Programme Specification Undergraduate - The …BN.pdf · nursing care underpinned by professional attitudes that value the ... physiological, ... 8 plan and execute a range of practical

Programme Specification UG

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Programme Specification

Undergraduate

Applicable to all non-clinical undergraduate programmes*

Please click here for guidance on completing this specification template.

*Excluding Integrated Master’s degrees.

Part A: Programme Summary Information

1. Title of programme: Bachelor of Nursing (Hons)

2. Programme Code: B700

3. Entry Award:

Credit: Level:

☐ BA (Hons)

☐ BSc (Hons)

☒ Other (please specify

below):

360 120 at level 4

120 at level 5

120 at level 6

BN (Hons)

4. Exit Awards: Credit: Level:

☒ BSc (Hons) Health

Sciences

☒ BSc Health Sciences

☒ Diploma in Higher

Education (Dip HE)

240 With at least 120 credits at level

5

☒ Certificate in Higher

Education (Cert HE)

120 Level 4

5. Date of first intake: September 2012

6. Frequency of intake: Annually, in September

With at least 90 credits at Level 6

330

With at least 60 credits at

Level 6

300

http://www.liv.ac.uk/tqsd/quality-and-enhancement-framework/programme-development/programme-approval/


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7. Duration and mode of

study:

Full time, three year programme

8. Applicable framework: Not applicable

Framework exemption

required: Please indicate the applicable boxes:

☐ No (please go to section 9)

☐ Yes (please provide a brief summary

below)

Date exemption approved

by AQSC:

9. Applicable Ordinance: The programme operates under the

Ordinances:

Ordinance 52(A) Diploma in Higher Education

Ordinance 52(A) Certificate in Higher

Education

Ordinance 44 Degree of Bachelor of Nursing

with Honours

Ordinance 37(A) Degree of Bachelor of

Science (Health Sciences)

New/revised Ordinance

required:

x No (please go to section 10)

Please indicate the applicable boxes: ☐ Yes (please provide a brief summary

below)

Date new/revised

Ordinance approved by

Council:

10. Faculty: Faculty of Health and Life Sciences

11: Level 2 School/Institute: Institute of Learning and Teaching

12. Level 1 unit: School of Health Sciences

13. Campus: Liverpool Campus

14. Other contributors from

UoL:

N/A

15: Teaching other than at

UoL:

Approved professional practice placement sites

throughout Cheshire & Merseyside

16: Director of Studies: Vicky Thornton

17: Board of Studies: School of Health Sciences

18: Board of Examiners: School of Health Sciences & Nursing


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19. External Examiner(s):

Name

Institution

Position

Alison Owen-Traynor, Bangor University

New external examiner to be appointed for

September 2015

20. Professional, Statutory or

Regulatory body:

Nursing and Midwifery Council (NMC)

21: QAA Subject benchmark

Statements(s):

QAA (2004) Academic Practitioner Standards

for Nursing

22. Other reference points: NMC (2010) Standards for pre-registration

nursing education

QAA (2008) The framework for higher

education qualifications in England, Wales and

Northern Ireland

23. Fees: NHS contract fee

24. Additional costs to the

student:

Potential overseas travel costs

Black work shoes

Fob watch

25: AQSC approval:

Part B: Programme Aims & Objectives

26. Aims of the Programme

The programme aims are:

No.

Aim:

1 To prepare autonomous, accountable, graduate nurses who practice within

professional codes and ethico-legal frameworks to provide safe and effective

nursing care underpinned by professional attitudes that value the human rights

and dignity of service users

2 To facilitate the development of effective, critical diagnostic and decision-making

skills to aid the assessment and delivery of nursing care for individuals across the

lifespan, experiencing a spectrum of physical and mental health care needs

3 To facilitate development of effective communication skills to assess the health

needs of a socially and culturally diverse population and identify and respond to

psychological and emotional needs

4 To develop the knowledge and skills to promote, provide and engage with the

development of effective, safe, evidence-based care

5

To develop the knowledge and skills necessary to promote individual and public

health, and to empower service users to maximise their own health and well-being

in a way that promotes social inclusion and challenges discriminatory practice

6 To prepare future nurse leaders, who have the ability to work in partnership with

other health and social care professionals to promote and contribute to evidence

based practice and innovation

7 To contribute to improvements in healthcare by applying the principles of

professional accountability and clinical governance


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27. Learning Outcomes

No. Learning outcomes – Bachelor’s Honour’s degree

1

Curriculum design has been informed by the Nursing and Midwifery Council (NMC)

Standards for pre-registration nursing education (2010), The Code: Standards for

conduct, performance and ethics for nurses and midwives (2010), The programme

is also commensurate with the Quality Assurance Agency for Higher Education

Benchmark Statement for Nursing and the NHS Knowledge and Skills Framework

(2004).

To realise the aims of the programme and comply with the external frames of

reference, the student must achieve the programme outcomes identified below.

Professional values

On completion of the programme, the honours graduate registered nurse will be

able to:

1.1 apply professional legal and ethical frameworks when assessing need and planning

care

1.2 provide holistic, person-centred, evidence-based care within the context of a

multicultural population

1.3 assess and manage risk in the workplace

1.4 adapt and respond to change in an evolving healthcare environment

1.5 work collaboratively with other health and social care professionals to promote

health and well-being in individuals and communities

1.6 recognise and work within their own sphere of competence

1.7 apply the theory and practice of research to ensure nursing care is evidence-based

2

Communication


able to:

2.1 recognise and value the centrality of the nurse-patient relationship through the

therapeutic use of self

2.2 effectively engage, maintain and disengage from professional relationships

2.3 use a range of communication skills to assess the health needs of different cultural

and social groups, recognising when interpretation or other support is required

2.4 communicate effectively using a variety of media to enhance nursing practice

2.5 ensure accurate, reliable and rigorous record keeping using a range of techniques

and technologies

3

Nursing practice and decision making


able to:

3.1 apply knowledge and understanding of the biological, physiological, patho-

physiological and psychological processes that underpin nursing practice

3.2 demonstrate a range of effective diagnostic and critical decision making skills to

aid the holistic nursing assessment of individuals, across the lifespan, experiencing

a spectrum of physical and mental health care needs

3.3 demonstrate appropriate clinical nursing knowledge and skills, in medical, surgical

and palliative care settings, to ensure safe and effective nursing interventions

3.4 demonstrate a critical understanding of the principles of public health and their

application to nursing practice

3.5 recognise and interpret signs of normal and deteriorating physical and mental

health for individuals of all ages, including during pregnancy

3.6 develop health promotion strategies and promote self care, to maximise the health

and well-being of individuals and communities


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3.7 identify and act upon the signifiers of abuse, or potential abuse to safeguard

children, older people and other vulnerable groups

4

Leadership, management and team working


able to:

4.1 participate in quality improvement and service development to enhance patient

care

4.2 use effective critical decision making skills to prioritise the care needs of

individuals and groups to ensure high quality care

4.3 involve service users in care planning to facilitate shared decision making with the

individual and the wider community

4.4 develop self awareness and the ability to learn through experience, supervision,

feedback, reflection and evaluation

4.5 facilitate the development of nursing students and other associated learners

4.6 work independently as well as in a team

4.7

demonstrate awareness of healthcare politics including local, national and

international health policy and its influence on care provision

Learning Outcomes

No.

Learning outcomes – Bachelor’s Honour’s Degree Health Sciences

The student will be able to:

5 demonstrate a systematic understanding of all key aspects of a complex body of

knowledge which is informed by the latest research in health science

6 apply the methods and techniques learned to review, extend and apply knowledge

and understanding to initiate and carry out projects

7 evaluate evidence, arguments and assumptions to reach sound judgements to

achieve a solution, or range of solutions, to a problem

8 plan and execute a range of practical and professional skills relevant to health

sciences and to first post-employment, independently

9 demonstrate full awareness of the relevant ethical implications of proposed

courses of actions, or situations, and take the necessary steps to work within the

limits of these

10 demonstrate consistent, independent critical reflection on their experiences in

order to identify areas for personal development

11 discuss and provide evidence of the transferrable skills and qualities they possess

which are relevant to employment such as; initiative, problem solving, decision

making in complex and unpredictable circumstances, team working and effective,

confident communication

Learning Outcomes

No. Learning outcomes – Bachelor’s Non-Honour’s Degree Health Sciences


12 demonstrate a systematic understanding of the majority of key aspects of a

complex body of knowledge which is informed by the latest research in health


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science

13 apply the methods and techniques learned to review, extend and apply knowledge

and understanding to carry out projects under supervision

14 evaluate evidence, arguments and assumptions to reach sound judgements to

achieve a solution, or range of solutions, to a limited range of problems

15 plan and execute some practical and professional skills under supervision, which

are relevant to health sciences and first–post employment

16 demonstrate awareness of the relevant ethical implications of proposed courses of

actions, or situations, and take the necessary steps to work within the limits of

these

17 demonstrate independent critical reflection on their experiences, in order to

identify areas for personal development

18 discuss and provide evidence of the transferrable skills and qualities they possess

which are relevant to employment such as; initiative, problem solving, decision

making in some complex and unpredictable circumstances, team working and

effective and confident communication

Learning Outcomes

No. Learning outcomes – Diploma in Higher Education award


19 demonstrate knowledge and critical understanding of basic and applied concepts

and principles in all core areas of practice

20 demonstrate knowledge and critical understanding of the main methods of enquiry

and an ability to analyse critically the appropriateness of these to qualitative and

quantitative data relevant to health science

21 use a range of established techniques to initiate and undertake critical analysis of

information, and to propose solutions to problems arising from that analysis

22 plan and execute a limited range of practical and professional skills relevant to

health sciences, under an appropriate level of supervision

23 demonstrate some awareness of the relevant ethical implications of proposed

courses of actions, or situations, and show limited ability to work within the limits

of these

24 demonstrate an ability to reflect on their experiences, with limited prompting, in

order to identify areas for personal development

25 demonstrate knowledge of their own transferrable skills relevant to employability

such as such as; team working, problem solving and effective communication in

most circumstances

Learning Outcomes

No. Learning outcomes – Certificate in Higher Education award


26 demonstrate sound knowledge of the basic concepts and principles in a limited

number of core areas of practice

27 demonstrate an ability to present, evaluate and interpret basic qualitative and

quantitative data relevant to health sciences

28 demonstrate an ability to recognise the appropriateness of different approaches

to solving problems within the context of health sciences

29 plan and execute a limited number of practical and professional skills relevant to

health sciences, under an appropriate level of supervision

30 demonstrate some ability to reflect on their experiences, with prompting, in order

to identify areas for personal development


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31 demonstrate knowledge of their own transferrable skills relevant to employability

such as team working, problem solving and accurate communication in most

circumstances

27a. Mapping of learning outcomes:

Learning outcome No. Module(s)

in which

this will

be

delivered

Mode of assessing

achievement of

learning outcome

PSRB/Subject

benchmark

statement (if

applicable)

1. Professional

Values

1 .1 NURS 122 NURS 123 NURS 222 NURS 321

Assignment Assignment Assignment Assignment

Please refer to Appendix 1 Programme aims and learning outcomes mapping to QAA benchmark statement for nursing and Appendix 2 Module mapping to QAA benchmark statement for nursing for details of PSRB Subject benchmark

1.2 NURS 122 NURS 123 NURS 222 NURS 321 HEAL 111

Assignment Assignment Assignment Assignment Case study

As Above

1.3 NURS 120 NURS 121 NURS 220 NURS 221 NURS 322

Clinically focused examination questions will be used to assess this outcome Quality improvement project

As Above

1.4 NURS 123 NURS 222 NURS 223 NURS 322

Assignment questions which focus on nursing care Quality improvement project

As Above

1.5 NURS 123 NURS 222 NURS 223 NURS 225 NURS 321 HEAL 111

Assignment Assignment Assignment Oral presentation Assignment Case study

As Above

1.6 NURS 122 NURS 322

Assignment Quality improvement project

As Above

1.7 NURS 123 NURS 222 NURS 223 NURS 321 NURS 224 NURS 323 HEAL 111

Assignment questions which focus on nursing care Critical appraisal via poster presentation Dissertation Case Study

As Above


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2. Communication

2.1 NURS 123 NURS 222 NURS 321

Assignment Assignment Assignment

As Above


OSVE Small teaching session

As Above

2.3 NURS 122 NURS 123 NURS 222 NURS 223 NURS 321

OSVE Assignment

As Above


Assignment Oral/poster presentations Oral presentation Small teaching session

As Above

2.5 NURS 120 Exam. In addition this outcome is assessed during each practice learning opportunity throughout the programme

As Above

3. Nursing practice and decision making

3.1 NURS 120 NURS 121 NURS 123 NURS 126 NURS 220 NURS 221 NURS 222 NURS 223 NURS 320 NURS 321 HEAL114 HEAL111

Exam Exam Assignment Exam Exam Exam Assignment Assignment Assignment Assignment Exam Case study

As Above

3.2 NURS 120 NURS 121 NURS 123 NURS 126 NURS 220 NURS 221 NURS 222 NURS 223 NURS 320 NURS 321 HEAL114 HEAL111

Exam Exam Assignment Exam Exam Exam Assignment Assignment Assignment Assignment Exam Case study

As Above

3.3 NURS 120 NURS 121 NURS 123 NURS 126 NURS 220 NURS 221

Exam Exam Assignment Exam Exam Exam

As Above


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NURS 222 NURS 223 NURS 320 NURS 321 HEAL114 HEAL111

Assignment Assignment Assignment Assignment Exam Case study

3.4 NURS 122 NURS 225

Assignment Oral presentation

As Above

3.5 NURS 123 NURS 126 NURS 222 HEAL114 HEAL 111

Assignment Exam Assignment Exam Case study

As Above

3.6 NURS 123 NURS 222 NURS 223 NURS 225 NURS 321 HEAL 111

Patient teaching report Assignment Assignment Assignment Assignment Case study

As Above

3.7 NURS 122 NURS 223

Assignment Assignment this outcome is also assessed during each practice learning opportunity throughout the programme

As Above

4. Leadership, management and teamworking

4.1 NURS 322 Quality improvement project

As Above

4.2 NURS 123 NURS 126 NURS 222 NURS 223 NURS 321 HEAL114

Assignment Exam Assignment Assignment Assignment Exam

As Above


Assignment Assignment Assignment Assignment

As Above

4.4 NURS 320 NURS 322

Small teaching session Quality improvement project In addition this outcome is assessed during each practice learning opportunity throughout the programme

As Above

4.5 NURS 320 Small teaching session As Above

4.6 NURS 322 Quality improvement project In addition this outcome is assessed during each practice learning opportunity

As Above


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throughout the programme

4.7 NURS 122 NURS 225 NURS 322

Assignment Oral presentation Quality improvement project

As Above

28. Skills and Other Attributes

No. Skills and attributes:

Students are supported to develop the transferable skills required to maximise

the opportunities offered by the Bachelor of Nursing (Hons) programme. These

skills ensure that students are prepared for graduate employment in a range of

healthcare settings.

In addition to the theoretical assessment, all transferable skills are also assessed

in practice via the Practice Assessment Record (PAR).

28a. Mapping of skills and other attributes:

Skills and other attributes No. Module(s)

in which

this will

be

delivered

and

assessed

Learning skills,

research skills,

employability

skills

Mode of

assessing

achievement of

the skill or

other attribute

Information gathering

Ability to gather and

evaluate evidence and

information from a wide

range of sources

Ability to use methods of

enquiry to collect and

interpret data in order to

provide information that

would inform or benefit

practice

NURS 124

NURS 125

NURS 224

NURS 226

NURS 323

NURS 324

Searching and

evaluating

evidence

Critical appraisal

exercises

Literature

searching and

review

Problem solving

Logical and systematic

thinking

Ability to draw reasoned

conclusions and sustainable

judgements

Ability to utilise a range of

problem-solving techniques

in a variety of theoretical

and practical situations

Ability to plan and prioritise

workload and to “juggle”

several tasks at once

NURS 123

NURS 124

NURS 125

NURS 222

NURS 226

NURS 322

NURS 324

Problem solving

Synthesis

Clinical judgement

Extended written

assessments

Assessed Practice

Learning


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Communication

Effective skills in

communication

information, advice,

instruction and professional

opinion to colleagues,

patients, clients, their

relatives and carers; and,

when necessary, to groups

of colleagues or clients

NURS 120

NURS 121

NURS 122

NURS 125

NURS 224

NURS 225

NURS 226

NURS 320

NURS 324

Communication

Skills

Psychosocial

assessment

Teaching and

learning strategies

OSVE

Oral

presentations

Patient teaching

and health

promotion in

practice learning

Demonstrate effective

numeracy

Ability to handle numbers,

gathering statistical data

and being able to analyse,

interpret and present it in a

clear and accurate way

NURS 121

NURS 125

NURS 224

NURS 225

NURS 226

NURS 323

NURS 324

Numeracy

Drug calculation

Statistics

Structured

numeracy

exercises

Pharmacology

and drug

administration

Research

methods

Information and

communication technology

Ability to engage with

technology, particularly the

effective and efficient use

of information and

communication technology

Ability to accept, learn and

adapt to new technology

NURS 120

NURS 125

NURS 224

NURS 225

NURS 226

NURS 324

Utilising University

IT systems to

support learning

Searching

electronic

databases

Poster and oral

presentations

Assessed practice

Learning

Working with others

Ability to work with others

to achieve shared goals,

showing diplomacy and

flexibility when there are

conflicting opinions;

supporting other people’s

performance to achieve the

best possible results

NURS 120

NURS 121

NURS 123

NURS 125

NURS 222

NURS 226

NURS 322

NURS 324

Teamworking

Multi and inter-

professional

approaches to

care provision

Extended written

assessments

Assessed practice

learning

Time management

Ability to work to deadlines

and prioritise tasks to

ensure outcomes are

achieved

All

modules

Time management

skills

Clinical judgement

All assessments

Assessed practice

learning

Evaluate own academic,

professional and clinical

performance

Ability to plan and improve

approach to learning

Ability to set targets,

formulate action plans,

implement and evaluate

the plans to meet set

targets

Develop a strategy for

lifelong learning

All

modules

Reflective practice

Self evaluation

Self-awareness

Achievement of

practice learning

outcomes.

All academic

assessments


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29. Career opportunities:

The programme is designed to produce a graduate who is eligible to apply for

registration to Level 1, sub-part 1, of the nursing register. The programme aims

to produce graduate nurses who will contribute to the development of a

dynamic nursing profession, responsive to contemporary healthcare systems

and services. Beyond initial registration, graduates from the Bachelor of Nursing

programme will be appropriately qualified, and intellectually prepared, to

undertake further learning in relation to an increasing range of practice roles.

The nursing profession is pivotal in the advancement of healthcare. Nurses

graduating from the Bachelor of Nursing programme will possess the clinical,

leadership and research skills to take advantage of national and international

opportunities.

The programme design has been developed through the collaboration of key

representatives from local health provider services. Fifty percent of the

programme is delivered during practice learning opportunities, therefore

excellent collaboration with practice learning provider colleagues is key to the

success of the programme.

Part C: Entrance Requirements

30. Academic Requirements:

UCAS code B700

Programme length 3 years

Typical offer

UCAS tariff points 300

A level BBB

Scottish Higher/Advanced Higher BBBBB/BBC

International Baccalaureate Minimum of 30 points including 3

Higher Level subjects at a minimum

of grade 5, or above. Higher Level

subjects must include Biology, plus

2 other subjects.

Irish Leaving Certificate BBBBB including Science

BTEC Subsidiary Diploma Science/Health Studies/Health Care

(DDD)

Access Minimum of 60 Credits, with at least

45 Credits at Level 3 and Distinction

in ALL Level 3 components). In

addition, Mathematics and English

Language GCSE at minimum of

Grade C, (equivalents are not

accepted).

14-19 Diploma (Society, Health &

Development)

Society, Health Development

Advanced Diploma at Grade B, with

a Biological Science at A-Level (A2)

at Grade B or above. (General

Studies is not accepted).

General Studies No


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Key Skills No

Subject requirements (A level): Preferably should include a pass in a

Biological Science or Vocational A

Level. 6 GCSEs to include English,

Maths and Science at grade C or

above (equivalents are not accepted).

Department brochure= Health Sciences

Entry requirements available on the website at: http://www.liv.ac.uk/study/undergraduate/courses/nursing-bn-hons/entry-requirements/

Graduate applicants should present with a subject deemed relevant to nursing

studies and evidence of study must be within 3 years at the time of application.

Mature applicants are welcome, will be considered on individual merit and will

normally be expected to show evidence of recent, successful academic study.

There are no shortened courses for graduates, although some students may be

in a position to apply for recognition of prior learning and may therefore be

exempt from some modules.

Applicants whose first language is not English must show evidence of

proficiency in English to a standard equivalent to average academic level 7 of

the International English Language Testing System (IELTS), with a minimum

score of 7 in each component. International/EU applicants should present with

grades equivalent to ABB at A-level.

31. Work experience:

Nursing students come from a wide variety of backgrounds, personalities and

individual interests. There are a number of common skills and qualities that are

desirable in order to fulfil the role of the nurse. These include:

Ability to interact and relate well to people

Good communication skills

A patient and caring attitude

Team work experience and skills

Clear commitment to nursing as a chosen career

In order to support the rationale for choosing nursing, prospective students are

expected to have had work experience in a caring setting. This would include,

hospitals, clinics, nursing homes and a range of other situations where caring

might take place. As a result they should have a reasonable understanding of

the role and contribution of the nurse.

It is expected that these qualities and experiences are clearly articulated within

the personal statement on the UCAS form and demonstrated at the selection

interview.

32. Other requirements:

All candidates selected for consideration will be required to attend a selection

day. The selection procedures are in accordance with NMC circular 03/ 2008 and

13/ 2008.

A literacy test is undertaken by all applicants selected for interview to

demonstrate the basic skills required to follow a pre-registration nursing

programme at a satisfactory level (NMC, 2010). A numeracy test is also

undertaken.

http://www.liv.ac.uk/study/undergraduate/courses/nursing-bn-hons/entry-requirements/

http://www.liv.ac.uk/study/undergraduate/courses/nursing-bn-hons/entry-requirements/


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All entrants to the programme are required to undertake satisfactory health

screening by an occupational health physician and meet the determined

requirements for practice.

All entrants to the programme are required to undertake a satisfactory enhanced

Disclosure and Barring Service check. A self-declaration form for criminal record

checking and monitoring will be completed by each student thereafter on an

annual basis.

Taught practical sessions are an integral component of the undergraduate

programmes. Students will be expected to consent and to fully participate in

these sessions, both in the university setting and on practice placements.

Part D: Programme Structure

33. Programme Structure:

The Bachelor of Nursing (Hons) programme is a three year, full time

programme of study. Learning is acquired through practice learning

opportunities, underpinned by theoretical study. The balance of learning

comprises 50% practice and 50% theory.

A fundamental principle underpinning the teaching and learning strategy is the

integration of clinical learning and academic study. Ensuring a robust

relationship between nursing theory and practice is a core element of the

philosophy and design of the curriculum. In each year of study, 50% of the

academic credit value is awarded to clinically focused modules and practice

assessment. The emphasis on clinical care, the practice learning opportunity

strategy and the progressive development of skill acquisition throughout the

programme ensures an integrated approach to theoretical and practice learning.

The programme is modular and all modules are MANDATORY i.e. must be

passed. The modules comprise Level 4 (to the value of 120 credits) Level 5 (to

the value of 120 credits) and Level 6 (to the value of 120 credits). Tables 2-5

illustrate the modular and practice structure of the programme. Studies

progress across three academic Levels. The academic Levels 4-6 correspond

with years 1-3 of the programme. These Levels reflect the progression of

academic knowledge, skills and other attributes that may be achieved within

each year of study.

Year 1

Year 1 provides a comprehensive introduction to nursing practice and comprises

nine modules. Each module has a credit value of between 7.5 and 30 credits.

There is one 30 credit module, a Practice Learning module, which is supported

by two practice learning opportunities. There are also two Clinical Care

modules, which have credit values of 22.5 and 7.5 respectively. The remaining

60 credits are awarded to modules which explore the theoretical underpinnings

to nursing practice: there are two 15 credit modules and four 7.5 credit

modules. Throughout the year, curriculum content and programme delivery

promote the application of evidence-based practice to support nursing

knowledge and therapeutic skills across all fields of nursing. To facilitate

effective learning, modules incorporate formative and summative assessment.

As part of the School of Health Sciences strategy, nursing students benefit from

shared learning by participating in modules delivered external to the Directorate

of Nursing. Shared-learning topic areas focus on physiology and ethics.


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Year 2

Seven modules are studied in Year 2. There is a further 30 credit Practice

Learning module, which is again supported by two practice learning

opportunities, and two 15 credit Clinical Care modules. The remaining 60

credits are shared between four 15 credit modules which aim to prepare

students for a breadth of nursing practice, across all fields of nursing. The

module content and practice placements in Year 2 are designed to prepare the

graduate nurse to meet diverse client needs in a range of care settings within

the context of global healthcare. Module design ensures a sustained

engagement with evidence-based practice and research. As part of practice

learning opportunity 2, students will spend four weeks exploring cultural and

social factors that construct contemporary healthcare. Students can elect to

gain this experience within the UK, or overseas.

The opportunities afforded in Year 2 ensure that students have sound

theoretical knowledge and increasingly confident practical skills in preparation

for more independent study and practice in the final year of the programme.

Year 3

Year 3 comprises five modules: a final 30 credit Practice Learning module and

30 credit Clinical Care module; a 30 credit module in which students will

complete a research dissertation and two 15 credit modules. A combination of

theoretical modules and practice learning opportunities contribute to the

development of autonomous, accountable practitioners with the intellectual

ability and clinical proficiency to provide professional leadership in the Adult

field of nursing.

Practice Learning Opportunities

The acquisition and development of clinical and caring skills is a central

constituent of the programme. Designated Directorate personnel work within

the School of Health Sciences Practice Placement Unit to monitor and quality

assure practice placements. This ensures that the allocation of practice learning

opportunities is undertaken through a strategic approach that is sensitive to the

learning needs of individual students.

The clinical learning process is facilitated by lecturers who work in close

collaboration with service providers and users. This ensures that the acquisition

of clinical skills through instruction and simulation is developed and

consolidated in practice, and supported by a robust mentoring process.

Additionally, the Directorate of Nursing invests in electronic and simulated

learning environments to complement and enhance teaching strategies. A

flexible approach to practice learning will allow individual students to achieve

outcomes in a variety of settings at different points throughout each level.

Facilitation of this will be achieved by adopting a hub and spoke approach to

practice learning opportunity management. This model will allow students to

spend time in contrasting or related practice settings and with other

multidisciplinary team members. The practice learning opportunities are

identified to allow students to follow a client through their health and social care

journey thereby facilitating a sound understanding of local services and

resources in the communities where clients live. Spoke experiences are defined

as practice learning opportunities of one to four weeks in duration.

Complementary short visits are of less than one week duration. Spoke

experiences and short visits will support achievement of context specific-skills

and will contribute to the overall attainment of the required competences.

The student experience will incorporate twenty four hour, seven day care; thus

providing opportunities to follow the patient journey.


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Successful completion of the programme allows students to apply for

registration as a nurse with the Nursing and Midwifery Council.

Table 1.

Total Practice Total Theory

Year 1

802.5 772.5

Year 2

780 802.5

Year 3

825 802.5

Total

2407.5 2,375.5

Grand total 4,785 hours

Additional Professional Regulatory Information

Upon completion of the programme, students are required to apply for NMC

registration within five years of the completion date (NMC, 2010).


TQSD/14.15 17 of 56

Table 2.Organisation of the programme over the three academic years Year 1 (120 credits)

Semester 1 Semester 2 Summer Learning in Higher Education 7.5 credits (NURS 124) Practice learning

opportunity 2

12 weeks

Introduction to Clinical Care 1 22.5 credits (NURS 120)

Practice learning opportunity 1

12 weeks

Introduction to Clinical Care 2 7.5 credits (NURS 121)

Behavioural Sciences for healthcare professionals 7.5 credits (HEAL111)

Introduction to Nursing and Healthcare 15 credits (NURS 122)

Practice of Nursing Care 1 15 credits (NURS 123)

Physiology 1 7.5 credits (HEAL114)

Physiology 2 7.5 credits (NURS126)

Practice Learning Module 30 credits (NURS 125)

Exit Award: Should the student not wish to continue on the programme, a certificate in higher education is awarded on successful completion of year one theory and practice

Year 2(120 credits)

Semester 1 Semester 2 Summer Developing research skills for evidence based practice 15 credits (NURS 224)


11 weeks Including

Global elective placement

4 weeks

Public Health 15 credits (NURS 225)

Enhancing Clinical Care 1 15 credits (NURS 220)


10 weeks

Enhancing Clinical Care 2 15 credits (NURS 221)

Practice of Nursing Care 2 15 credits (NURS 222)

Complex Care 15 credits (NURS 223)


Exit Award: Should the student not wish to continue on the programme, a Diploma in Higher Education is awarded on successful completion of year two theory and practice

Year 3 (120 credits)

Semester 1 Semester 2 Summer Leadership and Management 15 credits (NURS 322)


12 weeks

Critical care 15 credits (NURS 321)

Consolidating Clinical Care & Professional Practice 30 credits (NURS 320)


10 weeks

Consolidating Research Skills for Evidence-Based Practice 30 credits (NURS 323)


Exit Award: A BSc (Hons) Health Sciences and a BSc Health Sciences are available as exit awards. Full details on page 31 and 32. These awards DO NOT provide eligibility for graduates to apply for NMC registration.


TQSD/14.15 18 of 56

Table 3: Cohort 2015 Year 1 Outline (2015/2016)

Prog. Wk

Date Mon Tue Wed Thurs Fri Sat Sun

21.09.15 Welcome week

1 28.09.15

Semester 1

2 05.10.15

3 12.10.15

4 19.10.15

5 26.10.15

6 02.11.15

7 09.11.15

8 16.11.15

Practice Learning Opportunity 1

9 23.11.15

10 30.11.15

11 07.12.15

12 14.12.15

13 21.12.15

Holiday 3 weeks 14 28.12.15

15 04.01.16

16 11.01.16 Revision Week

17 18.01.16 Assessment Weeks

18 25.01.16

19 01.02.16 Practice Learning Opportunity 1 (cont) 20 08.02.16

21 15.02.16

22 22.02.16

23 29.02.16

24 07.03.16

25 14.03.16

26 21.03.16 Easter Holiday 2 week

27 28.03.16 Easter

28 04.04.16

Semester 2

29 11.04.16

30 18.04.16

31 25.04.16

32 02.05.16 BH

33 09.05.16 Holiday 1 week



36 30.05.16 BH

37 06.06.16 Practice LearningOpportunity

2(PAR check)

38 13.06.16

39 20.06.16

40 27.06.16

41 04.07.16

42 11.07.16

43 18.07.16

44 25.07.16 Holiday 2 weeks

45 01.08.16

46 08.08.16 Practice

LearningOpportunity 2 continued (resit period)

47 15.08.16

48 22.08.16

49 29.08.16 BH

50 05.09.16


52 19.09.16


TQSD/14.15 19 of 56

Year 2

Wk Date Mon Tue Wed Thurs Fri Sat Sun

53 26.09.16

Semester 1 7 weeks

54 03.10.16

55 10.10.16

56 17.10.16

57 24.10.16

58 31.10.16

59 07.11.16

60 14.11.16


5 weeks

61 21.11.16

62 28.11.16

63 05.12.16

64 12.12.16

65 19.12.16


67 02.01.17



70 23.01.17

71 30.01.17 S 2 Practice Learning

Opportunity 3 continued 5 weeks

72 06.02.17

73 13.02.17

74 20.02.17

75 27.02.17

76 06.03.17

Semester 2 7 weeks

77 13.03.17

78 20.03.17

79 27.03.17

80 03.04.17

81 10.04.17 Easter

82 17.04.17 Easter

83 24.04.17


85 08.05.17



88 29.05.17

89 05.06.17 Elective prep

90 12.06.17 Practice Learning (elective)

Opportunity 4 4 weeks

91 19.06.17

92 26.06.17

93 03.07.17

94 10.07.17 Holiday 2 weeks 95 24.07.17

96 31.07.17 (PAR check) Practice Learning

Opportunity 4 continued 7 weeks

(Re-sit period)

97 07.08.17

98 14.08.17

99 21.08.17

100 28.08.17

101 04.09.17

102 11.09.17

103 18.09.17 Holiday 1 week

104 25.09.17


TQSD/14.15 20 of 56

Year 3

Prog. Wk

Date Mon Tue Wed Thurs Fri Sat Sun

105 25.09.17

Semester 1&2 (12 weeks)

106 02.10.17

107 09.10.17

108 16.10.17

109 23.10.17

110 30.10.17

111 06.11.17

112 13.11.17

113 20.11.17

114 27.11.17

115 04.12.17

116 11.12.17

117 18.12.17


119 01.01.18



122 22.01.18

123 29.01.18 Directed study

124 05.02.18

S2 Practice Learning

Opportunity 5

125 12.02.18

126 19.02.18

127 26.02.18

128 05.03.18

129 12.03.18

130 19.03.18

131 26.03.18 E

132 02.04.18 Easter

133 09.04.18

134 16.04.18


136 30.04.18

137 07.05.18 Directed Study



140 28.05.18

141 04.06.18 Portfolio Week

142 11.06.18


(re-sit Period)

143 18.06.18

144 25.06.18

145 02.07.18

146 09.07.18

147 16.07.18

148 23.07.18

149 30.07.18

150 06.08.18

151 13.08.18

152 20.08.18

153 27.08.18


155 10.09.18

156 17.09.18 Consolidation


TQSD/14.15 21 of 56

34. Industrial placement/work placement/year abroad:

The practice learning opportunities outlined in tables 3, 4 and 5, illustrate where

practice based learning is integrated with academic study across the three years

of the Bachelor of Nursing (Hons) programme structure. Table 1 indicates how

the statutory requirement for achieving the requisite number of clinical and

theoretical hours is organised throughout the programme. The programme

design and content is congruent with a spiral curriculum model (Bruner, 1962).

The spiral approach to curricula supports the sequential and incremental

development of clinical and caring skills. Clinical learning is further enriched

through the development of reflective practice and portfolio development.

Throughout the three years, students participate in a range of practice

experiences in accordance with the NMC and European Directives (NMC, 2010).

The practice learning opportunities are supported by and assessed within the

Practice Learning modules. Practice-based experience is gained from working

alongside health and social care professionals in a range of local health and

social care settings including primary, secondary, tertiary care and within the

independent sector. To ensure that students participate in nursing care for

individuals across the lifespan and in a variety of healthcare settings, the hub

and spoke model of practice learning will be employed throughout the three

years of the programme.

In year one, students undertake two practice learning opportunities, each of

twelve weeks duration. These practice based learning experiences introduce the

learner to the development of the core clinical and caring skills required for

safe, compassionate, person-centred, evidence based nursing care.

Learning is consolidated in year two, with two further practice based learning

opportunities. During the second of these experiences, students will undertake a

four-week learning opportunity (global health elective) to explore the broader

cultural and social issues that impact upon health and healthcare delivery.

Students can elect to gain this experience within the UK or overseas. Students

who elect to travel overseas are responsible for securing their own funding to

meet all of the costs of the placement.

In year three, the majority of the theoretical elements of the programme are

complete by the end of semester one. Sound theoretical underpinning then

allows the student to focus clearly on two practice learning opportunities of ten,

and twelve weeks respectively. In the first of these, students are required to

complete a practice based quality improvement project. The final, twelve week

learning opportunity is designed to support transition into the period of

professional preceptorship.

Each student will have a designated practice-based mentor for each practice

learning opportunity. The mentor will support and assess the student in

practice, and liaise with the appropriate Year Tutor in the Directorate of Nursing

at the University of Liverpool. Students and mentors are required to complete

the Practice Achievement Record (PAR) to meet the requirements for NMC

Standards to Support Learning and Assessment in Practice (NMC, 2008).

Timetabled sessions in NURS 225 will guide the students when planning their

global health elective. Students will be required to produce written confirmation

that an area is willing to facilitate their learning prior to commencing the

elective and that they have appropriate indemnity insurance for their practice.

This will be submitted and retained by the module leader. Whilst on the elective,


TQSD/14.15 22 of 56

all students will need to maintain weekly contact with the Directorate; this can

either be by telephone or email contact.

In addition to this, students travelling overseas will be required to provide next

of kin contact details in case of a breakdown in communication. Students will

not be permitted to travel to areas where travel is not recommended by the

Foreign and Commonwealth Office.

35. Liaison between the Level 2 Schools/Institutes involved:

Core module (HEAL 114) that is shared with other Allied Health Professions

undergoes annual evaluation and scrutiny of results. A report is compiled that

summarises its evaluation, students’ achievements, external examiners

comments and any proposed changes for the next academic year. This report is

submitted to the Inter-Professional Learning Working Group, whose membership

comprises of the module leaders of core modules and a representative from

each Directorate within the School of Health Sciences. This group meets every

six weeks. The reports are discussed and recommendations for module changes

are forwarded from this group to the School Academic Quality Standards

Committee and Board of Studies and the Faculty Academic Quality and

Standards Sub-Committee for approval.

Part E: Learning, Teaching And Assessment Strategies

36. Learning, Teaching and Assessment Strategies:

Nursing comprises an eclectic blend of clinical and behavioural sciences that

reflects the evolving philosophy of nursing science. Increasingly, though, with

the move into higher education, there is an imperative to demonstrate a distinct

nursing discipline within the health sciences.

The teaching and learning strategy is driven by the unique nature of nursing

that locates care within a culturally located bio-psycho-social paradigm. The

programme structure is based on the principles of a spiral curriculum design

(Bruner, 1962) and adopts a modular approach to the delivery of the content.

The Bachelor of Nursing (Hons) 2012 curriculum provides a framework to inform

the delivery of a practice-centred degree programme that seeks to produce

graduates who are eligible to apply for registration in the field of Adult Nursing

with the Nursing and Midwifery Council.

The programme seeks to develop practitioners with a sense of professional

responsibility and identity. The programme equips learners with a

comprehensive knowledge base and a range of competencies that encompass

core values and interpersonal skills, applied to a diverse range of care settings.

An integrated approach to practice and theoretical learning ensures that

students develop the requisite degree of competency to inform clinical practice,

decision-making, leadership and team-working.

Graduates from this programme will be competent, compassionate, caring and

respectful to people with whose care they are entrusted. They will invest in a

humanistic model of caring that enshrines self-awareness, non-discriminatory

practice and a respect for human difference and cultural diversity.

The acquisition of a contemporaneous knowledge base provides the foundation

from which practitioners will challenge practice and effect change through

innovation and research. Nurses graduating from this programme will be


TQSD/14.15 23 of 56

professional practitioners with the qualities needed to deliver high-quality,

person-centred care to people of all ages. They will acquire the capacity to

establish collaborative partnerships with service users and other healthcare

agencies to ensure that shared working maximises the potential to deliver

optimum care. The programme seeks to develop nurse leaders with the passion

and determination to shape the future nursing contribution to healthcare.

The Bachelor of Nursing (Hons) programme is congruent with the four key

domains specified in Standards for pre-registration nursing education (NMC

2010). To maximise a progressive and incremental student learning experience,

modules across the three years of study incorporate seven key themes that

enshrine the core values and philosophical foundation of contemporary nursing

practice:

Professional practice

Internationalisation

Research

Clinical and caring skills

Bio-psycho-social approaches to healthcare

Health promotion

Communication skills

The link between the seven key themes, the NMC’s competency framework

(2010) and the programme module structure is illustrated in appendix 8.

As an example, the theme of bio-psycho-social approaches to healthcare is one

component of the NMC’s Nursing Practice and Decision Making domain and is

initially encountered in year one as a element of three modules: Physiology,

Behavioural Sciences and The Practice of Nursing Care 1. During the second

year of study, the theme is expanded through the Practice of Nursing Care 2

and Complex Care modules. Similarly, in year three of the programme, the

theme is given a more sophisticated application in the Critical Care module. It is

important to note that in an integrated curriculum these are dominant, rather

than exclusive, thematic relationships. The remaining interwoven themes

provide comprehensive educational preparation for patient centred, evidenced

based, professional practice.

The development and acquisition of clinical skills is central to the programme,

chiefly addressed through the Clinical Care modules. The learning process is

supported by a range of resources, and co-ordinated by lecturers within the

Directorate of Nursing. A number of initiatives within the Directorate prepare

undergraduate nurses for clinical practice. These include dedicated clinical skills

resources and interactive e-learning tools that facilitate simulated practice.

The structure of the programme facilitates the integration of theory with

practice based learning. In Year 1, the 22.5 credit, semester one, clinical care

module aims to equip students with the theoretical underpinnings to nursing

practice. This is followed by an initial twelve week practice learning opportunity

and consolidated with a 7.5 credit clinical care module in semester two. Further

practice experience is gained over the summer, in preparation for progression to

Year 2. This model of theory/practice integration is mirrored in Year 2. In Year

3, students complete the majority of the academic aspects of the module in

semester one. The focus in semester two is the consolidation of practice

learning. Integration with theory is facilitated by the completion of academic

assessments which are either practice based, or closely related to practice.

The Directorate of Nursing has a long established working partnership with local


TQSD/14.15 24 of 56

health service providers and local Approved Education Institutions (AEI). These

partnerships ensure that students from this programme participate in high

quality learning experiences whilst in clinical practice. The Practice Education

Facilitator (PEF) role represents a valuable interface between the University and

practice placement providers. PEFs initiate and assure robust mechanisms of

support, monitoring and mentorship in clinical areas to deliver, enhance and

consolidate student learning in practice. Throughout practice learning

opportunities, each student is assigned a mentor who facilitates the learning

and assessment process. The Practice Achievement Record (PAR) provides a

comprehensive continuous record of student’s progress, assessment and

achievement in clinical practice. The PAR allows for the prompt identification of

students who may be experiencing problems and contributes to individualised

action planning and implementation. The role of mentor is pivotal to the student

learning experience. Academic staff from the Directorate of Nursing work closely

with PEFs to ensure that mentors are supported in their role.

The programme adopts a student centred approach to the delivery of the

content. Interactive lectures, group tutorials, practical group work, student

presentations, e-learning, workshops and self-study packages are some

examples of the Directorate approach to teaching and learning. These strategies

for delivering the programme, focus on the development of communication,

teamwork and independent learning skills.

External subject experts are involved, across all School of Health Sciences

programmes, to input into planning, delivery and assessment. Subject specific

contributions are made by clinicians with a specialised knowledge of discrete

topic areas in healthcare practice and management. Service user involvement is

congruent with the philosophy of a patient-led National Health Service (DH,

2005). Service users are involved, across all the programmes of the School, to

input into planning, delivery and assessment. Their involvement brings an

added dimension to the curriculum, especially relating to psychosocial aspects,

and aims to develop the students’ understanding of the holistic effect of a range

of issues relating to being a patient or carer. This valuable contribution helps

students in the transfer of theoretical knowledge into practical reality.

To support these aspects of the programme external subject experts and service

users are provided with an induction session, opportunity for peer review of

their teaching and have access to a ‘Visiting Tutor’ page on the School web site.

The Bachelor of Nursing (Hons) degree invests in the School of Health Sciences

shared learning philosophy for undergraduate education. Two forms of shared

learning are adopted: (a) multi-professional sessions in which students from

different disciplines learn alongside each other, as in the Physiology for Health

Professionals module; and (b) interprofessional sessions where the emphasis is

on understanding distinct health care roles and promoting collaborative working

practice.

The programme assessment strategy utilises a variety of techniques to ensure

an inclusive approach that meets diverse student learning needs. Methods of

assessment are tailored to the learning outcomes of individual modules and may

be formative, summative or continuous. Each module is assessed and graded in

accordance with the School of Health Sciences marking scheme. Examples of

different assessment modes include written assignments, examinations, oral

and poster presentations, objective structured video examinations (OSVE) and

objective structured clinical examinations (OSCE). The 30-credit modules in

years two and three contain a variety of assessments, which in combination,

constitute a substantive student submission.


TQSD/14.15 25 of 56

36a. Learning, Teaching and Assessment methods:

Assessment in Practice

Throughout the programme students are continually assessed during their

practice learning opportunities. A mentor is allocated to support and assess

each student. The Practice Assessment Record (PAR) is the key document

that underpins this process. Completion of the PAR is a key element of the

summative assessment for the Practice Learning Modules in Years 1, 2 and 3.

The PAR clearly indicates the performance expected from the student, and

these expectations are based on the NMC’s professional domains:

Professional Values, Communication and interpersonal skills, Nursing practice

and decision making, and Leadership, management and team working.

It is essential that students meet all the required competencies of the

Professional Values domain, during every practice learning opportunity. This

domain reflects the core of nursing practice, and all competencies are

achievable regardless of the field of practice in which this learning

opportunity takes place. Assessment of the competencies within the

remaining three domains is developmental and progressive. The first practice

learning opportunity of each year is developmental, and if students are not

able to achieve all competencies during that first experience, the specific

competency is highlighted as an area for development in the subsequent

practice learning opportunity. By the end of the academic year, all

competencies must be achieved in order to successfully complete the module

and progress into the next year of study.

This approach to learning in practice facilitates a supportive, yet robust

mechanism for the assessment of students in practice.

The PAR is submitted for assessment by the students’ Academic Advisor at

the end of each Practice Learning Opportunity. The PAR forms part of the

summative module assessment for each of the Practice Modules.

Full details of the assessment procedures can be found in the module

handbooks. Tables 6, 7 and 8 provide an overview of the methods and

components of the assessment for each module and their appropriate

weighting within the overall module assessment.


TQSD/14.15 26 of 56

Table 6: Assessment Strategy Year 1: 0% of total classification mark

Module Name Module

Code

Year Semester Time Assessed

Assessment Format % of Module Mark

Module

Credit Value

Introduction to Clinical Care 1

NURS 120

1 1 January Exam: MCQ and short answer questions (90 minutes) OSCE: (Mandatory assessments)

100%

P/F

22.5

Introduction to Nursing & Healthcare

NURS 122

1 1 January

January

Assignment : (1,000 words)

OSVE: (60 minutes)

50%

50%

15

Physiology for Health 1

HEAL

114

1 1 January Exam: MCQ (90 minutes) 100% 7.5

Learning in Higher Education

NURS 124

1 1&2 May Assignment: (1,500 word essay) 100% 7.5

Practice Learning Module

NURS 125

1 1&2 May

May

August

Assignment: (1,500 word report)

Exam: OSCE (30 minutes)

Completion of Practice Assessment Record

50%

50%

P/F

30

Introduction to Clinical Care 2

NURS 121

1 2 May Exam : OSCE (30 minutes) 100% 7.5

Practice of Nursing Care 1

NURS 123

1 2 May Assignment: (2,000 word essay) 100% 15

Physiology for Health 2

NURS

126

1 2 May Exam: (MCQ) (90 minutes) 100% 7.5

Behavioural Sciences for Health Care Professionals

HEAL 111

1 2 May Assignment: (1,500 word essay) 100% 7.5


TQSD/14.15 27 of 56

Table 7: Assessment Strategy Year 2: 30% of total classification mark

Module Name Module code


Assessment Format % of Module

Mark

Module Credit Value

Enhancing Clinical Care 1 NURS 220

2 1 January

January

Exam : OSCE (30 minutes)

Assignment: (1,000 word reflection)

50%

50%

15

Practice of Nursing Care 2 NURS 222

2 1 January Assignment: (2,000 word essay)

100% 15

Developing research skills for evidence based practice

NURS 224

2 1&2 January

May

Presentation (15 minutes)

Poster presentation (15 minutes)

50%

50%

15

Public Health NURS 225

2 1&2 January

May

Patient teaching report (1,000 words)


50%

50%

15

Practice Learning Module NURS 226

2 1&2 Semester 1

May

August

Exam : OSCE (60 minutes)



50%

50%

P/F

30

Enhancing Clinical Care 2 NURS 221

2 2 May Exam : Unseen MCQ and short answer paper (90 minutes)

100%

15

Complex care NURS 223

2 2 May Assignment: (2,000 word essay) 100% 15


TQSD/14.15 28 of 56

Table 8 – Assessment Strategy Year 3 .........................................................................70% of total classification mark

Module Name Module code


Assessment Format % of Module

Mark

Module

Credit Value

Consolidating Clinical Care & Professional Practice

NURS 320

3 1 January

May

Semester 1

Exam : short answer questions

(90 minutes)

Reflective report on teaching session (1,500 words)

Completion of manual handling workbook

50%

50%

P/F

30

Consolidating research skills for evidence-based practice

NURS 323

3 1 January Extended literature review & research proposal (6,000 words)

100% 30

Critical Care NURS 321

3 1&2 May Assignment (3,000 words) 100%

15

Leadership and management NURS 322

3 1&2 May Quality Improvement Project



50%

50%

15

Practice Learning Module NURS 324

3 1&2 Semester 2

March

May

August

OSCE (120 minutes)

IPL poster

Assignment: reflective report (1,000 words)


60%

20%

20%

30


TQSD/14.15 29 of 56

37. Assessment information for students:

Code of Practice on Assessment

The University has a Code of Practice on Assessment which brings

together the main institutional policies and rules on assessment. The

Code is an authoritative statement of the philosophy and principles

underlying all assessment activities and of the University's

expectations in relation to how academic subjects design, implement

and review assessment strategies for all taught programmes of study.

The Code of Practice includes a number of Appendices which provide

more detail on the regulations and rules that govern assessment

activity; these include:

The University marks scale, marking descriptors and qualification

descriptors;

The model for non-clinical first degree programmes;

The system for classifying three-year, non-clinical, undergraduate

degrees;

The system for classifying four-year, non-clinical, undergraduate

degrees that include a year in industry or a year abroad;

Information about students’ progress, including guidance for

students;

The procedure for assessment appeals;

Regulations for the conduct of exams;

The University’s policy on making adjustments to exam

arrangements for disabled students.

The code of practice relating to external examining (see also

below)

The Academic Integrity Policy, which covers matters such as

plagiarism and collusion and includes guidance for students;

The policy relating to mitigating circumstances which explains

what you should do if you have mitigating circumstances that have

affected assessment; and

The policy on providing students with feedback on assessment.

Please click here to access the Code of Practice on Assessment and its

appendices; this link will also give you access to assessment

information that is specific to your cohort:

A summary of key assessment information is also available in the

‘Your University’ handbook.

Marking criteria:

Marking Criteria for the School of Health Sciences can be found in

appendix 7

Marking criteria specific to individual assessments can be accessed

in the relevant module in VITAL.

38. Student representation and feedback:

A range of external and internal stakeholders, including students,

monitors the programme. Student evaluation of the programme

will be gained through the following routes:

Formal written end of module evaluation forms

Informal discussion with module leader/academic staff

http://www.liv.ac.uk/tqsd/code-of-practice-on-assessment/


TQSD/14.15 30 of 56

Formal written end of practice placement evaluation forms

Exit questionnaire for graduates

Representatives on Directorate Staff/Student Liaison

Committee

Representatives on School Staff/Student Liaison Committee

Representatives on the Board of Studies

Representatives at Programme Management Meetings

A School of Health Sciences Staff-Student Liaison Committee is

established in accordance with the University Code of Practice on

Student Representation.

The School of Health Sciences Staff-Student Liaison Committee will

normally meet at least three times a year. The membership of the

School of Health Sciences Staff-Student Liaison Committee, its

terms of reference, and the manner in which it conducts its

business will conform to the requirements of the Annex to the Code

of Practice on Student Representation. Elections to the School of

Health Sciences Staff-Student Liaison Committee will be carried out

within the structure determined by the University Student

Representation Steering Group, and Programme Representatives

will be encouraged to attend the training provided for them by the

Guild of Students.

Issues raised at the Staff/Student Liaison meetings are referred by

the Chair of the Group to the Head of School for action to be taken,

as appropriate. Notice of meetings, notes following meetings and

the results of action taken are displayed on the Directorate Notice

Boards and the Health Sciences module on VITAL.

The Board of Studies normally meets three times per year, one

meeting per term. Each undergraduate programme of study has

one student representative (with an alternate) elected annually to

the membership of the Board. Feedback to students is effected

through minutes distributed to student representatives. Formal

recommendations for substantive changes to the programme are

referred, in the first instance, to the School Academic Quality

Standards Committee and Board of Studies before being submitted

to the Faculty Academic Standards Sub-Committee for approval.

Issues raised in the evaluations relating to any aspect of the

university programme are discussed in each Directorate by the

Programme Management Team for action to be taken, as

appropriate. The Programme Management Team comprises all of

the programme team and includes representatives from students,

practice, service users and commissioners. A Programme

Management meeting is held twice yearly. The Practice Placement

Tutors and Practice Educators discuss issues raised in the

evaluations relating to any aspect of the professional practice

programme for action to be taken, as appropriate. Feedback to

students of action taken or changes made is given through the

Director of Studies.

Part F: Status Of Professional, Statutory Or Regulatory Body Accreditation


TQSD/14.15 31 of 56

39. Status of Professional, Statutory or Regulatory Body

Accreditation:

The current Bachelor of Nursing (Hons) programme was approved

for a further five years by the Nursing and Midwifery Council in

December 2011.

Part G: Diversity & Equality Of Opportunity And Widening Participation

40. Diversity & Equality of Opportunity and Widening Participation:

The programme design, structure and content are consistent and

compliant with the University’s Diversity and Equality of

Opportunity Policy.


TQSD/14.15 32 of 56

ANNEX 1

ANNEX OF MODIFICATIONS MADE TO THE PROGRAMME

Please complete the table below to record modifications made to the programme.

Description of

modification (please

include details of any

student consultation

undertaken or confirm that

students’ consent was

obtained where this was

required)

Minor or

major

modifications

Date

approved

by FAQSC

Date

approved

by AQSC (if

applicable)

Cohort

affected

Module code changes from

PHGY172 to HEAL114 and

PHGY173 to NURS126

Minor 2013 N/A

University change of

terminology from APL to

RPL

Minor N/A

University change of

terminology from Personal

Tutor to Academic Advisor

Minor N/A

Change of terminology from

University Teacher of

Clinical Skills to Lecturer

Minor N/A

Table demonstrating theory

and clinical hours (page 17)

Change in 7.5 hours [7.5

reduction in clinical practice

hours in year 2 and 7.5

more theory hours]

amended to reflect typo

error in previous

specification

Minor 2012

NURS220 – change of

assessment:

Following evaluation of Year

1 of BN 2012, it was noted

that we no longer have the

opportunity for students to

reflect upon a clinical skill

as we had in the BN 2009

programme. There were

reflective assessments but

these were not skills based

reflections. The team

perceive this to be a

detriment to the learning

experience, as a skills

based reflection requires

students to demonstrate

sound rationale to underpin

clinical decisions. The

Major 2013 2012


TQSD/14.15 33 of 56

inclusion of an OSCE also

allows the students’

practical skills to be

assessed. The change was

made prior to students

commencing the module,

therefore student consent

was not obtained.


assessment:

To change the short answer

paper and extended

matching questions to

MCQ/short answer paper to

ensure the breadth of the

curriculum is covered whilst

providing the opportunity

for students to demonstrate

clear rationale in the short

answer questions. The

change was made prior to

students commencing the

module, therefore student

consent was not obtained.

Major 2013 2012


academic component of the

assessment from a 3,000

word reflection to a 1,500

word report and a 30

minute OSCE. The change

was made in response to

student, staff and external

examiner evaluations.

Major 14-07-14 09-09-14 2014

NURS 226 – change of

wording of learning

outcomes to better reflect

development from Year One

and change of academic

component of the

assessment. The

assessment previously

comprised a 3,000 word

evidence record and an

OSCE (60 minutes). The

word count for the written

component has been

reduced to 2,000 words and

will now comprise a single

report. The change was

made in response to

student, staff and external

Major 03-07-14 09-09-14 2013


TQSD/14.15 34 of 56

examiner evaluations.

NURS 324 – change of

wording of learning

outcomes to better reflect

development from Year Two

and change of academic

component of the

assessment. The

assessment previously

comprised a 3,000 word

evidence record and a 60

minute OSCE. The OSCE

has been replaced by a

Management Skills

Assessment in practice (2

hours duration), a 1,000

word reflective report and a

poster presentation (IPL).

Major 03-07-14 09-09-14 2012


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Appendix 1: Programme aims and learning outcomes mapping to QAA benchmark statement for nursing

Honours Degree Programme

Learning Outcomes

A: Working as a professional in health care: expectations

The award holder should be 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; 1,6,23

Select and apply knowledge and skills to complex and unexpected situations; 4,21

Implement strategies to promote and evaluate partnership working; 22

Anticipate potential stressful situations and participate in minimising risk; 3

Recognise the complexity of the professional ethical and legal framework and its impact on nursing care decision-making; 1,19

Demonstrate sound clinical judgement across a range of situations and critically evaluate the effectiveness of clinical judgement across a range of professional care contexts; 14,15

Participate in a range of quality assurance and risk management strategies to create and maintain a safe environment; 19,20

Provide appropriate levels of guidance, role-modelling and support to others in the delivery of health care; 24

Critically analyse roles within the multi-professional team and propose ways to strengthen patient-centred care. 5,25

B: Principles and concepts: application


Demonstrate critical understanding of research-based knowledge and the application to practice; 2,7

Contribute to the development of protocols to guide the provision of quality care and minimise risk; 3,11

Capitalise on the potential for improvement for patients, clients and groups through the development of health education/promotion strategies; 5,18,22

Articulate and justify decision-making and problem-solving processes associated with nursing practice; 14,19,21

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; 2,7,13,14,15

Monitor and update priorities within a changing environment and communicate appropriately; 4

Critically evaluate research findings and suggest changes to planned care; 7

Demonstrate an ability to critically challenge the nursing care delivered taking into account the dynamic social, cultural, spiritual, legal, political and economic factors; 2,19,25

Critically evaluate outcomes of nursing and other interventions, adjusting care accordingly; 20,21

Contribute with skill and confidence to effective multiprofessional/multi-agency working. 5,11,25


TQSD/14.15 36 of 56

Honours Degree Programme

Learning Outcomes

C: Subject knowledge, understanding and associated skills


Use knowledge and understanding of the subjects underpinning nursing (see section A) to provide creative solutions to health care situations; 7,13

Critically examine the impact of political and social contexts on the provision of health care; 18,26

Understand the differences in beliefs and cultural practices of individuals and groups and recognise and challenge discriminatory practice; 10,19,22

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; 11,12

Critically evaluate research findings, suggest changes to practice and contribute to health care research to inform practice development; 7

Engage in, and disengage from therapeutic relationships through the creative use of theories and skills, demonstrating ethical discernment and clinical judgement; 8,9,10

Use practical skills and knowledge with confidence and creativity to enhance the quality of care; 14,15,21

Critically analyse and interpret data and appraise the value for care delivery and management. 15,20


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Appendix 2: Module mapping to QAA benchmark statement for nursing

Honours Degree

Year 1 Year 2 Year 3

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A: Working as a professional in health care: expectations


Manage oneself, one's practice and that of others in accordance with the Code of Professional Conduct, and critically evaluate own abilities and limitations;

Select and apply knowledge and skills to complex and unexpected situations;

Implement strategies to promote and evaluate partnership working;

Anticipate potential stressful situations and participate in minimising risk;

Recognise the complexity of the professional ethical and legal framework and its impact on nursing care decision-making;

Demonstrate sound clinical judgement across a range of situations and critically evaluate the effectiveness of clinical judgement across a range of professional care contexts

Participate in a range of quality assurance and risk management strategies to create and maintain a safe environment;

Provide appropriate Levels of guidance, role-modelling and support to others in the delivery of health care;

Critically analyse roles within the multi-professional team and propose ways to strengthen patient-centred care.

B: Principles and concepts: application


Demonstrate critical understanding of research-based knowledge and the application to practice;

Contribute to the development of protocols to guide the provision of quality care and minimise risk;

Capitalise on the potential for health improvement for patients, clients and groups through the development of health education/promotion strategies;

Articulate and justify decision-making and problem-solving processes associated with nursing practice;


TQSD/14.15 38 of 56

Honours Degree


NU

RS

120

NU

RS

121

NU

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122

NU

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NU

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HE

AL 111

HE

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14

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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;

Monitor and update priorities within a changing environment and communicate appropriately;

Critically evaluate research findings and suggest changes to planned care;

Demonstrate an ability to critically challenge the nursing care delivered taking into account the dynamic social, cultural, spiritual, legal, political and economic factors;

Critically evaluate outcomes of nursing and other interventions, adjusting care accordingly;

Contribute with skill and confidence to effective multiprofessional/multi-agency working.

C: Subject knowledge, understanding and associated skills


Use knowledge and understanding of the subjects underpinning nursing (see section A) to provide creative solutions to health care situations;

Critically examine the impact of political and social contexts on the provision of health care;

Understand the differences in beliefs and cultural practices of individuals and groups and recognise and challenge discriminatory practice;

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;

Critically evaluate research findings, suggest changes to practice and contribute to health care research to inform practice development;

Engage in, and disengage from therapeutic relationships through the creative use of theories and skills, demonstrating ethical discernment and clinical judgement;

Use practical skills and knowledge with confidence and creativity to enhance the quality of care;

Critically analyse and interpret data and appraise the value for care delivery and management.


TQSD/14.15 39 of 56

Appendix 3: Mapping to NMC Progression Data

Progression Criteria - Annexe 2

Year 1 Year 2

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4

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1

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0

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6

First Progression Point The NMC has identified skills and professional behaviours that a student must demonstrate by the first progression point. These criteria must normally be achieved during the student’s practice learning but some may be met through simulation. These criteria cover: • safety, safeguarding and protection of people of all ages, their carers and their families • professional values, expected attitudes and the behaviours that must be shown towards people, their carers, their families, and others.

Related Competency Domains

A) Areas associated with safety and safeguarding people of all ages, their carers and their families

1. Demonstrates safe, basic, person-centred care, under supervision, for people who are unable to meet their own physical and emotional needs.

Professional values Communication and interpersonal skills Nursing practice and decision making

2. Meets people’s essential needs in relation to safety and security, wellbeing, comfort, bowel and bladder care, nutrition and fluid maintenance and personal hygiene, maintaining their dignity at all times.


3. Seeks help where people’s needs are not being met, or they are at risk. Communication and interpersonal skills Nursing practice and decision making Leadership, management and team working

4. Is able to recognise when a person’s physical or psychological condition is deteriorating, demonstrating how to act in an emergency and administer essential first aid.

Nursing practice and decision making Leadership, management and team working

5. Demonstrates an understanding of how to work within legal and professional frameworks and local policies to safeguard and protect people, particularly children, young people, and vulnerable adults.

Professional values

6. Is able to recognise, and work within, the limitations of their own knowledge and skills and professional boundaries, understanding that they are responsible for their own actions.

Professional values Nursing practice and decision making


TQSD/14.15 40 of 56


Year 1 Year 2

NU

RS

12

0

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1

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11

4

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1

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0

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6

7. Demonstrates the ability to listen, seek clarity, and carry out instructions safely.

Professional values Communication and interpersonal skills Nursing practice and decision making Leadership, management and team working

8. Uses and disposes of medical devices safely under supervision according to local and national policy, reporting any incidents or near misses.


9. Understands and works within the laws governing health and safety at work. Demonstrates safe manual handling techniques, and understands how nurses can help reduce the risk of infection, including effective hand washing.


10. Recognises signs of aggression and takes appropriate action to keep themselves and others safe.

Communication and interpersonal skills Nursing practice and decision making

11. Safely and accurately carries out basic medicines calculations. Professional values Nursing practice and decision making

12. Demonstrates safe and effective communication skills, both orally and in writing.

Communication and interpersonal skills Nursing practice and decision making

B) Areas associated with professional values and expected attitudes and behaviours towards people, their carers and their families

13. Displays a professional image in their behaviour and appearance, showing respect for diversity and individual preferences.


14. Demonstrates respect for people’s rights and choices. Professional values Communication and interpersonal skills Nursing practice and decision making

15. Acts in a manner that is attentive, kind, sensitive, compassionate and nondiscriminatory, that values diversity and acts within professional boundaries.



TQSD/14.15 41 of 56


Year 1 Year 2

NU

RS

12

0

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1

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12

2

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3

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12

4

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5

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11

4

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6

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AL

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1

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0

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6

16. Understands the principles of confidentiality and data protection. Treats information as confidential, except where sharing is required to safeguard and protect people.


17. Practises honestly and with integrity, applying the principles of The code: Standards of conduct, performance and ethics for nurses and midwives (2008) and the Guidance on professional conduct for nursing and midwifery students (2009).


18. Acts in a way that values the roles and responsibilities of others in the team and interacts appropriately.


Second Progression Point The NMC has set minimum requirements that must be demonstrated by the second progression point. Programme providers must set learning outcomes that allow the student to show that they can work more independently, with less direct supervision, in a safe and increasingly confident way to extend their knowledge and skills. Students must be allowed to demonstrate their ability to work as autonomous practitioners by the point of registration. This will also ensure that students are able to make safe and effective use of practice learning, which includes less direct supervision in the final part of the programme. This enables students to be confident and fit for practice by entry to the register. Students must demonstrate this before being allowed to progress to the third and final part of the programme.

Related Competency Domains

1. Works more independently, with less direct supervision, in a safe and increasingly confident manner.



TQSD/14.15 42 of 56


Year 1 Year 2

NU

RS

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0

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1

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2

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2. Demonstrates potential to work autonomously, making the most of opportunities to extend knowledge, skills and practice.



TQSD/14.15 43 of 56

Appendix 4: Mapping to NMC Standards of Proficiency Domain 1: Professional Values All nurses must act first and foremost to care for and safeguard the public. Practise autonomously and be responsible and accountable for safe, compassionate, person-centred, evidence-based nursing that respects and maintains dignity and human rights. Show professionalism and integrity and work within recognised professional, ethical and legal frameworks. They must work in partnership with other health and social care professionals and agencies, service users, their carers and families in all settings, including the community, ensuring that decisions about care are shared. Adult nurses must also be able at all times to promote the rights, choices and wishes of all adults and, where appropriate, children and young people, paying particular attention to equality, diversity and the needs of an ageing population. They must be able to work in partnership to address people’s needs in all healthcare settings.

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1. Practise in accordance with The Code (NMC, 2008) and within other recognised ethical and legal frameworks. Recognise and address ethical challenges relating to people’s choices and decision-making about their care, and act within the law to help them and their families and carers find acceptable solutions. 1.1 Adult nurses must understand and apply current legislation to all service users, paying special attention to the protection of vulnerable people, including those with complex needs arising from ageing, cognitive impairment, long-term conditions and those approaching the end of life.

1 1

2. All nurses must practise in a holistic, non-judgmental, caring and sensitive manner that avoids assumptions, supports social inclusion; recognises and respects individual choice; and acknowledges diversity. Where necessary, they must challenge inequality, discrimination and exclusion from access to care.

1 2

3. All nurses must support and promote the health, wellbeing, rights and dignity of people, groups, communities and populations. These include people whose lives are affected by ill health, disability, ageing, death and dying. Nurses must understand how these activities influence public health.

1,5 5

4. All nurses must work in partnership with service users, carers, families, groups, communities and organisations. They must manage risk, and promote health and wellbeing while aiming to empower choices that promote self-care and safety.

1,6 5

5. All nurses must fully understand the nurse’s various roles, responsibilities and functions, and adapt their practice to meet the changing needs of people, groups, communities and populations.

1 4


TQSD/14.15 44 of 56

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6. All nurses must understand the roles and responsibilities of other health and social care professionals, and seek to work with them collaboratively for the benefit of all who need care.

1 5

7. All nurses must be responsible and accountable for keeping their knowledge and skills up to date through continuing professional development. They must aim to improve their performance and enhance the safety and quality of care through evaluation, supervision and appraisal.

1 3,6

8. All nurses must practise independently, recognising the limits of their competence and knowledge. They must reflect on these limits and seek advice from, or refer to, other professionals where necessary.

1 6

9. All nurses must appreciate the value of evidence in practice, be able to understand and appraise research, apply relevant theory and research findings to their work, and identify areas for further investigation.

1 7

Domain 2: Communication and interpersonal skills All nurses must use excellent communication and interpersonal skills. Their communications must always be safe, effective, compassionate and respectful. They must communicate effectively using a wide range of strategies and interventions including the effective use of communication technologies. Where people have a disability, nurses must be able to work with service users and others to obtain the information needed to make reasonable adjustments that promote optimum health and enable equal access to services. Adult nurses must demonstrate the ability to listen with empathy. They must be able to respond warmly and positively to people of all ages who may be anxious, distressed, or facing problems with their health and wellbeing.

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1. All nurses must build partnerships and therapeutic relationships through safe, effective and non-discriminatory communication. They must take account of individual differences, capabilities and needs

3 8


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2. All nurses must use a range of communication skills and technologies to support person-centred care and enhance quality and safety. They must ensure people receive all the information they need in a language and manner that allows them to make informed choices and share decision making. They must recognise when language interpretation or other communication support is needed and know how to obtain it.

3 10

3. All nurses must use the full range of communication methods, including verbal, non-verbal and written, to acquire, interpret and record their knowledge and understanding of people’s needs. They must be aware of their own values and beliefs and the impact this may have on their communication with others. They must take account of the many different ways in which people communicate and how these may be influenced by ill health, disability and other factors, and be able to recognise and respond effectively when a person finds it hard to communicate. 3.1 Adult nurses must promote the concept, knowledge and practice of selfcare with people with acute and long-term conditions, using a range of communication skills and strategies.

3 10

4. All nurses must recognise when people are anxious or in distress and respond effectively, using therapeutic principles, to promote their wellbeing, manage personal safety and resolve conflict. They must use effective communication strategies and negotiation techniques to achieve best outcomes, respecting the dignity and human rights of all concerned. They must know when to consult a third party and how to make referrals for advocacy, mediation or arbitration.

3 10

5. All nurses must use therapeutic principles to engage, maintain and, where appropriate, disengage from professional caring relationships, and must always respect professional boundaries.

3 9

6. All nurses must take every opportunity to encourage health-promoting behaviour through education, role modelling and effective communication.

3 5

7. All nurses must maintain accurate, clear and complete records, including the use of electronic formats, using appropriate and plain language.

3 11,12

8. All nurses must respect individual rights to confidentiality and keep information secure and confidential in accordance with the law and relevant ethical and regulatory frameworks, taking account of local protocols. They must also actively share personal information with others when the interests of safety and protection override the need for confidentiality.

3 12


TQSD/14.15 46 of 56

Domain 3: Nursing practice and decision-making All nurses must practise autonomously, compassionately, skilfully and safely, and must maintain dignity and promote health and wellbeing. They must assess and meet the full range of essential physical and mental health needs of people of all ages who come into their care. Where necessary they must be able to provide safe and effective immediate care to all people prior to accessing or referring to specialist services irrespective oftheir field of practice. All nurses must also meet more complex and coexisting needs for people in their own nursing field of practice, in any setting including hospital, community and at home. All practice should be informed by the best available evidence and comply with local and national guidelines. Decision-making must be shared with service users, carers and families and informed by critical analysis of a full range of possibleinterventions, including the use of up-to-date technology. All nurses must also understand how behaviour, culture, socioeconomic and other factors, in the care environment and its location, can affect health, illness, health outcomes and public health priorities and take this into account in planning and delivering care. Adult nurses must be able to carry out accurate assessment of people of all ages using appropriate diagnostic and decision-making skills. They must be able to provide effective care for service users and others in all settings. They must have in-depth understanding of and competence in medical and surgical nursing to

respond to adults’ full range of health and dependency needs. They must be able to deliver care to meet essential and complex physical and mental health needs.

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1. All nurses must use up-to-date knowledge and evidence to assess, plan, deliver and evaluate care, communicate findings, influence change and promote health and best practice. They must make person-centred, evidence-based judgments and decisions, in partnership with others involved in the care process, to ensure high quality care. They must be able to recognise when the complexity of clinical decisions requires specialist knowledge and expertise, and consult or refer accordingly. 1.1 Adult nurses must be able to recognise and respond to the needs of all people who come into their care including babies, children and young people, pregnant and postnatal women, people with mental health problems, people with physical disabilities, people with learning disabilities, older people, and people with long term problems such as cognitive impairment

4 13,14


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2. All nurses must possess a broad knowledge of the structure and functions of the human body, and other relevant knowledge from the life, behavioural and social sciences as applied to health, ill health, disability, ageing and death. They must have an in-depth knowledge of common physical and mental health problems and treatments in their own field of practice, including co-morbidity and physiological and psychological vulnerability.

4 13,14

3. All nurses must carry out comprehensive, systematic nursing assessments that take account of relevant physical, social, cultural, psychological, spiritual, genetic and environmental factors, in partnership with service users and others through interaction, observation and measurement. 3.1 Adult nurses must safely use a range of diagnostic skills, employing appropriate technology, to assess the needs of service users.

2 14

4. All nurses must ascertain and respond to the physical, social and psychological needs of people, groups and communities. They must then plan, deliver and evaluate safe, competent, person-centred care in partnership with them, paying special attention to changing health needs during different life stages, including progressive illness and death, loss and bereavement. 4.1 Adult nurses must safely use invasive and non-invasive procedures, medical devices, and current technological and pharmacological interventions, where relevant, in medical and surgical nursing practice, providing information and taking account of individual needs and preferences. 4.2 Adult nurses must recognise and respond to the changing needs of adults, families and carers during terminal illness. They must be aware of how treatment goals and service users’ choices may change at different stages of progressive illness, loss and bereavement.

2,4 14

5. All nurses must understand public health principles, priorities and practice in order to recognise and respond to the major causes and social determinants of health, illness and health inequalities. They must use a range of information and data to assess the needs of people, groups, communities and populations, and work to improve health, wellbeing and experiences of healthcare; secure equal access to health screening, health promotion and healthcare; and promote social inclusion.

5 16,18


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6. All nurses must practise safely by being aware of the correct use, limitations and hazards of common interventions, including nursing activities, treatments, and the use of medical devices and equipment. The nurse must be able to evaluate their use, report any concerns promptly through appropriate channels and modify care where necessary to maintain safety. They must contribute to the collection of local and national data and formulation of policy on risks, hazards and adverse outcomes.

4 3

7. All nurses must be able to recognise and interpret signs of normal and deteriorating mental and physical health and respond promptly to maintain or improve the health and comfort of the service user, acting to keep them and others safe. 7.1 Adult nurses must recognise the early signs of illness in people of all ages. They must make accurate assessments and start appropriate and timely management of those who are acutely ill, at risk of clinical deterioration, or require emergency care. 7.2 Adult nurses must understand the normal physiological and psychological processes of pregnancy and childbirth. They must work with the midwife and other professionals and agencies to provide basic nursing care to pregnant women and families during pregnancy and after childbirth. They must be able to respond safely and effectively in an emergency to safeguard the health of mother and baby.

2,4 17

8 All nurses must provide educational support, facilitation skills and therapeutic nursing interventions to optimise health and wellbeing. They must promote selfcare and management whenever possible, helping people to make choices about their healthcare needs, involving families and carers where appropriate, to maximise their ability to care for themselves. 8.1 Adult nurses must work in partnership with people who have long-term conditions that require medical or surgical nursing, and their families and carers, to provide therapeutic nursing interventions, optimise health and wellbeing, facilitate choice and maximise self-care and self-management.

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9. All nurses must be able to recognise when a person is at risk and in need of extra support and protection and take reasonable steps to protect them from abuse.

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10. All nurses must evaluate their care to improve clinical decision-making, quality and outcomes, using a range of methods, amending the plan of care, where necessary, and communicating changes to others.

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Domain 4: Leadership, management and team working All nurses must be professionally accountable and use clinical governance processes to maintain and improve nursing practice and standards of healthcare. They must be able to respond autonomously and confidently to planned and uncertain situations, managing themselves and others effectively. They must create and maximise opportunities to improve services. They must also demonstrate the potential to develop further management and leadership skills during their period of preceptorship and beyond. Adult nurses must be able to provide leadership in managing adult nursing care, understand and coordinate interprofessional care when needed, and liaise with specialist teams. They must be adaptable and flexible, and able to take the lead in responding to the needs of people of all ages in a variety of circumstances, including situations where immediate or urgent care is needed. They must recognise their leadership role in disaster management, major incidents and public health emergencies, and respond appropriately according to their levels of competence

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1 All nurses must act as change agents and provide leadership through quality improvement and service development to enhance people’s wellbeing and experiences of healthcare.

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2 All nurses must systematically evaluate care and ensure that they and others use the findings to help improve people’s experience and care outcomes and to shape future services.

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3 All nurses must be able to identify priorities and manage time and resources effectively to ensure the quality of care is maintained or enhanced.

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4 All nurses must be self-aware and recognise how their own values, principles and assumptions may affect their practice. They must maintain their own personal and professional development, learning from experience, through supervision, feedback, reflection and evaluation.

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5. All nurses must facilitate nursing students and others to develop their competence, using a range of professional and personal development skills.

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6. All nurses must work independently as well as in teams. They must be able to take the lead in coordinating, delegating and supervising care safely, managing risk and remaining accountable for the care given.

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7. All nurses must work effectively across professional and agency boundaries, actively involving and respecting others’ contributions to integrated person-centred care. They must know when and how to communicate with and refer to other professionals and agencies in order to respect the choices of service users and others, promoting shared decision making, to deliver positive outcomes and to coordinate smooth, effective transition within and between services and agencies.

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Appendix 5: Module mapping to the KSF

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Core Domains

Communication

Personal and people development

Health, safety and security

Service improvement

Quality

Equality and diversity

Health and Wellbeing

HWB1 Promotion of health and wellbeing and prevention of adverse effects on health and wellbeing

HWB2 Assessment and care planning to meet health and wellbeing needs

HWB3 Protection of health and wellbeing

HWB4 Enablement to address health and wellbeing needs

HWB5 Provision of care to meet health and wellbeing needs

HWB6 Assessment and treatment planning

General

G1 Learning and development

G6 People management


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Appendix 6

Mapping of Learning Outcomes for Exit Awards

Bachelor’s Honours Degree: BSc (Hons) Health Sciences

Learning Outcome

Module(s) in which this is delivered Mode of assessing achievement of learning outcome

Numbers 5-11 Students will have completed and passed all first and second year modules to achieve 120 credits at level 4 and 120 credits at level 5. Year 1: NURS120,NURS121, NURS122, NURS123, NURS124, NURS125, NURS126, HEAL111, HEAL114 Year2: NURS220, NURS221, NURS222, NURS223, NURS224, NURS225, NURS226 Year3: Students will have achieved 90 credits at level 6 from the following modules: NURS320, NURS321, NURS322, NURS323, NURS324

Year1: Exam – unseen written OSVE

and OSCE, assignments, practice assessment record. Year 2: Exam – unseen written and OSCE, assignments powerpoint presentation, poster presentation, patient teaching report (brief in tervention), practice assessment record. Year 3: Unseen examination, reflective report, workbook, , dissertation, quality improvement project presentation and report, practice assessment record, poster, OSCE.

Bachelor’s Non-Honours Degree: BSc Health Sciences

Numbers 12-18 Students will have completed and passed all first and second year modules to achieve 120 credits at level 4 and 120 credits at level 5. Year 1: NURS120,NURS121, NURS122, NURS123, NURS124, NURS125, NURS126, HEAL111, HEAL114 Year2: NURS220, NURS221, NURS222, NURS223, NURS224, NURS225, NURS226 Year3: Students will have achieved 60 credits at level 6 from the following modules: NURS320, NURS321, NURS322, NURS323, NURS324


and OSCE, assignments, practice assessment record. Year 2: Exam – unseen written and OSCE, assignments powerpoint presentation, poster presentation, patient teaching report (brief in tervention), practice assessment record. Year3: Unseen examination, reflective

report, workbook, dissertation, quality

improvement project presentation

and report, practice assessment

record, poster, OSCE.

Diploma in Higher Education Award

Numbers 19-25 Students will have completed and passed all first and second year modules to achieve 120 credits at level 4 and 120 credits at level 5.


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Year 1: NURS120,NURS121, NURS122, NURS123, NURS124, NURS125, NURS126, HEAL111, HEAL114 Year2: NURS220, NURS221, NURS222, NURS223, NURS224, NURS225, NURS226


and OSCE, assignments, practice assessment record. Year 2: Exam – unseen written and OSCE, assignments powerpoint presentation, poster presentation, patient teaching report (brief in tervention), practice assessment record.

Certificate in Higher Education Award

Numbers 26-31 Students will have completed and passed all first year modules to achieve 120 credits at level 4. Year 1: NURS120,NURS121, NURS122, NURS123, NURS124, NURS125, NURS126, HEAL111, HEAL114


and OSCE, assignments, practice assessment record.


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Appendix 7

Marking Criteria: School of Health Sciences Classification Grade Foundation Year Level 4

Level 5 Level 6

Bloom’s Taxonomy equivalence

Knowledge and some limited understanding e.g. observation and recall of information – dates, events, places, major ideas.

Knowledge and understanding of information e.g. grasp meaning, translate knowledge into new context, interpret facts, predict consequences

Application and analysis e.g. use information, methods, concepts, solve problems using required skills or knowledge, seeing patterns, identification of components

Synthesis and evaluation e.g. use old ideas to create new ones, generalize from given facts, predict, draw conclusions, make choices based on reasoned argument

1st Class Honours 90-100 Outstanding performance in which the student demonstrates thorough knowledge and understanding. Very well written and structured. There is evidence that the learning outcomes have been met.

Outstanding performance in which the student demonstrates exceptional knowledge and understanding and an ability to analyse. There is evidence that the learning outcomes have been met.

Outstanding performance in which the student demonstrates an ability to apply a consistently well-sustained critical approach drawing on a comprehensive breadth of evidence, reasoning and reflection. There is evidence that the learning outcomes have been met.

Outstanding performance in which the student demonstrates exceptional scholarship including critical evaluation, interpretation and synthesis of information and reflection that generates originality and supports and challenges existing approaches. There is evidence that the learning outcomes have been met.

1st Class Honours 80-89 Excellent performance in which the student demonstrates thorough knowledge and understanding. Well written and structured. There is evidence that the learning outcomes have been met.

Excellent performance in which the student demonstrates thorough knowledge and understanding. There is evidence that the learning outcomes have been met.

Excellent performance in which the student demonstrates an ability to apply and integrate a critical approach drawing on a comprehensive breadth of evidence, reasoning and reflection. There is evidence that the learning outcomes have been met.

Excellent performance in which the student demonstrates extensive critical evaluation and interpretation of information and reflection that suggests originality and supports and challenges existing approaches. There is evidence that the learning outcomes have been met.

1st Class Honours 70-79 Very good performance in which the student demonstrates comprehensive knowledge and understanding. Well written and structured. There is evidence that the learning outcomes have been met.

Very good performance in which the student demonstrates comprehensive knowledge and understanding. There is evidence that the learning outcomes have been met.

Very good performance in which the student demonstrates critical analysis and application, drawing on evidence, reasoning and reflection. There is evidence that the learning outcomes have been met.

Very good performance in which the student demonstrates comprehensive critical evaluation and interpretation of information and reflection. There is evidence that the learning outcomes have been met.

Upper Second Class Honours (2.1)

60-69 Good performance in which the student demonstrates relevant knowledge and understanding. Well written and structured. There is evidence that the learning outcomes have been met.

Good performance in which the student demonstrates relevant knowledge and understanding. There is evidence that the learning outcomes have been met.

Good performance in which the student demonstrates analysis and application, drawing on evidence and reasoning. There is evidence that the learning outcomes have been met

Good performance in which the student demonstrates detailed critical evaluation and interpretation of information. There is evidence that the learning outcomes have been met.

Lower Second Class Honours (2.2)

50-59 Sound performance in which the student demonstrates knowledge and understanding with some limitations.

Sound performance in which the student demonstrates knowledge and understanding with some limitations.

Sound performance in which the student is beginning to demonstrate an ability to apply a critical approach but

Sound performance in which the student demonstrates evidence of critical evaluation but with limited interpretation


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Writing and structure adequate with some areas of weakness. There is evidence that the learning outcomes have been met.

There is evidence that the learning outcomes have been met.

with evidence of limited reasoning. There is evidence that the learning outcomes have been met.

of information. There is evidence that the learning outcomes have been met.

3rd Class Honours 40-49 Acceptable performance that demonstrates acquisition of basic knowledge and understanding. Writing and structure are weak. There may be some omissions but there is evidence that the learning outcomes have been met.

Acceptable performance that demonstrates acquisition of basic knowledge and understanding. There may be some omissions but there is evidence that the learning outcomes have been met.

Acceptable performance in which the student is beginning to demonstrate an ability to apply and analyse relevant information. There may be some omissions but there is evidence that the learning outcomes have been met.

Acceptable performance in which the student demonstrates some evaluation and limited interpretation of relevant information but with some omissions. There is evidence that the learning outcomes have been met.

Fail 35-39 There is evidence that some of the

learning outcomes have not been met but knowledge of the topic is emerging. There are flaws, errors and omissions. Writing and structure are weak.

There is evidence that some learning outcomes have not been met but knowledge of the topic is emerging. There are flaws, errors and omissions. There may be evidence of unsafe/unethical practice.

There is evidence that some learning outcomes have not been met. There is some basic knowledge and understanding but it is descriptive and lacks evidence of relevant application and analysis. There are flaws, errors and omissions. There may be evidence of unsafe/unethical practice.

There is evidence that some learning outcomes have not been met. The student describes and applies some relevant information but does not evaluate or interpret it. There are flaws, errors and omissions. There may be evidence of unsafe/unethical practice.

Fail 30-34 The learning outcomes have not been met. Basic knowledge and understanding are limited. There are flaws, errors and omissions. Writing is poor and structure is inadequate.

The learning outcomes have not been met. Basic knowledge and understanding are limited. There are flaws, errors and omissions. There may be evidence of unsafe/unethical practice.

The learning outcomes have not been met. Basic knowledge and understanding are limited. There is no evidence of application of information. There are flaws, errors and omissions. There may be evidence of unsafe/unethical practice.

The learning outcomes have not been met. Knowledge and understanding is descriptive and limited. There are flaws, errors and omissions. There may be evidence of unsafe/unethical practice.

Fail 0-29 The learning outcomes have not been met. There is no evidence of basic knowledge and understanding. The student fails to address the task set. Poor use of language and inadequate structure.

The learning outcomes have not been met. The student fails to address the task set. There may be evidence of unsafe/unethical practice.




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