PRE-REGISTRATION NURSING. BSc (HONS) NURSING STUDIES PROGRAMME HANDBOOK ADULT NURSING FIELD

Transcription

1 PRE-REGISTRATION NURSING BSc (HONS) NURSING STUDIES PROGRAMME HANDBOOK ADULT NURSING FIELD SEPTEMBER 2015

2 CONTENTS Page 1 WELCOME Your Programme Handbook 1 2 OVERVIEW OF THE PRE-REGISTRATION PROGRAMME AND FREQUENTLY ASKED QUESTIONS 1 3 WHAT DOES THE PROGRAMME OFFER YOU? 8 4 WHAT ARE THE AIMS OF THE PROGRAMME? 8 5 HOW WILL YOU ACHIEVE THESE AIMS? 10 6 LEARNING AND TEACHING STRATEGIES 16 7 THE PLACEMENT ALLOCATION JOURNEY FOR YOUR FIELD TOGETHER WITH THE FIELD PHILOSOPHY UNDERPINNING YOUR LEARNING Diagram illustrating the relationship between the hub and spoke placements each year, and learning 23 8 ASSESSMENT 24 9 NON-COMPENSATABLE MODULES ASSESSMENT AND HAND-IN DATES WHAT STUDENT SUPPORT WILL YOU RECEIVE DURING THE PROGRAMME? STUDENT FEEDBACK Student Lifecycle Feedback Map STUDENT REPRESENTATION ATTENDANCE REGULATIONS/SICKNESS AND ABSENCE STUDENTS RESPONSIBILITIES REGARDING CONTACTING PLACEMENT AREAS AND ACCESSING PLACEMENTS PROGRAMME EVALUATION USEFUL CONTACT NUMBERS REFERENCES 38 TU-SOHSC (2015) 1

3 APPENDICES 39 Appendix 1 Programme and Stage Outcomes 40 Appendix 2 University Undergraduate Marking Criteria 49 Appendix 3 Assessment Grid 53 Appendix 4 Sickness and Absence Policy 57 DISCLAIMER The information contained in this handbook is, as far as possible, accurate and up to date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law. TU-SOHSC (2015) 2

4 1 WELCOME Welcome to the Teesside University School of Health & Social Care (SOHSC) and the BSc (Hons) Nursing Studies programme. The programme has been developed in partnership with colleagues from the local NHS Trusts and Independent Sector who provide students with placement experiences, nursing students and service users and carers. It will provide you with a wealth of learning experiences which are designed to enable you to develop the knowledge, skills and competence required to provide high quality person-centred care which meets people s needs across the range of community and hospital care environments. The programme is firmly embedded within contemporary nursing, health and social care practice, and we are confident that it will provide you with an enjoyable and rewarding learning experience. 1.1 Your Programme Handbook This handbook provides you with essential information about your programme, which we hope you will find helpful. It should be read in conjunction with the SOHSC Student Essential Guide (School Handbook) and the University Undergraduate Assessment Regulations, which can be located on the internet site: If there are any changes to the programme following receipt of this handbook, you will be informed and provided with the relevant information. The first section of the handbook provides an overview of the programme. This is followed by more detailed information regarding the course and the field of practice you have chosen to follow (Section 3 onwards). 2 OVERVIEW OF THE PRE-REGISTRATION NURSING PROGRAMME AND FREQUENTLY ASKED QUESTIONS The pre-registration BSc (Hons) Nursing Studies award is a three-year programme. It enables successful students who meet all of the programme s professional and academic requirements to register with the Nursing and Midwifery Council (NMC) on the Nurses part of the NMC Professional Register in their relevant field of practice. Q: How long does it take to complete the course? A: The majority of students complete the programme in three years; however some individuals may need to take time out from their studies for a variety of reasons. This is referred to as an interruption. Interruptions are negotiated with the Field Leader and authorised by the Programme Director. Q: What are the fields of practice? A: When you applied to join the programme you will have identified the field of practice you wished to follow. There are four fields: Adult, Children s, Learning Disabilities and Mental Health nursing. Please note, that opportunities for students who wish to transfer to a different field of nursing practice to the one they enrolled on are very limited. This is because each field has specific enrolment numbers and students undertake a field-specific module from Week 5 onwards. Any application to transfer must be made to TU-SOHSC (2015) 1

5 the Field Leader within the first four weeks. This opportunity is not guaranteed and places will probably not be available. Q: How is the programme organised? A: The programme is divided into three stages of learning, each of which equates with one year of study. Unlike many University programmes the academic year is spread across a 52-week period and holidays are set at designated points within the year. Each stage of the programme comprises of University-based contact sessions, study weeks and placement allocations: University contact/non-contact time is front-loaded within the year, to prepare you for your practice learning experiences and assessments. Study weeks have been distributed across each year to help you prepare for assignment submissions. A consolidation week at the end of each year is used to evaluate your learning and prepare you for the next stage of the programme/your career. The diagram on Page 23 illustrates the sequencing of the theory and practice experiences, together with the modules you will study and the focus of each placement allocation. Q: How many hours per week am I expected to complete? A: You are required to work a 37.5-hour week during practice and theory time. A week-by-week breakdown of the programme including annual leave can be found on the student e-directory. In order to register with the NMC and meet the programme requirements you must complete the required number of hours. Q: When will I learn about my chosen field of nursing practice? A: The design of the programme enables you to develop field-specific knowledge and skills from the outset. This will enable you to focus upon your chosen client group and field of nursing practice within each stage, together with the generic knowledge and competences required of all nurses. Q: What modules will I undertake? A: The programme is made up of modules of learning, some of which are shared with students from all four nursing fields and some are field-specific. During each year you will undertake a number of modules. Each module is awarded 10, 20, 40 or 60 academic credits. These credits are weighted according to the academic level required at each stage. Equal credits are given to theory and practice. There is one 60-credit practice module in each stage of learning and the remaining 60 credits are allocated to theory modules. The diagram below provides an overview of the module sequence for your programme. It also TU-SOHSC (2015) 2

6 illustrates which modules are specific to your nursing field and which modules are shared with students from the other fields of practice. Stage 1: Academic Level 4 All Fields: The Foundations of Nursing: Care, Compassion & Communication (10 credits) All Fields: An Introduction to Human Development and Functioning across the Age Continuum (10 credits) All Fields: The Role of the Nurse in Improving Health and Wellbeing (20 credits) Field-specific: Decision-making module (20 credits) All Fields: The Fundamentals of Caring and Professional Nursing Practice (Practice module 60 credits) Stage 2: Academic Level 5 All Fields: The Role of the Nurse in Promoting Evidence-based Health and Service Improvement (20 credits) Field-specific: Decision-making module (20 credits) Field-specific: Improving Service User Outcomes module (20 credits) Field-specific: Practice module (60 credits) Stage 3: Academic Level 6 All Fields: Developing the Nursing Contribution to Continuous Improvement in Health and Social Care Practice (40 credits) Field-specific: Decision-making module (20 credits) Field-specific: Practice module (60 credits) You must pass all of the modules within each stage of the programme and meet the required stage outcomes in order to progress on the course. Please see the Undergraduate Assessment Regulations and programme variances which can be located on the internet site: Where exceptional circumstances prevent a student from completing outcomes within a stage, any outstanding outcomes must be met and confirmed within 12 weeks of the beginning of the next stage. If this is not possible students are interrupted and back grouped. Students who fail a module will be discontinued from the programme. Q: Who will I study with? A: During each year you will learn alongside other students from your chosen field of practice and ones from the alternative nursing fields. You will also engage in Inter-professional Learning (IPL) with students following other professional programmes within the School, such as midwifery, social work, radiography, physiotherapy, clinical psychology and occupational therapy. During your practice placements you will work within multidisciplinary/ multiagency teams and this will give you the opportunity to learn with and alongside other professional groups, in addition to learning supported by registered nurses. TU-SOHSC (2015) 3

7 Q: What should I do if I have a disability, specific educational needs, or require advice and support during the programme? A: There are a number of support services and mechanisms in the School of Health & Social Care and wider University. If you have concerns about your specific needs at the beginning of the programme please contact the Programme Director, or your Programme or Field Leader. You will be allocated a Personal Tutor during the induction period and they will provide you with individual support throughout your studies. Any of these individuals will be able to offer advice and support to you, and if appropriate liaise with the relevant services. TU-SOHSC (2015) 4

8 STUDENT JOURNEY FOR BSc (HONS) NURSING STUDIES PROGRAMME: ADULT YEAR 1/STAGE 1 I N D U C T I O N The Foundations of Nursing: Care, Compassion & Communication All Fields (10 credits) An Introduction to Human Development and Functioning Across the Age Continuum All Fields (10 credits) An Introduction to Decision-making in Adult Nursing (20 credits) The Role of the Nurse in Improving Health and Wellbeing All Fields (20 credits) 8/52 practice period Hub Medicine/Surgery 16/52 period incl: 9/52 Hospital Care and 7/52 in spoke allocations which spans care closer to home within the community sector. Focus: Assessing and meeting the fundamental physical and mental health needs of people of all ages; and introduction to own nursing field 8/52 practice period Hub Medicine/Surgery 16/52 period continued 4/52 Reassessment or preferred option placements C O N S O L P R O G R E S S I O N The Fundamentals of Caring and Professional Nursing Practice All Fields (60 credits) YEAR 2/STAGE 2 P R O G R E S S I O N The Role of the Nurse in Promoting Evidencedbased Health and Service Improvement All Fields (20 credits) Developing Decision-Making in Adult Nursing Practice (20 credits) Promoting Positive Outcomes in Adult Nursing Practice (20 credits) 7/52 practice period Medicine/Surgery or Critical care (7/52) Focus: Assessing and meeting the fundamental physical and mental health needs of people of all ages and the more complex and coexisting needs of people from own nursing field 9/52 practice period Medicine/Surgery or Critical care (7/52), Walk in Centre/ GP Practice/Urgent Care (1/52) & Health visitor 1/52 Focus: Assessing and meeting the fundamental physical and mental health needs of people of all ages and the more complex and co-existing needs of people from own nursing field Promoting Caring and Professional Practice in Adult Nursing (60 credits) P R E S E N T A T I O N S 4/52 Re-assessment or preferred option placements P R E P & C O N S O L P R O G R E S S I O N YEAR 3/STAGE 3 2 / 5 2 Enhancing Clinical Decision-making in Adult Nursing Practice (20 credits) Enhancing Clinical Decision-making in Adult Nursing Practice Cont d (20 credits) 9/52 practice period District nurse or hospital (8/52) & 1/52 spoke in Paramedic/Immediate Care Focus: Developing leadership and management skills 8/52 practice period Hospital or District nurse Focus: Nursing leadership and management P R O P G R R A Developing the Nursing Developing the E C Contribution to Continuous Nursing Contribution S T Improvement in Health & to Continuous Enhancing personal S I Social Care All Fields Improvement in effectiveness to safeguard I C (40 credits) Health & Social Care the health and wellbeing of O E All Fields Cont d the public N (40 credits) TU-SOHSC (2015) 5 Enhancing personal effectiveness to safeguard the health and wellbeing of the public Leading Professional and Caring Practice in Adult Nursing (60 credits) P D P 4/52 practice Further development and consolidation of nursing leadership and management skills and personal effectiveness & Re-assessment period P D P & C O N S O L

9 Q: What are the professional requirements and expectations student nurses are expected to adhere to? A: At the end of the programme successful students will be able to register with the NMC. This programme therefore requires that you adhere to professional codes/rules of professional conduct or spirit thereof at all times. The NMC is the regulatory body for Nursing. Their requirements regarding professional conduct and the expectations placed upon student nurses and NMC registrants can be found on the NMC website The programme team will also discuss these expectations with you during the induction week. From that point onwards professional conduct will be one of the central components of your learning experiences. It will also be an integral part of your module assessments and the competencies you are expected to achieve within the practice environment. You will find a wealth of useful information for both nursing students and registrants on the NMC website. In order to help you develop your understanding of the role of the NMC and professional conduct, you should log-on to the website within the first few weeks of the programme and access: The Code: Professional Standards of Practice and Behaviour for Nurses and Midwives (NMC, 2015) and Please remember that as soon as you become a student nurse the public, profession and University expect you to behave professionally at all times, not just during programme hours. It is therefore essential that you understand what this means and read the NMC and University guidance. This includes guidance regarding for example the appropriate use of social networking sites which can be found using the following link Information can also be found in the Student Essential Guide (School Handbook). The School of Health & Social Care has a responsibility to ensure that students following professional education programmes are fit for practice placements and fit to practise at the point of registration with the relevant Professional/Statutory/ Regulatory Body (PSRB) on completion of their programme. These responsibilities and the School s Fitness to Practise Framework can be found on the student intranet Q: What must I do if there are changes to my health and/or DBS Enhanced Disclosure Status during the programme? A: You have a professional responsibility to inform us of any changes to your health or DBS status (including any current allegations/investigations) which may affect your progression on the course and/or impact upon your learning. This will enable us to make any reasonable adjustments to your studies, identify any additional support needs, and in some instances determine TU-SOHSC (2015) 6

10 whether your Fitness to Practise needs to be explored via the School s Fitness to Practise procedures. The NMC has produced guidance for good health and good character with respect to entry to education, continued participation and registration requirements. Please contact Jill Foley, the Programme Director, if you want to discuss any issues relating to this. If she is not available then please speak to your Programme or Field Leader, and Jill as soon as possible. Q: How do I register with the NMC on successful completion of the programme? A: Students who successfully complete the programme are eligible to register with the NMC. The Programme Director is required to confirm their support for each student s eligibility for registration. Please ensure that you make Jill Foley aware of any investigations, convictions or cautions that you have been subject to. You will have five years in which to register following successful completion of the programme. Where there is a delay of six months or more between completion of the programme and your application for registration however, the NMC has additional requirements. In these circumstances your application must also be supported by a nurse registered in the same part of the register to which you are applying. The registered nurse must have known you for at least a year and have been in contact with you during the previous six months. This requirement is in addition to the confirmation of good health and good character supplied by the designated person (the Programme Director) within Teesside University. Q: What happens if I don t pass all of the programme modules? A: Students who are deemed to have failed one or more programme module(s) by the Exam Board will be discontinued from the programme and awarded a University fallback award. The fallback award is dependent upon the number and level of academic credits successfully achieved at the point in the programme when the student discontinues. The awards are generic Health and Social Care qualifications. There is no option to register with the NMC unless you successfully complete all programme requirements and have been awarded a BSc (Hons) Nursing Studies. Q: When will I receive my bursary payment? A: Once NHS Student Bursaries receive and process the confirmation from Teesside University that you have enrolled on your course and attended your first day, your first bursary payment will be made to you, within 10 working days (as long as your application has been approved). New students always receive a double bursary instalment in the first month and then the next payment is made in month three. Bursary payments (apart from your first) are made on the third Friday of each month. NHS Bursaries are paid in 12 monthly instalments each year, except in your final year of study when the bursary will be paid over the number of months you will be in study. For TU-SOHSC (2015) 7

11 example if your final year commences 16 September and ends 20 June, your bursary will be paid in 10 instalments (September June). Continuing students: All students have to reapply for their bursary before the start of their next academic year. Invitations to reapply for a student bursary for continuing students whose next academic year begins winter, spring or autumn 2015 are sent out according to dates available on the NHS Bursaries website. Invites are sent by with a letter attached. Please note that there may be a slight delay in activating your bursary at the beginning of subsequent years. This is because all your results need to be processed and your progression into the next stage/year of the programme completed prior to your University re-enrolment being activated. This cannot be done until your results have been confirmed and published by the Assessment Board. 3 WHAT DOES THE PROGRAMME OFFER YOU? The Teesside University pre-registration nursing programme is recognised locally and nationally for the high quality and the value placed upon it by students and practitioners (NMC, 2009). This programme therefore offers you the opportunity to study nursing in supportive, high quality academic and practice learning environments; and ultimately to register with the NMC and pursue a highly rewarding career. The learning you will engage in during the programme will help you develop personally and professionally. To be a nurse and to share people s health care experiences in sometimes very difficult and emotional times is a privilege. The public places high expectations and levels of trust upon nurses, and the programme aims to develop practitioners who can meet these expectations. It will therefore be hard work and challenging. Nursing, health and social care are undergoing a significant period of change. For nursing this provides new opportunities in terms of career development and the roles that will be available to nurses in the future. The programme has been designed to prepare you for the changes that are taking place. Recent key reports such as the Prime Minister s Commission on the Future of Nursing and Midwifery in England (2010) identify the significant contribution nurses make to the provision of health and social care, the increasing responsibilities placed upon nurses and their potential to further enhance and positively influence people s health and health services. Preregistration nursing education is responsible for ensuring that graduates have the foundation knowledge, skills and vision required to meet the professions potential, which is to provide the highest quality nursing care in accordance with public expectations and professional requirements, and to take a leading role in developing nursing and health care provision. 4 WHAT ARE THE AIMS OF THE PROGRAMME? The overall aims of the programme are to provide a professional education that meets the requirements for entry to the Nurses part of the NMC Professional Register (Adult or Mental Health or Learning Disabilities or Children s Nursing) TU-SOHSC (2015) 8

12 (R5.3.1); EC Directives (Adult Field); and the Award of BSc (Hons) Nursing Studies from Teesside University by: 1. Ensuring nurses graduating from the programme are fit for practise, purpose and award, and prepared for the challenges and demands of contemporary and future nursing, health and social care practice. 2. Facilitating the acquisition of the knowledge, skills, values, attitudes and behaviours which underpin professional nursing practice. 3. Facilitating the development of nurses whose practice is underpinned by an in-depth understanding of professional accountability, safeguarding and the mechanisms of clinical governance within health and social care. 4. Facilitating the development of nurses who are able to practice autonomously and deliver high quality, compassionate, person-centred care, which helps people feel safe and cared for and respects and upholds their dignity, privacy and human rights. 5. Developing nurses who are able to meet the fundamental nursing needs of people across all fields of nursing practice and across the life continuum, and the more complex and co-existing needs of people from their own field of nursing practice. 6. Developing nurses who through self-awareness, reflexivity and enhanced communication strategies can develop therapeutic relationships with service users based upon reciprocity, respect and trust. 7. Developing graduates who can use critical thinking skills and best available evidence to support their decision-making and service provision, and who can apply these skills to a range of settings. 8. Developing nurses who are able to facilitate health improvement by identifying and utilising every opportunity to promote health and wellbeing with individuals, families and communities. 9. Facilitating the development of nurses who are able to foster and work in partnership with service users, the public, agencies, and health and social care professionals across all care settings, to promote service user choice and positive health outcomes. 10. Developing nurses who are able to challenge inequality, inequity and cultures of acceptance and promote safeguarding, inclusion, access to care and health and wellbeing. 11. Developing nurses who are committed to life-long learning and able to facilitate their own professional development and that of others through reflective practice, education, supervision, feedback and evaluation. 12. Enabling nurses to recognise the value of innovation and enterprise within health and social care and to contribute to service improvement. 13. Developing nurses who are able to promote and enhance the quality of service provision and standards of nursing practice through effective leadership. The programme outcomes for each stage of learning can be found in Appendix 1. TU-SOHSC (2015) 9

13 5 HOW WILL YOU ACHIEVE THESE AIMS? Your programme comprises of 4,762.5 hours of full-time study. 50% of your learning time will be spent engaging in University or self-managed learning activities (theory) and 50% of your time within placement allocations (practice). Because of the NMC requirements regarding programme hours the nursing programme does not follow the usual University terms. The modules in each stage of the programme provide you with the opportunity to meet the stage outcomes and progress towards the final award. All of the modules are designed to help you link and apply your learning to practice. Generic and fieldspecific content is introduced from the beginning of the programme and your learning becomes increasingly focused upon your own field of nursing, and the development of leadership and management skills as the programme progresses. Periods of practice-based learning are included within each programme stage. There are two long practice learning periods within the first and second year, each of which is followed by a further four-week period towards the end of each stage. These four-week periods are used either for re-assessments if required, or if not required, to enable you to follow a particular area of interest from a selection of placement choices. You are expected to divide these preferred option periods into two allocations, and within the second year this can include an international observational placement. The International Placement Co-ordinator (Jan Harris) oversees the organisation of placements abroad, and supports students during the process of identifying and arranging their allocation, in accordance with University procedures. Within the final stage you will undertake a two-week allocation which enables you to focus upon service improvement and clinical governance frameworks within provider services. This placement is followed by a period of University contact/non-contact and two long placement allocations. In order to progress to the next year you must pass the modules for each programme stage. An overview of the modules and their assessments is given below. More detailed information will be provided by the Module Leaders at the start of each stage. The Stage 1/Year 1 Modules During this stage all of the modules are studied at Level 4. There are four core modules and one field-specific module focusing upon decision-making. The core modules commence in Week 1 of the programme, the decision-making module starts in Week 5. Module Overview The Foundations of Nursing: Care, Compassion & Communication (10 Credits) This core module aims to enable you to develop the knowledge and inter-personal skills which underpin caring, compassionate nursing practice; and those required to communicate effectively with all service users, carers and members of the multidisciplinary team. The foundations of therapeutic nursing, TU-SOHSC (2015) 10

14 utilising appropriate interpersonal skills and the development of nurse-patient relationships, will be explored. The importance of effective communication across the age continuum, irrespective of illness or ability, will also be examined, together with the need for self-awareness and personal effectiveness within the caring role. This will facilitate the development of the fundamental leadership skills and strategies required to effectively manage challenging situations. Assessment The summative assessment requires you to complete a 360- degree Interpersonal Skills Assessment Tool whilst in Clinical Placement 1 and write a 2,000-word reflective account focusing upon the development of your communication skills and feedback received within the assessment tool. Module Leader Jacquie Horner and Carol Wylie Contact Details Jacqui Horner: Tel: J.Horner@tees.ac.uk Carol Wylie: Tel: C.Wylie@tees.ac.uk Module Overview An Introduction to Human Development and Functioning across the Age Continuum (10 credits) This core module aims to provide you with an introduction to functional anatomy and physiology with links to developmental milestones, common conditions and health needs across the age spectrum and fields of nursing. A study guide, introduced in Week 1, will be used to direct learning and help you make meaningful connections between module content: anatomy, physiology, developmental theory and factors contributing to health and wellbeing. Assessment An unseen 60-minute Multiple Choice Question (MCQ) paper, consisting of questions covering module content. Module Leader Graham Jones Contact Details Tel: G.Jones@tees.ac.uk Module The Role of the Nurse in Improving Health and Wellbeing (20 credits) Overview This core module enables you to explore the factors and issues which impact upon people s health, wellbeing, access to care and experience of illness and recovery; together with the nurse s role in designing, delivering and monitoring services to ensure high quality care. It also aims to develop your ability to use best available evidence to support practice decisions and promote innovation. Assessment The summative assessment requires you to construct a 4,000- word geographically determined community profile. Module Leader Shawn Costello Contact Details Tel: S.Costello@tees.ac.uk TU-SOHSC (2015) 11

15 Module: An Introduction to Decision-making in Adult Nursing (20 credits) Overview This field-specific module aims to provide you with the foundation knowledge essential to decision-making in adult nursing, and to enable you to apply the essential knowledge underpinning adult nursing across the continuum of care, considering legal, ethical, professional and clinical governance issues. Assessment Summative assessment will be an unseen written exam. You will be given a scenario one week prior to the exam via the e- learning site. The scenario will assess decision-making, care pathways and legal, ethical and professional aspects of care. Module Leader Louise Braithwaite Contact Details Tel: L.Braithwaite@tees.ac.uk Module Overview Assessment The Fundamentals of Caring and Professional Nursing Practice (Practice module 60 credits) This core module aims to facilitate development of the fundamental nursing knowledge and skills required in order to meet service users physical, mental health and emotional care needs. It also introduces you to your field of nursing practice. The module assessment comprises of: A midpoint practice-based assessment of competency benchmarks towards the end of the first placement period addressing attitudinal and professional issues and, Achievement of the first year practice competencies and submission of an integrated Portfolio of Evidence towards the end of the first year. This includes a pass mark in the Drug Calculation Exam. Module Leader Mark Wheatley and Rachel Morris Contact Details Mark Wheatley: Tel: M.Wheatley@tees.ac.uk Rachel Morris: Tel: R.Morris@tees.ac.uk The Stage 2/Year 2 Modules During this stage all of the modules are studied at Level 5. There is one core module called The Role of the Nurse in Promoting Evidence-based Health and Service Improvement. The remaining modules are field-specific; however some of the learning activities in them will be shared with students from the other nursing fields. TU-SOHSC (2015) 12

16 Module The Role of the Nurse in Promoting Evidence-based Health and Service Improvement (20 credits) Overview This module builds on the knowledge and skills developed in Year 1 of the programme, and aims to further develop your ability to critique and use evidence to support the delivery of high quality nursing care, health and service improvement. To achieve this, the module content consists of three core themes including exploration of some of the contextual factors that influence service delivery, organisational cultures, leadership and the reform/service improvement agenda. The influence and importance of service user engagement in this process will be emphasised, while some of the more influential professional, economic, health and social policy drivers will also be explored. During the module you will be expected to attend a Trust, Governor s or Governance Board meeting in order to gain insights into local health care priorities and agendas and how these may influence health care provision. Assessment A 4,000-word essay in which you will review and critically appraise the evidence base that underpins a primary care plan/ pathway used to guide an episode of care Module Leader Dave Turnbull Contact Details Tel: D.Turnbull@tees.ac.uk Module Developing Decision-Making in Adult Nursing Practice (20 credits) Overview This module will introduce you to the complexity of adult nursing practice within a range of health care settings. Knowledge and understanding gained in the first year will be developed further with regard to assessing and planning care to meet the physiological, psychosocial and cultural needs of service users and their families. Emphasis will be placed upon the application of evidence in practice, clinical and ethical decision-making processes involved in care planning and the provision of high quality and effective nursing care across a range of settings. Assessment Seen scenario with four unseen questions three-hour exam reflecting practice experience and taught element. Students answer all four questions. Module Leader Graham Brennan Contact Details Tel: Graeme.Brennan@tees.ac.uk Module Overview Promoting Positive Outcomes in Adult Nursing Practice (20 credits) This module builds upon the foundational knowledge and understanding attained within the first year of the programme and will prepare you for your second year practice placements. Adopting a patient-centred approach, this module will explore the journey and experiences of patients, their families and their carers through the health and social care system. You will TU-SOHSC (2015) 13

17 critically appraise key national policy drivers for the delivery of high quality services and demonstrate a critical awareness of the unique and distinctive role that nurses have in promoting positive outcomes in adult nursing practice. Within this, you will explore the dynamic nature of multidisciplinary and multi-agency collaboration. Assessment Summative assessment will be a 4,000-word assignment; you will select one critical incident (from three pre-determined options) and critically explore the management of risk in relation to the patient and their carers, and the nurse s role and responsibility in relation to safeguarding and promoting positive outcomes. Module Leader Scott Godfrey Contact Details Tel: S.Godfrey@tees.ac.uk Module Promoting Caring and Professional Practice in Adult Nursing (60 credits) Overview This module builds upon learning from Year 1 and aims to facilitate further development of the knowledge and skills underpinning adult nursing practice across a range of diverse health settings. The focus of the module will be to enable you to holistically assess and meet the fundamental physical and mental health needs of people of all ages, and the more complex and co-existing needs of people within the adult field of practice and their families/carers. Assessment Achievement of the second year practice competencies and submission of an integrated Portfolio of Evidence towards the end of the second year. This includes a pass mark in the Drug Calculation Exam. Module Leader Dawn Bellwood Contact Details Tel: D.Bellwood@tees.ac.uk The Stage 3/Year 3 Modules During this stage all of the modules are studied at Level 6. There is one core module called Developing the Nursing Contribution to Continuous Improvement in Health and Social Care Practice. The remaining modules are field-specific, however there is some shared-learning within these. Module Overview Developing the Nursing Contribution to Continuous Improvement in Health and Social Care Practice (40 credits) The module is designed to enable you to contribute to improving services in practice within the context of the nursing role, based upon critical evaluation of the evidence regarding a focused, student-determined area of practice. The current context of health and social care improvement will be explored within the module, as will contemporary care quality issues such as the Francis Report (2010) and the Patients' Association Report and CARE Campaign (2011). TU-SOHSC (2015) 14

18 Assessment An 8,000-word major project. The focus of the major project is a comprehensive evaluation of a potential enhancement to nursing care, and the development of realistic recommendations for improving the quality of care and the user/carer experience and further spreading of good practice. This evaluation will include critical reflection on the personal and professional knowledge and skills required to achieve this. The area selected for study must be agreed with a member of the module team and the Academic Supervisor. Module Leader Kay Scott Contact Details Tel: Kay.Scott@tees.ac.uk Module Enhancing Decision-making in Adult Nursing Practice (20 credits) Overview This module builds upon previous learning and focuses upon complex decision-making within adult nursing practice. Risk management and the decision-making process will be explored. Emphasis will also be placed upon developing an enhanced awareness of how clinical decision-making can impact on self, service users, their families/carers, health and social care professionals and the service being delivered. Assessment 4,000-word case study which analyses best available evidence to support decision-making Module Leader David Jackson Contact Details Tel: David.Jackson@tees.ac.uk Module Overview Assessment Leading Professional and Caring Practice in Adult Nursing (60 credits) The module aims to develop your ability to lead and manage the care of patients with complex needs in diverse care environments. You will be provided with the opportunity to develop your role in caseload management and associated skills including prioritising care, negotiating, decision-making, delegation, time-management, team-building and the teaching of others. Emphasis will be placed upon challenging practice where appropriate, in order to safeguard the health and wellbeing of people. These aspects of practice will promote your understanding of Inter-professional Learning and will provide further opportunities to work with other professional groups and fields of practice. The content of the module will consist of some shared key lectures with other fields of nursing practice. This sharedlearning relates to teaching others, leadership and management. Achievement of the third year practice competencies and submission of an integrated Portfolio of Evidence towards the TU-SOHSC (2015) 15

19 end of the third year. This includes a pass mark in the Drug Calculation Exam. Module Leader Norma Barran Contact Details Tel: N.Barran@tees.ac.uk 6 LEARNING AND TEACHING STRATEGIES Overview You will experience a wide range of approaches to learning and teaching during the programme. These include teacher-led methods such as lectures, discussions and tutorials, and student-led activities such as group work, seminar presentations and student-led debates and dialogue. Other key learning and teaching strategies include skills workshops within the University s skills laboratories, e-learning, experiential workshops which may include role-play and simulation, service user-led activities and field work to identify and explore service provision and the perceptions and needs of service users and their families/carers. Learning from reflection upon significant events is also a prominent part of the programme within both the academic and practice setting. The level and depth of reflection required increases as you move through the stages of learning. It is your responsibility to ensure that confidentiality and the anonymity of service users, carers, relatives and colleagues is maintained at all times. A framework will be provided to guide you through the reflective process. All of the methods used have been selected to complement the learning outcomes of respective modules and promote your achievement. As the programme progresses there is less emphasis on teacher-led activities and you will be expected to become more self-directed in your learning. There is consequently less University-based contact time as you move through the different stages. The timetable has also been organised to try and ensure that your workload is manageable and study time has been included within modules to help you prepare for sessions. Inter-professional Learning Inter-professional learning activities have been organised at certain points within the programme and within different modules. These aim to prepare you for interdisciplinary and integrated team-working by developing your understanding of collaborative working and by promoting team-working values and skills. Attendance at Service User/Carer Support Groups and Trust or Governors/ Governance Board Meetings Within Stage 2 of the programme you are required to attend the above meetings and feedback to your peer group. Please ensure that you arrange to attend these in a timely way. The Module Leaders in Year 2 will provide further information regarding these requirements when you enter that stage. Key Skills Development The programme s learning and teaching strategy recognises that students learning needs and confidence in relation to areas such as academic writing, information TU-SOHSC (2015) 16

20 retrieval, and using electronic and web-based mediums and resources will differ. Therefore within the first University-based contact block, drop-in sessions will be provided to help those students who feel they need to focus upon these areas. These will be in addition to the core sessions delivered as part of the induction and first year modules. The Library also provides a number of resources which support key skills development and you can access these at any time during the programme. You may also find the Moving Forward e-learning@tees site useful. Skills Workshops You will participate in skills workshops during each year of the programme. The majority of these take place during the skills modules, however you may also participate in practical and simulation activities during other modules or preparation for practice sessions. Your Responsibilities During Skills Workshops, Simulation and Practical Sessions At the beginning of each academic year you will be asked to sign a consent form agreeing to participate in some practical-based sessions and some classroom experiential learning activities. For all classroom-based practical assessments e.g. CPR, students are required to wear uniform. For all other practical sessions students are required to wear sensible clothing and footwear e.g. full size t-shirts, trousers, jeans, trainers. You will be expected to take part in practical sessions such as manual handling and Cardio Pulmonary Resuscitation training. These sessions will be supervised and it is the responsibility of the student to highlight any cause of concern to the lecturer for example previous injury and pregnancy. Further information is available in the Student Essential Guide (School Handbook). During all sessions you will be expected to present yourself in a professional manner. This includes attention to the way you dress and conduct yourself. We ask that: You do not chew gum/sweets during these lessons. Your clothing is respectable, clean and well presented. You think of your mannequin (or the individual acting as a client/patient) as a client/patient, and think of their comfort and needs during the practical/clinical activities. Appropriate measures should be taken during the practical session to maintain the modesty of the individual acting in a patient/client role. Jewellery and watches are removed for practical sessions as these can potentially cause injury. Fingernails are kept short to reduce the risk of injury whilst performing practical skills. You leave all unnecessary articles (bags and coats) at the back of the practical rooms. You leave the practical room tidy. TU-SOHSC (2015) 17

21 Learning and Teaching in the Practice Setting During practice allocations your learning will be supported through the tripartite relationship. This involves the establishment of a relationship in the practice environment between you, the Practice Mentor allocated to you and the Academic Mentor linked to the placement area. This relationship is formalised through tripartite meetings held in the practice setting during each of the long practice periods. Information regarding this process can be found in your practice portfolio. A hub and spoke approach is used within the majority of placement allocations. This means that for each of the six long placement periods in the programme you will be allocated to a designated hub and a Practice Mentor. Short spoke placement experiences have been identified for each hub to help you develop your understanding of service user journeys across care provision and integrated working. These spoke placements also facilitate the development of particular skills sets such as communication with individual client groups. The hub and spoke approach ensures that you are provided with opportunities to meet the programme outcomes and practice competencies, and have direct contact with healthy and ill people and communities. Placement allocations for all fields include experience across a range of settings including community and hospital provision within each stage of the programme. The placement allocation journey for your field together with the field philosophy underpinning your learning can be found on Page 19. Your learning and the practice hours you complete during each placement period must be documented within your Practice Portfolio. You are supernumerary throughout your allocations. This means that you are not part of the areas designated staffing numbers. Your practice learning experiences also ensure that you experience 24-hour/7-day care which is an NMC requirement. You are required to work the shift patterns allocated to you by your Practice Mentor and this includes working night duty. The local NHS Trusts and independent sector service providers, offer a wide range of community and hospital experience within a varied geographical area. There are opportunities for you to move between Trusts within the area but most of your practice experience will usually be gained within your Home Trust. Independent sector and education and social care providers will also be utilised where appropriate. If you have any queries/questions about your placements please SOHSC.Records.Placements@tees.ac.uk. Your enquiry will be forwarded to the appropriate member of academic staff. Placement Inductions and Orientation You will be allocated to a Home Trust at the beginning of the programme and you are required to attend a Trust induction prior to your first placement experience. You can access information relating to each of your placement allocations via the online placement allocation system (Arc PepNet module). This provides information relating to learning opportunities, placement audit and access to the care environment. Placement allocations are available four weeks prior to the start date to help you prepare for the particular experience and contact the area for advice. TU-SOHSC (2015) 18

22 At the beginning of each practice placement experience your Practice Mentor will orientate you to the care environment. Travel to and from Placements using your own Transport It is your responsibility to ensure that any vehicle you use to travel to, from and in between practice placement areas is properly insured for this purpose. If you are in any doubt that your car insurance covers you for this, then you must seek prior advice from your insurance company on this matter. Please note that you must not convey patients/clients and any service user/ carer in your own vehicle. Year 3 Practice Experiences and Lone Working Please note that during the final stage of your programme there may be an element of Lone Working in some placements. This will always be supervised and negotiated with your Mentor/Sign-off Mentor and will be dependent upon the placement area. If this is the case the Module Leader for the practice module will organise preparatory sessions for you. You must always follow the lone working policy, which can be found on the E-directory. 7 THE PLACEMENT ALLOCATION JOURNEY FOR YOUR FIELD TOGETHER WITH THE FIELD PHILOSOPHY UNDERPINNING YOUR LEARNING Adult Nursing Philosophy This philosophy outlines the underpinning attitudes, values and beliefs of the adult nursing programme. The focus of which is upon the development of knowledge, understanding, skills, attitudes and behaviours which underpin professional adult nursing practice, across multi-professional, multi-agency teams. This will include an understanding of the art and science of nursing and the significance of caring within the therapeutic relationship across all fields of nursing practice and during the lifespan continuum. Health care delivery in the 21 st Century is undergoing unprecedented changes and reform. Current health care challenges for adult nurses include demographic changes within an ageing population and a growing number of individuals with chronic, long-term conditions and serious illness (End-of-Life Care Strategy, 2008). The health and strength of a society can be measured by how well it cares for its most vulnerable members (Michael Report, 2008 p7). Fundamental to the service user experience is high quality nursing care which is delivered in a caring, compassionate and dignified manner. This respects the integrity of the service user and their family in their choices and preferences. Therefore early intervention, prevention, health promotion and public health are essential components of the programme. There is a requirement to ensure that service users, carers and their families are able to exercise choice and control over the care that they receive. This will involve TU-SOHSC (2015) 19