Programme Specification Title: Nursing with Registered Final Award: Bachelor of Science with Honours (BSc (Hons)) With Exit Awards at: Certificate of Higher Education (CertHE) Diploma of Higher Education (DipHE) Bachelor of Science with Honours (BSc (Hons)) To be delivered from: 19 Sep 2016 Level Date Level 1 or Certificate of Higher Education (CertHE) 2019-20 Level 2 or Diploma of Higher Education (DipHE) Level 3 or Bachelor of Science with Honours (BSc (Hons)) Page 1/37
Table Of Contents 1. Introduction... 3 2. Basic Programme Data... 4 3. Programme Description... 5 3.1 Overview... 5 3.2 Aims and Objectives... 6 3.3 Variations to Standard Regulations and Guidance... 7 4. Programme Outcomes... 8 4.1 Knowledge and Understanding... 8 4.2 Subject Specific Intellectual Skills... 8 4.3 Subject Specific Practical Skills... 8 4.4 Transferable Skills and Attributes... 9 5. Learning, Teaching and Assessment Strategies... 10 5.1. Learning and Teaching Strategy... 10 5.2. Assessment Strategy... 12 6. Programme Structure... 14 Appendix I - Curriculum Map... 15 Appendix II - Assessment Map... 19 Appendix III - Benchmark Analysis... 25 Appendix IV - Benchmark Statements(s)... 33 Page 2/37
1. Introduction This document describes one of the University of Lincoln's programmes using the protocols required by the UK National Qualifications Framework as defined in the publication QAA guidelines for preparing programme specifications. This programme operates under the policy and regulatory frameworks of the University of Lincoln. Page 3/37
2. Basic Programme Data Final Award: Programme Title: Exit Awards and Titles Bachelor of Science with Honours (BSc (Hons)) Nursing with Registered Certificate of Higher Education (CertHE) Diploma of Higher Education (DipHE) Bachelor of Science with Honours (BSc (Hons)) Subject(s) Nursing Mode(s) of delivery Full Time Is there a Placement or Exchange? UCAS code Awarding Body Campus(es) School(s) Programme Leader Relevant Subject Benchmark Statements Professional, Statutory or Regulatory Body Accreditation Yes B760 University of Lincoln Lincoln Campus Programme Start Date 2019-20 School of Health and Social Care Caroline Hendry (CHendry) Nursing and Midwifery Council (NMC) Page 4/37
3. Programme Description 3.1 Overview Students enter the nursing programme from a wide variety of backgrounds and life span stages with a range of different experiences. The teaching, learning and assessment strategy underpinning this programme aims to enable reflection and critical thinking allied to the development of competence. The focus will be on integration of theory and practice together with the development of the knowledge, attitudes, behaviours and skills necessary to work with individuals communities and groups to manage their care needs in 2019 and beyond. The traditional context of care has been within an institution-based, professionally-led, centralised service. The paternalistic image of the nurse no longer reflects the reality of care and so there is a need to develop a new identity that is consistent with the reality of changes to health service provision (NHS England, 2014). The curriculum will be underpinned by the need to address the gaps between health and well-being, care and quality and funding and efficiency NHS England, 2014). The wider determinants of health, public health improvement and protection will have central place in the programme (Public Health England 2012). Flexibility and resilience will be required of the mental health nurse of the future. Historically, the aim of mental health services has been to achieve clinical recovery through the treatment of symptoms and the prevention of relapse. Personal recovery, however, demands a different sort of support from mental health services. Mental health nursing focuses on the provision of holistic care that enables people with mental health problems to be physically safe and emotionally secure. It empowers people to make positive changes to their lives and supports them on their journey of recovery. The nurse will need to be a highly trained, accountable and responsible professional demonstrating the effective outcomes of the art and science of nursing. Efficient, effective and individualised care will be provided in partnership with people requiring support to manage their care needs through appropriate assessment and diagnosis of their needs using the theoretical knowledge and skills developed in both academic and practice environments. Increasingly nurses will work as a partner or key member of the interdisciplinary team providing professional care/nursing through a mosaic approach to practice. Mental health nurses must be able to work independently, making clinical judgements and decisions that are sound and safe, using an evidence-based analytical approach to do so. The nurse will need to take an active role in future planning of mental health care services and the proposed programme will prepare students to become nurses working in such complex and often challenging environments. Changes in the demography of the UK, including an ageing population and multi-culturalism, impact on the role of the mental health nurse and their approach to care. Professional values and the ability to effectively liaise with other members of the multi-disciplinary team are essential to the planning and delivery of high quality nursing care. The starting point for working with other disciplines is the development of a sound understanding and appreciation of the roles and responsibilities of each member of the team. A clear focus on interprofessional learning is seen throughout the programme in both practice and theory. Learning, teaching and assessment methods will challenge the student to ensure that they are engaged with the learning opportunities offered to them. A range of innovative and contemporaneous approaches to nursing education have been realised and some of these will be adopted by this refreshed programme. For example, the programme will be designed to consider the principles of Page 5/37
complex theories within a mental health context considering positive risk taking, psychosocial interventions and promoting the need to understand the person behind the diagnosis. Professionalism will be central to future practice in the sense that the student needs to develop an ability to discuss professional issues and debate them at local and national levels. The curriculum will utilise a range of activities to facilitate such development. By the end of the course these activities should be student-led/self-directed. For example in the final stages of their programme the student will be required to identify a required change in practice and go on to propose and plan a solution independently but with support and supervision by their academic tutor and / or mentor. The student will also develop the confidence to identify their own limitations and to seek advice and support from appropriate agencies to keep the patient safe. The safety of people accessing services is the central tenet of the curriculum, particularly in the current climate of public concern about failures to safeguard vulnerable people. The programme aims to develop a registered nurse grounded within a model of compassionate care who is respectful of the autonomy, dignity and privacy of people accessing mental health care services, but who can also work effectively in a rapidly changing clinical environment that is subject to politico-socio-economic pressures. By the end of the course the student s knowledge base will be substantial to enable the assessment, planning, implementation and evaluation of a range of holistic care strategies. The student will portray resilience, confidence and assertiveness when working with other members of the health and social care team and will be able to advocate in the best interests of the people accessing these services. The student will learn how to be flexible and adaptable to meet the demands of an increasingly challenging and dynamic work environment. The development of the student s ability to be self-sufficient in their learning is central to the programme in preparation for the need to be a lifelong learner that engages in continuous professional development following initial qualification. The contemporary registered nurse is required to act in a professional manner that ensures high standards of care while treating service users and their carers with dignity and respect by placing them at the centre of their care. This programme has been designed to prepare future practitioners who will value the teams they work with and the clients they care for. It is envisaged that completion of the programme will equip individuals to critically appraise their practice and effectively respond to and work within a dynamic healthcare system. A commitment to on-going personal and professional development will be fostered. The programme will therefore ensure that those qualifying are fit for practice, purpose, award and professional standing and therefore registration as a nurse with the Nursing and Midwifery Council (NMC). 3.2 Aims and Objectives The overall aim of the programme is to ensure that on graduation nursing students are fit for practice in accordance with the Nursing and Midwifery Standards for Pre-Registration Nursing Education (NMC 2010). Set within the four NMC competency domains of professional values, communication and interpersonal skills, nursing practice and decision-making, leadership, management and team working the Programme Objectives are as follows: Provide an educational framework of nurse education that meets contemporary and future workforce requirements. Create autonomous and self-directed practitioners who process clinical skills and knowledge informed by current practice, scholarship and research. Page 6/37
Develop students critical thinking and analysis skills to engage with best evidence in order to tackle and solve problems in clinical practice requiring sound judgement, personal responsibility and initiative in complex and unpredictable professional environments. Develop an independent safe competent and autonomous graduate nurse who is fit for practice and award and who is able to maintain professional standards and assure protection of the public. Develop a practitioner who is compassionate and aware of the interpersonal therapeutic use of self and the impact on patients and other members of the multi-professional healthcare team. Ensure the development of a reflective practitioner who can recognise the need for lifelong learning and continued professional development. By the end of their programme students studying for the BSc (Hons) Nursing with Registered Nurse programmes (Adult and Mental Health) will be able to: 1. Deliver high quality essential care to all people. 2. Deliver complex care to service users in the relevant field of nursing practice. 3. Act to safeguard people of all ages and be responsible and accountable for safe, evidence-based nursing practice. 4. Act with professionalism and integrity, and work within agreed professional, ethical and legal frameworks and processes to maintain and improve standards. 5. Practice in a compassionate, respectful way, maintaining dignity and enhancing wellbeing and communicating effectively with people of all ages. 6. Act on their understanding of how lifestyles, environments and the location of care delivery influence the health and wellbeing of people of all ages. 7. Seek out every opportunity to promote health and prevent illness. 8. Work in partnership with other health and social care professionals and agencies, service users, carers and their families, ensuring that decisions about care are shared. 9. Use leadership skills to supervise and manage others and contribute to planning, designing, delivery and improving future services. 3.3 Variations to Standard Regulations and Guidance Yes - see the Approved Variations to the University's Undergraduate Regulations: http://secretariat.blogs.lincoln.ac.uk/university-regulations/ Page 7/37
4. Programme Outcomes Programme-level learning outcomes are identified below. Refer to Appendix I Curriculum Map for details of how outcomes are deployed across the programme. 4.1 Knowledge and Understanding On successful completion of this programme a student will have knowledge and understanding of: 1 Their own future personal, professional and service development needs to enable them to meet the requirements of re-validation and career progression. 2 How to critically analyse, question and evaluate evidence for use in mental health nursing practice as applied to a variety of contexts and situations 3 How to select and use a range of knowledge that systematically informs decision making and justifies rationale within the context of clinical practice 4 Contemporary issues in health and social care that lead to innovation and change enabling them to initiate and lead others in transforming practice. 5 Normal and altered human anatomy, physiology and pathophysiology to assist them in providing physical and mental healthcare and inform treatment decisions. 4.2 Subject Specific Intellectual Skills On successful completion of this programme a student will be able to: 6 Critically evaluate and present arguments, assumptions, concepts and data to make judgements and frame appropriate questions to propose and implement solutions. 7 Devise and sustain arguments, and solve problems using ideas and techniques from a range of mental health care settings 8 Make judgements and comment upon current research and equivalent scholarship that informs practice in health and social care 9 Appraise current knowledge to identify areas of uncertainty, ambiguity in and limits of knowledge 10 Manage their own learning, and to make use of scholarly reviews and primary sources in order to formulate learning plans for self and guide other in this process. 11 Analyse the value base inherent within the multi professional team and its impact on the relationships with users, carers and other professionals in order to propose solutions that impact on the provision of inter-professional care in the context of mental health services. 12 Critically appraise research findings and other sources of evidence to inform innovative strategies that promote health and the delivery of mental health care. 13 Assess and question mental health nursing care needs and collaborative solutions which enable safe, effective, person and family-centred care. 14 Evaluate risk management strategies and propose interventions that promote a safe and therapeutic environment in the context of mental health care. Page 8/37
4.3 Subject Specific Practical Skills On successful completion of this programme a student will be able to: 15 Competently assess, plan, implement and evaluate interventions for individuals and communities based on systematically acquired knowledge of policy and mental health nursing practice 16 Exercise initiative and personal responsibility to role model and ensure safe and effective provision and management of care. 17 Make justifiable evidence based decisions in complex and unpredictable mental health care settings. 18 Practice with competence and confidence in accordance with The Code (MNC, 2015) to ensure that care provided is both ethically and legally sound. 19 Formulate and document plans of care to achieve optimal mental health and rehabilitation across the lifespan for people with complex mental health needs. 20 Select and safely use appropriate information technology to assist in the organisation and management of nursing care. 21 Contribute, with confidence, to comprehensive and systematic approaches to assess, plan, implement and evaluate nursing care in partnership with patients/service-users and/or their carers within a range of settings 22 Adapt to the changing health needs of individuals, families and communities and make decisions, which are legally and ethically sound and based on best available evidence. 23 Adopt anti-discriminatory and anti-oppressive practice whilst promoting the dignity and rights of patients/service users 24 Promote and participate in partnership-working through skilful team, inter-professional and multi-agency collaboration across services. 25 Select and employ appropriate and effective leadership skills in supporting and directing team members in the delivery and evaluation of efficient quality care and in the identification of solutions to problems. 4.4 Transferable Skills and Attributes On successful completion of this programme a student will be able to: 26 Effectively utilise literacy, numeracy and information technology skills to solve problems and propose solutions across a range of mental health settings. 27 Evaluate evidence and contemporary practice to appropriately select and apply knowledge and skills to complex and unexpected situations 28 Formulate plans of self-management and take initiative for planning to meet own needs and facilitating those of others. 29 Appraise and question effective leadership and communication styles and the impact on team working and mental health provision in order to present proposals for improvement. For details of each module contributing to the programme, please consult the module specification document. Page 9/37
5. Learning, Teaching and Assessment Strategies 5.1. Learning and Teaching Strategy The strategy for pre-registration nursing programmes is based upon the pedagogical philosophy of Student as Producer which is a benchmark philosophy and identity at the University of Lincoln. This central organising principle for teaching and learning situates research-engaged teaching and learning at the core of the student learning experience. Student as Producer facilitates the engagement of students and lecturers as producers of knowledge in collaboration with academics and with other students. The work assessed throughout the pre-registration nursing awards will be topical, current and relevant to the students professional working practices and future careers. Teaching, Learning and Assessment will be undertaken by a range of appropriately experienced and competent teachers, practice teachers and mentors, including experienced healthcare professionals and it is through this collaborative and inter-professional assessment process that the University and the Professional Statutory Regulating Body, the Nursing and Midwifery Council (NMC), will gain full assurances that the student is fit for practice as a nurse upon completion of these qualifying programmes. The vision for the development and delivery of this teaching, learning and assessment strategy is to provide a rationale and delivery plan for the integration of high quality teaching, learning and assessment for all students enrolled on to pre-registration nursing programmes at the University of Lincoln. The key components to achieve this will be the continuing development of contemporary profession - specific knowledge which reflects the values of the nursing profession and the Nursing and Midwifery Council (NMC) standards for nursing education. A significant contribution to the realisation of this vision is partnership development with students, service users, mentors, practice teachers, senior leaders in local and national health care organisations and University departments. This will enable innovative user -centred approaches to pedagogy to be fostered and embedded within the delivery of the programme. The delivery of this strategy relies upon the deliverance of highly skilled teaching and assessment for students both in University and in Practice. The University supports the programme team by offering staff development opportunities, the availability of appropriate resources including technology and support from a dedicated educational development unit. The Educational Development and Enhancement Unit (EDEU) aims to bring a coordinated and proactive approach to the enhancement of undergraduate and postgraduate student education and engagement. As the primary vehicle for securing the implementation of the University s Strategic, Teaching and Learning, Digital Education and Student Engagement Plans, EDEU aims to support staff to become effective and inspirational educators within and beyond the classroom. The nursing team have worked closely with EDEU since its inception in 2014 and this relationship will continue to grow and strengthen as new and innovative ways of programme delivery are fostered and developed by our experienced and skilled workforce. The nursing team is a group of extensively experienced nursing academics who add sector specific experience and knowledge which complements the values and philosophy of nursing education. The motivation to move towards a diverse and creative approach to education within the discipline of nursing at Lincoln has been born out of the recognition that the learning landscape is changing and in particular within nursing education. The Nursing and Midwifery Council (NMC) demands the Page 10/37
maintenance of high quality knowledge and skills education which will prepare student nurses for working within often challenging and changing health care environments. A refined and consolidated curriculum has been developed to meet the workforce requirements of an emerging and rapidly changing health care service whilst maintaining and promoting the core values of the NMC and society as a whole. Our mission is therefore to develop and deliver a high quality contemporary, diverse, streamlined and challenging suite of programmes which will prepare nurses for 2019 and beyond. The programme has been designed to reflect the best of current pedagogical developments of the higher education sector in the United Kingdom.. The growing call for a dynamic blended approach to teaching and learning has been the catalyst for this most recent strategy. The higher education sector in general - and health and social care programmes are no different - has become a highly competitive market with the teaching and learning experience a significant factor in programme attractiveness and student satisfaction. This creates a range of opportunities to consider the changing student population, the changes to the external educational environment for teaching and learning, innovations in technology enhanced teaching and in general learning pedagogy. The School of Health and Social Care employs a broad range of highly motivated and experienced professionally qualified educators from across the health and social sector in terms of professional and research specialisms. There is an emphasis on linking learning inside and outside of the classroom, on giving learners more flexibility in terms of diverse modes of accessibility to staff and materials, on maximising the added value of teaching contact time, and on expanding opportunities for discussion, debate and exploration of relevant topics. There is an increasingly innovative adoption of a technology enhanced learning approach, which is being ably supported by the University Educational Development and Enhancement Unit (EDEU) and the Information Technology Department. Technologies include high quality lecture capture using a web based system which enables professional quality video rendering of teaching experiences for the purposes of improving accessibility, reproduction and context setting for in-classroom activities as part of a module or series of modules. The use of a sophisticated teleconference software which has been designed for teaching and learning in a virtual space is also being frequently deployed throughout the programme to complement the blend of classroom based activities and events. The University has invested in a high specification simulated teaching and learning package which is commercially available and can be tailored to the individual needs of students and groups of students. The above examples of available technologies are being used to: Improve learner experience and outcomes Enhance the quality of teaching and learning Enable a more personalised approach to enhance the individual learner experience Support a diverse range of learning opportunities inside and outside of the classroom or clinical space Provide a wide range of learning resources in the most effective way which is continuously Page 11/37
accessible by the learner Develop a range of approaches to personalise tutorial support and guidance outside of the classroom Encourage learners to develop their skills of negotiation and decision making as part of group work to prepare them for clinical practice Enable learners to utilise their own devices which will help personalise their experience on the programme and as a University of Lincoln student. The programme is designed to produce confident, critically analytical, patient focussed advocates of excellence in nursing practice. In order to enhance the experience of learners and in the context of working towards professional registration this teaching and learning strategy: Supports learners to develop as lifelong learners Supports learners to develop their ability to manage their own learning using technologies inside and outside of the classroom Enables the programme to adopt a philosophy of individual learner led learning in a technology-rich environment Enables innovative support networks for learners 5.2. Assessment Strategy There has been a rationalised planned approach to the type and variety of assessment methods used across the programme to ensure that there is a match between assessment, the overarching programme learning outcomes and the Professional Statutory and Regulatory Body (NMC) outcomes and demands. Assessments have been designed to be robust, innovative and fit for purpose, thus allowing the student to demonstrate that they are consistently competent and capable of the role both academically and in real-life, complex and dynamic service environments. All students undertaking the pre-registration nursing programme have supernumerary status while on placement. This means they are additional to the workforce requirement and staffing figures. Assessments are used to monitor student progress and to determine the extent to which the programme and module outcomes have been achieved. Key considerations when designing assessment methods across the programme have included the requirement to: Encourage and motivate students, as independent learners to engage with their programme of study, develop partnerships with fellow students and academics, thus enriching their learning experience. Design challenging and meaningful assessments by use of appropriately reliable and valid methods which assess different skills. Design tasks that allow students to demonstrate achievement of one or more of the learning outcomes for a module and the programme at a given level of study. Replicate the demands of clinical practice wherever possible and develop skills that are transferable to the workplace; help students integrate theory to practice; develop a deeper understanding of their role as a Nurse and maximise their skills of critical thinking and analysis. Be varied whilst promoting mastery of core assessment skills. Incorporate best practice and overarching university strategies when designing methods e.g. making use of digital technologies. Be creative in managing challenges e.g. cohort size. Produce an assessment schedule that demonstrates balance and parity of workload across the Page 12/37
modules and years. Encourage creativity and deter plagiarism and other academic irregularities The range of assessment methods used in the programme have been designed to meet the requirements set out in the Standards for Pre-registration Nursing Education (NMC, 2010). The range of assessments include examinations, written assignments, presentations, reports, reflective writing and practice assessments. All students have a fair, equitable, reliable and coherent programme of assessment. There is comparability of assessment workload and assessment method across all aspect of their programme. The spacing of assessments throughout the year, avoiding submissions during periods of study for the practice modules, and a range of outputs including formative assessments maximises the students opportunity to demonstrate their competence and achievements to best effect. The schedule promotes mastery of core assessment skills and reduces the stress associated with assessment. Assessment events span the full length of each element of the programme with early assessment in term 1 of the first year, which is supported with formative learning. This will provide the student with meaningful feedback / feed forward at an early stage in the learning process. Alongside the provision of clear links between the assessment and the learning outcomes for a module is the consistency of assessment volume, weightings and workload across the programme at all levels. A learning hours based approach has been used to provide guidance to the students regarding the engagement expectations associated with an assessment and to assist module teams when planning teaching and learning throughout the programme. Formative learning / assessment is conducted in every module. It is used to scaffold the development and understanding of difficult concepts in relation to the learning outcomes by providing developmental feedback / feed forward in a timely way. This allows students the opportunity to remedy as promptly as possible any shortcomings in learning that are identified in the assessment task thus supporting learning and preparing the student for the assessment process. Formative assessment activities integrate a degree of peer and self-assessment that promotes student engagement and enables peer learning and knowledge discovery and exchange to take place between students, staff and professional colleagues in service areas. The academic support for all summative assessments includes the undertaking of feedback and feed forward of formative learning and assessment opportunities pertaining to individual modules for all students. This feedback is supported by module small group learning and discussion forums designed to support the individual student to develop their knowledge and skills and to prepare for their summative assessments. The summative evidence generated through assessment of learning is used to monitor and demonstrate student achievement of the module and programme learning outcomes. It evidences that the student possesses the required knowledge, understanding and skills based capabilities for safe and effective practice. It provides an objective public measure of the ability of the individual student to achieve the standards identified in the Quality Assurance Agency for Higher Education s Framework for Education Qualifications (2008) and the Standards for Pre-registration Nursing Education (2010) identified by the Nursing and Midwifery Council. Page 13/37
6. Programme Structure The total number of credit points required for the achievement of Certificate of Higher Education (CertHE) is 120. The total number of credit points required for the achievement of Diploma of Higher Education (DipHE) is 240. The total number of credit points required for the achievement of Bachelor of Science with Honours (BSc (Hons)) is 360. Level 1 Title Credit Rating Core / Optional Professional Values and Team Working for Clinical Practice 2019-20 30 Core Essential Skills for Nursing Practice 2019-20 30 Core Assimilating Mental Health Nursing Practice 1A: The Fundamentals of30 Core Theraputic Care 2019-20 Assimilating Mental Health Nursing Practice 1B: Promoting Professional Values 2019-20 30 Core Level 2 Title Credit Rating Core / Optional Forging Values Based Nursing Practice 30 Core Recovery Focussed Care (Mental Health) 30 Core Engaging with Mental Health Nursing Practice 2A: Promoting Ethical 30 Core Practice Engaging with Mental Health Nursing Practice 2B: Assessment and Planning for Recovery 30 Core Level 3 Title Credit Rating Core / Optional Innovation to Transformation in Nursing Practice 30 Core Complex Care for Mental Health Nursing 30 Core Impacting on Mental Health Nursing Practice 3A: Improving and 30 Core Transforming Practice Impacting on Mental Health Nursing Practice 3B: Managing and Leading Complex Care 30 Core Page 14/37
Appendix I - Curriculum Map This table indicates which modules assume responsibility for delivering and ordering particular programme learning outcomes. Key: Delivered and Assessed Delivered Assessed Level 1 Assimilating Mental Health Nursing Practice 1A: The Fundamentals of Theraputic Care 2019-20 Assimilating Mental Health Nursing Practice 1B: Promoting Professional Values 2019-20 Essential Skills for Nursing Practice 2019-20 Professional Values and Team Working for Clinical Practice 2019-20 Assimilating Mental Health Nursing Practice 1A: The Fundamentals of Theraputic Care 2019-20 Assimilating Mental Health Nursing Practice 1B: Promoting Professional Values 2019-20 Essential Skills for Nursing Practice 2019-20 Professional Values and Team Working for Clinical Practice 2019-20 PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO22 PO23 PO24 Assimilating Mental Health Nursing Practice 1A: The Fundamentals of Theraputic Care 2019-20 Assimilating Mental Health Nursing Practice 1B: Promoting Professional Values 2019-20 Essential Skills for Nursing Practice 2019-20 PO25 PO26 PO27 PO28 PO29 Page 15/37
Professional Values and Team Working for Clinical Practice 2019-20 Level 2 Engaging with Mental Health Nursing Practice 2A: Promoting Ethical Practice Engaging with Mental Health Nursing Practice 2B: Assessment and Planning for Recovery Forging Values Based Nursing Practice Recovery Focussed Care (Mental Health) Engaging with Mental Health Nursing Practice 2A: Promoting Ethical Practice Engaging with Mental Health Nursing Practice 2B: Assessment and Planning for Recovery Forging Values Based Nursing Practice Recovery Focussed Care (Mental Health) PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO22 PO23 PO24 Engaging with Mental Health Nursing Practice 2A: Promoting Ethical Practice Engaging with Mental Health Nursing Practice 2B: Assessment and Planning for Recovery Forging Values Based Nursing Practice PO25 PO26 PO27 PO28 PO29 Page 16/37
Recovery Focussed Care (Mental Health) Level 3 Complex Care for Mental Health Nursing Impacting on Mental Health Nursing Practice 3A: Improving and Transforming Practice Impacting on Mental Health Nursing Practice 3B: Managing and Leading Complex Care Innovation to Transformation in Nursing Practice Complex Care for Mental Health Nursing Impacting on Mental Health Nursing Practice 3A: Improving and Transforming Practice Impacting on Mental Health Nursing Practice 3B: Managing and Leading Complex Care Innovation to Transformation in Nursing Practice PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO22 PO23 PO24 Complex Care for Mental Health Nursing Impacting on Mental Health Nursing Practice 3A: Improving and Transforming Practice PO25 PO26 PO27 PO28 PO29 Page 17/37
Impacting on Mental Health Nursing Practice 3B: Managing and Leading Complex Care Innovation to Transformation in Nursing Practice Page 18/37
Appendix II - Assessment Map This table indicates the spread of assessment activity across the programme. Percentages indicate assessment weighting. Level 1 Assimilating Mental Health Nursing Practice 1A: The Fundamentals of Theraputic Care 2019-20 Assimilating Mental Health Nursing Practice 1B: Promoting Professional Values 2019-20 Essential Skills for Nursing Practice 2019-20 Professional Values and Team Working for Clinical Practice 2019-20 01 02 03 04 05 06 07 08 09 10 11 12 Assimilating Mental Health Nursing Practice 1A: The Fundamentals of Theraputic Care 2019-20 Assimilating Mental Health Nursing Practice 1B: Promoting Professional Values 2019-20 Essential Skills for Nursing Practice 2019-20 30 Professional Values and Team Working for 50 Clinical Practice 2019-20 13 14 15 16 17 18 19 20 21 22 23 24 100 Assimilating Mental Health Nursing Practice 1A: The Fundamentals of Theraputic Care 2019-20 Assimilating Mental Health Nursing Practice 1B: Promoting Professional Values 2019-20 25 26 27 28 29 30 31 32 33 34 35 36 20 Page 19/37
Essential Skills for Nursing Practice 2019-20 70 Professional Values and Team Working for 50 Clinical Practice 2019-20 Assimilating Mental Health Nursing Practice 1A: The Fundamentals of Theraputic Care 2019-20 Assimilating Mental Health Nursing Practice 1B: Promoting Professional Values 2019-20 Essential Skills for Nursing Practice 2019-20 Professional Values and Team Working for Clinical Practice 2019-20 37 38 39 40 41 42 43 44 45 46 47 48 80 Assimilating Mental Health Nursing Practice 1A: The Fundamentals of Theraputic Care 2019-20 Assimilating Mental Health Nursing Practice 1B: Promoting Professional Values 2019-20 Essential Skills for Nursing Practice 2019-20 Professional Values and Team Working for Clinical Practice 2019-20 49 50 51 52 EP 1 (Wk 16) EP 2 (Wks 33, 34, 35) Level 2 Engaging with Mental Health Nursing Practice 2A: Promoting Ethical Practice Engaging with Mental Health Nursing Practice 01 02 03 04 05 06 07 08 09 10 11 12 80 Page 20/37
2B: Assessment and Planning for Recovery Forging Values Based Nursing Practice Recovery Focussed Care (Mental Health) Engaging with Mental Health Nursing Practice 2A: Promoting Ethical Practice Engaging with Mental Health Nursing Practice 2B: Assessment and Planning for Recovery Forging Values Based Nursing Practice Recovery Focussed Care (Mental Health) Engaging with Mental Health Nursing Practice 2A: Promoting Ethical Practice Engaging with Mental Health Nursing Practice 2B: Assessment and Planning for Recovery Forging Values Based Nursing Practice Recovery Focussed Care (Mental Health) Engaging with Mental Health Nursing Practice 2A: Promoting Ethical Practice Engaging with Mental Health Nursing Practice 13 14 15 16 17 18 19 20 21 22 23 24 20 20 25 26 27 28 29 30 31 32 33 34 35 36 80 50 37 38 39 40 41 42 43 44 45 46 47 48 Page 21/37
2B: Assessment and Planning for Recovery Forging Values Based Nursing Practice Recovery Focussed Care (Mental Health) 50 70 30 Engaging with Mental Health Nursing Practice 2A: Promoting Ethical Practice Engaging with Mental Health Nursing Practice 2B: Assessment and Planning for Recovery Forging Values Based Nursing Practice Recovery Focussed Care (Mental Health) 49 50 51 52 EP 1 (Wk 16) EP 2 (Wks 33, 34, 35) Level 3 Complex Care for Mental Health Nursing Impacting on Mental Health Nursing Practice 3A: Improving and Transforming Practice Impacting on Mental Health Nursing Practice 3B: Managing and Leading Complex Care Innovation to Transformation in Nursing Practice 01 02 03 04 05 06 07 08 09 10 11 12 50 20 Page 22/37
Complex Care for Mental Health Nursing Impacting on Mental Health Nursing Practice 3A: Improving and Transforming Practice Impacting on Mental Health Nursing Practice 3B: Managing and Leading Complex Care Innovation to Transformation in Nursing Practice Complex Care for Mental Health Nursing Impacting on Mental Health Nursing Practice 3A: Improving and Transforming Practice Impacting on Mental Health Nursing Practice 3B: Managing and Leading Complex Care Innovation to Transformation in Nursing Practice Complex Care for Mental Health Nursing Impacting on Mental Health Nursing Practice 3A: Improving and Transforming Practice Impacting on Mental Health Nursing Practice 3B: Managing and Leading Complex Care 13 14 15 16 17 18 19 20 21 22 23 24 80 30 25 26 27 28 29 30 31 32 33 34 35 36 50 20 70 37 38 39 40 41 42 43 44 45 46 47 48 80 Page 23/37
Innovation to Transformation in Nursing Practice Complex Care for Mental Health Nursing Impacting on Mental Health Nursing Practice 3A: Improving and Transforming Practice Impacting on Mental Health Nursing Practice 3B: Managing and Leading Complex Care Innovation to Transformation in Nursing Practice 49 50 51 52 EP 1 (Wk 16) EP 2 (Wks 33, 34, 35) Page 24/37
Appendix III - Benchmark Analysis This table maps programme learning outcomes to relevant QAA subject benchmark statements or PSRB guidelines. Knowledge and Understanding PO1 PO2 PO3 PO4 PO5 PO1 PO2 PO3 PO4 PO5 PO1 PO2 PO3 PO4 PO5 NurseDip01 NurseDip02 NurseDip03 NurseDip04 NurseDip05 NurseDip06 NurseDip07 NurseDip08 NurseDip09 NurseDip10 NurseDip11 NurseDip12 NurseDip13 NurseDip14 NurseDip15 NurseDip16 NurseDip17 NurseDip18 NurseDip19 NurseDip20 NurseDip21 NurseDip22 NurseDip23 NurseDip24 NurseDip25 NurseDip26 NurseDip27 PO1 PO2 PO3 01 02 03 04 05 06 07 08 09 Page 25/37
PO4 PO5 PO1 PO2 PO3 PO4 PO5 10 11 12 13 14 15 16 17 18 PO1 PO2 PO3 PO4 PO5 19 20 21 22 23 24 25 26 27 Subject Specific Intellectual Skills PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 NurseDip01 NurseDip02 NurseDip03 NurseDip04 NurseDip05 NurseDip06 NurseDip07 NurseDip08 NurseDip09 Page 26/37
PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 NurseDip10 NurseDip11 NurseDip12 NurseDip13 NurseDip14 NurseDip15 NurseDip16 NurseDip17 NurseDip18 NurseDip19 NurseDip20 NurseDip21 NurseDip22 NurseDip23 NurseDip24 NurseDip25 NurseDip26 NurseDip27 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 01 02 03 04 05 06 07 08 09 Page 27/37
PO14 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 10 11 12 13 14 15 16 17 18 PO6 PO7 PO8 PO9 PO10 PO11 PO12 PO13 PO14 19 20 21 22 23 24 25 26 27 Subject Specific Practical Skills PO15 PO16 NurseDip01 NurseDip02 NurseDip03 NurseDip04 NurseDip05 NurseDip06 NurseDip07 NurseDip08 NurseDip09 Page 28/37
PO17 PO18 PO19 PO20 PO21 PO22 PO23 PO24 PO25 PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO22 PO23 PO24 PO25 PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO22 PO23 NurseDip10 NurseDip11 NurseDip12 NurseDip13 NurseDip14 NurseDip15 NurseDip16 NurseDip17 NurseDip18 NurseDip19 NurseDip20 NurseDip21 NurseDip22 NurseDip23 NurseDip24 NurseDip25 NurseDip26 NurseDip27 Page 29/37
PO24 PO25 PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO22 PO23 PO24 PO25 01 02 03 04 05 06 07 08 09 PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO22 PO23 PO24 PO25 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 Page 30/37
PO15 PO16 PO17 PO18 PO19 PO20 PO21 PO22 PO23 PO24 PO25 Transferable Skills and Attributes PO26 PO27 PO28 PO29 PO26 PO27 PO28 PO29 PO26 PO27 PO28 PO29 NurseDip01 NurseDip02 NurseDip03 NurseDip04 NurseDip05 NurseDip06 NurseDip07 NurseDip08 NurseDip09 NurseDip10 NurseDip11 NurseDip12 NurseDip13 NurseDip14 NurseDip15 NurseDip16 NurseDip17 NurseDip18 NurseDip19 NurseDip20 NurseDip21 NurseDip22 NurseDip23 NurseDip24 NurseDip25 NurseDip26 NurseDip27 Page 31/37
PO26 PO27 PO28 PO29 01 02 03 04 05 06 07 08 09 PO26 PO27 PO28 PO29 10 11 12 13 14 15 16 17 18 PO26 PO27 PO28 PO29 19 20 21 22 23 24 25 26 27 Page 32/37
Appendix IV: Benchmark Benchmark Statement(s) Page 33/37
NurseDip01 - Able to manage oneself, one's practice, and that of others, in accordance with the Code of Professional Conduct, recognising own abilities and limitations. NurseDip02 - Able to transfer knowledge and skills to a variety of clinical settings and unexpected situations. NurseDip03 - Able to work in partnership with patients, clients and families and recognise when this approach to patient care may be inappropriate. NurseDip04 - Able to provide support to patients, clients, carers, families and colleagues in changing and stressful situations. NurseDip05 - Able to practise in accordance with the professional ethical and legal framework. NurseDip06 - Demonstrate sound clinical judgement across a range of situations. NurseDip07 - Able to contribute to public protection by creating and maintaining a safe environment of care. NurseDip08 - Able to delegate care to others, as appropriate, ensuring effective supervision and monitoring. NurseDip09 - Demonstrate understanding of the roles of others, by participating in multi-professional care. NurseDip10 - Able to apply theories, concepts and principles of nursing to deliver patient centred care for individuals, families and communities. NurseDip11 - Able to recognise potential risk and intervene to prevent, where possible, complications occurring. NurseDip12 - Able to analyse and interpret relevant health education/promotion information and use this knowledge to promote the health and wellbeing of patients, clients and groups. NurseDip13 - Able to use appropriate research and other evidence to underpin nursing decisions that can be justified, even when made on the basis of limited information. NurseDip14 - Able to undertake and document a comprehensive, systematic and accurate nursing assessment of the physical, psychological, social and spiritual needs of patients, clients and communities. NurseDip15 - Able to assess priorities in practice and deliver care competently to meet identified need. NurseDip16 - Able to formulate and document a plan of nursing care in partnership with and the consent of patients, clients and where appropriate, their carers and families. NurseDip17 - Demonstrate accountability for nursing care delivered, taking into account social, spiritual, cultural, legal, political and economic factors. Page 34/37
NurseDip18 - Able to accurately document and evaluate the outcomes of nursing and other interventions. NurseDip19 - Demonstrate knowledge and understanding of effective multiprofessional/ multi-agency working practices and participate in team work that respects and uses the contributions of members of the health and social care team. NurseDip20 - Demonstrate knowledge and understanding of the subjects underpinning nursing through application to a range of practice settings. NurseDip21 - Able to discuss the political and social context within which the provision of health and social care takes place. NurseDip22 - Able to understand and apply the values that underpin anti-discriminatory working practices. NurseDip23 - Able to communicate effectively with patients, clients, carers and other health care professionals. NurseDip24 - Demonstrate an understanding of research and other evidence and where appropriate, apply findings to practice. NurseDip25 - Able to engage in, and disengage from, therapeutic relationships through the use of effective interpersonal skills. NurseDip26 - Able to provide safe and sensitive care through the use of practical skills and knowledge of current best practice. NurseDip27 - Able to interpret and use data with the aid of technology to enhance the management of care. 01 - Able to manage oneself, one's practice and that of others in accordance with the Code of Professional Conduct, and critically evaluate own abilities and limitations. 02 - Able to select and apply knowledge and skills to complex and unexpected situations. 03 - Able to implement strategies to promote and evaluate partnership working. 04 - Able to anticipate potential stressful situations and participate in minimising risk. 05 - Able to recognise the complexity of the professional ethical and legal framework and its impact on nursing care decision-making. 06 - Demonstrate sound clinical judgement across a range of situations and critically evaluate the effectiveness of clinical judgement across a range of professional care contexts. 07 - Able to participate in a range of quality assurance and risk management strategies to create and maintain a safe environment. Page 35/37
08 - Able to provide appropriate levels of guidance, role-modelling and support to others in the delivery of health care. 09 - Able to critically analyse roles within the multi-professional team and propose ways to strengthen patient-centred care. 10 - Demonstrate critical understanding of research-based knowledge and the application to practice. 11 - Able to contribute to the development of protocols to guide the provision of quality care and minimise risk. 12 - Able to capitalise on the potential for health improvement for patients, clients and groups through the development of health education/promotion strategies. 13 - Able to articulate and justify decision-making and problem-solving processes associated with nursing practice. 14 - Able to use relevant theoretical and research evidence to inform a comprehensive, systematic assessment of the physical, psychological, social and spiritual needs of patients, clients and communities. 15 - Able to monitor and update priorities within a changing environment and communicate appropriately. 16 - Able to critically evaluate research findings and suggest changes to planned care. 17 - Able to Demonstrate an ability to critically challenge the nursing care delivered taking into account the dynamic social, cultural, spiritual, legal, political and economic factors. 18 - Able to critically evaluate outcomes of nursing and other interventions, adjusting care accordingly. 19 - Able to contribute with skill and confidence to effective multiprofessional/ multi-agency working. 20 - Able to use knowledge and understanding of the subjects underpinning nursing to provide creative solutions to health care situations. 21 - Able to critically examine the impact of political and social contexts on the provision of health care. 22 - Able to understand the differences in beliefs and cultural practices of individuals and groups and recognise and challenge discriminatory practice. 23 - Able to confidently present information orally, in writing and, where appropriate through the use of technology, to provide coherent and logical arguments in the support of decision-making. Page 36/37
Powered by TCPDF (www.tcpdf.org) University of Lincoln Programme Specification - Bachelor of Science with Honours (BSc (Hons)) Nursing with Registered 24 - Able to critically evaluate research findings, suggest changes to practice and contribute to health care research to inform practice development. 25 - Able to engage in, and disengage from therapeutic relationships through the creative use of theories and skills, demonstrating ethical discernment and clinical judgement. 26 - Able to use practical skills and knowledge with confidence and creativity to enhance the quality of care. 27 - Able to critically analyse and interpret data and appraise the value for care delivery and management. Page 37/37