Level 4 Level 5 Level 6 x Level 7 Level 8 Mark the box to the right of the appropriate level with an X

MODULE SPECIFICATION TEMPLATE MODULE DETAILS Module title Return to Practice for Nursing Module code NA6117 Credit value 20 Level Level 4 Level 5 Level 6 x Level 7 Level 8 Mark the box to the right of the appropriate level with an X Level 0 (for modules at foundation level) Entry criteria for registration on this module Pre-requisites Specify in terms of module codes or equivalent To have qualified as a Nurse in the United Kingdom and to have previously registered with the Nursing and Midwifery Council (NMC 2005) Or A decision letter from the NMC outlining their qualification has been assessed and accepted by the NMC. This relates to returnees from the European Union (EU) or European Economic Area (EEA) To successfully complete all stages of the required selection and recruitment processes: Two satisfactory references; preferably one from most recent employer and one other independent person. To have passed numeracy and literacy tests Demonstrate English language competency to IELTS 7, if English is not the first language for EU and EEA nurses (http://www.nhsemployers.org/news/2016/01/nmcintroduces-new-language-requirements-for-overseasnurses) Normally to have undertaken at least 6 months nursing practice following registration To have had successful Occupational Health and DBS clearance To have been successful at individual interview To produce a valid Statement of Entry to demonstrate the lapsed registration as a nurse with the NMC The interview schedule is underpinned by Values Based Questions. All prospective returnees attend a presentation of the module by the module leader with an introduction to the Service User role from the Service User. This is followed by a question and answer session. All prospective returnees sit and pass the literacy and numeracy tests Meet with a current RTP student Individual interview with module leader and PEF 1

The returners practice history and length of time their registration lapsed will be discussed to aid determining if the proposed practice hours require revision for that individual ( this is reviewed again at the mid-point interview in practice) The practice hours will be not less than 100 hours Co-requisite modules Specify in terms of module codes or equivalent Module delivery N/A Mode of delivery Taught x Distance Placement x Online Other Pattern of delivery Weekly x Block Other When module is delivered Semester 1 Semester 2 Throughout year X Other 3 intakes Brief description of module The NMC RTP Standards (2016) outcomes dictate the requirements for content and/ or aims Overview (max 80 words) the Return to Practice for Nursing, thus the overall aims of the course are thenmc RTP Standards (2016). To enable nurses to renew registration and re-enter registered practice with up to date competence, knowledge and skills and confidence in order to maintain safe and effective standards Module team/ author/ coordinator(s) School Site/ campus where delivered of client care. To establish the concept of lifelong learning. Gloria Whittaker Senior Lecturer/ Module Leader, SHS, University of Brighton Ali Lane - Senior Lecturer, SHS, University of Brighton (Author) Edda Hensler, Lecturer/Practitioner Clinical Skills SHS, University of Brighton Angela Jarvis PEF, East Sussex Healthcare NHS Trust David Kerridge PEF, Western Sussex Hospitals NHS Foundation Trust Elizabeth Johnson-PEF, Brighton and Sussex University Hospital Edith Naaka-Okereke-PEF, Sussex Healthcare NHS Trust John Krohne-PEF, Sussex Community NHS Trust Wendy McCarthy-PEF, Sussex Community NHS Trust Sally Lancaster, -PEF, (Mental Health), Sussex Partnership Trust Sam Taylor- Service User representative School of Health Sciences Falmer Course(s) for which module is appropriate and status on that course Course BSc (Hons) Professional Practice Status (mandatory/ compulsory/ optional) Optional MODULE AIMS, ASSESSMENT AND SUPPORT Aims The NMC RTP Standards (2016) ) dictates the outcome requirements for the Return to Practice for Nursing, thus the overall aims of the course are the NMC RTP Standards and the NMC (2010) Standards for Pre-registration and the NMC Code (2015). In enabling nurses to 2

Learning outcomes renew registration and re-enter registered practice with up to date competence, knowledge and skills and confidence in order to maintain safe and effective standards of client care. To establish the concept of lifelong learning. The NMC RTP (2016) Standards dictate the outcome requirements for the Return to Practice for Nursing, thus the overall aims of the course are the NMC RTP Standards (2016) and the NMC (2010) Standards for Pre-registration competencies appropriate to the field of practice. (The NMC RTP Standards have been modified for Nursing and level 6 studies, as all undergraduate-nursing programmes now must be at degree level). The Returnee will be able to: 1. Successfully achieve the NMC (2010) Standards for Preregistration competency appropriate to the field of practice and the NMC Code (2015) 2. Critically analyse the influences of health and social policy relevant to the practice of nursing 3. Critically analyse the requirements of legislation, guidelines, code of practice and policies relevant to the practice of nursing 4. Critically analyse the current structure and organisation of care, nationally and locally. 5. Critically analyse current issues in nursing, education and practice 6. Critically analyse and use relevant literature and research to inform the practice of nursing. 7. The ability to critically analyse, identify and assess need, design and implement interventions and evaluate outcomes in all relevant areas of practice, including the effective delivery of appropriate emergency care. 8. Critically explore and utilise appropriate communications, teaching and learning skills 9. The ability to demonstrate effective team working and active participation in a multi-professional approach to peoples care. 10. To critically analyse strengths and weaknesses, acknowledge limitations of competence and recognise the importance of maintaining and developing professional competence. Content The NMC RTP Standards (2016) dictate the outcome requirements for the Return to Practice for Nurses thus the overall aims of the course are the NMC RTP Standards (2016)and the NMC (2010) Standards for Pre-registration competencies appropriate to the field of practice. Core Content Changes in Healthcare Single Assessment Process Managed Care 3

Intermediate Care NICE guidelines Essence of Care Public Perceptions/Public Involvement Ethical Issues IT Skills Health Promotion Communication/Interpersonal Skills End of life Care Clinical Governance/Research Governance Safeguarding Documentation Drug Administration/management National Service Frameworks Professional policy Reflective practice Service user / carer involvement NMC Code (2015) NHS Constitution (2013) Field Specific Content Mental Health: Policy/Legislation changes in Mental Health Intervention for Mental Illness Contemporary Therapeutic Approaches Changing Practice Risk Assessment Child Nursing: Safeguarding and promoting the welfare of children and young people Children and young people who are ill. Children and young people in hospital Supporting parents and carers Advances in care Acute/Continuing. Adult Nursing: Advances in Care in relation to nurse led initiatives. Changing nature of adult nursing. Seamless Care Integrated Care (Managed Care) Learning Disability: Policy/legislation changes in Disability. Intervention and therapeutic approaches in Learning Disability Changing practice-discussion to take place around the practice skills Learning support For the duration of the module the module leader assumes the role of personal tutor. The returnees will meet the personal tutor formally and individually at least twice during the programme and record this meeting in the contact record in the AOPP. Appropriate lecturers within the SHS also offer support for field specific returners. 4

The module leader engages with returnees informally and formally. Each study day through a process known as communication café the module leader is available to meet the group informally over a cup of coffee to discuss any issue of concern/reflection, this occurs prior to the study day commencing. The module leader actively supports all returnees and mentors in practice and is supported by the PEF s in NHS Trusts and a HEI Senior lecturer has been designated to support the SOM in the Private Voluntary Institutions (PVIs) During the practice placement experience, relevant to the part of the register to which re-entry is sought; the returnee is supported and supervised by a SOM. There is excellent partnership working with the module leader and PEF s this ensures preparation for mentors and hence support for returnees. The SOM attend an annual mentorship update and RTP is discussed within this, the PEFs are particularly involved with this. The module leader and/or the PEFs meet with any new mentors whom are not familiar with the RTP module to discuss their role and responsibility in meeting the Standards to support learning and assessment in practice (NMC 2008) The PEFs are also involved in identifying the SOM s in practice placement for the returnees. The module leader will visit individual returnee and mentor during their practice placement and offer support and guidance if necessary. Further support is available from the student support and guidance tutor (SSGT) Indicative Reading General: Baillie, L. 2014. Developing practical nursing skills. Fourth edition. Boca Raton, FL: CRC Press. Brooker, M & M Nicholson, 2003 Nursing Adults, the Practice of Care, Edinburgh, Mosby Bulman, C., and S. Schutz. 2013. Reflective practice in nursing. 5th ed. Oxford: Wiley-Blackwell. Carrier, J. 2015. Managing long term conditions and chronic illness in primary care: A guide to good practice. Second edition. London: Routledge. Department of Health (2013)Dementia A state of the nation report on dementia care and support in England. london Dimond, B. 2015. Legal aspects of nursing. 7th edition. Harlow: Pearson. Dougherty and S.E. Lister. 2015. The Royal Marsden manual of clinical nursing procedures. Professional edition. Chichester, West Sussex: Wiley Blackwell. Francis R. (2013)Report of the Mid Staffordshire NHS Foundation Trust 5

Public Enquiry. London. The Stationary Office NCEPOD (2015) Just say Sepsis! A review of the process of care received by patients with sepsis. London http://www.ncepod.org.uk/2015report2/downloads/just SaySepsis_FullReport.pdf NHS 2014. Five Year Forward View. London. https://www.england.nhs.uk/wpcontent/uploads/2014/10/5yfv-web.pdf Nursing and Midwifery Council (NMC) 2015 The Code: Professional standards of practice and behaviour for nurses and midwives. London NMC. http://www.nmc.org.uk/globalassets/sitedocuments/nmcpublications/revised-new-nmc-code.pdf. NMC Standards for Pre-Registration Nursing Education (2010) London, NMC. NMC, 2016 The RTP Standards London NMC. Parliamentary and health service Ombudsman (2015) Dying without Dignity. London http://www.ombudsman.org.uk/reports-andconsultations/reports/health/dying-without-dignity The Kings Fund (2013) Patient Centred Leadership: Rediscovering our Purpose. London. The Kings Fund Useful Journals: Evidence-Based Nursing (journal) Health Education Journal Journal of Advanced Nursing Nursing Times Journal of Research in Nursing Professional Nurse Mental Health: Barker P, 2003 Psychiatric and mental health nursing: the art of caring, London, Arnold Barker P, 2004 Assessment in psychiatric and mental health nursing: in search of the whole person, 2 nd Ed, Cheltenham, Nelson Thornes 6

Department of Health 2000 The National Service Framework for Mental Health, London, Department of Health Department of Health 1999 Code of Practice, Mental Health Act 1983, HMSO, London HSC 1999/050: LAC (99)11 Norman, I.J., and I. Ryrie. 2013. The art and science of mental health nursing: Principles and practice. 3rd edition. Maidenhead: Open University Press. Rogers, A, 2002 Mental Health and Inequality, Basingstoke, Palgrave Macmillan Sainsbury Centre for Mental Health 2001, The Capable Practitioner, London Sainsbury Centre for Mental Health. Trenoweth, S (2011) Nursing and mental health care: an introduction for all fields of practice. Exeter, Learning Matters Videbeck, S.L., K. Acott, and C.J. Miller. 2009. Mental health nursing. UK ed. Philadelphia, [Pa.] London: Wolters Kluwer/Lippincott Williams & Wilkins. Useful Journals: Issues in Mental Health Nursing Journal of Psychiatric Nursing: Incorporating Community Mental Health Practice Community Nursing / General Practice Nurse Andrée le May.2009. Communities of practice in health and social care / Oxford: Wiley-Blackwell Cowley,S (ed). 2008. Community public health in policy and practice : a sourcebook 2nd ed Edinburgh : Baillie re Tindall Department of Health 2005 Supporting People with Long Term Conditions: liberating the talents of nurses who care for people with long term conditions London: DH Department of Health 2006 Our health, Our care, Our say: a new direction for community services. DH. London Sines, D., M. Saunders, and J. Forbes-Burford. 2009. Community health care nursing. 4th ed. Chichester: Wiley-Blackwell. Titchen, A., B. McCormack, and K. Manley, MN. 2013. Practice development in nursing and healthcare. 2nd ed. Chichester: Wiley- Blackwell. Watkins, D., and J. Cousins. 2010. Public health and community nursing: Frameworks for practice. 3rd ed. Edinburgh: Baillière Tindall 7

Elsevier. Useful Journals British Journal of Community Nursing Community Nurse Independent Nurse Nursing in Practice Primary Health Care Child Nursing: Boyd, D.R., and H.L. Bee. 2014. The developing child. 13th ed., Pearson new international ed. Harlow: Pearson. Coleman J., Hendry L. B, and Kloep M. (Eds) 2007 Adolescence and Health, Chichester, Wiley Department of Health, Department for Education and Skills, 2007. The National Service Framework for Children, Young People and Maternity Services: For Parents. Standard Seven London: DOH Education. Department of Health, 2004 Children Act 2004, London HMSO Department of Health 2004 National Health Schools Status A Guide for Schools London HMSO Department of Health 2004 NSF for Children, Young People & Maternity Services, London HMSO Department of Health 2001 Seeking consent: working with children. London HMSO Department of Health 2004 The Children Act London, HMSO Department of Health 2003 Getting the right start: the National Service Framework for Children, Young People and Maternity Services Standards for Hospital Services,London, The Stationery Office Dougherty, and S.E. Lister. 2015. The Royal Marsden manual of clinical nursing procedures. Professional edition. Chichester, West Sussex: Wiley Blackwell. Glasper, E.A., and J. Richardson. 2010. A textbook of children's and young people's nursing. 2nd ed. Edinburgh: Churchill Livingstone Elsevier. Mohammed, T.A., and E. Trigg. 2010. Practices in children's nursing: Guidelines for hospital and community. 3rd ed. Edinburgh: Churchill Livingstone. Munro, E. 2008. Effective child protection. 2nd ed. London: SAGE. NMC 2004 Standards of Proficiency for Specialist Community Public Health Nurses London NMC Smith, L., and V. Coleman. 2010. Child and family-centred healthcare: 8

Concept, theory and practice. 2nd rev. ed. Basingstoke: Palgrave Macmillan. Twycross A., Dowden S. J. and Bruce E (Eds) 2009 Managing Pain in Children, Chichester, Wiley-Blackwell. Warner H. K. 2006 Meeting the needs of Children with Disabilities. Oxen, Routledge Journals Nursing Children and Young People Journal of Perinatal and Neonatal Nursing Learning Disability Nursing: British Institute of Learning Disabilities www.bild.org.uk DoH (2007) Primary care Service Framework: Management of Health for people with learning Disabilities in Primary Care. London: HMSO DoH HMSO (2010) Valuing People Now Delivery Plan 2010-2011 London: Foundation for people with Learning Disabilities www.learningdisabilities.org.uk Gates, B. (ed) 2007 Learning Disabilities: Towards Inclusion 5 th Edition Edinburgh Churchill Livingstone Gates,B & Barr O 2009 Oxford Handbook of Learning & Intellectual Disability Nursing, Oxford University Press HEE, Generic Service Interventions pathway:a competency framework to support development of the learning disability workforce Warner H. K. 2006 Meeting the needs of Children with Disabilities. Oxen, Routledge Journals Some key websites: Royal College of Nursing- professional development section: http://www.rcn.org.uk/ National Institute for Health and Care Excellence (NICE):http://www.nice.org.uk/ Dementia: http://www.rcn.org.uk/development/practice/dementia www.dyingmatters.org http://www.macmillan.org.uk 9

Teaching and learning activities Details of teaching and learning activities To deliver the module, relevant expertise is sought from amongst lecturers across the SHS and from clinical practice areas. For the returnees there are some teacher-led sessions from which a more returnee centred approach can be developed through activities such as workshops, seminar presentations and group work. These activities provide opportunities for discussion and reflection on the development and integration of theory and practice. Learning Contracts, in conjunction with the Assessment of Practice Portfolio will identify individual learning needs. Returnees are encouraged to develop their IT skills, to facilitate learning and to gain confidence in the use of IT in their practice environment. In addition University of Brighton online Student central will enhance returnee s information technology skills. Relevant lecture notes, internet resources and a variety of teaching and learning materials, as well as all course documents are available for returnee s to access. Both lecturers and students can also identify useful web-links. Sharing learning resources in this way will support the returnee s sense of inclusion and offer additional support. For the duration of the module the module leader assumes the role of personal tutor and is supported by appropriate lecturers within the SHS. The module leader engages with returnees informally and formally. Each study day through a mechanism known as communication café the module leader is available to meet the group informally over a cup of coffee to discuss any issue of concern/reflection. Personal tutorials are organised individually for all returnees whilst on the module with the expectation that at least 2 meetings will take place and recorded in the AOPP The module leader actively supports all returnees and SOMs in practice and is supported by the PEF in NHS Trusts and a HEI Senior lecturer has been designated to support the SOM in the Private and Voluntary Institutions (PVIs) 10

During the practice-based experience, relevant to the part of the register to which re-entry is sought; the returnee is supported and supervised by a SOM. There is excellent partnership working with the module leader and PEFs,this ensures preparation for mentors and hence support for returnees. The SOMs attend an annual update and RTP is discussed within this, the PEFs are particularly involved with this. The module leader and/or the PEFs meet with any new mentors whom are not familiar with the RTP module to discuss their role and responsibility and in meeting the Standard for Assessment and learning in Practice (2008) The PEFs are also involved in identifying the SOM in practice for the returnees. Allocation of study hours (indicative) Where 10 credits = 100 learning hours SCHEDULED This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, and external visits. Study hours 65 hours GUIDED INDEPENDENT STUDY All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions. 35 hours PLACEMENT The placement is a specific type of learning away from 100 the University. It includes work-based learning and study that occurs overseas. TOTAL STUDY HOURS 200 Assessment tasks Details of assessment on this module There is assessment of both theory and practice the weighting is identified below. A Pass must be achieved in all assessed components to successfully complete the module Summative Assessment of Theory-100% The returnee will write an essay using a structured reflective framework based on an experience from practice. Using critical analysis relate this to the NMC RTP Standards (2016) Word count: 2,500 Summative Assessment of Practice- pass/fail Returnees are required to successfully achieve the 7 mandatory and 3 optional skills assessed by a mentor/som and the NMC competencies- 11

assessed by the SOM using pass/ fail criteria. The returnee will be required to produce an AOPP that reflects their personal, professional and clinical development throughout their Return to Practice. The completed AOPP will include: a returnee self-assessment learning contract, mid-point and returnee reflection and action plan if required, service user feedback, inter-professional working record, end point interview and returnee reflection, personal tutor contact record NMC competencies and skills Declaration of achievement of skills/competencies signed by the SOM Declaration of Good health and Character signed by the returner Returnees must achieve the minimum of 100 hours In the event that either or both assessments are failed at the first attempt, a second attempt of the failed assessment(s) may be undertaken (see GEAR). A third attempt will only be allowed for the Assessment of Theory component at the discretion of the examination board. There is a maximum of two attempts for the Assessment of Practice component. Types of assessment task 1 Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression. WRITTEN % weighting (or indicate if component is pass/fail) COURSEWORK Essay 100% PRACTICAL Assessment of Practice Portfolio Pass/Fail EXAMINATION INFORMATION Area examination board UGCPE AEB Refer to University for guidance in completing the following sections External examiners Name Position and institution Date appointed Date tenure ends Patricia Williams Cardiff University (retired) 31/08/16 1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task. 12

QUALITY ASSURANCE Date of first approval Only complete where this is not the first version Date of last revision Only complete where this is not the first version Date of approval for this version Version number 4 6 th December 2005 11 May 2016 Q&S editorial changes 14 th December 2016 Modules replaced NA6115 & NA562 RTP for Nursing Specify codes of modules for which this is a replacement Available as free-standing module? Yes x No 13