC) Recognised by the Nursing and Midwifery Council (NMC) for the purpose of registration as a qualified nurse (learning disabilities) 16. PRIMARY SUBJECT AREA B700-Nursing 17. SECONDARY SUBJECT AREA (if applicable) B761-Learning disability nursing 18. TERTIARY SUBJECT AREA PROGRAMME AIMS 1. Achieve all NMC competencies across the four domains of practice relevant to Learning Disabilities Nursing. 2. Develop a critical appreciation of theprofessional valuesnecessary for person centred compassionate care. 3. Develop advanced communication and relationship skills to work in partnership with people and other professionals to ensure safe and effective care. 4. Use a range of research methods applicable to advanced scholarship and critically evaluate evidence to inform decision making 5. Apply analytical and creative problem solvingin complex situations.

3 6. Demonstrate independent learning ability required for continuing personal andprofessional development.. PROGRAMME LEARNING OUTCOMES The programme learning outcomes shown here describe the knowledge, understanding and skills that students will have demonstrated on achievement of their intended level 7 qualification award. Students who do not complete their full programme of study may qualify for an alternative award and the validated exit awards for this programme are listed at the front of this programme specification. The learning outcomes of level 7 exit awards are determined by the combination of modules taken and passed and can be identified from the table below. Level 6 Knowledge and Understanding Demonstrate a fundamental understanding of the factors that influence health and social wellbeing Understand the basic principles of psychology, sociology and their relevance to the delivery of person centred care Intellectual Skills Appraise the legal and ethical frameworks that underpin the nurse's professional role and practice Demonstrate an understanding of the importance of evidence based care and evaluation including the care partnerships that underpin it Transferable Skills Describe the principles and key skills used to underpin the assessment, planning and delivery of safe care for a specific client group Skills Identify the therapeutic and communication principles that underpin professional caring relationships based on dignity and respect for human rights Acts in a way that values the roles and responsibilities of others in the team and interacts appropriately Level 7 Knowledge and Understanding Demonstrate a systematic understanding of contemporary nursing practice relevant to the field of study Critically analyse psychosocial perspectives and the implications for individuals and society. Critically review the biological sciences and pathophysiology as it relates to health and disease. Evaluate own professional role and the role of other professionals allied to health and the importance of collaborative working in order to achieve safe care. Critically evaluate effective leadership qualities required to manage oneself and others and enhance practice. Exercise initiative and take personal responsibility for learning to continue to advance knowledge and develop skills to a higher level Critically reflect on legal and ethical frameworks and their application to nursing practice. Critically analyse the role of inter-professional collaboration and its relevance to the safe delivery of care and services. Critically analyse patterns of health and disease to explore physical, social and psychological determinants of health and demonstrate the ability to evaluate the impact of health and social care policy and legislation on health and wellbeing. Evaluate critically current research and advanced scholarship in nursing Intellectual Skills Mapped to s Mapped to s Mapped to s Mapped to s Mapped to s PUP4103; PUP4001 PUP4103; PUP4001 ; PUP4103; PUP4001 PUP4096; PUP4099; ; PUP4103 ; PUP4103; PUP4001 PUP4103; PUP4001 PUP4099; ; PUP4103; PUP4001; Mapped to s

4 Interpret a wide range of data including extensive use of health technologies to inform decision making and ensure appropriate interventions. Demonstrate independent learning ability required for continuing professional development Apply critical thinking skills to form coherent arguments and conclusions. Apply originality in the application of knowledge and understand and apply research and evidence to inform best practice. Apply analytical and creative problem solving skills to inform decision making in complex and unpredictable situations. Transferable Skills Appraises own strengths and limitations in regards to the management of self and others. Demonstrate effective information technology skills including: keyboard, data storage and retrieval, literature searching, Internet access and interactive approaches. Applies effective communication skills to promote therapeutic relationships that ensure people are valued as individuals. Critically appraise the importance effective collaboration with the wider multidisciplinary team. Demonstrate ability to deal with complex issues both systematically and creatively making sound judgements Skills Critically evaluate and confidently apply nursing practice to meet the needs of service users and their carers using safe risk management approaches. Demonstrate decision making skills in complex and unpredictable situations Demonstrate competence in practice across the domains of professional values, communication and interpersonal skills, nursing practice and decision making, leadership management and team working. Applies effective communication skills to promote therapeutic relationships and adopts established practices to ensure anti-discriminatory practice. Use initiative and take responsibility to ensure effective collaboration with the wider multi-disciplinary team. Demonstrate competence to work inter-professionally and autonomously, within one s own professional limitations, in a range of situations and multidisciplinary settings. Lead and manage oneself and others to enhance nursing practice. PUP4099; ; PUP4103; PUP4001 Mapped to s ; PUP4103; PUP4001 PUP4095; PUP4096; PUP4099 ; PUP4001 PUP4099; ; PUP4103 Mapped to s PUP4099; ; PUP4103 PUP4099; ; PUP4103 PUP4095; PUP4096; PUP4099 PUP4095; PUP4096; PUP4099 PUP4099; 21. PROGRAMME STRUCTURE 1. Core modules are essential to learners' achievement of their target award, often in respect of meeting professional standards, and are excluded from the application of condonement by assessment boards. 2. Compulsory modules are prescribed modules but are not core and therefore are condonable. 3. Optional modules are offered within programmes to provide an element of choice and variety within the programme curriculum. They do not form part of the compulsory curriculum requirements for the programme. The availability of optional modules may vary from year to year which means that not all optional modules may be available in any given year and will be subject to the module achieving minimum student numbers. Students will be required to make optional choices on an annual basis for each academic year of study. PUP4001 PUP4095 PUP4096 FOUNDATIONS OF NURSING CARE CO-ORDINATION IN EVIDENCE BASED CRITICALLY APPRAISING RESEARCH METHODS DEVELOPING COMPETENCE IN INTER- ENHANCING COMPETENCE IN INTER- Pathway (if applicable) Generic Theory Generic Theory Field Practice Field Practice

5 PUP4099 PUP4103 ACHIEVING COMPETENCE IN INTER- PERSON-CENTRED HOLISTIC CARE FOR INDIVIDUALS WITH LEARNING DISABILITIES AND COMPLEX NEEDS LEADERSHIP IN Field Practice Field Theory Generic Theory 22 ai. STUDENT 'LEARNING JOURNEY' The programme involves 4,600 hours of learning, 20 theory and 2,0 practice Overall the programme consists of three years of learning with AP(E)L applied to year one outcomes. Students enter the programme at year two. Year two and three consist of three practice modules and four theory modules which are both field and generic. 23. LEARNING AND TEACHING AND ASSESSMENT STRATEGIES The Edge Hill University Teaching and Learning Strategy supports and promotes all aspects of student learning through: 1.The provision of excellent and inspirational learning and teaching enabling students to reach their full potential. 2.State of the art physical and virtual learning environments which are supported by modern technology. 3.High quality student guidance and support for managing transitions into and through university and into the workplace. 4.A dynamic academic community that nurtures excellence in learning, research and the application, enterprise and entrepreneurship, regard for sustainability and civic resonsibility. 5.Staff who are supported through high quality professional development and who are rewarded and recognised for their contribution to student success. 6.Planning and quality management processes that constantly seek to nhance the student experience and monitor and disseminate good practice. Students who enter the programme will have key graduate skills that will give a firm foundation for the development of Masters Characteristics. These include an ability to solve problems in a creative way, to learning independently and to use best available evidence to inform professional practice. To achieve these outcomes the programme uses a variety of methods of learning within and across academic and practice learning environments. A number of key strategies are used to facilitate an integrated and coherent student experience and promote students as active learners. Learning opportunities have been developed that seek to promote deep rather than surface learning and facilitate students to learn within real/virtual communities of practice. The programme aims to motivate students through the creation of opportunities for critical thinking, problem solving, creativity and innovation and the development of students as reflective practitioners. A key principle of our approach to teaching and learning is the development of learning to learn skills to facilitate increasingly autonomous learning. This involves the development of support or scaffolded opportunities that can be deconstructed as the learner progresses towards independent learning. The personal development planning process is key to encouraging students to take ownership of their learning and promote the development enterprise, entrepreneurial and employability skills. To facilitate the above, students are exposed to diverse teaching and learning methods that nurture the critical thinking, analytical and higher order skills. This includes: Practice learning; Clinical simulation; Patient stories and first hand experiences of care; Inter-professional learning; Case studies and problem based scenarios;

6 Tutor led tutorials; Lead lectures by experts in the field; Blended learning; E-learning packages and on-line collaborative learning; Action learning Tutor led tutorials; Action learning; Independent study. The Faculty of Health and Social Care is committed to making technologies integral to the student experience to enhance the quality of learning and teaching as well as ensuring that technical skills and digital literacy are clearly communicated as key employability skills. Therefore this programme makes extensive use of the technologies that are available through Learning Edge, which is a suite of programmes and systems to support the student progress through the course 24. FORMATIVE ASSESSMENT The programme embraces an assessment strategy that focuses upon the effective and integrated use of formative assessment. Formative assessment and feedback, if designed appropriately, can enable students to understand practice and academic expectations, can scaffold self-development and enhance learning and achievement. Formative assessment provides a safe environment in which students can learn without the penalties associated with summative assessment, so increasing student confidence and enhancing retention. Each module has a formative assessment that aligns with the summative assessment, enabling opportunities for formative feedback/feed-forward. The use of timely meaningful feedback will enhance students understanding of the assessment task and enable on-going development. 25. SUMMATIVE ASSESSMENT PUP4001 PUP4095 PUP4096 FOUNDATIONS OF NURSING CARE CO-ORDINATION IN EVIDENCE BASED CRITICALLY APPRAISING RESEARCH METHODS DEVELOPING COMPETENCE IN INTER- ENHANCING COMPETENCE IN INTER- PR1 PR1 PR2 Portfolio Report 4500 words 4500 words 3,000 words Practice 0 Practice minutes 0

7 PUP4099 PUP4103 ACHIEVING COMPETENCE IN INTER- Examination Report Practice 0 Practice NON-MODULAR TEACHING AND LEARNING ACTIVITIES LEVEL 6 Category Hours Description Rationale Total Hours of Non-Modular Teaching & Learning Activities LEVEL 7 Category Hours Description Rationale Total Hours of Non-Modular Teaching & Learning Activities 27. INTENDED MARKET PERSON-CENTRED HOLISTIC CARE FOR INDIVIDUALS WITH LEARNING DISABILITIES AND COMPLEX NEEDS LEADERSHIP IN PR1 PR2 EX or minutes 1 hour 5000