BSc (Hons) Nursing

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UNIVERSITY OF YORK

UNDERGRADUATE PROGRAMME REGULATIONS

This document applies to students who commence the

programme(s) in:

September 2015

Awarding institution Teaching institution

University of York University of York

Department(s)

Health Sciences

Award(s) and programme title(s) Level of qualification

BSc (Hons) Nursing 6(H)

Interim awards available

Certificate of Higher Education (Level 4/Certificate) Certificate of Higher Education in Care

Related Studies*

Diploma of Higher Education (Level 5/Intermediate) Dip HE in Care Related Studies *

*These are academic awards only and do not confer professional nursing status.

UCAS Code

Nursing Adult - B742; Nursing Child - B732; Nursing LD - B763; Nursing MH - B762

Admissions criteria

Dependent upon successful clearance on Disclosure & Barring Service and Occupational Health including formal

verification on entry criteria and qualifications. Applicants must also meet all eligibility and residence criteria.

Length and status of the programme(s) and mode(s) of study

Programme Length (years) and status (full-time/part-time)

Mode

Face-to-face, campus-based

Distance learning Other

BSc (Hons) Nursing 3 years full time – [not less than 4600 hours total (2300 theory and 2300 practice) NMC 2010]

Yes No Practice Placements

Programme accreditation by Professional, Statutory or Regulatory Bodies (if applicable)

Registration on Part 1 of the Professional Register of the Nursing and Midwifery Council (NMC, 2010) (Field of

Practice specified as Learning Disability, or Children’s Nursing, or Adult Nursing, or Mental Health).

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Educational aims of the programme

Programme Aims:

A. To prepare students for admission to the NMC professional register through the development of knowledge, skills and attitudes that meet the statutory requirements.

B. To provide students with a sound foundation of theoretical knowledge for nursing practice. This will include life sciences, pharmacology, social, health and behavioural sciences.

C. To prepare registered nurses who are “fit for purpose” and are capable of assessing, planning, implementing and evaluating compassionate, evidence-based care.

D. To ensure students take account of the professional standards, ethics and legal requirements and responsibilities relevant to all aspects of their role leading to professional registration and beyond.

E. To enable students to be adaptable, flexible and responsive to the complex needs of diverse client groups, carers and communities thus developing meaningful relationships within the specific context of their care and individual settings. Where appropriate, enabling client self-management and independence.

F. To facilitate the development of self-awareness, assurance and confidence in students so that they can work collaboratively across a wide range of health and social care settings and in partnership with relevant individuals, groups and agencies.

G. To help students develop the skills of critical thinking, creative problem-solving, clinical judgement, decision-making and effective leadership so that they can offer competent, evidence-based care or safely co-ordinate, manage and supervise the delivery of care.

H. To enable students to appreciate the value of independent enquiry, thus enhancing the necessary skills for life-long learning and accountable, professional practice whilst participating in a research community and contributing to the development of new knowledge.

I. To help students develop the skills of teacher and mentor so that they can guide, supervise and provide an effective role model and supervision for skilled, thoughtful and compassionate evidence-based care to individuals in a wide range of health and social care settings.

J. To enable students to develop the skills needed to maintain the quality of care delivery and contribute to service improvement.

K. To prepare students to identify and manage risk in the context of nursing practice and governance.

L. Through involvement in health and voluntary sector, prepare students to contribute to public health on an individual, population, strategic and community level.

Intended learning outcomes for the programme – and how the programme enables students to achieve and

demonstrate the intended learning outcomes

This programme provides opportunities for students to develop and

demonstrate knowledge and understanding qualities, skills and other

attributes in the following areas:

The following teaching, learning and assessment methods

enable students to achieve and to demonstrate the

programme learning outcomes:

A: Knowledge and understanding

Knowledge and understanding of:

For the Certificate and Dip HE:

1. Historical, social and philosophical perspectives that define the nature of nursing and professional caring relationships in the 21st century.

Learning/teaching methods and strategies

(relating to numbered outcomes):

Lectures (1-12)

Seminars (1-12)

Clinical Simulation unit practice

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2. The life sciences: anatomy, physiology, pathology, pharmacology, microbiology, genetics, nutrition and their application to the nursing care of specific client groups.

3. Social, health and behavioural sciences: sociology, policy and politics, anti-discriminatory practice and their application to nursing.

4. Ethics, law and humanities relevant to nursing practice:

5. Management of self and others reflective practice.

Additionally for the Degree and registration

6. Applied ethics, law and humanities relevant to nursing practice: ethico-legal frameworks within nursing and related research, caring, compassion and spirituality.

7. Management of self and others’ reflective practice: teaching and learning, leadership, organisational management, clinical governance applied to nursing care of clients and client groups.

8. Professional requirements of regulatory body, “The Code” (NMC 2008), and professional issues e.g. advocacy and partnership.

9. Clinical governance applied to nursing care of clients and client groups.

10. The theory and evidence underpinning the management of care.

11. Concepts of management. Leadership, team working and decision making theory.

12. Concepts of nursing knowledge, the research process and evidence based practice.

(2,3,4,5,7)

Practice Placements (1-12)

Directed reading (1-12)

Use of the virtual learning environment (1-12)

Types/methods of assessment (relating to

numbered outcomes):

Essays

Examinations

OSCE’s

Presentations

Practice portfolio

Service improvement project

B: (i) Skills - discipline related

Able to:

For the Certificate:

1. Engage in, and disengage from, therapeutic and professional relationships through the use of effective interpersonal skills and the creative use of theories and research.

2. Provide safe and sensitive care through the use of practical skills and knowledge of current best practice.

3. Recognise potential risk and intervene to prevent, where possible, complications occurring.

4. Contribute to public protection by creating and maintaining a safe environment of care.

Additionally for the Dip HE:

5. Undertake and document a comprehensive, systematic

Learning/teaching methods and strategies

(relating to numbered outcomes):

Lectures (1-17)

Seminars (1-17)

Clinical Simulation unit practice (2,3,4,5,7,8,10,11,13,17)

Practice Placements (1-17)

Directed reading (1-17)

Use of the virtual learning environment (1-17)

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and accurate nursing assessment of the physical, psychological, social and spiritual needs of patients, clients and communities.

6. Formulate and document a plan of nursing care in partnership with and the consent of patients, clients and where appropriate, their carers and families.

7. Assess, monitor and update priorities in practice and deliver care competently to meet identified need.

8. Evaluate the outcomes of nursing and other interventions and accurately document.

9. Analyse and interpret relevant health education/promotion information and use this knowledge to promote the health and wellbeing of patients, clients and groups.

Additionally for the Degree and registration

10. Use relevant theoretical and research evidence to enhance systematic assessments of patients, clients and communities’ needs.

11. Critically evaluate the effectiveness of clinical judgement across a range of professional care contexts.

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

13. Critically evaluate outcomes of interventions, adjust care and document accordingly.

14. Justify changes in priorities using research evidence and communicate these effectively.

15. Develop health education/promotion strategies.

16. Implement strategies to promote and evaluate partnership working.

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

Types/methods of assessment (relating to

numbered outcomes):

Essays

Examinations

OSCEs

Presentations

Practice portfolio

Service improvement project

B: (ii) Skills - transferable

Able to:

For the Certificate:

7. Confidently present information orally, in writing and, where appropriate through the use of technology.

Additionally for the Dip HE :

8. Demonstrate an understanding of research and other evidence and where appropriate, apply findings to practice.

9. Demonstrate the ability to access retrieve and utilise relevant information relevant to practice

Learning/teaching methods and strategies

(relating to numbered outcomes):

Lectures (1-7)

Seminars (1-7)

Clinical Simulation unit practice (1)

Practice Placements (1-7)

Directed reading (1-7)

Use of the virtual learning environment (1-7)

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Additionally for the Degree and registration

10. Interpret and use data with the aid of technology to enhance the management of care in accordance with NMC guidance.

11. 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.

12. Demonstrate critical understanding of research-based knowledge and its application to practice.

13. Articulate and justify decision-making and problem solving processes associated with decision-making.

Types/methods of assessment (relating to

numbered outcomes):

Essays

Examinations

OSCEs

Presentations

Practice portfolio

Service improvement project

C: Experience and other attributes

Able to:

For the Certificate and Dip HE:

1. Manage oneself, one’s practice, and that of others, recognising one’s own abilities and limitations.

Additionally for the Degree and registration

2. Manage oneself, one’s practice, and that of others, in accordance with the NMC Code (2015), recognising one’s own abilities and limitations.

3. Provide appropriate levels of guidance, role-modelling and support to others in the delivery of healthcare.

4. Anticipate potential stressful situations and participate in minimising risk.

5. Demonstrate accountability for nursing care delivered, taking into account social, spiritual, cultural, legal, political and economic factors.

Learning/teaching methods and strategies

(relating to numbered outcomes):

seminars (1-5)

practice placements (1-5)

cooperative learning groups (1-5)

Types/methods of assessment (relating to

numbered outcomes):

practice assessments

OSCE examinations

Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points

(e.g. National Occupational Standards, or the requirements of Professional, Statutory or Regulatory bodies)

NMC Standards of Proficiency for Pre-registration Nursing Education http://www.nmc.org.uk/standards/additional-standards/standards-for-pre-registration-nursing-education/ Skills for Health http://www.skillsforhealth.org.uk/standards The NHS Improving Quality http://www.nhsiq.nhs.uk/improvement-programmes.aspx The NHS Leadership Academy http://www.leadershipacademy.nhs.uk/

QAA Benchmarks for Nursing http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmark-statement-Health-care-programmes---Nursing.pdf

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Framework for Higher Education Qualifications http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf NMC Quality Assurance Framework (2013) http://www.nmc.org.uk/globalassets/sitedocuments/edandqa/quality-assurance-framework.pdf

University award regulations

To be eligible for an award of the University of York a student must undertake an approved programme of study, obtain a specified number of credits (at a specified level(s)), and meet any other requirements of the award as specified in the award requirements, programme information, and other University regulations (e.g. payment of fees). Credit will be awarded upon passing a module’s assessment(s) but some credit may be awarded where failure has been compensated by achievement in other modules. The University’s award and assessment regulations specify the University’s marking scheme, and rules governing progression (including rules for compensation), reassessment, award requirements and degree classification. The award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.

N.B. In accordance with the Quality Assurance Framework (2013 annex 1) no compensation may be applied to any assessment within theory or practice.

Departmental policies on assessment and feedback

Detailed information on assessment (including grade descriptors, marking procedures, word counts etc.) is available in the written statement of assessment which applies to this programme and the relevant module descriptions. These are available in the student handbook and on the Department’s website:

https://www.york.ac.uk/healthsciences/student-intranet/timetables/module-descriptors/

Information on formative and summative feedback to students on their work is available in the written statement on feedback to students which applies to this programme and the relevant module descriptions. These are available in the student handbook and on the Department’s website:

https://www.york.ac.uk/healthsciences/student-handbooks/

Are electives permitted? No

Can a Languages For All (LFA) module be taken ab

initio (i.e. beginner level) in Stage 1?

No

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Diagrammatic representation of the programme structure by stage, showing the distribution

and credit value of core and option modules

Stage 1

120 Credits - Level 4

Term 1 Term 2 Term 3 Term 4

Individual & Public Health – 20 credits

Fundamental Communication Skills in

Nursing – 10 credits

Professional Identity – 10 credits

Promoting Quality & Safety in Healthcare –

10 credits

50

Co-operative Learning Group 1 – 20

credits

Co-operative Learning Group 2 – 20

credits

40

Nursing Practice Experience 1 – 10

credits

Nursing Practice Experience 2 – 20 credits 30

Total Credits 120

Practice Placement hours: 750

Stage 2

120 Credits - Level 5

Term 1 Term 2 Term 3 Term 4

Field specific module 1 – 20 credits

Field specific module 2 – 20 credits

Field specific module 3 – 10 credits

50

Co-operative Learning Group 3 - 20

credits

Co-operative Learning Group 4 – 20 credits 40

Nursing Practice Experience 3 – 10

credits

Nursing Practice Experience 4 – 10 credits

30

Community Practice Experience – 10

credits

Total Credits 120

Practice Placement hours 720. Total practice hours for stage 2 = 720 (maximum)

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Stage 3

120 Credits - Level 6

Term 1 Term 2 Term 3 Term 4

Field specific module 4 – 20 credits 20

Service Improvement Project – 40 credits 40

Co-operative Learning Group 5 – 20

credits

Co-operative Learning Group 6 – 10 credits 30

Nursing Practice Experience 5 – 20

credits

Nursing Practice

Experience 6 – 10

credits

Nursing practice

experience – 4

week elective – 0

credit

30

Total Credits 120

Practice Placement hours: 937.5

Total practice hours in programme 2407.5

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Overview of modules by stage

All modules are non-compensatable; any resubmission of assignments will take place at least eleven weeks after the first submission. (NMC QA framework

2013 annex 1 http://www.nmc.org.uk/globalassets/sitedocuments/edandqa/quality-assurance-framework.pdf )

Stage 1

Core module table

Module title Module code

Credit level1

Credit value2

Prerequisites

Assessment rules3

Timing and format of main assessment (AuT – Autumn Term, SpT- Spring Term, SuT – Summer Term)

Nursing Practice Experience 1 HEA00032C 4 10 None P/F NC Practice assessment workbook

Nursing Practice Experience 2 HEA00033C 4 20 None P/F NC Practice assessment workbook and MCQ examination

Co-operative Learning Group 1 HEA00030C 4 20 None NC Presentation & supporting documents

Co-operative Learning Group 2 HEA00031C 4 20 None NC Essay

Individual & Public Health HEA00026C 4 20 None NC Commentary on learning gained through undertaking the community profile workbook

Fundamental Communication Skills in Nursing

HEA00027C 4 10 None NC Essay

Professional Identity HEA00028C 4 10 None NC Essay

Promoting Quality & Safety in Healthcare

HEA00029C 4 10 None NC 1.5 hour closed examination

1 The credit level is an indication of the module’s relative intellectual demand, complexity and depth of learning and of learner autonomy (Leve l 4/Certificate, Level 5/Intermediate, Level 6/Honours, Level 7/Masters) 2 The credit value gives the notional workload for the module, where 1 credit corresponds to a notional workload of 10 hours (including contact hours, private study

and assessment) 3 Special assessment rules

P/F – the module marked on a pass/fail basis (NB pass/fail modules cannot be compensated)

NC – the module cannot be compensated

NR – there is no reassessment opportunity for this module. It must be passed at the first attempt

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Stage 2

Core module table

Module title Module code

Credit level

Credit value

Prerequisites

Assessment rules

Timing and format of main assessment

Nursing Practice Experience 3 HEA00118I 5 10 Stage 1 modules

P/F NC Practice assessment workbook

Nursing Practice Experience 4 HEA00132I 5 10 Stage 1 modules

P/F NC Practice assessment workbook

Community Practice Experience HEA00131I 5 10 Stage 1 modules

NC Oral presentation

Co-operative Learning Group 3 HEA00116I 5 20 Stage 1 modules

NC Poster presentation

Co-operative Learning Group 4 HEA00117I 5 20 Stage 1 modules

NC Essay

Field specific: Adult

FS 1: Long Term Conditions HEA00105I 5 20 Stage 1 modules

NC Essay

FS 2: Safety in Adult Nursing Practice HEA00104I 5 20 Stage 1 modules

NC Essay

FS 3: Communication in Adult Nursing Practice

HEA00106I 5 10 Stage 1 modules

NC Essay

Field specific: Mental Health

FS 1: Core Values, Knowledge & Skills for Mental Health Nursing

HEA00107I 5 20 Stage 1 modules

NC Essay

FS 2: Therapeutic Interventions in Mental Health Nursing

HEA00108I 5 20 Stage 1 modules

NC OSCE

FS 3: Complex Presentations in Mental Healthcare

HEA00109I 5 10 Stage 1 modules

NC Essay

Field specific: Children’s Nursing

FS 1: Children, Young People, Family & Society

HEA00110I 5 20 Stage 1 modules

NC Essay

FS 2: Nursing Children & Young People with Healthcare Needs

HEA00111I 5 20 Stage 1 modules

NC OSCE

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FS 3: Children & Young People with Continuing Care Needs

HEA00112I 5 10 Stage 1 modules

NC Report on presentation/poster

Field specific: Learning Disability

FS 1: Person-Centred Communication

HEA00113I 5 20 Stage 1 modules

NC Essay

FS 2: The Health Needs of People who have Learning Disabilities

HEA00114I 5 20 Stage 1 modules

NC Produce & critique of a piece of health promotion material

FS 3: Understanding & Supporting People whose Behaviour Challenges Others

HEA00115I 5 10 Stage 1 modules

NC Essay

Stage 3

Core module table

Module title Module code

Credit level

Credit value

Prerequisites

Assessment rules

Timing and format of main assessment

Nursing Practice Experience 5 HEA00106H 6 20 Stage 2 modules

P/F NC Practice assessment workbook

Nursing Practice Experience 6 HEA00107H 6 10 Stage 2 modules

P/F NC Practice assessment workbook & mandatory First Aid course

Co-operative Learning Group 5 HEA00104H 6 20 Stage 2 modules

NC Essay

Co-operative Learning Group 6 HEA00105H 6 10 Stage 2 modules

NC Essay

Field specific: Adult

FS 4: Acute & Complex Adult Care HEA00099H 6 20 Stage 2 modules

NC 3 hour closed examination

Field specific: Mental Health

FS 4: Principles of Effective Care Delivery

HEA00100H 6 20 Stage 2 modules

NC 3 hour closed examination

Field specific: Children’s Nursing

FS 4: Advancing Knowledge & Skills in Children & Young People’s Nursing

HEA00101H 6 20 Stage 2 modules

NC 3 hour closed examination

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Field specific: Learning Disability

FS 4: Understanding & Supporting Individuals with a Learning Disability who use Forensic Services

HEA00102H 6 20 Stage 2 modules

NC 3 hour closed examination

Generic:

Service Improvement Project HEA00103H 6 40 Stage 2 modules

NC Dissertation

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Additional year variants e.g. year in Europe, year in industry

None

Replacement year variants

Not applicable

Transfers out of or into the programme

Students may step off the programme completely at the end of Stage 1 if they have successfully

passed all Level 4 accredited modules and receive a Certificate of Higher Education in Care Related

Studies. This certificate carries no professional award but is consistent with the core standards for

NVQ 3 nursing support worker role although this would need assessment and verification by

subsequent employers.

Students may also step off the programme completely at the end of Stage 2 if they have successfully

passed all Level 5 accredited modules and receive a Dip HE in Care Related Studies. This Dip HE

carries no professional award, but is consistent with the core standards for a Foundation Degree

(Associate Practitioner) although this would need assessment and verification by subsequent

employers.

Students wishing to transfer from other institutions would be assessed against whichever Stage (1, 2

or 3) using the department’s AP(E)L process and the NMC requirements for progression.

In accordance with NMC requirements (NMC 2010) students transferring from another institution or

returning after a lengthy break will be checked for Good Health and Character.

Exceptions to University Award Regulations approved by University Teaching Committee

Exception Date approved

NMC (2010) Good Health and Good Character: Guidance for Educational Institutions

http://www.nmc-uk.org/Educators/Good-health-and-good-character/

February 2011

In accordance with NMC assessment requirements (NMC QA framework 2013 annex 1) compensation is not permitted for this programme of study.

http://www.nmc-uk.org/Educators/Quality-assurance-of-education/Quality-assurance-framework/

June 2014

Quality and Standards

The University has a framework in place to ensure that the standards of its programmes are

maintained, and the quality of the learning experience is enhanced.

Quality assurance and enhancement processes include:

the academic oversight of programmes within departments by a Board of Studies, which includes

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student representation

the oversight of programmes by external examiners, who ensure that standards at the University of York are comparable with those elsewhere in the sector

annual monitoring and periodic review of programmes

the acquisition of feedback from students by departments, and via the National Student Survey.

More information can be obtained from the Academic Support Office:

http://www.york.ac.uk/about/departments/support-and-admin/academic-support/

Departmental Statements on Audit and Review Procedures are available at:

https://www.york.ac.uk/staff/teaching/

Date on which this programme information was

updated:

18.08.16

Departmental web page: http://www.york.ac.uk/healthsciences/

Please note

The information above provides a concise summary of the main features of the programme and the

learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if

he/she takes full advantage of the learning opportunities that are provided.

Detailed information on the learning outcomes, content, delivery and assessment of modules can be

found in the module descriptions.

The University reserves the right to modify this overview in unforeseen circumstances, or where the

process of academic development, based on feedback from staff, students, external examiners or

professional bodies, requires a change to be made. Students will be notified of any substantive

changes at the first available opportunity.