UNDERGRADUATE PROGRAMME SPECIFICATION€¦ · The programme builds-up in terms of academic level (going from level 4 to 5, and 5 to 6) and professional responsibility as it progresses

Faculty of Health Sciences

UNDERGRADUATE

PROGRAMME SPECIFICATION

Programme Title: Registered Nurse / BSc (Hons) Nursing Practice (Adult, Child, Mental Health)

Awarding Body: Staffordshire University Teaching Institution: Staffordshire University Final Awards: Registered Nurse / BSc (Hons)

Nursing Practice (Adult, Child, Mental Health)

Intermediate Awards: BSc Health Care Studies

Diploma in Health Care Studies Certificate in Health Care Studies

Mode of Study Full time UCAS Codes: B740, B730, B760 QAA Subject Benchmarks: NMC. UK Wide Quality Assurance

Framework JACS Code: B700 Professional/Statutory Body: Nursing and Midwifery Council Entry Year: 2016/17

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EDUCATIONAL AIMS OF THE PROGRAMME

Nursing is a career that requires life-long learning in a dynamic health care system, and this programme of study will provide a foundation for your nursing practice, and provide a basis for your further individual development. This programme fosters a learning environment that prepares you to deliver high quality compassionate nursing care committed to professional and personal values and responsibility. This programme will produce qualified nurses who:

Have met the statutory, professional, and academic requirements of the programme

Demonstrate appropriate cognitive, behavioural and affective skills

Are able to practice independently and make autonomous decisions

Are able to think analytically using professional judgement and decision making in increasingly complex care environments

Are able to plan, deliver and evaluate effective, evidence based nursing care in a safe and competent way

Are able to provide complex care using the latest technology

Have acquired a wide range of transferrable skills and employability skills, and can manage resources and work across service boundaries

Can lead, delegate, supervise and have the courage to challenge other nurses and healthcare professionals

Will be motivated to continue to develop personally, educationally and professionally through personal development planning, effective self-appraisal and reflection which will prepare them for lifelong learning

Will be able to lead and participate in multidisciplinary teams, and provide leadership in promoting and sustaining change and innovation to best develop services

Work in partnership with people to provide high quality person centred nursing care promoting optimal patient outcomes across the continuum of care

Will have developed a professional identity and will understand their professional and legal responsibilities as a nurse.

Practice in a way that respects individuals’ rights, preferences, cultures and identities

Because you will be required to meet and demonstrate a range of measureable objectives set by the Nursing and Midwifery Council (2010) and Staffordshire University (2012) in order to practice as a qualified nurse, this curriculum is designed to make these transparent The curriculum is based on a product model (Tyler 1949) using outcomes based assessment. This means that there are:

Clearly stated educational aims

Clear and transparent learning outcomes - or statements of what you will be expected to know, understand and/or be able to do at the end of a period of learning

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Assessments which are aligned to your theory and practice to enable the integration of both

The programme builds-up in terms of academic level (going from level 4 to 5, and 5 to 6) and professional responsibility as it progresses through the three years. There is distinct shared (generic) and field specific learning, teaching and assessment. As a student nurse you will begin your education in settings where you are guided through issues, problems, and scenarios, but as your education progresses you will be enabled to gradually move towards being able to think and act in a more critical, independent and ‘real life’ way . The way in which we teach and assess this is crucial and learning theorists have argued that expertise is best developed through learning related to practice (Steinert 2009). This, combined with theoretical knowledge, is a focus throughout the programme. In addition, this programme recognises that self-awareness and the ability to reflect are important aspects of professional practice. Indeed Schon (1983) suggested that the capacity to reflect and engage in a process of continuous learning was one of the defining characteristics of professional practice. Reflecting on assumptions and presuppositions (particularly about oneself) has been argued to result in ‘transformative learning’ permitting a more inclusive, discriminating, and integrative perspective; and of making decisions or otherwise acting on these new understandings (Mezirow 1990). What is distinctive about this programme? This programme has several distinctive features: It has clear field specific/generic demarcation, whilst at the same time recognising that all nursing is about engaging in human experience. These experiences involve thinking, acting and feeling, and as such knowledge (cognitive), skill (behaviour), and attitudinal aspects of care will all be emphasised and assessed within the curriculum.

The changing demographic in the UK (Royal College of Physicians 2012) and need to develop a vision for the opportunities and challenges facing healthcare over the next 20 years or so has implications for everyone’s wellbeing (Foresight Report 2008). This programme will draw on such evidence and aims to embed some of the substantial benefits offered by new approaches to the prevention, early detection, and early treatment and how to better address chronic and acute problems associated with our health. In addition to the required statutory and regulatory outcomes, we strive to produce practitioners who will provide care that creates a sense of security, continuity, belonging, purpose, achievement and significance - for patients, carers, students and staff (Nolan et al 2006). We focus on enhancing the lives of those we care for and their significant others, with an emphasis on enabling people to flourish, to feel as well as they can, and to function to the best of their ability (Keyes & Haidt 2003). We believe strongly that we should

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do our utmost to add value to people’s lives, be able to advocate for people, and enable nurses to put in place strategies to achieve this. This is what we believe nursing is about in the context that we deliver care [Nolan et al 2006, Kitwood 1997 (cited in Baldwin & Capstick 2007), Wolfensberger 1998]. In tandem with this, Swanson’s Caring Theory (Swanson 1991) provides a focus to enable you to explain links between theory and practice, caring processes and patient wellbeing. This caring theory postulates that as nurses, we need to demonstrate that caring about patients is as important as caring for them. The structure of caring outlined by Swanson (1991) incorporates maintaining belief; knowing; being with; doing for and enabling. This structure fits with the caring framework that we wish to foster in you as a nurse. We also encourage you to adopt a holistic approach to nursing care by exploring the concept of evidence-based nursing practice that allows for critique and interpretation of evidence obtained from inquiry guided by ethical, personal, aesthetic, and empirical theories.

It is important to recognise the need to educate nurses for care in the twenty-first century, and as such the programme is cognisant of the fact that there is a changing demographic; the curriculum is thus written to enhance and develop the interface between primary and secondary care. We will endeavour to ensure that as a practitioner, you are able to care for people with a variety of complex care needs. Some shared learning between the adult, mental health and child nursing fields will be a feature of your programme, emphasising the interconnected nature of physical and mental health and illness. Central to the programme is the concept of personal and professional values, especially since recent media attention and Department of Health publications have highlighted the importance of professionalism within health and social care. Professionals as a group are assumed to act in others’ best interest, and for this reason their actions come under scrutiny by public and professional bodies, and should also be something which is examined and analysed by you as a student yourself. Despite this there is much debate about what professionalism actually is, and how best to teach and assess it. Within this programme issues central to the concept of professional practice will be explored and will be embedded within module content and assessment using appropriate learning and teaching strategies such as self-reflection, peer review of pertinent issues (Cohen 1999), small group discussion (Baldor et al 2001), examples from practice and case discussion (Brownell & Cote 2001, Christianson et al 2007) and exploration of the socialisation into a group (Cohen 2007). Professionals themselves, and those who teach such groups are engaged with socialising students into a commitment to a code of ethical and professional behaviour (Swick 2007) and for this reason these aspects of practice will be explored. This will involve you in exploration of the perceived professional nature of practice by staff and students, and allow for examination of the influence of socioeconomic/political and contextual factors. This is important for several reasons, and in an educational context, it is

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important to explore some of the taken for granted assumptions that we might be working with in order to empower you to think critically about your current and future practice (Illich 1976, Wilding 1982, Perkin 1989) and highlight the nature and extent of professional power over people’s lives. Service user and carer involvement has been pivotal in programme development – both locally via liaison, and also through recognition of recent national reports (e.g. Patients Association 2011 and The Francis Inquiry 2010). Student input and feedback is also enabled in many ways, including in curriculum development, enhancement and management via the Student Council, and the Research into Teaching agenda. The Staffordshire Graduate represents a distinctive set of qualities that the University passionately believes is necessary for success in the 21st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work. As a graduate nurse you will be enabled to design, deliver and lead care delivery in a variety of settings and will be able to work within a multi/interdisciplinary team environment.

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PROGRAMME OUTCOMES Programme Title: Registered Nurse / BSc (Hons) Nursing Practice (Adult, Child, Mental Health)

Upon successful completion of this programme, you will be able to:

Staffordshire University outcomes

Level 4 Level 5 Level 6

Knowledge and understanding

Demonstrate knowledge and understanding of the caring theories and behaviours that underpin nursing practice.

Demonstrate knowledge and critical understanding of the art, science and values of nursing in an inter-professional environment.

Demonstrate an informed, coherent, detailed, critical knowledge and systematic understanding of the art, science and values of the chosen field of nursing NURSING/CARING & ASSOCIATED HUMANITIES AND SCIENCES (SG)

Learning Demonstrate an understanding of the processes involved in the identification of individual learning needs relevant to theory and practice.

Demonstrate the increasing use of self-directed learning approaches and the development of greater independence in meeting own learning needs relevant to the scope of nursing practice

Identify and review own personal and professional boundaries; recognise own learning needs and independently advance learning and understanding in response to changing circumstances and scope of the chosen field of nursing theory and practice. MANAGING & LEADING/LIFE LONG LEARNER (SG)

Enquiry Identify and interpret relevant research and other evidence from a range of sources that may be used to inform the delivery of person centred care. Demonstrate an awareness of the key principles of information literacy.

Demonstrate the analysis and interpretation of research findings and other evidence, applying them to nursing practice, and person centred care. Demonstrate effective use the key principles of information literacy.

Exhibit critical thinking and clinical reasoning behaviour through formulation, provision, prioritisation and evaluation of patient-centred care in promoting optimal patient outcomes across the continuum of care within the chosen field of study. USING IT/HEALTH LITERACY/NUMERACY TO PRESENT TO OTHERS (SG)

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Analysis Demonstrate an understanding of the theoretical underpinnings of person centred nursing care. Assist in the evaluation of nursing care and recognise when agreed plans of care require modification.

Demonstrate the analytical skills necessary to interpret the theoretical principles required to assess, plan, implement and evaluate person centred care using a partnership approach.

Utilise and comment upon established techniques to collect, appraise and synthesise evidence and information from a wide range of sources in order to support judgements and decisions made as a professional practitioner. UNDERTAKING RESEACH & CRITICAL ANALYSIS (SG)

Problem Solving

Demonstrate an awareness of the importance of using a systematic and values based approach to problem solving.

Demonstrate the ability to use and evaluate systematic values based approaches to problem solving in order to inform decision-making.

Within the chosen field demonstrate the use of analytical techniques, critical thinking and clinical judgment in the prioritisation of complex care needs, in sometimes unpredictable contexts. ORGANISING & EVALUATING NURSING (SG)

Communication Engage in activities to develop self-awareness and apply the principles of caring communication with others. Demonstrate working within the NMC student code of conduct.

Demonstrate the ability to undertake caring communication with service users/carers and colleagues, participating in a collaborative approach to care delivery. Demonstrate an ability to communicate effectively in a variety of formats. Exhibit professional nursing behaviour.

Apply critical analysis to appropriately balance authoritative, facilitative and supportive interventions. Communicate and analyse information, ideas, problems, and solutions to both specialist and non-specialist audiences effectively in a variety of formats, demonstrating listening, caring and compassion, advocacy and negotiating skills to support person centred care. CARE/COMPASSION & ADVANCED COMMUNICATION (SG)

Application Demonstrate and develop awareness of the knowledge, skill, and attitudinal basis that underpins nursing care. Demonstrate the ability to assess

Undertake directly and indirectly supervised practice and provide safe and effective person centred care, relating practice to underpinning theories and concepts.

In the context of collaborative working, demonstrate competence, and sensitivity in the application of the full range of knowledge and skills required for the provision of safe, effective and efficient

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individual needs considering all aspects of the person’s health and well-being.

person centred care. Emulate and model professional nursing behaviours and consistently provide safe and effective patient care based upon standards of the nursing profession using ideas and techniques, some of which are at the forefront of the discipline of nursing. NURSING & PERSON CENTRED SKILLS FOR EMPLOYMENT (SG)

Reflection Demonstrate an insight into the process and purpose of reflection to develop professional practice.

Reflect on professional values, clinical experiences and theoretical learning to enhance and challenge professional practice.

Use critical reflection on and within practice to synthesise professional requirements with personal and organisational values to guide action in leading compassionate care. Demonstrate the learning ability, qualities and transferable skills necessary for employment as a graduate nurse. PERSONAL/PROFESSIONAL/SOCIETAL & GLOBAL VALUES (SG)

Award Specific To achieve the knowledge skills and attitude required by the regulatory body for progression point 1

To achieve the knowledge, skills and attitude required by the regulatory body for progression point 2

Achieve the knowledge, skills and attitude required by the regulatory body to be registered on the appropriate part of the NMC register

NB: Staffordshire Graduate outcomes in CAPITAL LETTERS

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PROGRAMME STRUCTURE, MODULES AND CREDITS:

Programme Title: Registered Nurse / BSc (Hons) Nursing Practice (Adult, Child, Mental Health) In compliance with professional requirements (NMC 2010), the new pre-registration nursing programme comprises no less than 2,300 hours of practice learning and 2,300 hours of theory learning, totalling 4,600 over three years. During each year of the programme you will undertake generic and field specific modules with the proportion of field specific credits increasing as the programme progresses. The modules attract 4 x 30 Credit Accumulation Transfer (CAT) for Year 1 and 2 and 2 x 60 credits for year 3. Each module includes both teaching contact hours (scheduled learning activities) and independent learning hours.

For the teaching contact hours and independent study hours you will also be expected to undertake (as a minimum) the following for each module

Level 4 30 credit module: 90 contact hours and 210 Independent study hours

Level 5 30 credit module: 75 contact hours and 225 independent study hours

Level 6 60 credit module: 60 contact hours and 480 independent study hours

This enables you to achieve the 2300 hours engaged in theory required by the Nursing and Midwifery Council. Tables 1, 2 and 3 illustrate the structure of the modules within the programme including the number of direct teaching hours (scheduled learning activities) and credits awarded for the modules against each academic level.

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Table 1: Structure of the Programme - Year 1 (Level 4)

4 x

30

cre

dit

mo

du

les –

Le

ve

l 4

Teaching Block 1 Sept-Dec (19 wks.)

Professional Values Attitudes and Behaviour 90 hours Generic

Evidence in Contemporary Health Care 90 hours Generic

Clinical Skills for Nursing 40 hours Generic

Adult/Children’s/ Mental Health Nursing Practice 30 hours Field

Clinical PLP 1 Adult/ Mental Health/Child

Teaching Block 2 Jan-Apr (17 wks.)


Adult/Children’s/ Mental Health Nursing Practice 30 hours Field


Teaching Block 3 May-Aug (16 wks.)


Adult//Children’s/Mental Health/ Nursing Practice 30 hours Field

Each Practice Placement period (1, 2 and 3) must be passed, and is assessed summatively and is recorded as PASS/FAIL

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4 x

30

cre

dit

mo

du

les –

Le

ve

l 5


Care for the Older Person (Adult/Mental Health Fields) Valuing and Protecting Children (Child Field) 75 hours

Community Based Care 37.5 hours Generic

Evidence Based Nursing Practice (Skills) 25 hours Generic

Developing Nursing Practice (Adult/Child/ Mental Health) 25 hours Field



Community Based Care 37.5 hours Generic







Each Practice Placement period (4, 5 and 6) must be passed, and is assessed summatively and is recorded as PASS/FAIL

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2 x

60

cre

dit

mo

du

les –

Le

ve

l 6


Competent Nursing Practice (Adult/Child/ Mental Health) 60 hours Field



Competent Nursing Practice (Adult/Child/ Mental Health) 60 hours Field

The Graduate Nurse (Adult/ Child/Mental Health) 60 hours Field


The Graduate Nurse (Adult/ Child/Mental Health) 60 hours Field

Practice Placement periods 7 and 8 must be passed, and are assessed summatively and recorded as a PASS/FAIL. Within placement period 7 there is a 4 week allocation to an elective placement which is assessed formatively. Student progression In order to progress onto the next academic levels (level 5 and 6) you will be required to meet the university and NMC requirements for progression. NMC progression points The NMC progression points refer to the criteria which identify specific skills and professional behaviours that you must demonstrate in clinical practice to progress through each year of the course (NMC 2010). (See practice learning record). The programme is separated into three blocks over 45 weeks each year for year 1 (level 4) and year 2 (level 5). Progression point one occurs at the end of year 1 and the second progression point at the end of year 2. If you fail to meet the NMC progression points a 3rd retake opportunity will not be considered and you will be withdrawn from the programme

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In addition to meeting the NMC requirements for progression you must also meet the university requirements to progress onto the next academic level. University progression points This refers to Staffordshire University requirements as stated in the Academic Award Regulations available at: http://www.staffs.ac.uk/assets/academic_award_regulations_1-3_tcm44-50984.pdf To progress into year 2 (level 5) you must complete 120 level 4 credits and to progress to year 3 (level 6) you must complete 120 level 5 credits. You must also have met the NMC requirements (see above).

If you have failed to meet the progression points for the university requirements, under exceptional circumstances you may be considered for a 3rd retake opportunity. Third retake opportunities are considered at the discretion of the Award Board. The Award Board will consider your performance in relation to the assessment criteria of the modules, your engagement with the module, the contributions of those modules make to the outcomes of the programme, and any mitigating circumstances that may have occurred that prevent you from meeting the requirements. Any 3rd retake opportunities will NOT be considered if you do not submit and attempt to pass your referral opportunity (second attempt).

Where a 3rd retake opportunity is granted, this must be completed and confirmed within 12 weeks of progression onto the next level. This includes annual leave and any other absences (NMC 2010).

Where extenuating circumstances have meant that you have not met the conditions for progression your Award Board may, at its discretion, allow you to progress despite not having yet met those conditions. This will be subject to the professional requirements of the NMC where all outstanding modules must be completed within 12 weeks of progression onto the next level of study.

If you have failed to meet these requirements for progression, you may be allowed to enrol as a part-time student on your programme and attempt retrieval of the failed modules during the following year. You will not be permitted to progress to the next level of study until all outstanding modules have been successfully passed.

On successful completion of 360 credits and achievement of all competencies defined by the NMC (2010) you will be awarded a Registered Nurse/BSc (Hons) Nursing Practice and be able to apply for entry onto the NMC register as a Registered Nurse (Adult/Child/Mental Health) with the NMC. You must also:

Complete the programme within the maximum overall registration period for the Registered Nurse/BSc (Hons) Nursing Practice of 5 years

Meet all attendance requirements for the programme

http://www.staffs.ac.uk/assets/academic_award_regulations_1-3_tcm44-50984.pdf




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Demonstrate a satisfactory standard of conduct, performance and ethics to apply for NMC registration (NMC 2008b)

You must apply for entry onto the NMC register within 5 years of completion of this programme

The award will be classified with the associated honours where the criteria are met:

First Class Honours

Second Class Honours (upper division)

Second Class Honours (lower division)

Third Class Honours Intermediate awards There may be cases when you have to withdraw from your studies before the completion of the Registered Nurse BSc (Hons) Nursing Practice (Adult, Child, and Mental Health). In such cases, you can be given an intermediate award, named in the subject where their modules map exactly on to the programme structure.

Achievement Award

Status

300 credits overall

BSc Health Care Studies

Not eligible for entry onto the NMC register

240 credits overall

Diploma in Health Care Studies


120 credits overall

Certificate in Health Care Studies


The criteria for intermediate awards are defined in the Academic Award Regulations You will not be able to collect any more than one award. If you are given an Intermediate Award you will not be eligible for entry onto the NMC register



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HOW WILL I BE TAUGHT AND ASSESSED?

Learning and teaching This is a modular programme. Within each module there will be a range of learning activities and teaching strategies that best fit the learning outcomes of each module. The programme provides opportunities for you to develop and demonstrate learning that is theoretical, empirical, personal and ethical, and which prioritises practical clinical skills alongside critically reflective and analytical insights. The overall purpose of the learning, teaching and assessment strategy is for you to develop as an independent, autonomous practitioner in line with the aims of the programme (see page 1). Consequently, independent and transferable study skills are fundamental throughout the programme as they will enable you to expand on your abilities to;

Take responsibility for your own learning

To monitor and plan your own learning needs and goals

Think and act independently as a learner

Increase your ability to respond to change

As an independent learner you will be supported to enable you to develop and increase the skills necessary. This will be achieved through the range of learning, teaching and assessment strategies (as outlined below). In addition the direct contact hours (scheduled learning activities) for the module will reduce and the independent learning hours will increase as you progress through each year of the programme (see page 8). The amounts of scheduled learning activities and independent learning activities are clearly defined on the module descriptor for each module.

The programme will draw upon the principles of adult learning in guiding your growth and development (Knowles 1985). The purpose of the teaching interaction is to promote meaningful learning, and therefore consideration will be given to your experience as a learner, the learning climate and the promotion of continuity (Dewey 1933). You will have clear learning outcomes in theory and practice, and these elements will be constructively aligned (Biggs 1999, 2003). This means that there is joined up theory, practice and assessment. To facilitate the integration of theory and practice, this programme incorporates (but is not wholly focussed on) a case-based approach to learning whereby you will actively study relevant client/patient cases and issues which have been devised in collaboration with clinical colleagues and service users and are explored from a variety of different perspectives that provide a patient centred approach to learning.

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Practice based learning Preparation for nursing practice draws upon the areas of knowledge, skill, attitude and behaviour that will enable you to practice in a caring, compassionate, confident and competent manner. Your practice learning will focus on the four NMC (2010) competency domains of:

Professional values

Communication and interpersonal skills

Nursing practice and decision making

Leadership, management and team working The programme recognises the importance of situated learning (Steinert 2009) which is based on the idea that knowledge is contextual, and that it is influenced by the activity, context and culture in which it is used (McLellan 1996), and that the concept of authentic context has implications for how and what we teach. Situated learning is designed to bring together the cognitive, attitudinal and experiential aspects of learning that facilitate professionalism in that it bridges the gap between knowing what and knowing how by embedding learning in authentic activities (Steinert 2009). There will be a focus on:

The importance of practice and real life situations (Baldor et al 2001, Brownell & Cote 2001, Christianson et al 2007, Hatem 2003, Huddle 2005, Prislin et al 2001, Ratanawongsa et al 2006, Whitcomb 2005)

Reflection (Hilton & Slotnick 2005, Kallet et al 2007)

Collaborative learning (Cohen 1999, Goldstein et al 2006, McNair 2005, McCormack et al 2007, Stewart & Oliver 2006)

The articulation of professionalism via skills and other means (Cruess & Cruess 2006, Gedeit & Murkowski 2001, Mazor et al 2007)

Within the programme there are eight placement periods. You must spend 50% of the programme (2,300 hours) in clinical placements/ practice. This will enable you to meet the professional requirements, and enable you to pursue a wide range of activities and experiences to meet personal, educational and professional learning needs within a range of different clinical practice environments. Practice assessments will relate directly to the NMC competencies and Essential Skills (NMC 2010), in addition, your practice assessment will directly relate to the Staffordshire University’s Learning outcomes in particular the Award Specific outcome which directly relates to assessment in clinical practice (Staffordshire University 2012) enabling you to deliver high quality patient care. You will have an identified mentor in placement with whom you will have access to for a minimum of forty per cent of your placement time. Mentors will facilitate learning, guide, support, and assess your progress within the clinical component of the programme. For this relationship to be successful both you and your mentor must be clear about the outcomes to be achieved and the roles that each undertakes. There will be a robust and supportive rolling

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programme of mentor preparation and involvement. You will be required to have an identified and suitably qualified mentor or sign-off mentor (as appropriate), during your practice learning opportunity. Mentors and sign-off mentors will meet the criteria as outlined by the NMC Standards to support learning and assessment in practice (NMC 2008a). Existing mentors will be supported to understand the programme content, mentor and sign-off mentor role, and responsibilities to ensure effective and appropriate practice assessment requirements, including the management of students during practice learning opportunities and remedial actions and the referral of failing students. The university maintains close links with its partner placement providers through regular structured meetings and identified key personnel in order to ensure the Placement Strategy can be met (see Practice Learning Handbook). You will also have the opportunity to practise skills in a simulated environment whilst ensuring maximum meaningful time periods are spent in practice. These sessions take place in clinical skills laboratories and are called Skills Acquisition for Excellence days (SAfE days). There will also be exposure to a wide variety of practice learning opportunities which are offered across different counties, in several Trusts; including acute, voluntary, private, community and primary care, and other services such as the Prison service. Negotiated elective placements in year 3 enable you to develop your clinical skills and experience in a local, national or international environment of your choice relevant to your area of practice. This is something you will have to negotiate and organise but you will be supported and advised. Classroom based learning This will be facilitated and mainly delivered by the module teams, but can also include other specialist visiting lecturers, service users, carers or clinicians. Classroom based learning consists of a variety of strategies aimed at developing your evidence-based body of knowledge, as well as your nursing skills and attitudinal approaches to care. You will participate for example in: key lectures; discussions; tutor led tutorials; student led tutorials; clinical skills sessions and simulation activities; seminars; Virtual Learning Environment based materials; information technology skills; simulation activities; case based activities; group work; seminars and small group work; problem solving scenarios; and work with service users and carers to consolidate learning through taught components of the programme. There is opportunity to share learning and broaden the theoretical and clinical knowledge base with peers in the classroom setting (adult, child and mental health field specific, as well as interprofessional education provision), and as such debate and analysis engendered through involvement with this wider community of peers contributes both to the development of knowledge and skills, and also encourages the development and awareness of networks which have the potential to continue beyond the completion of the

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programme. Personal reflexivity and reflection on practice are fostered within the classroom to enhance the coherence between theory and practice (Rolfe, Freshwater & Jasper 2002, Mezirow 1990). Inter-professional learning Over the last decade several reports have advocated the need to identify and maximise opportunities for students from the various health professions to learn together in a multi-professional environment (e.g. Department of Health 2000). The benefits of this approach include:

The development of mutual understanding and respect

Understanding of differing theoretical perspectives and conceptual models

The reduction of misunderstanding through shared terminology

Inter-professional awareness and empathy (Barr et al 2000).

Completion of the programme will enable you to develop a professional perspective in relation to self and others, who are effective communicators, able to contribute productively as part of a multi-disciplinary team and who are organisationally aware. Students will be experiencing shared learning in clinical practice through working in teams and joint educational opportunities in practice areas. Therefore, some teaching sessions may be undertaken with students preparing for other health care professions, which afford opportunities for working together with future colleagues, drawing on their diverse backgrounds and experiences. Independent learning As you progress through the programme you will be supported in developing from a novice beginner to autonomous learner which is an essential lifelong learning skill for future practice. A key feature of this learning experience is the ability to develop and extend your knowledge, link theory to practice, and facilitate independence. As such each module carries with it an expected amount of independent study time, as well as classroom /practice based learning. Independent learning activities are facilitated via strategies such as directed reading, BLACKBOARD™ activity, assignment preparation, personal reflection and development of your personal reflective skills, action plans and learning contracts, engagement in nursing supervision and inter-professional working experiences with other health care professionals and practical activities. It co-ordinates with assessments, seminar and workshop experiences and other taught components of the programme as well as recognition of generic transferable skills. Independent learning will be encouraged and developed throughout the programme based on the assumption that adults are motivated, independent and exhibit different learning styles (Knowles 1985) for which independent learning will provide some flexibility.

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Integrated throughout your practice, classroom and independent learning is the need to meet the requirements of the European Directive 2005/36/EC (NMC 2009). The directive itself explicitly requires adult nursing students to undergo a range of nursing experiences that are essential to the achievement of the professional qualification of Registered Nurse; it enables adult nurses to work as a nurse within any European Union member state. Although there is not the same formal requirement for mental health and children’s fields, there is a need for awareness of these areas. Consequently, it is expected that all students across all fields will undertake learning related to areas identified by the NMC (2010). This will be evidenced via a profile introduced in the first module, and supported through years 1, 2 and 3. It contributes to your knowledge about other professional groups, and fosters inter-professional thinking. Assessment The assessment strategy matches the aims and philosophy of the programme, in that it captures the knowledge, skill, and attitudinal aspects outlined within and across modules so that the modules in their entirety meet the aims of the programme. A range of assessments reflect the requirements of the professional, regulatory and statutory bodies, as well as university requirements and regulations. The assessment strategy has been informed by the principles of equity, fairness, flexibility and the recognition of practice-based learning and is based on the University’s Principles of Assessment Policy accessed at: http://www.staffs.ac.uk/assets/academic_misconduct_tcm44-26770.pdf In recognition of the varied learning styles of adult learners in conjunction with the complex range of outcomes required of a registered nurse, there are a variety of assessments within the programme. These include:

Assessment of practice - designed to reflect assessment within each placement and also to indicate progression (i.e. via your Ongoing Achievement Record/Assessment of Practice Learning Record separated into year 1, 2 and 3)

Objective Structured Clinical examination.

Multiple choice examinations

Written assignments and essays

Reflective logs, diaries, and essays

Critical appraisal of published work

Critical appraisal of own experience

Profiles of evidence

Seen examination

The variety and flexibility of the assessment strategy is designed to offer you the opportunity to show your different strengths, and to demonstrate personal, intellectual, professional, values based, practical, attitudinal and emotional development as you progress through the programme and towards becoming a graduate nurse and autonomous practitioner.

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Each module is assessed summatively, but also has integrated formative assessment to enable you to assess your own progress. Formative feedback forms part of the individual modules, using strategies such as group tutorials, self-assessment, practical exercises and feedback from peers, module staff, or mentors in clinical practice. You will be provided with support regarding additional specific or personal needs, and assignment referral/failure within the module handbooks/programme handbook and via student support services. Practice performance is also assessed summatively (with the exception of your elective placement) but has integrated formative assessment. You will be encouraged to reflect upon and discuss your learning needs with your mentor during placement periods. This will include formatively assessing your own performance, and receiving formative feedback on this prior to any summative assessment. The assessments are designed to be effective in measuring your attainment of the intended learning outcomes for the modules and for the award and are constructively aligned (Biggs 1999). This means that all components in the teaching system - the curriculum and its intended outcomes, the teaching methods used, the assessment tasks - are aligned to each other, and outcomes against which we assess you are transparent. Tables 1, 2 and 3 illustrate the range of assessment strategies against the modules within the programme. Referral on modules Compensation You must pass both the theoretical and practice components to successfully complete the programme. The University Academic Award Regulations apply to module failure except that; compensation does not apply to students undertaking modules/programmes within nursing practice. This is due to the professional requirement to achieve a satisfactory standard in all aspects of the programme.

Please note that if you are reassessed in any module the maximum grade, which can then be awarded to you, is that of the lowest pass grade [i.e. grade point D4 (40%)]. This is the grade that would contribute to the calculation of your award classification.



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Table 1 - Assessment Strategies – Year 1/Level 4

MODULE ASSESSMENT DETAIL CREDIT shared or field specific

Professional Values, Attitudes and Behaviour

Assignment (100%) based on a given scenario from a service user perspective 2,000 words

30 Generic

Evidence in Contemporary Health Care

Health profile report (100%) 2,000 words

30 Generic

Clinical Skills for Nursing

OSCE Pass /refer/ fail MCQ (100%)

30 Generic

Adult Nursing Practice Children’s Nursing Practice Mental Health Nursing Practice

Clinical assessment of practice pass/refer/fail Reflective essay (100%), utilising a model of reflection 2,500 words

30 Field specific (Adult, Children’s and Mental Health Nursing)

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Table 2: Assessment Strategies – Year 2/Level 5


Evidence Based Nursing Practice (skills)

OSCE pass/refer/fail Assignment (100%), critical appraisal of a given research article (range and choice provided) relating to a skill 1,500 words

30 Generic

Care of the Older Person (Adult and Mental Health field )

Profile of evidence to support learning outcomes - with flexibility concerning the type of evidence Viva Voce (100%) utilising the profile

30 Field specific (Adult and Mental Health nursing)

Valuing and Protecting Children (Children’s field)

Profile of evidence to support learning outcomes - with flexibility concerning the type of evidence Viva Voce (100%) utilising the profile

30 Field Specific (Children’s Nursing)

Developing Adult Nursing Practice Developing Children’s Nursing Practice Developing Mental Health Nursing Practice

Clinical assessment of practice Pass /refer/ fail A written exam (100%) based on a seen scenario

30 Field specific (Adult, Children’s and Mental Health Nursing)

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Table 3: Assessment Strategies – Year 3/Level 6


The Graduate Nurse (Adult/ Children’s/Mental Health Nursing)

A critical appraisal (100%) relating to an aspect of the professional role of the registered adult/mental health/children’s nurse. This will include the identification of an action plan to address your personal and professional development needs 8,000 words.

60 credits Field Specific (Adult, Children’s and Mental Health Nursing)

Competent Adult Nursing Practice Competent Children’s Nursing Practice Competent Mental Health Nursing Practice

Clinical assessment of practice pass/refer/fail Numeracy examination (100% pass mark required) pass/refer/fail Profile of Evidence (100%) Year 3 focussed

60 credits Field Specific (Adult, Children’s and Mental Health Nursing)

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ADDITIONAL INFORMATION

Entry Requirements (including International English Language Testing System [IELTS] score)

IELTS 7.0 in each individual area or equivalent What qualifications would I need to join this programme? The entry requirements for the programme are normally:

Five GCSE passes at C grade or above to include English, Maths and a Science plus:

260 UCAS tariff points (details at: http://www.ucas.com/students/ucas_tariff/)

In If your GCSEs do not include English you will have to provide evidence of:

Literacy at level 2 (for example the ‘Learn Direct’ Adult Literacy Certificate)

If your GCSEs do not include Maths you will have to provide evidence of:

Numeracy at level 2 (for example the ‘Learn Direct’ Adult Numeracy Certificate)

However, a number of college courses such as ‘Access to Health’ include level 2 literacy and numeracy skills. Applicants with non-standard entry qualifications or other higher education qualifications will be considered in line with UCAS guidance. Further information is available from admissions staff within the Faculty.

I In addition to these University requirements the Nursing & Midwifery Council (NMC) require the entry criteria to reflect the requirements of a registered nurse and contribute to upholding public trust and confidence. We therefore require evidence of and a commitment throughout the course of your:

Good character and health

Good character will be judged by the two references you supply (both of which must be from people that have known you for a minimum of 2 years and are not family or friends). Additionally you will need enhanced Disclosure and Barring Service (DBS) clearance Any offer of a place will be subject to occupational health screening.

Your Good character will be judged by the two references you supply and, details contained within your personal statement and questioning at interview.

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You are also required to demonstrate a desire to care. This is considered in a variety of ways including via the application, references and interview. It is anticipated that the following will be particularly important:

Good character as related to public trust and confidence – evidenced through references, personal statement and interview

Caring skills and qualities – evidenced through references, personal statement, interview

Disability Statement Staffordshire University operates a policy of inclusive teaching and learning to ensure that all students have an equal opportunity to fulfil their educational potential. Details about how to apply to have your needs assessed can be found at: http://www.staffs.ac.uk/study_here/disabled_students/index.jsp

http://www.staffs.ac.uk/study_here/disabled_students/index.jsp

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AWARD SPECIFIC INFORMATION

The Registered Nurse (Adult/Child/Mental Health) / BSc (Hons) programme must meet the requirements set by the Nursing and Midwifery Council and European Law:

EC directive 2005/36/EC Article 31

Standards for Pre-Registration Nursing Education (NMC 2010)

Minimum academic level is degree

Each year must contain 45 programmed weeks

The programme must be 50% theory and 50% practice and include in 3 years a minimum of 2,300 hours theory (university and study time) and 2,300 hours practice (placements and clinical assessment time)

Completion of the full-time programme must be within a 5 year period

Should you need to take a break from the programme (referred to as intermission) of longer than 12 weeks then a repeat DBS and occupational health clearance will be needed before you can return

Practice assessment must be successfully achieved by the end of year 1 and year 2 in order to progress onto next level

You must successfully achieve 120 credits by the end of each year to progress onto the next level. Where a 3rd retake opportunity is granted this must be successfully passed within 12 weeks of starting the subsequent year

You will be expected to consider your ‘character and health’ each year and sign a declaration at the start of each academic year to say that it is satisfactory for you to continue the programme

You will be expected to commit to ‘professional behaviour’ throughout your course and asked at the beginning of each year to sign an agreement that you will adhere to professional behaviour

Attendance is mandatory. No placements, modules or sessions are optional

You are expected to maintain true and accurate records at all times (for example for travel, attendance and achievement)

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Appendix 1: The Staffordshire Graduate

The Staffordshire Graduate represents a set of qualities that the University passionately believes are necessary for success in the 21st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work. The table below indicates where, within your programme, these characteristics are addressed:

Characteristic

Award module(s) including level and number of credits

Method of assessment

Work-ready and employable

60 credit level 6 modules: Competent mental health nursing practice Competent adult nursing practice Competent children’s nursing practice

Summative: numeracy examination Clinical practice assessment Learning portfolio based on year three

60 credit level 6 modules: The graduate nurse (mental health) The graduate nurse (adult) The graduate nurse (children)

Summative: critical appraisal of experience of leading care delivery including the identification of personal and professional development needs as a newly qualified nurse to include SWOT and action plan

Understanding of enterprise and entrepreneurship



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Understanding of global issues and their place in the global economy



Communication skills

30 credit level 4 module Professional values, attitudes and behaviours (all fields)

Summative: Written assignment focused on a given scenario from a service user perspective Formative: group work, seminar, discussion

30 credit level 5 module Community based care (all fields)

Summative: challenges which impact on the nurse delivering care closer to home Formative: seminar

30 credit level 4 modules: Mental health nursing practice Adult nursing practice Children’s nursing practice

Summative: Clinical practice assessment Reflective essay and action plan

Presentation skills


Formative: group work, seminar, discussion

30 credit level 5 module Care of the older adult (mental health and adult fields)

Summative: Reflective Case Study and seminar presentation of case study

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The ability to interact confidently with colleagues


Formative: group work, seminar, discussion

30 credit level 5 module Community based care (all fields)

Summative: challenges which impact on the nurse delivering care closer to home Formative: seminar

Independence of thought

All modules, building progressively year on year

Skills of team-working

30 credit level 4 module Contemporary evidence in health (all fields)

Summative assessment: production of a Health Profile – relating to one locality for one particular population group

30 credit level 5 module Valuing and protecting children (children field)

Formative: group presentation of 10-15 minutes’ duration based on students’ experiences

Ability to carry out inquiry-based learning and critical analysis

30 credit level 4 module Contemporary evidence in health (all fields)

Summative assessment: production of a Health Profile – relating to one locality for one particular population group

30 credit level 5 module Evidence based nursing practice skills (all fields)

Summative: critical appraisal of a research article Formative: simulation in laboratories

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Skills of problem solving and creation of opportunities

30 credit level 5 module Care of the older adult (mental health and adult fields)

Summative: Reflective Case Study and seminar presentation of case study

30 credit level 5 module Valuing and protecting children (children field)

Summative: profile exploring issues related to safeguarding, inter-professional working and risk assessment Formative: group presentation of 10-15 minutes’ duration based on students’ experiences

30 credit level 5 modules: Developing mental health nursing practice Developing adult nursing practice Developing children’s nursing practice

Summative: Examination related to a given scenario

Technologically, digitally and information literate


Summative: Written assignment focused on a given scenario from a service user perspective Use of TurnitinTM report

30 credit level 4 modules: Mental health nursing practice Adult nursing practice Children’s nursing practice

Summative: Clinical practice assessment Reflective essay and action plan

30

Able to apply Staffordshire Graduate attributes to a range of life experiences to facilitate life-long learning



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