Course Specification. BSC (Hons) Adult Nursing (BSANR) LEEDS BECKETT UNIVERSITY

Transcription

1 LEEDS BECKETT UNIVERSIT Course Specification BSC (Hons) Adult Nursing (BSANR) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications are updated on an annual basis to include modifications approved through our University s quality assurance processes. This Course Specification provides an indication of the current curriculum. If any changes are made to material information an updated Course Specification will be made available.

2 Faculty of Health & Social Sciences Award and programme title: BSc (Hons) ADULT NURSING Level of qualification: 6 Contained awards available Award Title Level BSC Adult Nursing 6 BSC Health Related Studies 6 DIPHE Health Related Studies 5 CRTHE Health Related Studies 4 Length and status of programme and mode of study: 3 years full time at City Campus Course Specification Overview and Aims The Adult nursing course has been developed in direct response to the Nursing and Midwifery Council (NMC) standards for pre registration nursing education 2010 to develop future practitioners that can demonstrate the qualities identified in the following two quotes. The Royal College of Nursing defines nursing as: the use of clinical judgement in the provision of care to enable people to improve, maintain or recover health, to cope with health problems, and to achieve the best quality of life, whatever their disease or disability until death (RCN 2003). The Nursing and Midwifery Council states: The nurse is a safe, caring and competent decision maker willing to accept personal and professional accountability for his/her actions and continuous learning. The nurse practices within a statutory framework and code of ethics delivering nursing practice (care) that is appropriately based on research evidence and critical thinking that effectively responds to the needs of individual clients (patients) and diverse populations (NMC 2010). Today s nurses are required to demonstrate an intricate interplay between fundamental care and high level technical competence, bio medical knowledge and decision making skills and the ability to develop therapeutic relationships based on compassion and holistic and intelligent care (Louder and Darling 2009). In addition they are required to do this in a variety of contexts which demand being an effective team member where communication skills, public and patient involvement and commitment to inter professional learning are key.

3 The aim of the BSc (Hons) Adult nursing course is to enable the achievement of the standards for competence sufficient for safe and effective practice for entry to the Nursing and Midwifery Council Register as an Adult nurse who is equipped to deal with the realities and complexities of current and emerging health care needs. We pride ourselves in educating nurses to learn at a deep level (Entwistle, 2003) thus becoming reflective practitioners, able to articulate critical thought, value innovation and effect change through evidence based practice. By encouraging self awareness, emphasising the student s responsibility to life long and self directed learning, we believe that this course firmly establishes the nursing student in their future careers as responsive, proactive and flexible practitioners comfortable with change, who are value focused and reality aware. The NMC Standards for Pre registration Nurse Education (2010) identify four Field Standards for Competence for Adult Nurses which are embedded throughout the course: 1. Adult nurses must 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. 2. They 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. 3. They must be able to carry out accurate assessments 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 the essential and complex physical and mental health needs. 4. Adult nurses must be able to provide leadership in managing adult nursing care, understand and co ordinate interprofessional care when needed and liaise with specialist teams. They must be adaptable and flexible and able to take a lead in responding to the needs of all people in a variety of situations, including when immediate or urgent care is needed. They must recognise their leadership role in disaster management, major incidents and public health emergencies and respond appropriately to their levels of competence. Course Learning Outcomes 1 To enable the achievement of the standards for competence sufficient for safe and effective practice for entry to the Nursing and Midwifery Council register as an Adult nurse 2 To develop nursing students understanding of the complexity of influences that impact on a person s health 3 To develop the nursing students understanding of the impact of health policy, locally, internationally and globally 4 To develop nursing students critical evaluation and IT skills to enable them to effectively use evidence based information

4 5 To develop nursing students communication skills so that they can engage and disengage therapeutically with service users, be an enterprising and effective team member contributing to the development of other nurses and health care professionals 6 To ensure that nursing students are aware of their professional accountability to practice within an ethical and legal framework, which will include consideration of diversity. Course Structure To achieve the 2300 minimum practice learning hours (which are stipulated by the NMC and includes weekends, nights and bank holiday experience) and to manage resources effectively students on each level will attend University on set days for example: level 4 will attend university on Monday and engage with 4 days in practice learning (Tuesday to Sunday) level 5 will attend University on Tuesday and 4 days in practice learning (Wednesday to Monday) level 6 will attend University on Thursday and Friday and 3 days in practice learning (Saturday to Wednesday) Students will also have block weeks in University to allow access to specialist teaching facilities, (laboratories, communication suite, and skills labs). Course Structure Level 4 In semester 1: two full modules will be delivered: Communication 1: Therapeutic use of self and Professional, legal and ethical practice, alongside the first half of two modules, Skills for Practice and Academic, Professional and Personal Development. These modules provide the nursing student with the fundamental knowledge required to participate in effective practice learning commensurate with level 4 study and expectations of first stage nursing students. In semester 2, students will complete modules Skills for Practice and Academic, Professional and Personal Development as well as Human Physiology and Nursing and Health. It is anticipated that following practice learning in semester 1 students will have the appropriate experiences to be able to relate the content of these modules to the broader context of the determinants of health care delivery. All these modules will be shared delivery, where both adult and mental health students learn together; module leaders have ensured that the content is equally weighted with examples for each field of practice. Nursing students at level 4 receive an induction at the start of their programme where expectations, programme structure and progression are explained. In addition prior to commencement of each new learning experience students will receive a preparation for practice period where they will explore how to maximise their learning experience.

5 Semester 1 Core () Semester 2 Core () Skills for Practice Adult Nursing L4 Academic, Professional and Personal Development L4 Communication 1: Therapeutic use Human Physiology L4 of self L4 Professional, Legal & Ethical Practice Nursing and Health L4 an introduction L4 Level 5 In semester 1: two full modules will be delivered: Communication 2 will be delivered separately to Adult nursing students and Mental health nursing students addressing field specific competencies pertinent to that field of practice. Human Physiology 5a will be shared delivery, ensuring that Adult nurses and Mental health nurses have knowledge to meet the essential mental and physical health needs of people of all ages and conditions as well as their own field of practice (NMC 2010 p7). In addition, half of two modules, Skills for Practice and Academic, Professional and Personal Development will be undertaken. In semester 2, modules Human Physiology 5b and Approaches to Nursing Care will be delivered. These modules again build upon the depth of knowledge already gained and also prepare those nursing students who may want to undertake an experience abroad at the end of level 5. Students also will complete modules Skills for Practice and Academic, Professional and Personal Development. Semester 1 Core () Semester 2 Core () Skills for Practice Adult Nursing L5 Academic, Professional and Personal Development L5 Communication 2: Counselling & Approaches to Nursing Care Interpersonal Skills for Nursing Practice (Adult Nursing) Human Physiology 5a Human Physiology 5b Level 6 At level 6 the delivery of all modules has to be complete by the beginning of May so that students can undertake their final practice learning experience of at least 12 continuous weeks (NMC 2010 R5.3.5). As a result modules do not fit into the standard semesters. All level 6 modules are delivered between weeks 3 and 33, the latter 6 weeks being dedicated to Skills for Practice. These include professional development and preparation for employment, ensuring nursing students feel confident to undertake their final placement and to apply for their first posts. During the final continuous practice learning experience students are allocated one day per week to work on their Extended study (Leadership, Management and Enterprise) and during this time each student will have the opportunity to meet with their Extended study learning groups and facilitator for up to six one hour sessions. Semester 1 Core () Semester 2 Core () Skills for Practice Adult Nursing L6 Personal, Professional and Inter Professional Practice preparation for registration portfolio

6 Leadership, Management and Enterprise Supporting People with Long Term Conditions and in End of Life Care (Adult Nursing) Introduction to Non Medical Prescribing Learning and Teaching Details relating to contact hours and other key information sets (KIS) are available on the course page of our Online Prospectus on our website. Learning and Teaching Approaches The learning and teaching throughout the course has a student centred emphasis, with the programme offering students a wide variety of methods of delivery. These will reflect the pedagogical philosophies underpinning the concept of applied learning and will range from the traditional lecture and seminar based approach to more creative student centred and problem solving approaches, building on existing strengths and practices. These modes of delivery include: situated learning (Anderson, 1996; Wakefield, 1996), experiential learning, e learning, problem based learning (Andrew and Jones, 1996), laboratory based learning and learning using simulated patients. Situated learning is particularly useful in preparing students for professional practice as it provides the forum for deconstructing the skills into those that are necessarily needed in the given context, allowing for development of specific skills and cognitive abilities essential for the education of professional practitioners. Similarly, problem based learning helps to develop practitioners who can use decision making skills to inform professional practice and maintains the applied learning focus. Students are central to the learning process in problem solving approaches and the approach helps to develop a questioning and reflective approach to situations and understanding. The programme will retain a strong focus on practice support teaching providing integration of theory and practice and fostering a reflective approach to learning. This will be supported through the use of an e portfolio to enable students to reflect on and critique their practice experiences in a safe environment. E learning provides students with an opportunity to develop skills within the important medium of IT, essential for preparation for practice within the technological environment of the current and developing health and social care arena. E learning has been successfully developed within the existing provision and the new programme builds on these developments to equip students with the skills and confidence to work effectively in an ever changing environment. The e learning allows students to access materials when they need them and in a variety of ways which supports their development. There are integrated activities that link learning in the University, with learning on placement and at home, e.g., the medication calculations learning package.

7 Inter professional learning (IPL) is essential to prepare practitioners for working in partnership with members of the multi disciplinary team within and across sectors of health and social care. Thus students are provided with opportunities for shared learning and reflection with other health and social care students across the Faculty throughout the programme of study. In addition, in keeping with the patient and public involvement agenda, there is a strong focus on working with users and carers and valuing their narratives and experiences. Working in partnership with users and carers and the IPL develops existing strengths and Faculty wide developments. Learning and Teaching Activities These include lectures, seminars, practice support, simulated learning, on line quizzes and on line activities. There is a course level overview of learning and teaching which ensures that there is balance across the year and progression throughout the course, and with a focus on encouraging increasing independence and advances skills, taking account of different preferences, learning styles and disabilities. Graduate Attributes Global outlook The nursing course has embedded cross cultural capability (mapping in appendices) and global perspectives throughout the three years. The NMC (2010) requires that nursing students must be accepting of different cultural traditions and beliefs, demonstrate respect for diversity and individual preference, and value difference regardless of personal view. A number of modules address the global outlook including all three years of Skills for Practice and Academic, Professional and Personal Development. In recognition of the impact of globalisation on healthcare and its delivery students will receive specific input on WHO health priorities and debate the impact of international health policy on human rights, unexpected health risks and culture in the level 6 extended study module. Furthermore students have an opportunity to volunteer overseas throughout the course Digital literacy Throughout the three years of the course students will build on their digital literacy skills. Pre entry students use the social networking site to engage with other students and access resources to support their transition. At the start of the course, all students undertake a Quick scan test to identify their individual learning styles and any learning support requirements. Throughout year one literature searching skills are developed (APPD) and basic numeracy skills (Skills) are examined on line. ear two progresses the digital literacy skills further through PowerPoint assessments (Skills) and the critique and appraisal of evidence from literature reviews (PPIP). In the final year of the course, students have to complete an online clinical calculations exam (Skills) demonstrating complex drug administration and are assessed in their use of IT systems in practice. Nursing students are required to access and maintain patient data using a range of software and devices. The course uses on line packages such as Elsevier Clinical Skills.com and Safemedicate which replicate authentic drug calculations and practical skills activities in

8 a virtual setting. Turnitin is being used within many modules as a developmental tool for students to appraise their work prior to final assessment. An emphasis is placed on information governance throughout the course by the Department of Health and placement providers. Students must complete an annual online assessment before they can safely access patient data systems whilst on placement. Within the University students will engage with digital tools to search for information, evaluate and present information for presentations including power point and poster presentations. Students are supported at level 6, to develop skills in critically appraising literature from a variety of sources. The use of the VLE is integrated throughout the course with structured learning activities to support face to face teaching and learning. Nursing students are also encouraged to engage with the Leeds Beckett Nursing Student Group and are provided with clear NMC guidance on the use of social networking. Professional development planning and skills development is integrated throughout the course by use of an assessed e portfolio, which along with the VLE, provides a focus for formative development throughout the course. Being Enterprising The nature of nursing courses requiring students meet certain standards ensures that these attributes are embedded. In particular the curriculum ensures that a reflective approach is used in assessment and learning. Specifically the Academic, Professional and Personal Development module gives students the opportunity to practice giving and receiving feedback, self awareness and team working. In the level 6 Leadership, Management and Enterprise module, students have to identify an area of practice that they would change having evaluated evidence that would support such a change in practice. The course team are mindful that whilst the majority of students will seek employment within the healthcare sector some may wish to transfer their skills and knowledge into different employment opportunities. Throughout the course, we specifically address employability skills and how students can optimise their employability through CV development and mock interviews. These sessions are supported by practitioners and the University Careers Team. The PPIP module at level 6 embeds develops enterprising skills within an interprofessional learning environment. Use of the Virtual Learning Environment Students are introduced to the virtual learning environment at the start of the course and it is integrated throughout the course to support all structured and guided academic activity. Independent study and learning is also facilitated through the VLE with a range of interactive resources and links to professional and academic materials and sites. Examples include: Virtual discussion areas in PPIP and Skills for Practice Modules. On line submissions and feedback for Human Physiology modules, self assessment quizzes in Skills for Practice and lecture slides available on the VLE for relevant modules.

9 Use of Blended Learning Blended learning is prominent throughout the course. A particular example is the Skills for Practice Modules, where lectures and practicals are supported by the use of discussion boards, on line formative tests with feedback and videos which they can post reflections on. Students are encouraged to submit draft work for modules electronically via Turnitin. Some modules use on line submission of summative work with students receiving feedback via the same method. No module is delivered entirely on line. Assessment Strategy The principle of applied learning is central to the philosophy of Leeds Beckett University, where learning is grounded within experience and practice. Nursing is ideally placed to address this philosophical approach, aiming to educate practitioners who can apply theoretical principles and concepts within a range of clinical environments and who can effectively contribute to the workforce requirements of the health and social care arena. The assessment strategies have been developed in line with the University Learning and Teaching strategy (2011) and Standards for pre registration nursing education (NMC, 2010), as well as building on existing strengths and good practice. The assessment strategies of the course embrace a student centred caring philosophy and are designed around the principles of progressive and lifelong learning and transferability of skills. The introduction of an e portfolio in level 4 will be used to gather evidence of this progressive personal and professional learning throughout the course and a range of assessments have been used to provide a balance throughout. The course has been designed on streams of modules starting in level 4 and building to level 6 where themes and concepts are revisited and examined in more depth in keeping with the philosophy of a spiral curriculum (Harden and Stamper 1999). At level 4 concepts, theories and knowledge, learning and practice skills will be developed within discrete modules. This will lay the foundations for progression to deeper level knowledge in level 5 which will move to greater understanding of the inter relatedness of concepts and theories and skills in the development of cognitive and problem solving skills. At level 6 the focus will be on the development of higher level critical and analytical skills, synthesising and applying knowledge in more complex situations. Throughout the course, the emphasis will be on the student as an independent learner, equipping them with the skills for reflective practice and academia in order to be proactive contributors to a complex and dynamic health and social care environment. Where appropriate nursing students will be engaged in shared learning with other students on health related courses and with service users and carers. Each module dedicates a session to assessment preparation and support. Feedback on Assessed Coursework In the first weeks of level 4, as part of the Academic, Professional and Personal Development module, students will be coached in understanding feedback, the different types of feedback, what they can expect from feedback, how to receive and give feedback and what to do with their feedback. Using a variety of methods including playing games

10 students will be encouraged to view feedback as on going to enhance their professional as well as academic progress. Students will receive feedback from their mentors in practice on their performance. This will form part of their summative assessment for their Skills for Practice module. Students can expect to receive feedback four weeks after submission of a summative assessment. The form of feedback will be varied, this may be written comments, written comments plus a grade, verbal, feedback as part of an on line discussions. The students module handbook will give specific details relating to when and what type of feedback they can expect for a given module. Module Assessment Methods Assessment Method Mapping. Core () Written assignment including essay Module Titles Skills for Practice Adult Nursing L4 P/F 100 P/F Academic, Professional and Personal Development L4 50 P/F 50 Human Physiology L4 100 Written examination Online examination Case study Final project Poster Oral assessment / presentation Portfolio Practice Experiences Objective Structured Clinical Examination (OSCE) Communication 1: Therapeutic use of self L4 Professional, Legal, & Ethical Practice an introduction L4 Nursing and Health L4 Skills for Practice Adult Nursing L5 Academic, Professional and Personal Development L5 Human Physiology 5a L P/F 50 x P/F Human Physiology 5b L5 100 Communication 2: Counselling & Interpersonal Skills for Nursing Practice (Adult Nursing) L5 Approaches to Nursing Care L5 Skills for Practice Adult Nursing L6 100 P/F P/F

11 Personal, Professional and Inter Professional Practice preparation for registration portfolio L6 Supporting People with Long Term Conditions and in End of Life Care (Adult Nursing) L6 Introduction to Non Medical Prescribing L6 Leadership, Management and Enterprise L6 100 P/F P/F Employability and Professional Context We have an excellent employability record. This compares favourably to other Higher Education Institution. Students exiting this course have successfully gained employment within the NHS in acute hospital settings and community settings, private sector, voluntary sector and armed forces. Students may wish to continue onto a Masters in specialist nursing courses such as Health Visiting, School Nursing, Occupational Health Nursing, Practice Nursing or District Nursing. For the occasional student who does not achieve standards required for professional registration, the employability strand running through the programme and individual personal guidance provided by the Careers Advisers ensures students are able to help identify the student s transferrable skills and then apply these to other career routes. Within the Faculty, the course team, the Practice Learning and Employability Unit (PLEU) and careers service work in conjunction with each other to ensure that students are prepared for placement and work related learning (WRL) experiences and that they are matched to experiences that are a good fit with their skills and/or chosen vocation. A dedicated team of PLEU placement officers work with the course teams to source potential placements and WRL well in advance of the start date and allocate these opportunities appropriately to individual students taking into account any professional, statutory or regulatory body requirements. All students are encouraged to go through a process of personal development and skills analysis before embarking on a placement and reflect critically on their return on how their experiences have progressed their development. Additionally our students are signposted to a variety of volunteering opportunities available through the students union and the volunteering and partnerships offices which enable them to gain further work related learning and employability skills. Our students also have access to the careers service and online employability resources ( EROL) which help to prepare them for job applications and interviews and critically evaluate their employment prospects and identify potential opportunities.

12 Work Related Activities All nursing students will gain experience in a variety of environments where health care is delivered. This may include acute hospital placements, community placements, and placements in GP surgeries, voluntary and private organisations. All students are required to complete 2300 hours of practice related experience during the course, divided approximately equally across the three years. As this is mandatory for NMC registration, the course team have produced a separate document detailing the content and ensuring that all the risk factors identified by the NMC are considered. Students in each year of the programme are engaged in volunteering activities in addition to their practice experiences. This exceeds University requirements for a two week volunteering placement during the course and enables students to be employable in careers other than nursing. Evidence of this is documented in the students portfolio. Placement or Work Related Activity Level Placement takes place across all levels, (4, 5 and 6) in accordance with the Nursing and Midwifery Council requirements. Placement or Work Related Activity Length in Weeks This will be variable. Students will receive an annual planner detailing the weeks and days they may be in practice and University. Students on nursing courses must complete 2300 hours of practice experience which is divided approximately equally across the three years of their course. The programme also includes simulated learning in accordance with NMC guidelines. Type of Placement or Work Related Activity Nursing students will receive a variety of experiences in keeping with the requirements for registration (NMC 2010). Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA website at and reports

13 We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the FHEQ (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.